EandMSubjectGuide2023 LMS v7

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THE UNIVERSITY OF MELBOURNE

FACULTY OF ARTS
SCHOOL OF HISTORICAL AND PHILOSOPHICAL STUDIES
Subject ANCW 10001

ANCIENT EGYPT AND MESOPOTAMIA
Subject Guide Semester One, 2023 (v1)
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IMPORTANT INFORMATION
The website for this subject is available through the Learning Management
System (LMS) at: http://www.lms.unimelb.edu.au/login/
The LMS is an important source of information for this subject. Useful

resources such as lecture / seminar notes, online readings and subject
announcements will be available through the website. It is your
responsibility to regularly check in with the LMS for subject
announcements and updates.
You will require a university email account (username and password) to

access the Learning Management System.
Please familiarise yourselves with the information and policies at the following links:
Stop 1 provides students with a range of support services throughout their university degree, from
help with enrolment, administration and wellbeing to advice on building skills and experiences:
http://students.unimelb.edu.au/stop1
School of Historical and Philosophical Studies (SHAPS)

http://arts.unimelb.edu.au/shaps
Classics and Archaeology Program

http://arts.unimelb.edu.au/shaps/study/classics-and-archaeology
Undergraduate Information
http://arts.unimelb.edu.au/shaps/students/undergraduate
Undergraduate Contacts
http://arts.unimelb.edu.au/shaps/students/undergraduate/contacts
Essay Writing Guide

http://arts.unimelb.edu.au/shaps/students/undergraduate/essay-writing-guide
Student Support
http://arts.unimelb.edu.au/shaps/students/undergraduate/support
Key Policy Documents Relevant for Students:

• Academic Progress Review Policy (MPF1291)
https://policy.unimelb.edu.au/MPF1291
• Assessment and Results Policy (MPF1326)
https://policy.unimelb.edu.au/MPF1326
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INSTRUCTOR
Subject Coordinator and Principal Lecturer: A/Professor Andrew Jamieson
Office: Arts West Building, North Wing. Level 6, Room 677
Consultation Hours: By appointment via e-mail
E-Mail: [email protected]
Telephone: 8344 3403
https://findanexpert.unimelb.edu.au/profile/89490-andrew-jamieson
Brief Profile: Andrew Jamieson is Associate Professor in Near Eastern Archaeology in the School
of Historical and Philosophical Studies at the University of Melbourne. He has more than 35 years’
of archaeological fieldwork experience, working on excavation projects in Egypt, Georgia,
Lebanon, Syria, and Australia. In the mid-1990s he was deeply involved in the UNESCO post-war
salvage operations in Beirut. For ten seasons he worked at the Neo-Assyrian site of Tell Ahmar in
northern Syria. As well as teaching at Melbourne, he has lectured at Monash University and been
involved in a range of curatorial, conservation and field projects with Heritage Victoria. For many
years, Andrew was a member of the Archaeology Advisory Committee of the Heritage Council of
Victoria. Prior to the conflict in Syria, he was developing a new collaboration known as the Syrian-
Australian Archaeological and Historical Research Project. In 2014 Andrew was invited to represent
Australia on the SHIRĪN International Committee, a Research Initiative for the Safeguarding and
Protection of Syrian Heritage. In 2015, he won the Barbara Falk Award for Teaching Excellence.
From 2005 to 2016, as curator of the Classics and Archaeology collection at the Ian Potter Museum
of Art, Andrew curated 22 exhibitions. In 2017, Andrew was invited by UNESCO to become a
member of their Roster of Experts in Near Eastern archaeology. In 2019 he became the director of
the Georgian-Australian Investigations in Archaeology (GAIA) project, and in the same year he
also received a Faculty of Arts Teaching Excellence Award for his winter intensive subject, an
overseas field school conducted at the site of Rabati in Georgia. Andrew is an elected Fellow of the
Society of Antiquaries of London.
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TUTORS
Subject Tutor: Dr Becky Clifton

Office: Arts West Building (Room TBA)
Consultation hours: By appointment via email and zoom
E-mail: [email protected]
Brief profile: Becky Clifton completed her PhD at the University of Melbourne. Her
research explores the expression of gender, self, and social connectivity at Amarna
during the reign of Akhenaten, with a particular interest in the advent of Atenism and
how it related to changing ways of representing human bodies and relationships.
Subject Tutor: Jacob Heywood

Consultation hours: By appointment via e-mail
Brief Profile: Jacob is currently undertaking his PhD dissertation at the University of
Melbourne, studying the iconography of decorated ceramic burial containers from
Minoan Crete. He also received his undergraduate degree from the University of
Melbourne, completing a Bachelor of Arts with majors in History and Ancient World
Studies. Jacob has also travelled throughout Greece, Turkey and the Middle East. His
archaeological fieldwork experience includes excavation at the Philistine city of Tell
es-Safi/Gath (Israel), as well at Sissi, the site of a coastal Minoan settlement and
cemetery on the island of Crete.
Subject Tutor: Dr Ashleigh (Ash) Green

