Unit convenor and teaching staff |
Unit convenor and teaching staff
Unit Convenor
Georgia Barker
Contact via Via ilearn Dialogue Tool
By appointment
Unit Convenor
Boyo Ockinga
Contact via Via email
By appointment
Lecturer and Tutor
Suzanne Eiszele-Evans
Contact via Via ilearn Dialogue Tool
28 Wallys Walk (X5B) Level 3, Museum of Ancient Cultures
By appointment
|
---|---|
Credit points |
Credit points
3
|
Prerequisites |
Prerequisites
6cp at 200 level including (AHIS178 or AHIS278 or AHST260)
|
Corequisites |
Corequisites
|
Co-badged status |
Co-badged status
|
Unit description |
Unit description
The unit will examine the archaeological remains of the Egyptian Old Kingdom period from different sites. Art, architecture and material culture from funerary contexts will also be examined. Special emphasis will be given to understanding the administrative system and the daily life of the Egyptians in the period. A study of the important texts of the period in the original language will be undertaken and these include the Westcar Papyrus and the biography of Weni.
|
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:
For the history component, your work will be assessed against:
1. Appropriate use of primary sources and secondary literature
2. Clarity of oral presentation (Presentation and Discussion)
2. Clarity of argument, structure and expression (Essays).
A marking rubric for the Presentation and Essays is provided on iLearn.
For the language component, your work will be assessed against:
1. Accuracy of transliteration of hieroglyphic texts (weekly preparation, Translation Tests)
2. Accuracy of translation (weekly preparation, Translation Tests)
3. Comprehensiveness and accuracy, employing appropriate linguistic metalanguage, of grammatical commentary (weekly preparation, Translation Tests) - a model is provided on the Unit iLearn site.
Students are required to submit all assessment tasks by the specified date. Submission boxes will be set up in iLearn.
Late Penalty Policy
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 (inc. weekends) after the original submission deadline. No late submissions will be accepted for timed assessments - e.g. quizzes, online tests.
Important notice on final marks
Please note with respect to the marks you receive for work during the session: that the marks given are indicative only; final marks will be determined after moderation. See further the note on Results in the Policies and Procedures section below.
Name | Weighting | Hurdle | Due |
---|---|---|---|
Presentation, Discussion, Essa | 20% | No | Weeks 5-9 |
In-class Essay | 30% | No | Week 12 |
Class Participation | 10% | No | Weeks 3-12 |
Two Short Translation Tests | 20% | No | Weeks 7 and 10 |
Final Translation Test | 20% | No | Week 13 |
Due: Weeks 5-9
Weighting: 20%
In the first lecture, you will be assigned one of the tutorial presentation topics to present to the class in the week assigned. You will give a 20-minute presentation (10%) on your topic followed by 10 minutes of question time. The topics are arranged in a for-and-against format. You will submit a one page written summary with a list of bibliographic references to your tutor and to each student in the class one week prior to your presentation. One week after your presentation you will submit a 1500-word essay (10%) on a specific aspect of the topic.
The tutorial presentations will start in week 5 and the list of tutorial topics are:
Argue for or against: Elite tomb decoration solely served to display the everyday life activities of their tomb owners. (Week 5)
Argue for or against: The wives of top officials of the Old Kingdom could hold important official and religious roles in society. (Week 6)
Argue for or against: The rise of the solar cult in the 5th Dynasty diminished the power of the king. (Week 7)
Argue for or against: Officials of the Old Kingdom only rose to prominent positions if they were members of the royal family. (Week 8)
Argue for or against: The adoption of royal funerary practices by the elite towards the end of the Old Kingdom should be understood as a ‘democratisation of the afterlife’. (Week 9)
Your essay will essentially follow a similar structure and methods as your presentation, except that it is now in a formal essay format with introduction, body and conclusion as well as references to support your statements.
Due: Week 12
Weighting: 30%
The essay questions will relate to the lectures and tutorial discussions on Old Kingdom history and culture held throughout the semester. You will be given a number of pre-circulated questions and be required to write an essay on the one which will be set. Time allowed: 50 minutes.
