Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit convener
Paul McKechnie
Contact via Email me, don't phone me
W6A500
Open door policy
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Credit points |
Credit points
4
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Prerequisites |
Prerequisites
Admission to MAncHist or GradCertAncHist or MA in (Ancient History or Coptic Studies)
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Corequisites |
Corequisites
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Co-badged status |
Co-badged status
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Unit description |
Unit description
Theocritus wrote:
'… there's no country so fruitful as the low-country of Egypt when Nile comes gushing up to soak the soil and break it, nor no country, neither, possessed of so many cities of men learned in labour … and in them the lord and master of all is proud Ptolemy.'
In this unit this powerful empire is studied. Its kings, fifteen of them, all had the name of Ptolemy.
In their capital city of Alexandria, founded by and named after Alexander the Great, the kings of the Ptolemy family built the Museum and Library which made their empire the beating heart of the Greek intellectual world. Theirs was the longest-lasting of the successor kingdoms which took over the lands conquered by Alexander, lasting until Octavian (later known as Caesar Augustus) defeated Cleopatra VII and Mark Antony in a sea-battle at Actium in 31 BC.
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Information about important academic dates including deadlines for withdrawing from units are available at https://www.mq.edu.au/study/calendar-of-dates
On successful completion of this unit, you will be able to:
Task |
Task Name
|
% |
Due Date |
1 |
Minor essay |
20 |
Friday Week 3 |
2 |
Major essay |
40 |
Friday Week 10 |
3 |
Take-home exam |
40 |
Friday Week 14 |
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Total |
100 |
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Name | Weighting | Hurdle | Due |
---|---|---|---|
Minor essay | 20% | No | Week 3 |
Major essay | 40% | No | Week 10 |
Take-home examination | 40% | No | Week 13 |
Due: Week 3
Weighting: 20%
Write an essay (word-limit 1000 words including footnotes but not including bibliography list) on one of the titles given below.
1. How did the Egyptians succeed in keeping their country out of Persian control between 405 and 343?
For this question refer to the weekly activity for week 1 and the bibliography for that week.
2. Discuss the role which Manetho had in publicizing and cementing Ptolemy’s claim to be the rightful pharaoh.
For this question refer to the weekly activity for week 2 and the bibliography for that week.
3. How important were women in the court and government of Ptolemies I and II? In your answer, comment on Eurydice, Berenice I, Arsinoe I and II, and Bilistiche, and on others if you wish.
Use the weekly bibliography for week 3 as your first source of bibliographical advice for this title, and do not neglect the late Chris Bennett’s Ptolemaic genealogy website
(https://web.archive.org/web/*/https://tyndalehouse.com/egypt/ptolemies/genealogy.htm).
Whichever title you choose, use the Department of Ancient History Style Guide, and see below for further hints. Submit your essay by 5 p.m. on Friday of Week 3 through Turnitin.
Two extra hints:
1. Don’t refer to the works of ancient authors by giving the page number in an English translation. Always use instead the book, chapter and section numbers in the text. Some of the translations you find online may not have proper numbering, e.g. in Internet Classics Archive (http://classics.mit.edu/Browse/); but if you’re reading your ancient source online, try to use a site which does have numbering, e.g. Lacus Curtius (http://penelope.uchicago.edu/Thayer/E/home.html) or Perseus Project (http://www.perseus.tufts.edu/cache/perscoll_Greco-Roman.html).
2. Don’t give strings of identical footnotes. Whoever is marking your essay will not be impressed by you scoring fifty footnotes, or even a century. If you are referring more than once to the same page of the same book, consider grouping reference into one footnote, probably at the end of the paragraph. Or if something is so good that it has to be referred to four or five times, why not copy it in as a quotation, then add your discussion?
Due: Week 10
Weighting: 40%
2. Major Essay
Write an essay (word-limit 2000 words including footnotes but not including bibliography list) on one of the titles given below.
1. What did Callimachus contribute to the fame of Ptolemy II and his kingdom?
Use the weekly bibliography for week 5 as your first source of bibliographical advice.