Consultation hours: By appointment via e-mail
Brief Profile: Ash completed her PhD in classics and archaeology at the University of
Melbourne in 2020. Her research interests include the study of birds in ancient world, and
more generally what human-animal studies can reveal about societies both past and
present. In 2021 she was the recipient of the Australasian Society for Classical Studies
Early Career Award, and in 2022 she was a Virtual Fellow of the Centre for the History of
Emotions and a Fellow of the State Library of Victoria, where she pursued a project on
local history. She is the author of the book Birds in Roman Life and Myth.
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SCHEDULED TUTORIAL TIMES
1. Wednesday 12:15 – 1:15 Arts West Building, West Wing, OBL II (255) JH
2. Wednesday 1:15 – 2:15 Arts West Building, West Wing, OBL II (255) JH
3. Wednesday 2:15 – 3:15 Arts West Building, West Wing, OBL II (255) BC
4. Wednesday 3:15 – 4:15 Arts West Building, West Wing, OBL II (255) BC
5. Thursday 9:00 – 10:00 Arts West Building, West Wing, OBL II (255) BC
6. Thursday 10:00 – 11:00 Arts West Building, West Wing, OBL II (255) BC
7. Thursday 11:00 – 12:00 Arts West Building, West Wing, OBL II (255) AG
Link to subject in the handbook:

https://handbook.unimelb.edu.au/2023/subjects/ancw10001
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ABOUT THIS SUBJECT
SUBJECT OVERVIEW
This is a 1st year undergraduate subject introducing students to the study of the world’s
earliest civilisations – one situated in the Nile Valley (Egypt), the other in the plains of the
Tigris and Euphrates Rivers (Mesopotamia), as well as related ancient societies including
those from Turkey (Anatolia), the Aegean, Persia and India. Each one of these societies left
traces of their activities that have stirred people’s imaginations for millennia.
In this course the different civilisations of the ancient world will be compared across
disciplinary lines in terms of art, architecture, archaeology, mythology, literature, epic
narratives, history and social institutions. Their highly visible legacy, uncovered by
generations of archaeologists, will be examined to define the processes that developed
these complex societies.
The goal of this subject is to provide both an introduction to and a foundation for those
with a general interest in these cultures as well as for those contemplating further, more
detailed study in Near Eastern (Egypt and Mesopotamia) archaeology and Classics (Greece
and Rome).
Our study will begin with an introduction to the Egyptian landscape and Pre-Dynastic
beginnings of Egyptian society, as well as the development of Egyptology as a discipline.
This will include an examination of why Egypt has fascinated people from all time periods,
as well as the agendas underlying these interests, including Orientalism, colonialism,
mysticism, Egyptomania, Euro- and Afro-Centrism, and contemporary ethical issues with
specific regard to Egypt and the Near East.
The next lectures will sample selected features of Egyptian art, architecture, and the social
history of ancient Egypt. These will begin with the political unification of Lower
(northern) and Upper (southern) Egypt and continue with the emergence of civilisation and
the art of kingship. Although much of the focus of this subject will be on the Old Kingdom
– the age of the Pyramids – and its legacy, we will also survey the emergence of temple
architecture and state religion, consider the ethical issues of studying the region, examine
the role of women and the earliest epic superheroes of Mesopotamia, and contemplate the
meaning of kingship. The final lectures will focus on the multitude of cultures that
inhabited the ancient Near East and the east Mediterranean, inspiring and intriguing
westerners from the time of Herodotus and Alexander the Great to the present day.
The lectures will follow a roughly chronological framework, interspersed with thematic
lectures focusing on technology, daily life, political history, trade, writing, and identity.
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LEARNING OBJECTIVES OF THIS SUBJECT

Students who successfully complete this subject will:
• Be familiar with the development of ancient Egyptian and Near Eastern
civilisations
• Be able to understand the role of ancient Egypt and the Near East in modern
history
• Be able to undertake academic research and writing, analyse problems, and
enhance their communication skills
SUBJECT STRUCTURE
Students are expected to attend two 1-hour lectures and a 1-hour tutorial per week.
LECTURES
The lecture timetable is as follows:
Day Time Location

Lecture 1:
Tuesday 10:00 am – 11:00 am Forum Theatre Arts West Building North Wing
Lecture 2:
Thursday 3:15 pm – 4:15 pm Forum Theatre Arts West Building North Wing
All lectures will be delivered F2F on campus. They will also be recorded and available
for you to listen to via the LMS (Canvas) website.
TUTORIALS
PLEASE NOTE: THERE ARE NO TUTORIALS IN WEEK 1
There are 11 one-hour tutorials in total for this subject (Weeks 2–12).
Attendance is taken at each tutorial and you are required to attend a minimum of 75% of
the tutorials (i.e., no fewer than eight) to pass the subject. This is a hurdle requirement,
and no exceptions can be made unless you have special consideration documentation. If you
accidentally miss your tutorial it is possible to attend another, just make sure to let the
relevant tutors know.
For tutorial times and locations, see the Timetable tab in the Handbook:
https://handbook.unimelb.edu.au/2023/subjects/ancw10001
Tutorial allocation is done through the Student Portal: http://portal.unimelb.edu.au/
Please note that changes to tutorial allocation can only be made in exceptional circumstances
and with the permission of your tutor.
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ASSESSMENTS
The assessment outline is as follows:
Assessment Type Percentage Due Date

