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Oct 2, 2018 by moderski
NELC 168 C1: Women in Ancient Egypt
Tue, 02 Oct 2018 16:57:33 GMT
Fri, 28 Sep 2018 20:40:05 GMT
Rationale for Inactivation
Last Effective Term
Org Short Name
School of Arts and Sciences
Near Eastern Languages & Civilizations
NEAR EASTERN LANGUAGES & CIVLZT
Women in Ancient Egypt
This class will examine the many roles played by women in ancient Egypt. From goddesses and queens, to wives and mothers, women were a visible presence in ancient Egypt. We will study the lives of famous ancient Egyptian women such as Hatshepsut, Nefertiti and Cleopatra. More independent than many of their contemporaries in neighboring areas, Egyptian women enjoyed greater freedoms in matters of economy and law. By examining the evidence left to us in the literature (including literary texts and non-literary texts such as legal documents, administrative texts and letters), the art, and the archaeological record, we will come away with a better understanding of the position of women in this ancient culture.
Also Offered As
women in ancient egypt.docx
Course not offered every year
Cross Cultural Analysis
Place in Curriculum
Methods of Assessment
Number and size of paper(s) assigned
Number and type of exams
Cross Cultural Analysis
How does the course examine the social values, institutions, and patterns of organization of a culture from within its own perspective?
This course considers the many varied roles of woman (human and divine) in ancient Egypt. The course relies heavily on translation of the ancient Egyptians’ own texts (religious, literary and documentary) and examination of the artistic output of the ancient Egyptians (statuary, relief, painting) .
How does the course consider the relationships AMONG the following aspects of the culture(s) in question: art, religion, literature, philosophy, social behavior and institutions, and responses to other cultures?
As part of this course, we do consider the social status and opportunities of ancient Egyptian women in contrast to/comparison with other neighboring ancient cultures of the Mediterranean and Near East.
If the course focuses on a particular element in a culture, can you explain how it relates that element to other more general aspects?
While the focus of this course is the role of women in the ancient society, the student must first have a basic understanding of the chronology, history, governmental structure (kingship) and religious beliefs of the ancient Egyptians. The beginning of the class introduces students to this framework.
How does the course teach students the methods required for sensitive and critical cultural analysis, such as the informed reading of texts, artifacts, and social institutions?
The students read a variety of ancient texts in translation. We talk about inherent bias in the texts as they were largely composed by men and represent the worldview of the elite/literate. We then turn to other categories of evidence (archaeological, for example) to help us to determine what may be a more balanced view. We use artifacts from the Penn Museum collection to help us foster this understanding.
Cultural Diversity in the US
The course should examine one or more of the following forms of differentiation: race/ethnicity, immigrant status, social class, gender, sexual orientation, religious affiliation. Which does it emphasize?
The course may emphasize a comparative perspective within a particular classification scheme (for example, African Americans and Hispanics). If so, please describe:
The course may examine the intersection between two or more of these means of differentiation (for example, race and immigrant status, minority status and sexual orientation). If so, please describe:
The course should address issues of inequality, stratification, and power. Please explain how it does so.
What is the primary method of analysis for the course? (For example, analysis of social scientific data, critical reading of literature, and so forth.)
Quantitative Data Analysis
Who is the course intended for?
Sample assignments or exam questions.
Do students actively analyze and interpret quantitative data? Explain.
Do students interpret quantitative data to evaluate hypotheses and/or to understand phenomena in the real world? Explain.
What types of quantitative analyses are included in the course? For example, do students learn concepts of random variability and elementary level of statistical analysis of data?
Do students learn formal structures of thought and how to apply them to understand phenomena in the real world? Explain.
If the course also engages students in the statistical analysis of empirical data, is the preponderance of attention give to formal structures implicated in deductive reasoning rather than on inductive reasoning from data to empirical generalizations? Explain.
Types of Analysis: What types of formal analysis are included in the course? For example, do students learn concepts of mathematics, formal logic, formal linguistics, computation and algorithmic thinking, decision theory, or some combination of these?
College reason for proposal