Lloyd Sealy Library



B8

John Jay College of Criminal Justice

The City University of New York

New Course Proposal

When completed, this proposal should be submitted to the Office of Undergraduate Studies-Room 634T for consideration by the College Curriculum Committee.

1. Department (s) proposing this course: History

2. Title of the course: Ancient Egypt

Abbreviated title (up to 20 characters): Ancient Egypt

3. Level of this course

_____100 Level _____200 Level ___x__300 Level _____400 Level

4. Course description as it is to appear in the College bulletin:

(Write in complete sentences except for prerequisites, hours, and credits.)

This course will survey Ancient Egypt, tracing the development of Egyptian society and government from its prehistoric agrarian origins (approx. 4000 B.C.E.) through the death of Cleopatra and the Roman conquest (30 C.E.).  In addition to the major political developments, students will be expected to master the major shifts in Egyptian religion and thought, the changing notion and democratization of Egyptian afterlife, and how Egypt remained insular while becoming increasingly cosmopolitan and imperialistic.  The course will also examine the role that geography played in the development of Egyptian society and will trace Egypt’s interactions with her neighbors in Africa and the greater Mediterranean world to examine how these relationships affected the Egyptian religion, culture, and economy.  Primary and secondary sources will be used to encourage class discussion and as the basis of written exercises and exams.  3 hours, 3 credits.

5. Has this course been taught on an experimental basis?

___x__ No

______ Yes: Semester (s) and year (s):

Teacher (s):

Enrollment (s):

Prerequisites (s):

6. Prerequisites: English 102 or 201, HIS 203 or HIS 231, and HIS 204 or HIS 205 or HIS 232

7. Number of: class hours__3___ lab hours__NA__ credits__3__

8. Brief rationale for the course:

To students, ancient Egypt is one of the most vivid and exciting ancient cultures. Its 4,000 year history (in antiquity) provides an excellent example of a society as it develops from prehistoric to increasingly trans-regional in perspective and scope. Within a comprehensive global history program such as John Jay’s, a course on ancient Egypt would provide a necessary background for students who are either focusing their studies on the ancient world or who are interesting in gaining an understanding of the origins of the premodern/modern world.

9a. Knowledge and performance objectives of this course:

(What knowledge will the student be expected to acquire and what conceptual and applied skills will be learned in this course?)

At the end of this course, it is expected the student will:

1) Have an understanding of Egyptian history and society, examining the various factors that influenced Egypt through its development

2) Understand ancient Egypt’s role in the contemporary world, and understand how international factors led to competition for resources, the development of an empire (and an imperialistic attitude), and adaptation in culture, religion, and economy

3) Be able to evaluate critically the role that religion and other social factors played in the development of ancient Egypt

The course assignments aim:

1) To familiarize students with the basics of Egyptian history and the major sources (primary and secondary) that historians use to construct these basics

2) To encourage students to think critically about how history is constructed, using primary sources to help students to comprehend and analyze the basis for secondary sources and our current interpretation of Egyptian history

3) To improve student skills in creating a persuasive argument and defending it through persuasive writing, using writing assignments that build to a research paper, integrating archaeological and text-based evidence, with a clearly developed and defended thesis

9b. Indicate learning objectives of this course related to information literacy.

The information literate student determines the nature and extent of the information needed, accesses information effectively, efficiently, and appropriately, and evaluates information and its sources critically. The student uses information effectively to accomplish a specific purpose, ethically and legally. (e.g., students demonstrate critical interpretation of required readings; and/or effective searching of appropriate discipline specific bibliographic databases; and/or primary data by gathering by observation and experimentation; and/or finding and evaluating Internet resources. For many more examples of classroom performance indicators and outcomes see the ACRL standards for higher education at

).

For questions on information literacy see the library’s curriculum committee representative.

This course will have a heavy focus on primary and secondary sources and the evaluation of these materials. Many of these sources will be available on the internet, and students will be expected to take that into consideration as they evaluate their source material. This course will also rely on students being able to navigate the internet successfully, using Blackboard extensively (for the syllabus and readings and to submit assignments). Library databases that the students will be expected to use include JSTOR, EBSCOhost's Academic Search Premier, and Historical Abstracts.