Essay 1: 25% Research-essay 1 due at 5pm,
5-minute oral presentation one week after oral
on some aspect of ancient presentation.
history, literature, or
mythology, and a 1000-word Topics to be assigned in class,
essay on the same topic
Essay 2: 25% Research-essay 2 due at 5pm
1000-word essay on some Friday May 5, 2023
aspect of archaeology, art, or
material culture
Take Home Exam: 40% 5pm Friday June 9, 2023
2000-word take-home
exam essay
Tutorial participation 10% Includes completion of Online
Library Tutorial before Week 5,
Library Scavenger Hunt in Week
4, oral presentation in Weeks 5
and 7-12, and vocal participation
in weekly tutorials
Tutorial Attendance Hurdle Attend 75% of All Tutorials (i.e.,
Requirement no fewer than eight)
We will be discussing the assessments in tutorials.
Please note: Participating in the tutorial discussions is considered important, and students
who do not contribute to the discussions will not get any marks for participation.
The essays must be fully referenced including footnotes and a bibliography (see below).
You must submit all written assessments as a Faculty of Arts hurdle requirement for the
subject. Please ensure you are available for the entirety of the exam period.
All marks are provisional until the Board of Examiners approves final results at the end of
semester. Results may be altered when an error has been made in the application of
marking guidelines, where the results for a cohort appear to be disproportionate, or where
an irregular distribution of grades is observed. Any changes to results will be made in
accordance with the University of Melbourne's Assessment and Results Policy (4.87-91).
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READINGS
Readings to be completed prior to the tutorial are listed within the subject guide and on
LMS, these will help you in the tutorial discussions as well as the presentations, essays
and final exam.
If you are seeking additional detail on any of the weekly topics, a great place to start is the
following book, available in hard copy in the Baillieu Library and as an e-Book via the
University of Melbourne library catalogue:
https://cat2.lib.unimelb.edu.au:443/record=b8581024~S30
Chadwick, R. 2005. First Civilizations: Ancient Mesopotamia and Ancient Egypt.

London and Oakville, Conn.: Equinox.
Other useful texts are:
Lurker, M. 1986. The Gods and Symbols of Ancient Egypt: An Illustrated Dictionary.
(Revised and Enlarged by Peter A. Clayton, 1981) New York: Thames and Hudson.
Black, J. and Green, A., eds. 1992. Gods, Demons and Symbols of Ancient Mesopotamia.
London: The British Museum.
Further recommended readings are listed on LMS. You are encouraged to augment your
understanding of the topics discussed by drawing on this list. In addition, there are
ample sources in the library and through the online repositories Discovery and JSTOR
(both accessible through the library website).
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LECTURE AND TUTORIAL PROGRAM,

AND READING ASSIGNMENTS
WEEK 1
28 FEBRUARY LECTURE – A/PROF. ANDREW JAMIESON
GENERAL INTRODUCTION AND THE EGYPTIAN SACRED LANDSCAPE
2 MARCH LECTURE – A/PROF. ANDREW JAMIESON

HISTORY BEGINS AT SUMER: THE CRADLE OF CIVILIZATION
Lecture Themes: Introduction and Orientation
Why are we interested in Egypt and the Near East? What is it about the landscape that
makes Egypt mysterious and exotic? How do archaeologists write a history of the past by
looking through refuse and the ruins of people’s lives? What do you hope to learn in this
class and at the University of Melbourne? What will be expected of you?
PLEASE NOTE: TUTORIALS WILL NOT MEET IN WEEK 1
Online Library Tutorial
In place of a Week 1 tutorial, you are required to complete the Online Library
Tutorial sometime before your Week 5 tutorial (see Canvas under Modules, Library
Resources, click on “Online Library Tutorial”). The Online Library Tutorial contains
three modules, each of which consists of mostly of a series of short videos. These videos
cover the following topics:
• The difference between books, chapters and articles
• How to use the catalogue, find books, and borrow them
• How to use reference sources and archaeology databases
• Academic integrity, plagiarism, and rules for referencing sources
Note: The Canvas (LMS) tells us who has completed the Online Library Tutorial, and
who has not.Talk to your tutor before your Week 4 tutorial if you are having issues
accessing or completing the online tutorial, as the completion of the online tutorial
factors into your “Tutorial Participation” mark.
Watch the Object-Based Learning (OBL) videos

Most of the tutorials for ANCW10001 are held in the Object-Based Learning (OBL)
laboratories in the Arts West Building. During the semester students with be engaging
with objects from the Classics and Archaeology Collection. Please take a few minutes to
watch the object handling videos (see links below).
OBL Lab - Handling Training (Objects)

https://vimeo.com/396864593/ef7ff4af78
OBL Lab - Handling Training (Rare Books and Works on paper)
https://vimeo.com/396864554/18f63b223d
OBL Lab - Handling Training (Full Video)
https://vimeo.com/392860378/9623554f77
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WEEK 2
THE REAL SCORPION KING AND THE UNIFICATION OF EGYPT