Due: Weeks 3-12
Weighting: 10%
In the language component of the unit, you will be required to prepare the transliteration and translation of the section of text that will be worked on in Weeks 3 - 12, along with notes on identified points of grammar. You will upload your work to a dropbox on the unit iLearn site. You may be called on in class to contribute to the translation of the texts and their grammatical analysis.
Due: Weeks 7 and 10
Weighting: 20%
You will be asked to transliterate and translate a short passage from the texts studied in class and show knowledge of the grammar of hieroglyphic Egyptian.
Due: Week 13
Weighting: 20%
The final test will be an unseen text from the Old Kingdom. You will be asked to transliterate and translate a short passage using a dictionary and grammar book, showing knowledge of the grammar of hieroglyphic Egyptian.
Lecture
Time: Wednesday 3-6pm Location: 10 Hadenfeld Ave - 212 Tutorial Room
Required and Recommended Texts and/or Materials
There are no required textbooks for the history component of this unit. For the language component, the following are required.
B.G. Ockinga, A Concise Grammar of Middle Egyptian, 3rd edition (Mainz am Rhein, 2012).
R.O. Faulkner, A Concise Dictionary of Middle Egyptian (Oxford, 1976).
Extensions and Special Considerations
If you anticipate any difficulty in attending class for a scheduled test it is important that you contact us as early as possible. Please avoid asking for extensions as missing deadlines complicates the work of markers and puts you behind. If you have to ask for an extension or the opportunity to reschedule the date of a test please request it before the deadline, and only request the extension if you face serious crises that can be documented in some way (e.g. with a medical certificate). ‘Getting behind with your work’ or 'I ran out of time’ are not excuses. If you miss a class test due to illness or a serious crisis that can be documented, you can re-schedule and sit the test at a later time. Please see us as soon as possible to organise a time and place to sit a supplementary test.
Special Consideration Policy https://students.mq.edu.au/study/my-study-program/special-consideration
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 consult teaching staff for any further, more specific requirements.
Week | Lecture | Assessment |
1 |
|
None |
2 |
|
None |
3 |
|
None |
4 |
|
None |
5 |
|
Presentation 1 |
6 |
|
Presentation 2 |
7 |
|
Short Translation Test 1 Presentation 3 |
Mid-semester Break |
||
8 |
|
Presentation 4 |
9 |
|
Presentation 5 |
10 |
|
Short Translation Test 2 |
11 |
|
|
12 |
|
In-class Essay |
13 |
|
Final Translation Test |
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 graduates will also be capable of creative thinking and of creating knowledge. They will be imaginative and open to experience and capable of innovation at work and in the community. We want them to be engaged in applying their critical, creative thinking.
This graduate capability is supported by:
We want our graduates to have emotional intelligence and sound interpersonal skills and to demonstrate discernment and common sense in their professional and personal judgement. They will exercise initiative as needed. They will be capable of risk assessment, and be able to handle ambiguity and complexity, enabling them to be adaptable in diverse and changing environments.
This graduate capability is supported by:
Our graduates will have enquiring minds and a literate curiosity which will lead them to pursue knowledge for its own sake. They will continue to pursue learning in their careers and as they participate in the world. They will be capable of reflecting on their experiences and relationships with others and the environment, learning from them, and growing - personally, professionally and socially.
This graduate capability is supported by:
Our graduates will take with them the intellectual development, depth and breadth of knowledge, scholarly understanding, and specific subject content in their chosen fields to make them competent and confident in their subject or profession. They will be able to demonstrate, where relevant, professional technical competence and meet professional standards. They will be able to articulate the structure of knowledge of their discipline, be able to adapt discipline-specific knowledge to novel situations, and be able to contribute from their discipline to inter-disciplinary solutions to problems.
This graduate capability is supported by:
We want our graduates to be capable of reasoning, questioning and analysing, and to integrate and synthesise learning and knowledge from a range of sources and environments; to be able to critique constraints, assumptions and limitations; to be able to think independently and systemically in relation to scholarly activity, in the workplace, and in the world. We want them to have a level of scientific and information technology literacy.