10. Recommended writing assignments:

(Indicate types of writing assignments and number of pages of each type. Writing assignments should satisfy the College’s requirements for writing across the curriculum).

This course will require at least 20 pages of writing. These will take the form of: five one-page analyses of source material; one two-page writing assignment (an analysis of a trip to the Metropolitan Museum or the Brooklyn Museum); and a guided research paper asking students to demonstrate their ability to persuasively argue a thesis of their own creation. The research paper will be done in several steps: initially, students will be expected to come up with a topic and a preliminary bibliography; next, students will turn in an outline (with the thesis articulated more clearly) and an annotated bibliography; and finally, students will turn in a paper draft that will be peer reviewed in advance of the final deadline.

11. Will this course be part of any major (s) or program (s)?

_____No

__x__Yes. Major or program: History

What part of the major? (Prerequisite, core, skills, etc.)

This course will be an elective in the newly developed History major, specifically in the ancient track.

12. Is this course related to other specific courses?

__x__No

_____Yes. Indicate which course (s) and what the relationship will be (e.g., prerequisite,

sequel, etc.)

13. Please meet with a member of the library faculty before answering question 13. The faculty member consulted should sign below. (Contact the library’s curriculum committee representative to identify which library faculty member to meet with).

Identify and assess the adequacy of the following types of library resources to support this course: databases, books, periodicals. Attach a list of available resources.

The library has several key volumes that will prove invaluable to students. For instance:

Sasson, Jack, ed. Civilizations of the Ancient Near East. New York: Scribner, 1995.

An encyclopedic compendium of articles on topics of historical, social, and religious issues, covering Egypt and the entire Near East

Hornung, Erik. Trans. David Lorton. History of Ancient Egypt. Cornell University Press, 1999.

Simpson, William Kelly, ed. Literature of Ancient Egypt. Yale University Press, 3rd edition, 2003.

The above are two of the books required for the class.

Additionally, more resources can be found within the CUNY+ system, and the library’s databases should provide access to all of the journal resources (for instance, JSTOR contains both Journal of Egyptian Archaeology and Journal of the American Research Center in Egypt).

Attach a list of recommended resources that would further support this course. Both lists should be in a standard, recognized bibliographic format, preferably APA format.

See attached.

Signature of library member consulted: ____________________________________

14. Are the current resources (e.g. computer labs, facilities, equipment) adequate to support this course?

__x___Yes

_____No

If not, what resources will be necessary? With whom have these resource needs been discussed?

15. Syllabus:

Attach a sample syllabus for this course. It should be based on the College’s model syllabus. The sample syllabus must include a week by week or class by class listing of topics, readings, other assignments, tests, paper due, or other scheduled parts of the course. It must also include proposed texts. It should indicate how much various assignments or tests will count towards final grades. (If this course has been taught on an experimental basis, an actual syllabus may be attached, if suitable.)

Please see attached.

16. This section is to be completed by the chair (s) of the department (s) proposing the course.

Name (s) of the Chairperson(s): Eli Faber

Has this proposal been approved at a meeting of the department curriculum committee?

_____No ___x__Yes: Meeting date: December 2008

When will this course be taught?

Every semester, starting______________________

One semester each year, starting___Fall 2010__________

Once every two years, starting_________________

How many sections of this course will be offered?___1_____

Who will be assigned to teach this course? Tracy Musacchio

Is this proposed course similar to or related to any course of major offered by any other department (s)?

__x___No

_____Yes. What course (s) or major (s) is this course similar to or related to?

Did you consult with the department (s) offering similar or related courses or majors?

__x___Not applicable _____No ______Yes

If yes, give a short summary of the consultation process and results.

Will any course be withdrawn if this course is approved?