2. Give an account of relations between Egypt and Nubia (Meroe) in the third century BC. What were the Ptolemies’ aims to the south of their borders?
Use the weekly bibliography for week 6 as your first source of bibliographical advice.
3. How important were the achievements of Alexandrian science in the third century BC? Discuss the work of one or more of these scientists in your answer: Eratosthenes, Euclid, Herophilus.
Use the weekly bibliography for week 7 as your first source of bibliographical advice.
4. Was the Sixth Syrian War (176-168) an irresponsible undertaking cooked up by Eulaeus and Lenaeus, or were there potential political benefits for Egypt?
Use the weekly bibliography for week 9 as your first source of bibliographical advice.
5. Examine what took place in Alexandria when Ptolemy VIII Euergetes II (= Physcon) took over in Alexandria after his brother's death in 145. What were the consequences, down to 116?
Use the weekly bibliography for week 10 as your first source of bibliographical advice.
Due: Week 13
Weighting: 40%
3. Take-home examination
A take-home examination will be set. Four questions must be answered. The word-length for answers to the exam as a whole is 2,500 words, so that each answer should be approximately 625 words long. Some leeway is allowed on length, but there will be no extra marks for long answers. The take-home examination is not another essay. Footnoting should not be used, and bibliographies should not be given. What is required is a set of well thought out but relatively brief answers to analytical questions drawn from across the ideas and events dealt with in the unit. The idea is that it should be possible to do the take-home exam in three hours, although there is no way of checking that a student does not spend four or five hours writing the answers: note again that there will be no credit for extra length.
The questions for the take-home examination will be made available in the iLearn unit during Weeks 13 and 14. Submit your answers by 5 p.m. on Friday of Week 14 through Turnitin.
The exam will be divided into three sections with four questions each; you must do one question out of each section, and your fourth question can be from any of the three sections. All questions are of equal value. The sections will be as follows:
� Section 1: Sources
For this section, focus preparation on the ancient literary sources for Ptolemaic Egypt, especially Arrian’s Events after Alexander, the Revenue Papyrus, the Amnesty Decree and Strabo Geography 17.
� Section 2: Political History
For this section, prepare to answer on one or more of the following: the Persian struggle to regain Egypt, including Artaxerxes III; Ptolemy II Philadelphus; Cleopatra I Syra; Ptolemy XII Auletes.
� Section 3: Social History
For this section, prepare to answer on one or more of the following: colonialism in modern nation-states and in pre-modern states; Greeks and agriculture in Ptolemaic Egypt; the Ptolemies and Egyptian religion; irrigation, the land-survey and Ptolemaic control of Egypt.
The exam will be made available for a period of one working week, from 9am (EST) Monday of Week 13 to 5pm (EST) Friday of Week 14. It will be a ‘take home’ exam, meaning that you can decide for yourself when to work on it during the given weeks.
Late Assessment Penalty
Unless a Special Consideration request has been submitted and approved, (a) a penalty for lateness will apply – two (2) marks out of 100 will be deducted per day for assignments submitted after the due date – and (b) no assignment will be accepted more than seven (7) days (incl. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments – e.g. quizzes, online tests.
Disruption to Studies
If submit a ‘Disruption to Studies’ Notification, please follow the procedure below:
Please ensure that supporting documentation is included with your request. This means a note from a doctor or professional of similar standing, preferably saying how many days you are unable to work
Notify your lecturer via your iLearn dialogue box if you are submitting a ‘Disruption to Studies’ Notification.
Your request will be considered once all the documentation has been received.
If you have issues, please contact your convener via the dialogue tool immediately.
Extensions are granted only on grounds of illness or misadventure, and appropriate supporting documentation must be submitted. If you are having problems completing an assignment, please contact the tutor as early as possible.
See also here:
http://www.mq.edu.au/policy/docs/disruption_studies/procedure.html
Required and recommended texts and/or materials
Books can be obtained from the Co-op bookshop (http://www.coop.com.au)
There are other places to obtain books besides the Co-op bookshop. This unit guide does not endorse the Co-op bookshop.