This graduate capability is supported by:
Our graduates should be capable of researching; of analysing, and interpreting and assessing data and information in various forms; of drawing connections across fields of knowledge; and they should be able to relate their knowledge to complex situations at work or in the world, in order to diagnose and solve problems. We want them to have the confidence to take the initiative in doing so, within an awareness of their own limitations.
This graduate capability is supported by:
We want to develop in our students the ability to communicate and convey their views in forms effective with different audiences. We want our graduates to take with them the capability to read, listen, question, gather and evaluate information resources in a variety of formats, assess, write clearly, speak effectively, and to use visual communication and communication technologies as appropriate.
This graduate capability is supported by:
As local citizens our graduates will be aware of indigenous perspectives and of the nation's historical context. They will be engaged with the challenges of contemporary society and with knowledge and ideas. We want our graduates to have respect for diversity, to be open-minded, sensitive to others and inclusive, and to be open to other cultures and perspectives: they should have a level of cultural literacy. Our graduates should be aware of disadvantage and social justice, and be willing to participate to help create a wiser and better society.
This graduate capability is supported by:
We want our graduates to be aware of and have respect for self and others; to be able to work with others as a leader and a team player; to have a sense of connectedness with others and country; and to have a sense of mutual obligation. Our graduates should be informed and active participants in moving society towards sustainability.
This graduate capability is supported by:
Lecture: General Introduction
Tutorial: Allocation of presentation topics
Tasks:
The first tutorial will be a general introduction to the tutorial structure and readings for this unit, an outline of the sources you should be using in your research as well as some general advice on presentation style.
For this week I would like you to get to know the types of online resources available for the Old Kingdom. The internet is a useful source of information, however please be careful of the sorts of sites you use and reference. Think carefully about whether the information you have used is reliable and I would generally stick to sites that are attached to an institution or a museum such as the Giza Archives Project from the Museum of Fine Arts, Boston. For this week’s task please look up the following archival sites listed below:
Readings:
The second task for the week involves going to the Macquarie University library and locating these works in the Reference or the Ready Reference section. Please have a browse through these books to see how useful they are for your tutorial presentation:
Lecture: Development of Royal Architecture: Dynasties 1-6
Translation: Old Kingdom Text
Tasks:
This week visit a few museum/university websites and have a look through the collection for Old Kingdom artefacts:
Reference Works:
This week I would like you to read brief outlines of the Old Kingdom in:
Lecture: Decoration of Royal Complexes: Dynasties 1-6
Translation: Old Kingdom text
Reference Works:
Lecture: Development of Elite Tomb Architecture: Dynasties 1-6
Translation: Old Kingdom Text
Reference Works:
Lecture: Decoration of Elite Tombs: Dynasties 1-6.
Translation: Old Kingdom text
Tutorial Topic 1: Elite tomb decoration solely served to display the everyday life activities of their tomb owners.
Reference Works:
Lecture: Decoration of the Burial Chamber
Translation: Old Kingdom Text
Tutorial Topic 2: The wives of top officials of the Old Kingdom could hold important official and religious roles in society.
Reference Works:
Lecture: Mereruka and King Teti
Translation: Old Kingdom Text
Tutorial Topic 3: The rise of the solar cult in the 5th Dynasty diminished the power of the king.
Reference Works:
Lecture: Conspiracy in the Egyptian Palace
Translation: Old Kingdom Text
Tutorial Topic 4: Officials of the Old Kingdom only rose to prominent positions if they were members of the royal family.
Reference Works:
Lecture: Two Old Kingdom Officials: Weni and Djau
Translation: Old Kingdom Text
Tutorial Topic 5: The adoption of royal funerary practices by the elite towards the end of the Old Kingdom should be understood as a ‘democratisation of the afterlife’.
Reference Works:
Lecture: The Rise of the Provincial Governor
Translation: Old Kingdom Text
Reference Works:
Lecture: The Fall of the Old Kingdom
Translation: Old Kingdom Text
Reference Works:
Translation: Old Kingdom Text