___x__No

_____Yes, namely:

Signature (s) of chair of Department (s) proposing this course:

Date:____________________________

Proposed Course in History: Ancient Egypt (300 level)

Professor Tracy Musacchio

History Department

Office: 4312N, Phone: x8290

tmusacchio@jjay.cuny.edu

Course Description:

This course will survey Ancient Egypt, tracing the development of Egyptian society and government from its prehistoric agrarian origins (approx. 4000 B.C.E.) through the death of Cleopatra and the Roman conquest (30 C.E.).  In addition to the major political developments, students will be expected to master the major shifts in Egyptian religion and thought, the changing notion and democratization of Egyptian afterlife, and how Egypt remained insular while becoming increasingly cosmopolitan and imperialistic.  The course will also examine the role that geography played in the development of Egyptian society and will trace Egypt’s interactions with her neighbors in Africa and the greater Mediterranean world to examine how these relationships affected the Egyptian religion, culture, and economy.  Primary and secondary sources will be used to encourage class discussion and as the basis of written exercises and exams.  3 hours, 3 credits.

Textbooks:

• Hornung, Erik. Trans. David Lorton. History of Ancient Egypt. Cornell University Press, 1999.

• Simpson, William Kelly, ed. Literature of Ancient Egypt. Yale University Press, 3rd edition, 2003.

• Bard, Kathryn. An Introduction to the Archaeology of Ancient Egypt. Wiley-Blackwell, 2007.

• Additional readings as posted on blackboard.

Grading:

Grading will be based on the following criteria:

Examination One …………..……………………………….. 15%

Examination Two ………….……………………………….. 15%

First essay…………..………………………………………….. 10%

Final essay outline………………………………………….... 5%

Final essay draft……………..………………………………. 5%

Final essay……………………………………………………… 20%

Weekly writing assignments ………..…………………. 15%

Class participation…………………….…………………..… 15%

Assignments:

• Examinations: This class will have two exams that will cover the general concepts and specific details that we have learned through the readings and in class discussions.

• Writing assignments: Two essays will be assigned. The first essay will be two pages and will require a trip to the Metropolitan or Brooklyn Museums. The second essay will be a guided research paper, using textual and archaeological sources to argue a thesis related to Egyptian history.

• Participation: Discussions (both during class and on blackboard) and in-class group assignments will provide an opportunity for participation. Participation is weighted heavily in your grade, and I grade participation strictly (a rubric for participation will be handed out in class).

• Weekly writing assignments: In addition to exams and papers, there will be weekly writing assignments due on five different weeks (indicated below). These assignments are guided reading responses and are expected to be at least one page typed.

Course Policies:

• Attendance policy: Class attendance and participation are essential for this course. Students are allowed four absences during the semester without penalty. The fifth absence will result in a lowering of the final grade one letter, and the sixth absence is grounds for failing the course

• Excused absences: If you will be missing class for any excused reason (for instance, sports events), you must let me know at least a week in advance of the absence. Assignments are expected to be turned in/made up in advance of the absence after consultation with me.

• Policy on late work: Late work will be accepted at my discretion, depending on the reason, with one letter grade deducted for each calendar day the assignment is late.

Course outline:

|Week… | | |

|1 |Introduction to class, Egyptian geography |Readings: Bard Ch. 3 pp. 45-66 |

|2 |The Predynastic Period |Readings: Hornung (Archaic Period pp. 1-12), Bard Ch. 4 pp. 67-88 |

|3 |Old Kingdom |Readings: Hornung (Old Kingdom pp. 13-47), Bard Ch. 6 pp. 121-161 |

| |*one-page analysis due |“Khufu and the Magicians” |

|4 |First Intermediate Period and Middle Kingdom |Readings: Hornung (Middle Kingdom pp. 48-75), Bard Ch. 7 pp. |

| |*first paper due (museum trip) |167-205 |

| | |“The Admonitions of Ipuwer,” “The Shipwrecked Sailor,” “The |

| | |Eloquent Peasant” |

|5 |New Kingdom part 1: the Egyptian empire |Readings: Hornung (New Kingdom pp. 76-100), Bard Ch. 8 pp. 207-220|

| | | |

| | |“The Tale of the Doomed Prince,” “The Tale of Two Brothers” |

|6 |New Kingdom part 2: domestic crisis |Readings: Hornung (New Kingdom pp. 101-124), Bard Ch. 8 cont. pp. |