ORIENTALISM AND EGYPTOMANIA: Ex Oriente Lux (Light From the East)
Tutorial Themes: Art as Propaganda in the Past and Present
This week’s tutorial will teach you how to read early Egyptian imagery through
handling the University’s own replicas of ancient Egyptian Predynastic palettes.
Tutorial Talking Points:

• What messages are presented in Egyptian palettes?
• How does palette iconography function as a type of language to be read?
• How do the palettes indicate evidence for the unification of Upper and
Lower Egypt?
• Can you think of some modern symbols that are used as political propaganda
in a manner comparable to the palettes?
Required readings to complete before your tutorial:

The Subject Guide and the LMS
All readings can be downloaded from the LMS. They are grouped by week, under the
heading “Required and Suggested Readings” on the Modules page. Please let your
tutor know if you have any trouble accessing these readings.
Scholarly Reading
Wilkinson, T.A.H. 2000, “What a King is This: Narmer and the Concept of the Ruler,”
Journal of Egyptian Archaeology 86: 23–32.
Artefact
The Scorpion Macehead, c. 3200–3000 BCE, Egypt.
Questions to Consider
• Why do you think it is so difficult for historians to be sure about what happened
at the beginning of Egypt’s pharaonic history?
• What is familiar about the decoration of the Scorpion Macehead, compared to
Egyptian art you may have seen so far?
• What is unfamiliar or difficult for you to understand?
• The text accompanying this object on the LMS gives some suggestions about
the function and audience of the Scorpion Macehead. Who do you think an
object like this might have been made for? Why do you think this is?
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WEEK 3
INVENTING THE EGYPTIAN STATE

TOWERS TO HEAVEN: MESOPOTAMIAN RELIGION
Tutorial Theme: Thinking and Speaking with Things: Part 1
Many of the lectures in this subject deal with things and fragments of the past. Public and
personal histories are partly understood through objects, and objects capture our
imagination. You are required to bring an object or a thing to your tutorial that is
personally meaningful to you and that says something important about your personal
history. You should be prepared to speak for a few minutes about how the object touches
your life and says important things about you and your personal history. If you forget
your object, you can speak about it in its absence. If there is time at the end of class, tutors
will discuss parallels in the archaeological record, and ask you to consider how an
archaeologist might interpret your object in the future.

Scholarly Reading
Hoffman, M. A. 1984. “The Royal Tombs: An End and a Beginning,” in Egypt Before the
Pharaohs, pp. 267–288. London; Melbourne: Ark Paperbacks.
Artefact
Vessel stand with ibex support. Sumerian, Early Dynasty III, c. 2600–2350 BCE.
Metropolitan Museum of Art, NY: 1974.190.
Primary Text
Vanderburgh, F. A., trans. 2007. “Hymn to Adad,” in Sumerian Hymns from Cuneiform
Texts in the British Museum: Transliteration, Translation and Commentary, pp. 55–57. New
Jersey: Gorgias Press.
• What is similar about the origins of Egyptian and Mesopotamian society, as you
understand them so far? What is different?
• What is the purpose of the Sumerian object for this week? In what kinds of contexts
do you think it might have been used?
• Why do you think an animal shape might have been chosen for this object?
• What were your first impressions reading the 'Hymn to Adad'?
• Did you find it easy or difficult to read? Why do you think this is?
• What were the main features of the god Adad that you noticed while reading?
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WEEK 4
STARGATES OF THE SOUL: PYRAMIDS OF THE OLD KINGDOM

THE ROYAL GRAVES AT UR
Tutorial Theme: Using the Library
This week's tutorials will take place in the Baillieu Library. We have booked an eLearning
Studio (#2, on level 1 in the Baillieu Library) and will be moving around the library during
the class, so please be on time to avoid getting lost! In this activity you'll practice your skills in
finding books for this subject in the Baillieu Library. You will also use these skills to contribute to
a visual reading list that will help you and your fellow students later on in the semester when you
are considering sources to include in your essay research.
The Library activity instructions are in the LMS, beneath the Online Library Tutorial. It will be
easiest to access the activity via the Canvas Student app on your phone or tablet. You can connect
to the Wi-Fi in the library by logging in to UniWireless with your student username and password.
If you have trouble connecting your device, visit Student IT for help at the Baillieu Library service
desk on the Ground Floor.

Scholarly Reading (Mesopotamia)
Crawford, H. “Art and Technology: Objects from the Royal Cemetery,” in Ur: The City of the
Moon God, pp. 59–72. London: Bloomsbury Academic.
Artefact (Mesopotamia)
The Standard of Ur, Early Dynastic III, c. 2500 BCE. From the Royal Cemetery at Ur. British
Museum, London: 121201.
Primary Texts (Egyptian)

Brief excerpts from the Egyptian Pyramid Texts, translated by J. P. Allen:
Spells 213 and 214 (King Unis), 338 and 339 (King Teti), and 610 (King Merenre)
• What are your first impressions of the Standard of Ur? What stands out to you most?
• What do you think this object was intended to communicate?
• Who might have been the target audience?
• What similarities or differences do you notice between the Pyramid Texts of Uni,
Teti, and Merenre?
• Are they easy to understand or difficult? Why do you think this is?
• What do you think the Egyptians who used these texts were most afraid of (or most
looked forward to) in the afterlife? Why?
• What do you think was the most important function of these texts?
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WEEK 5
SUMERIAN MYTHOLOGY