Required Reading
Günther Hölbl, A History of the Ptolemaic Empire (London and New York, 2001)
Naphtali Lewis, Greeks in Ptolemaic Egypt (Oxford, 1986, and reprints)
J.G. Manning, The Last Pharaohs: Egypt under the Ptolemies 305-30 BC (Princeton, 2010)
Recommended Reading
Please read widely from the bibliographies given in each week’s iLearn section. Many items are in the unit readings. Please don’t draw a strong distinction between ‘required’ and ‘recommended’ reading. In general, don't aim to do the minimum in this unit.
Unit webpage and technology used and required
Online units can be accessed at: http://ilearn.mq.edu.au/ PC and Internet access are required. Basic computer skills (e.g., internet browsing) and skills in word processing are also a requirement. Please contact teaching staff for any further, more specific requirements. But for any computer problems, teaching staff cannot help you. Go to Macquarie University IT support: Phone 02 98504357, or email onehelp@mq.edu.au.
University policy on grading
University Grading Policy http://www.mq.edu.au/policy/docs/grading/policy.html
The grade a student receives will signify their overall performance in meeting the learning outcomes of a unit of study. Grades will not be awarded by reference to the achievement of other students nor allocated to fit a predetermined distribution. In determining a grade, due weight will be given to the learning outcomes and level of a unit (ie 100, 200, 300, 800 etc). Graded units will use the following grades:
HD High Distinction 85-100
D Distinction 75-84
Cr Credit 65-74
P Pass 50-64
F Fail 0-49
What marks are given for in Ancient History
Grades are allocated per the descriptors below, as applied to each feature of a student's piece of work:
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HD
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D |
Cr |
P |
F |
Knowledge |
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Knowledge of relevant subject matter |
Extensive knowledge of relevant subject matter; goes beyond material supplied |
Thorough knowledge of relevant subject matter |
Substantial knowledge of relevant subject matter |
Sound knowledge of relevant subject matter. Knowledge may be limited in some aspects |
Little or no knowledge of relevant subject matter |
Method |
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Appropriate techniques and methodologies |
Mastery of appropriate techniques and methodologies |
Thorough application of techniques and methodologies |
Substantial evidence of knowledge of appropriate techniques and methodologies |
Some evidence of knowledge of appropriate techniques and methodologies |
Little or no evidence of knowledge of appropriate techniques and methodologies |
Your argument |
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Consistent evidence of deep and critical thinking; substantial originality |
Clear evidence of deep and critical thinking |
Some evidence of critical thinking, e.g. arguments not just reported |
Sufficient evidence of some critical thinking; reporting rather than analysis of arguments |
Little or no evidence of critical thinking |
Arguments |
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How well you deal with competing arguments |
Competing arguments mastered; some success in attempting to go beyond scholarship |
Competing arguments acknowledged and critically assessed; attempt to go beyond scholarship resolving conflicts between competing arguments |
Substantial evidence of knowledge of competing arguments; different arguments reported rather than criticized |
Some evidence of knowledge of competing arguments, but this not integrated into your argument |
No evidence of knowledge of competing arguments |
Sources |
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Use of ancient sources |
Extensive and critical use of ancient sources. Critical evaluation of relevant sources. Goes beyond material supplied |
Thorough and critical use of ancient sources |
Substantial use of ancient sources; some uncritical use. Evidence may be reported rather than critically evaluated |
Sufficient use of ancient sources; substantial uncritical use |
Very little or no use of ancient sources. Or, misuse of ancient sources where texts are quoted at length with little or no critical commentary or argument |
Modern works |
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The depth of your reading in modern scholarship |
Extensive and critical use of modern scholarship. Goes beyond bibliography supplied in lectures |
Thorough and critical use of modern scholarship supplied in lectures and tutorials |
Substantial use of modern scholarship; some uncritical use |
Sufficient use of modern scholarship; substantial uncritical use. Range of scholarship cited may be limited or inappropriate |
Little or no use of modern scholarship; uncritical use of scholarship. Only inappropriate modern sources cited (e.g. unscholarly websites) |
Citation |
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Citation of sources, ancient and modern |
No HD grade for this category |
No D grade for this category |
Credit or above: Approved system used consistently |
Attempt to use approved system , but not used consistently in line with the models provided |
No attempt to use approved system or failure to cite work quoted [plagiarism] |
Language |
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English language |
Excellent use of English language throughout. Grammar and style of the highest quality |