| |*research paper topic and preliminary bibliography due |221-229 |

| | |“The Hymn to the Aten” |

|7 |*Midterm examination | |

|8 |Egyptian religion: polytheism |Readings: Bard Ch. 8 cont. pp. 235-240 |

| | |“Contendings of Horus and Seth” |

|9 |Egyptian religion: changing views on the afterlife |Readings: Bard Ch. 8 cont. pp. 244-250 |

| |*research paper thesis statement, outline, and annotated |“Cannibal Hymn,” “Negative Confession” |

| |bibliography due | |

|10 |Egyptian art |Ppt slides on blackboard |

| |*one-page analysis due | |

|11 |Egyptian literature |Readings: Bard Ch. 2 pp. 23-38, “The Man who was Tired of Life” |

| |*one-page analysis due | |

|12 |Domestic life in ancient Egypt |Readings: Bard Ch. 8 cont. pp. 256-261 |

| |*one-page analysis due |Letters from Deir el-Medina, Egyptian love songs, Autobiographical|

| | |texts |

|13 |Egypt’s place in the greater world |Readings: Bard Ch. 10 pp. 307-316 |

| |*research paper draft due |“The Story of Sinuhe,” “The Story of Wenamun” |

|14 |Third Intermediate Period and the Late Period |Readings: Hornung (Late Period pp. 125-149) |

| |*one-page analysis due |Bard Ch. 9 pp. 263-289 |

| | |“The Story of Setne Khamwas” |

|15 |Ptolemaic Egypt |Readings: Bard Ch. 10 pp. 289-303 |

| |*research paper due |Movie: Cleopatra |

|Final exam: |As scheduled by the college. |

Statement of College Policy on Plagiarism

Plagiarism is the presentation of someone else‘s ideas, words, or artistic, scientific, or technical work as one‘s own creation. Using the ideas or work of another is permissible only when the original author is identified. Paraphrasing and summarizing, as well as direct quotations, require citations to the original source.

Plagiarism may be intentional or unintentional. Lack of dishonest intent does not necessarily absolve a student of responsibility for plagiarism.

It is the student‘s responsibility to recognize the difference between statements that are common knowledge (which do not require documentation) and restatements of the ideas of others. Paraphrase, summary, and direct quotation are acceptable forms of restatement, as long as the source is cited.

Students who are unsure how and when to provide documentation are advised to consult with their instructors. The Library has free guides designed to help students with problems of documentation.

(From the John Jay College of Criminal Justice Undergraduate Bulletin, p. 36)

Proposed Class on Ancient Egypt

Bibliography

T. Musacchio

General reference works:

• Baines, John and Jaromír Málek. Atlas of Ancient Egypt. New York: Checkmark Books, 1980.

• Bard, Kathryn. Encyclopedia of the Archaeology of Ancient Egypt. London: Routledge, 1999.

• Clayton, Peter A. Chronicle of the Pharaohs: The Complete Reign-by-Reign Record of the Rulers and Dynasties of Ancient Egypt. London: Thames & Hudson, 1994.

• Hayes, William C. The Scepter of Egypt: A Background for the Study of the Egyptian Antiquities in The Metropolitan Museum of Art. Parts 1 and 2. New York: Metropolitan Museum of Art, 1978.

• Kuhrt, Amélie. The Ancient Near East, c. 3000-330 BC. Volumes 1 and 2. London: Routledge, 1995.

• Murnane, William. The Penguin Guide to Ancient Egypt. New York: Penguin Books, 1983.

• Pritchard, J. B., ed. Ancient Near Eastern Texts Relating to the Old Testament. Princeton: Princeton University Press, 1969.

• Quirke, Stephen and Spencer, Jeffrey, ed. The British Museum Book of Ancient Egypt. London: British Museum Press, 1996.

• Redford, D. B. The Oxford Encyclopedia of Ancient Egypt. Oxford: Oxford University Press, 2000.

• Sasson, Jack, ed. Civilizations of the Ancient Near East. New York: Scribner, 1995.

• Silverman, David (editor), Ancient Egypt. Oxford University Press, 1997.

Sources on Egyptian history:

• Adams, Barbara. Predynastic Egypt. Aylesbury, UK.: Shire, 1988.

• Bagnall, Roger S. Egypt in Late Antiquity. Princeton: Princeton University Press, 1995.