ETHICS: LOOTING, COLLECTING, POLITICIZING AND FAKING THE PAST
Tutorial Theme: The First Superheroes: Gilgamesh and Enkidu
Well before Odysseus came Gilgamesh, whose adventures were regaled to crowds across
the Mesopotamian alluvium and beyond. A number of Sumerian heroic epic poems and
magical creatures were later incorporated into the Babylonian Epic of Gilgamesh composed
many hundreds of years later.
Oral Presentations Begin This Week

Scholarly Reading
Chadwick, R. 2005. “Mythology and Religion in Mesopotamia: The Story of Gilgamesh and
Enkidu,” in First Civilizations: Ancient Mesopotamia and Ancient Egypt, 2nd ed., pp. 100–
107. London; Oakville: Equinox Publishing Ltd.
Primary Text
Helle, S., trans. 2021. Gilgamesh: a new translation of the ancient epic with essays on the
poem, its past, and its passion. New Haven: Yale University Press.
• If you are presenting on this topic, please read as much of the epic as you can. If you
are not presenting, focus on the following two excerpts which introduce the main
characters, Gilgamesh and Enkidu: lines 1–50 (pp. 3–5) and lines 90–214 (pp. 6–10).
Class Presentation and Essay Topics (to be assigned in class)

• What are the characteristics of Gilgamesh and Enkidu and what is the nature
of their relationship?
• How are women portrayed in the Epic of Gilgamesh and what types of
activities are they involved in?
• Some myths are epics and all epics are myths. What are the characteristics of
each and how does Gilgamesh conform to our notions of epic myth?
• What types of activities do Gilgamesh and Enkidu engage in and what do we
learn from them?
Questions for other students to consider

• What is different about reading a story from ancient Mesopotamia, compared to the
ancient hymns and spells you have read so far?
• How are Gilgamesh and Enkidu characterised? Do you find them likeable characters
so far? Why or why not?
• What is different about these Mesopotamian "heroic" characters compared to people
we consider "heroic" today?
• Why do you think this story was written? Was it intended to be a truthful history of a
past king, to entertain, to be both, or neither?
• What societal values do you think the Mesopotamians might have held, based on these
excerpts?
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WEEK 6
4 APRIL LECTURE – A/PROF. ANDREW JAMIESON
SACRED WRITINGS, DECIPHERMENT AND THE FIRST TEXTS
6 April LECTURE – DR. BECKY CLIFTON

WALK LIKE AN EGYPTIAN: KINGLY ART AND DAILY LIFE
Tutorial Themes: Thinking and Speaking with Things: Part 2
The constant demand for archaeological artefacts has driven the looting of archaeological
sites and the forging of artefacts around the world. These artefacts often end up on the art
or antiquities market and can make it into private collections and museum displays. How
archaeologists and museums deal with this issue is a significant point of contention.
Another related issue is how museums frequently treat the artefacts they acquire as art
objects, inscribing them into a new context in which much of their original significance is
lost. This will be the theme of this week’s discussion. In addition, you will be handling
ancient vessels from Bab adh-Dhra’, an Early Bronze Age site which has been heavily
affected by looting and the antiquities trade.
No Oral Presentations This Week
Required readings to complete before your tutorial

Scholarly Readings
• Rast, W. 1999. 'Society and Mortuary Customs at Bab edh-Dhra'.' In
Archaeology, History and Culture in Palestine and the Near East: Essays in
Memory of Albert E. Glock, edited by T. Kapitan, 164–82. Atlanta: Scholars
Press.
• Brodie, N. and D. A. Conteras. 2012. “The Economics of the Looted
Archaeological Site of Bab edh-Dhra: a view from Google Earth,” in All the
King’s Horses: Essays on the Impact of Looting and the Illicit Antiquities Trade
on Our Knowledge of the Past, edited by P. K. Lazrus and A. W. Barker, pp. 9–
25. Washington, DC: The Society for American Archaeology Press.
• What are the political and economic implications of collecting antiquities?
• What is the relationship between museums, collecting, and looted
objects?
• What is the role of a museum in caring for and displaying objects?
• How do museums create a narrative and tell stories?
• Should looted and/or collected antiquities be placed on display in
museums?
• What was the best museum exhibit you’ve seen? What was the worst? Why?
• What is the “best” way to organize and present archaeological objects to the
public?
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EASTER BREAK
NON-TEACHING PERIOD (7 – 16 April 2023)

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WEEK 7
HOW TO BUILD A PYRAMID AND MAKE A MUMMY
20 APRIL LECTURE – DR. BECKY CLIFTON

AKHENATEN: HERESY, MONOTHEISM AND THE HYMN TO THE SUN
GOD
Tutorial Theme: The Family in Ancient Egypt
Oral Presentations Resume This Week
Mythology often combines an interesting story with teaching of important social values
and norms. This week’s tutorial looks at the ancient Near Eastern view of family life.
Primary Text
Lichtheim, M. 1997, ‘The Two Brothers’, in W.W. Hallo and K.L. Younger (eds.) The
Context of Scripture, Vol. 1, pp. 85–89. Leiden; New York: Brill.
Artefact
Household stela featuring Akhenaten, Nefertiti, and three daughters under the Aten.
Egyptian Museum, Berlin: ÄM 14145.
Class Presentation and Essay Topics (to be assigned in class):

• What is the story of Two Brothers about and what can we learn from it about past
and present?
• The Two Brothers is sometimes referred to as the first fairy tale: what are the
fantastic and magical elements of the story?
• What is literary symbolism and what types of symbolism can be found in the story
of the Two Brothers?
• How does the story of the Two Brothers compare to other ancient stories offamily
life?
• The Two Brothers is sometimes called a “rite of passage” story: what is meant by
this?

