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___
8.
Brief rationale for the course:
lab hours__NA__
Approved by UCASC, April 24, prepared for College Council, May 11, 2009
credits__3__
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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
http://www.ala.org/ala/acrl/acrlstandards/informationliteracycompetency.htm).
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
New Course Proposal, Page
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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:
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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:____________________________
New Course Proposal, Page
5
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:

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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
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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
2
Introduction to class, Egyptian geography
The Predynastic Period
3
Old Kingdom
*one-page analysis due
4
First Intermediate Period and Middle
Kingdom
*first paper due (museum trip)
5
New Kingdom part 1: the Egyptian
empire
6
New Kingdom part 2: domestic crisis
*research paper topic and preliminary
bibliography due
*Midterm examination
Egyptian religion: polytheism
7
8
9
10
11
12
13
14
15
Final exam:
Egyptian religion: changing views on the
afterlife
*research paper thesis statement,
outline, and annotated bibliography due
Egyptian art
*one-page analysis due
Egyptian literature
*one-page analysis due
Domestic life in ancient Egypt
*one-page analysis due
Egypt’s place in the greater world
*research paper draft due
Third Intermediate Period and the Late
Period
*one-page analysis due
Ptolemaic Egypt
*research paper due
Readings: Bard Ch. 3 pp. 45-66
Readings: Hornung (Archaic Period pp. 1-12),
Bard Ch. 4 pp. 67-88
Readings: Hornung (Old Kingdom pp. 13-47),
Bard Ch. 6 pp. 121-161
“Khufu and the Magicians”
Readings: Hornung (Middle Kingdom pp. 4875), Bard Ch. 7 pp. 167-205
“The Admonitions of Ipuwer,” “The
Shipwrecked Sailor,” “The Eloquent Peasant”
Readings: Hornung (New Kingdom pp. 76-100),
Bard Ch. 8 pp. 207-220
“The Tale of the Doomed Prince,” “The Tale of
Two Brothers”
Readings: Hornung (New Kingdom pp. 101124), Bard Ch. 8 cont. pp. 221-229
“The Hymn to the Aten”
Readings: Bard Ch. 8 cont. pp. 235-240
“Contendings of Horus and Seth”
Readings: Bard Ch. 8 cont. pp. 244-250
“Cannibal Hymn,” “Negative Confession”
Ppt slides on blackboard
Readings: Bard Ch. 2 pp. 23-38, “The Man who
was Tired of Life”
Readings: Bard Ch. 8 cont. pp. 256-261
Letters from Deir el-Medina, Egyptian love
songs, Autobiographical texts
Readings: Bard Ch. 10 pp. 307-316
“The Story of Sinuhe,” “The Story of Wenamun”
Readings: Hornung (Late Period pp. 125-149)
Bard Ch. 9 pp. 263-289
“The Story of Setne Khamwas”
Readings: Bard Ch. 10 pp. 289-303
Movie: Cleopatra
As scheduled by the college.
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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)
New Course Proposal, Page
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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.
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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.
New Course Proposal, Page 10
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