• Bowman, Alan K. Egypt after the Pharaohs. Berkeley: University of California Press, 1986.

• Gardiner, Sir Alan. Egypt of the Pharaohs: An Introduction. Oxford: Oxford University Press, 1966.

• Grimal, Nicolas. Trans. Ian Shaw. A History of Ancient Egypt. New York: Wiley-Blackwell, 1993.

• Hallo, William W. and William Kelly Simpson. The Ancient Near East: A History. New York: Holt, Rinehart, and Winston, 1971.

• Hornung, Erik. Trans. David Lorton. History of Ancient Egypt. Cornell University Press, 1999.

• James, T.G.H. Ancient Egypt: Its Land and its Legacy. Austin: Univ. of Texas, 1988.

• Kemp, Barry. Ancient Egypt: Anatomy of a Civilization. London: Routledge, 1993.

• Kitchen, K. A. Pharaoh Triumphant: The Life and Times of Ramesses II. London: Aris & Phillips, 1983.

• Murnane, William. Texts from the Amarna Period in Egypt. New York: Scholars Press, 1995.

• Redford, Donald B. Akhenaten. The Heretic King. Princeton: Princeton University Press, 1987.

• Redford, Donald B. Pharaonic King-Lists, Annals and Day-books. A Contribution to the Study of the Egyptian Sense of History. Toronto: Benben Publications, 1986.

• Redford, Donald B. Egypt, Canaan and Israel in Ancient Times. Princeton: Princeton University Press, 1993.

• Shaw, Ian ed. The Oxford History of Egypt. Oxford University Press, 2004.

• Spencer, A. J. Early Egypt: The Rise of Civilisation in the Nile Valley. London: British Museum Press, 1993.

• Trigger, Bruce, Barry J. Kemp, David O'Connor, and Alan B. Lloyd. Ancient Egypt: A Social History. Cambridge: Cambridge University Press, 1983.

• Ward, William A. Egypt and the East Mediterranean World, 2200-1900 B.C. Beirut: American University of Beirut, 1971.

• Welsby, Derek. The Kingdom of Kush: The Napatan and Meroitic Empires. Princeton: Markus Wiener, 1998.

• Wilson, John A. The Culture of Ancient Egypt. Chicago: University of Chicago Press, 1968.

Sources on Egyptian culture, incl. literature and religion:

• Aldred, Cyril. Akhenaton: King of Egypt. Thames and Hudson, 1988.

• Allen, James P. Religion and Philosophy in Ancient Egypt. New Haven: Yale University Press, 1989.

• Assman, Jan, trans. Andrew Jenkins. The Mind of Egypt: History and Memory in the Time of the Pharaohs. Cambridge: Harvard University Press, 2003.

• Assman, Jan, trans. David Lorton. The Search for God in Ancient Egypt. Ithaca: Cornell University Press, 2001.

• Bierbrier, M. Tomb Builders of the Pharaohs. New York: Scribner's, 1984.

• Faulkner, R. O. The Ancient Egyptian Pyramid Texts. Oxford: Oxford University Press, 1969.

• Faulkner, R. O. The Ancient Egyptian Coffin Texts. Oxford: Oxford University Press, 1978.

• Faulkner, R. O. The Ancient Egyptian Book of the Dead. London: British Museum Press, 1996.

• Foster, John. Hymns, Prayers and Songs: An Anthology of Ancient Egyptian Lyric Poetry. New York: Scholars Press, 1995.

• Hornung, Erik. Conceptions of God in Ancient Egypt: The One and the Many. Ithaca: Cornell Univ. Press, 1982.

• Lesko, Leonard H., ed. Pharaoh's Workers: The Villagers of Deir el Medina. Ithaca: Cornell University Press, 1994.

• Lichtheim, Miriam. The Literature of Ancient Egypt. (3 vols) Berkeley: University of California Press. 1973, 1976, 1980.

• McDowell, A. G. Village Life in Ancient Egypt. Oxford: Oxford University Press, 1999.

• Mertz, Barbara. Red Land, Black Land: Daily Life in Ancient Egypt. New York: Harper Paperbacks, 1978.