• What impression does this stela give of King Akhenaten and his family?
• How does this differ from the images of Egyptian kings you have seen so far?
• Why do you think Akhenaten chose to represent himself and his family in this
way?
• How is this similar to (or different from!) how familes are represented in the Tale
of Two Brothers?
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WEEK 8
THE CURSE OF KING TUT’S TOMB AND MAGICAL MUMMIES
27 APRIL LECTURE – DR. BECKY CLIFTON

GENDER AND ETHNIC IDENTITY: QUEENS, CROSS-DRESSERS, & RACISM
Tutorial Theme: Social values in Egyptian Society: the Concept of Ma’at
Primary Text
Tobin, V.A. 2003, ‘The Tale of the Eloquent Peasant’, in The Literature of Ancient
Egypt, edited by W. K. Simpson, pp. 25–44. New Haven; London: Yale University
Press.
Artefact
Vignette from the Book of the Dead of Ani, showing the Weighing of the Heart (Spell
125)
Classic Presentation and Essay Topics (to be assigned in class)

• What is the story of the Eloquent Peasant about and what are its themes?
• What does the story tell us about the life of the ancient Egyptian people?
• What does the story tell us about social values and ethics in ancient Egypt?
• What is Ma’at and how is it represented in the tale?
• What does the story tell us about the political structure of ancient Egypt?

• What are your first impressions of the Egyptian judgment of the dead by the
Weighing of the Heart?
• Many religions place conditions on entering 'heaven' or having a positive afterlife
experience. What is similar or different about the Egyptian judgment of the dead,
compared to other religious beliefs you are aware of?
• What is the impact of having this judgment witnessed by so many different gods?
• Do you think that the fear of being judged by the gods encourages people to act
more justly in life? Why or why not?
• Why might you purchase a Book of the Dead with this judgment scene for your
tomb?
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WEEK 9
2 MAY LECTURE – A/PROF. ANDREW JAMIESON
HOUSES OF THE GODS: COLOSSAL LUXOR AND THE SACRED SOLAR
BARQUE
4 MAY LECTURE – JACOB HEYWOOD

THE ULUBURUN SHIPWRECK AND LATE BRONZE AGE TRADE
Tutorial Theme: Living with the In-Laws in Ancient Egypt

This week’s tutorial looks at what poetry tells us about satire and kinship relations in
ancient Egypt.
Primary Text
Wente, E.F. 2003, ‘The Contendings of Horus and Seth’, in The Literature of Ancient
Egypt, edited by W.K. Simpson, New Haven, pp. 91–103.
Artefact
Relief depicting Horus and Seth tying the sema tawy knot, representing the unification
of the two lands of Egypt. 12th Dynasty; Lisht, Egypt.

• What is being contended and what are the themes of this story?
• What are the family relationships between the various protagonists in the
story?
• What does the story tell us about power, age, and gender (male & female)
in ancient Egypt?
• What are the personality traits of the different characters in the story?

• Is the image of Seth in this relief similar or different to the impression of Seth
you receive from reading The Contendings of Seth and Horus? How so?
• Like the Greek and Roman gods, the actions and personalities of the Egyptian
gods can differ quite a lot between different stories and contexts. What does this
suggest about Egyptian religious beliefs or cultural norms?
• Why do you think this positive image of Seth appears on the side of a pharaonic
throne?
• Do you think Seth was considered a 'good' or a 'bad' god overall? Why do you
think that is?
RESEARCH ESSAY 2:
1000 WORD RESEARCH-PAPER IS DUE FRIDAY MAY 5 BY 5:00 PM
20
WEEK 10
THE FURTHER ADVENTURES OF RAMESES
11 MAY LECTURE – JACOB HEYWOOD

LATE BRONZE AGE ‘INTERNATIONALISM’: ART, TRADE AND
DIPLOMACY
Tutorial Theme: Trade Interconnections and Pottery Typologies
This week’s tutorial looks at Late Bronze Age trade (internationalism and interconnections). It
will also include a hands-on activity with ancient pottery and introduce students to
archaeological concepts concerning classification and typologies.
Scholarly Reading
Renfrew, C. and Bahn, P. 2000, ‘When? Dating Methods and Chronology’ (Chapter 4) in
Archaeology: Theories, Methods and Practice, 3rd ed. London, pp. 117–24.
Artefacts
• Copper ingot made in Cyprus, c. 1450–1050 BCE
• Decorated Minoan-style jug found in Egypt, c. 1575–1500 BCE

• What can we learn about interconnections between the Aegean, Egypt, and the
Near East through art and archaeology?
• What can we learn about trade through seafaring?
• How can pottery tell us about the past?
• How do archaeologists make sense of what they find using style and
stratigraphy?