Excellent use of English language |
Proficient use of English; some minor errors e.g. in use of apostrophe. Style not always appropriate (but language not ungrammatical) |
Generally sound use of English; consistent minor errors |
Substantial inappropriate or ungrammatical use of English |
Language |
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Spelling |
Spelling correct throughout. Consistent treatment of foreign language words |
Spelling correct throughout; may be some inconsistency e.g. in treatment of foreign language words in English (such as Greek and Latin transliterations) or in use of foreign language words |
Spelling mostly correct throughout; some minor errors e.g. in Greek or Latin names |
Minor spelling mistakes but otherwise sound |
Spelling consistently poor |
Structure |
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Structure of Argument |
Excellent structure; comes to a clear conclusion. Logical sequence to argument. |
Argument is well structured |
Paper comes to a clear conclusion; minor inconsistencies in argument |
Argument has some structure, but significant inconsistencies too |
Little or no attempt to structure |
Length |
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Length of Paper |
No HD grade for this category |
No D grade for this category |
No Cr grade for this category |
Within the limits set for the assignment |
Not within limits set for this assignment: too long or too short |
Presentation |
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Presentation of Paper |
No HD grade for this category |
No D grade for this category |
No Cr grade for this category |
Well presented |
Poor presentation: e.g. untidy and difficult to read |
Academic honesty/plagiarism
Academic honesty is an integral part of the core values and principles contained in the Macquarie University Ethics Statement: http://www.mq.edu.au/ethics/ethic-statement-final.html
Its fundamental principle is that all staff and students act with integrity in the creation, development, application and use of ideas and information. This means that:
• All academic work claimed as original is the work of the author making the claim.
• All academic collaborations are acknowledged.
• Academic work is not falsified in any way
• When the ideas of others are used, these ideas are acknowledged appropriately.
The link below has more details about the policy, procedure and schedule of penalties that will apply to breaches of the Academic Honesty Policy which can be viewed at: http://www.mq.edu.au/policy/docs/academic_honesty/policy.html
Student support services
Macquarie University provides a range of Student Support Services. Details of these services can be accessed at:
Student Advocacy and Support Services:
http://students.mq.edu.au/support/health_and_wellbeing/student_advocacy_and_support/
or Campus Wellbeing & Support Services:
http://students.mq.edu.au/support/health_and_wellbeing/
Week no. |
Lecture no. |
Topic |
1 |
1 |
Egypt 405-332 BC. |
2 |
Alexander the Great and Egypt. |
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2 |
3 |
General Ptolemy takes over in Egypt. The ‘funeral games’ of Alexander. |
4 |
King Ptolemy I builds an empire. Manetho. |
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3 |
5 |
Ptolemy II and Arsinoe II: the sibling monarchs. |
6 |
Ptolemy II Philadelphus, the library of Alexandria, and Greek culture. Posidippus. |
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4 |
7 |
Alexandria, the greatest city in the world. Apollonius of Rhodes. |
8 |
Ptolemy II and the Revenue Papyrus. |
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5 |
9 |
Ptolemy II and the Bible. |
10 |
Ptolemy III: a bid for world domination. The Alexandrian court. Callimachus. |
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6 |
11 |
Ptolemy III continued. Women in court and city. |
12 |
Egypt and Africa: the kingdom of Meroe. |
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7 |
13 |
Alexandrian science. Eratosthenes. Herophilus. |
14 |
Ptolemies IV and V. A Seleucid takeover bid. |
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8 |
15 |
Religions of the Ptolemaic kingdom. |
16 |
Egyptian temples in the Ptolemaic era. |
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9 |
17 |
The revolt of the Thebaid. |
18 |
Ptolemy VI. The takeover bid turns hostile again. |
|
10 |
19 |
Ptolemies VI and VIII, Cleopatras II and III: when families go bad. |
20 |
Oxyrhynchus and papyrology. |
|
11 |
21 |
Kerkeosiris and village life. |
22 |
The Egyptian economy and the Amnesty Decree (118 BC). |
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12 |
23 |
Ptolemies IX to XI: when bad families get worse. Machinery. Hero. |
24 |
Ptolemy XII Auletes: Egypt and the turmoil of the Roman republic. |
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13 |
25 |
Cleopatra VII and Julius Caesar. |
26 |
Antony and Cleopatra. The Empire of the East. Cleopatra’s death. Augustus takes over. |
Macquarie University policies and procedures are accessible from Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central). Students should be aware of the following policies in particular with regard to Learning and Teaching:
Undergraduate students seeking more policy resources can visit the Student Policy Gateway (https://students.mq.edu.au/support/study/student-policy-gateway). It is your one-stop-shop for the key policies you need to know about throughout your undergraduate student journey.