• Morenz, S. Egyptian Religion. Ithaca: Cornell University Press, 1973.

• Nunn, John F. Ancient Egyptian Medicine. Winnipeg: Red River Books, 1996.

• O'Connor, David and David Silverman, ed. Ancient Egyptian Kingship. Leiden: Brill Academic Publishers, 1995.

• Parkinson, Robert, Voices from Ancient Egypt: An Anthology of Middle Kingdom Writings. Tulsa: University of Oklahoma Press, 1991.

• Pinch, Geraldine. Magic in Ancient Egypt. London: British Museum Press, 1994.

• Quirke, Stephen. Ancient Egyptian Religion. London: The British Museum, 1992.

• Ritner, Robert. The Mechanics of Ancient Egyptian Magical Practice. Chicago: University of Chicago Press, 1987.

• Robins, Gay. Women in Ancient Egypt. London: The British Museum, 1993.

• Sauneron, Serge, trans. David Lorton. Priests of Ancient Egypt. Ithaca: Cornell University Press, 2000.

• Shafer, Byron, ed. Religion in Ancient Egypt:Gods, Myth and Personal Practice. Ithaca: Cornell Univ. Press, 1991. Contributions by John Baines, Leonard Lesko and David Silverman.

• Shafer, Byron, ed. Temples of Ancient Egypt. Ithaca: Cornell University Press. Contributions by Byron Shafer, Dieter Arnold, Gerhard Haeny, Lanny Bell, and Ragnhild Bjerre Finnestad.

• Shaw, Ian. Egyptian Warfare and Weapons. Aylesbury, UK.: Shire, 1991.

• Simpson, William Kelly, ed. Literature of Ancient Egypt. Yale University Press, 3rd edition, 2003.

• Vercoutter, Jean. The Search for Ancient Egypt. New York: Abrams, 1992.

• Wente, Edward, Letters from Ancient Egypt. New York: Scholar's Press, 1990.

• Wilkinson, Richard. Reading Egyptian Art: A Hieroglyphic Guide to Ancient Egyptian Painting and Sculpture. London: Thames and Hudson, 1992.

Sources on Egyptian material culture, incl. art:

• Aldred, Cyril. Egyptian Art. Oxford: Oxford University Press, 1980.

• Arnold, Dieter. Building in Egypt: Pharaonic Stone Masonry. Oxford: Oxford Univ. Press, 1991.

• Edwards, I.E.S. The Pyramids of Egypt. New York:Viking/Penguin (2nd edition) 1985.

• Lehner, Mark The Complete Pyramids. New York: Thames and Hudson, 1997.

• Nicholson, Paul T. and Ian Shaw. Ancient Egyptian Materials and Technology. Cambridge: Cambridge University Press, 1999.

• Parkinson, Robert and Stephen Quirke, Papyrus. Austin: University of Texas Press, 1995.

• Quirke, Stephen, ed. The Temple in Ancient Egypt: New Discoveries and Recent Research. London: British Museum Press, 1997.

• Reeves, C. N. The Complete Valley of the Kings: Tombs and Treasures of Egypt's Greatest Pharaohs. London: Thames and Hudson, 1996.

• Robins, Gay. "Some Principles of Compositional Dominance and Gender Hierarchy in Egyptian Art," in The Journal of the American Research Center in Egypt, 31 (1994) pp. 33-40.

• Robins, Gay. Egyptian Painting and Relief, Aylesbury, UK.: Shire, 1986.

• Robins, Gay. Proportion and Style in Ancient Egyptian Art, Austin: Univ. of Texas, 1994.

• Robins, Gay. The Art of Ancient Egypt. Cambridge: Cambridge University Press, 1997.

• Schäfer, Heinrich, trans. John Baines. Principles of Egyptian Art. London: Griffith Institute, 1974.

• Smith, W. Stevenson (1998) The Art and Architecture of Ancient Egypt. New Haven: Yale University Press. 3rd edition. Revised by William Kelly Simpson.

• Uphill, Eric. Egyptian Towns and Cities. Aylesbury, UK.: Shire, 1988.

• Vinson, Steve. Egyptian Boats and Ships. Aylesbury, UK.: Shire, 1994

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