If you would like to see all the policies relevant to Learning and Teaching visit Policy Central (https://staff.mq.edu.au/work/strategy-planning-and-governance/university-policies-and-procedures/policy-central).
Macquarie University students have a responsibility to be familiar with the Student Code of Conduct: https://students.mq.edu.au/study/getting-started/student-conduct
Results published on platform other than eStudent, (eg. iLearn, Coursera etc.) or released directly by your Unit Convenor, are not confirmed as they are subject to final approval by the University. Once approved, final results will be sent to your student email address and will be made available in eStudent. For more information visit ask.mq.edu.au or if you are a Global MBA student contact globalmba.support@mq.edu.au
Macquarie University provides a range of support services for students. For details, visit http://students.mq.edu.au/support/
Learning Skills (mq.edu.au/learningskills) provides academic writing resources and study strategies to improve your marks and take control of your study.
Students with a disability are encouraged to contact the Disability Service who can provide appropriate help with any issues that arise during their studies.
For all student enquiries, visit Student Connect at ask.mq.edu.au
If you are a Global MBA student contact globalmba.support@mq.edu.au
For help with University computer systems and technology, visit http://www.mq.edu.au/about_us/offices_and_units/information_technology/help/.
When using the University's IT, you must adhere to the Acceptable Use of IT Resources Policy. The policy applies to all who connect to the MQ network including students.
Our postgraduates will demonstrate a high standard of discernment and common sense in their professional and personal judgment. They will have the ability to make informed choices and decisions that reflect both the nature of their professional work and their personal perspectives.
This graduate capability is supported by:
Our postgraduates will be able to demonstrate a significantly enhanced depth and breadth of knowledge, scholarly understanding, and specific subject content knowledge in their chosen fields.
This graduate capability is supported by:
Our postgraduates will be capable of utilising and reflecting on prior knowledge and experience, of applying higher level critical thinking skills, and of integrating and synthesising learning and knowledge from a range of sources and environments. A characteristic of this form of thinking is the generation of new, professionally oriented knowledge through personal or group-based critique of practice and theory.
This graduate capability is supported by:
Our postgraduates will be capable of systematic enquiry; able to use research skills to create new knowledge that can be applied to real world issues, or contribute to a field of study or practice to enhance society. They will be capable of creative questioning, problem finding and problem solving.
This graduate capability is supported by:
Our postgraduates will be able to communicate effectively and convey their views to different social, cultural, and professional audiences. They will be able to use a variety of technologically supported media to communicate with empathy using a range of written, spoken or visual formats.
This graduate capability is supported by:
Our postgraduates will be ethically aware and capable of confident transformative action in relation to their professional responsibilities and the wider community. They will have a sense of connectedness with others and country and have a sense of mutual obligation. They will be able to appreciate the impact of their professional roles for social justice and inclusion related to national and global issues
This graduate capability is supported by:
This unit is different from the unit previously taught by Assoc. Prof. Malcolm Choat.