• What might objects like the copper ingot tell us about industry and trade in the ancient
world?
• What additional information would you like to know about the ingot, to help with
your interpretation? Why?
• How does the decoration of the Minoan jug, found in Egypt, differ from Egyptian art
you have seen for far? Why do you think this is?
• Have you ever felt surprised by the level of cultural and economic contact between
different ancient civilisations? Why do you think this is?
• Do you find 'everyday' objects more difficult to understand than other ancient
sources? Why do you think this is?
• Can you think of more ways sources like these might be useful to historians?
21
WEEK 11
FROM SUMER TO THE INDUS: TRADE IN THE PERSIAN GULF

THE IMPERIAL WORLD OF THE HITTITES IN ANATOLIA
Tutorial Theme: The Trojan War: Fact or Fiction?
Scholarly Reading
Bryce, T. 2002 “The Trojan War: is there Truth Behind the Legend?” Near Eastern
Archaeology 65 (3): 182–95.
Artefacts
Three representations of the ‘Judgment of Paris’, which sets the events of the Trojan
War into action in Greek mythology:
• Terracotta neck amphora (jar), attributed to the Swing Painter, c. 540–530 BCE
• Two-handled jar (amphora) depicting the Judgment of Paris and the recovery of
Helen, c. 510–500 BCE
• Neck amphora, c. 525–500 BCE

• What is the archaeological and historical reality behind the myth of a Trojan
War?
• What was the relationship between the Greeks, Trojans, and Hittites?
• What is the history of investigations at Troy/Wilusa?
• Homer: fact or fiction?

• What similarities and differences do you notice between these three vases, which
depict the same 'Judgment of Paris' scene from the Iliad? Why do you think this
is?
• Why do you think Trojan War scenes were such popular subjects of Greek vase
painting?
• What would a viewer of these vases (in the past or today!) need to know to
identify the characters and events being depicted on these vases?
• What does this suggest about how well-known the myth of the Trojan War was in
Greek society at this time?
22
WEEK 12
ASSYRIA CONQUERS THE WORLD

THE BABYLONIANS AND THE PERSIANS
TAKE HOME EXAM IS DISTRIBUTED/MADE AVAILABLE:

DUE FRIDAY JUNE 9 BY 5:00 PM
Tutorial Theme: Art and Ideology in Assyria. How can we ‘read’ Assyrian Art?
Rulers of ancient Assyria understood the importance of signs and their meanings as a way
to convey and maintain power. With the great proportion of the population being illiterate,
art was used as a powerful tool to express current ideology.
Scholarly Reading
Reade, J. 1998. “The Sculptures in their Setting,” in Assyrian Sculpture, pp. 18–33.
London: British Museum Press.
Artefacts
Objects from the Assyrian Sculpture Court at the Metropolitan Museum of Art, New
York
Class Presentation and Essay Questions

• What is depicted on Assyrian palace reliefs and why?
• Explain the aesthetics and propaganda message of Assyrian art: how was it used
to legitimise the power of the state?
• How did the Persians and Babylonians use art and monuments to legitimise their
power?

• What regular themes and motifs can you identify in these sculptures from Nimrud
(an ancient city in modern Iraq)?
• What impression do these objects give you of the city of Nimrud and its
inhabitants?
• These objects are displayed together in the Metropolitan Museum of Art in a
"space designed to evoke their original palace setting," although it is not a
complete reconstruction. Do you find this a useful strategy for display? Why or
why not?
• If you could display these objects in any possible way, at any possible location,
what/where would you choose and why?
• If you are unsure, what considerations do you think it is important to take into
account when making a decision about how and where to display objects?
SWOT VAC
Monday 29 May to Friday 2 June 2023
23
ASSESSMENT
ATTENDANCE AND PARTICIPATION

The Faculty of Arts policy on tutorial attendance is that students must attend a minimumof
75% of tutorials (i.e., no fewer than eight) to pass the subject. If you are sick or have a
valid reason for missing a tutorial, you may be excused for tutorial absences by providing a
doctor’s certificate or other documentation.
In addition: 10% of your mark will be based on your “Tutorial Participation”, as

measured by three criteria: (1) whether you complete the Online Library Tutorial before
your Week 4 tutorial (in the LMS, click on “Online Library Tutorial”); (2) whether you
complete the Library Scavenger Hunt in your Week 4 tutorial; and (3) how much you
actually contribute to each tutorial. You should make sure to ask questions and get
involved in the debate as much as you can.
SUBMITTING ASSESSMENTS
All written assessments must be submitted electronically (in .PDF, DOC or .DOCX
format) via the “Turnitin” function on LMS by 5:00 pm on the due date. This is the only
way we have of determining that your assessment was submitted on time.
Be sure to include a cover sheet on each submitted assessment:

In addition, your tutor may require a hardcopy of your assessment. These can be
submitted directly to your tutor, who may arrange a drop off point for your hardcopy.
When submitting an assessment electronically, you agree that you have read the
University's Academic Honesty and Plagiarism policy at
https://academichonesty.unimelb.edu.au/ and declare that:
• The assignment you are uploading is your own work
• You have appropriately cited all sources
• You have not previously submitted the assignment
Furthermore, submitting your assessment electronically gives your tutor permission to:
• Reproduce your assignment and provide a copy to another member of staff
• Take steps to authenticate your assessment, including sending a
copy of it to a checking service
24
INSTRUCTIONS FOR WRITTEN ASSESSMENTS

Research Essay 1: 5-minute oral presentation, and 1000-word research-essay (not
counting footnotes and bibliography)
Each student will choose or be assigned one of the tutorial discussion questions on
ancient history, literature or mythology from a particular week, and will begin by giving
a 5-minute oral presentation on that topic. Sign-up sheets for the presentation will be
passed around in the tutorials, beginning in Week 2. The presentations will be scheduled
for weeks 5 through 12. The oral presentation is a hurdle requirement and students will
be graded on the research essay itself.
Note: everyone in the tutorial must choose a different discussion question.
Meanwhile, undertake research and write a 1000-word research-paper on your

presentation topic. This research-paper is due at 5pm one week after your presentation.
If you want early feedback, you should try to schedule your oral presentation as early as
possible in the semester, so that you’ll also be submitting the research-paper early in the
semester.
If you pick a topic that is covered later in the semester, it is your responsibility to read
ahead and seek the advice of the subject tutors, coordinator, and lecturers in undertaking
research.
Research Essay 2: 1000 word research-paper (not counting footnotes and

bibliography)
This research-paper must deal with some aspect of the archaeology, art, or material
culture of one of the regions covered in this subject. This research-paper is due by 5pm
Friday May 6.
Write your research-paper about one of the following questions or topics:
--What can we learn about Egyptian culture based on funerary evidence?

--What roles did the landscape (i.e., rivers, irrigated areas, desert, climate) play in the
livesof ancient Egyptians and/or Mesopotamians?
--What is Egyptomania and how has it affected our ideas about Egypt?
--What is Orientalism and how does it affect our understanding of Egypt and the Near
East?
--What were the features that composed Zoser’s Funerary Complex and what were their
symbolic, political, and religious meaning?
--What is the social significance and symbolic meaning of the Giza pyramid complex?
--Why do we need both texts and archaeology to understand daily life in ancient Egypt or
Mesopotamia?
--What does mummification tell us about Egyptian religion and beliefs?
--How do science and magic interact in Egyptian society?
--Citing specific examples related to the cultures studied in this class, how can we
understand the relationship between ethics and archaeology?
25
--Discussing specific examples, what is the evidence for and role of trade in the east
Mediterranean or Persian Gulf?
--What is our evidence for connections between the Aegean, the Near East and Egypt?
--What is the role of the temple and cult of Amun in ancient Egypt?
--Who was Hatshepsut and what do we know about her?
--What does archaeology tell us about gender identity in ancient Egypt or Mesopotamia?
--What does archaeology tell us about ethnic identity in ancient Egypt?
--What is the evidence for magic in Egypt or Mesopotamia based on texts and
archaeology?
--How did Akhenaten change the social order in the Amarna period?
--How did Akhenaten use art, architecture, and iconography to promote his reforms?
--How does Egypt change during the Ramesside period?
--How did Rameses use monumental art to legitimise his kingship?
--Discuss evidence for the nature of Kingship in ancient Mesopotamia?
--What can we learn about Mesopotamian religion from archaeological evidence?
--What role do demons and monsters play in Mesopotamian art and literature?
--What can we learn about Mesopotamian culture from the Royal Tombs at Ur?
Do not select a topic that directly overlaps with your Presentation Essay, as
overlapping material cannot receive marks.
Take Home Exam: 2000-word take-home exam essay

For the take-home exam, students are required to write an essay of no less than 2000
words (40% of the semester’s assessment) on ONE question selected from a list that will
be distributed in the final lecture. This essay is due by 5pm Friday June 9 .
Your essay should be written in your own words, and be based on your detailed lecture
notes, as well as the assigned and recommended readings available on the LMS.
Do not select a topic that overlaps with either of your first two research-papers, as
overlapping material cannot receive marks.
26
MARKING CRITERIA FOR WRITTEN ASSESSMENTS

Does the research-paper meet the “Six Requirements for Research-Papers” (see
below)?
• Is the research-paper structured in a logical and well-organised manner?

• Is there an introduction stating what the research-paper is about?
• Has the question or topic been addressed effectively?
• Does the conclusion coherently summarise the main points of the research-paper?
• Is the writing style clear and comprehensible?
• Are spelling, grammar, and punctuation all correct?
• Has research been carried out in the Baillieu and/or ERC library, which
extendsbeyond the assigned reading?
• Is the content of the research expressed in your own words?
• Are facts and information correctly attributed to your research sources (for
example,books and articles) using footnotes?
• Is there a correct and consistently rendered bibliography at the end of your
research-paper?
• Is your research-paper double-spaced with 2.5 cm (min) margins on all sides?
The most common mistakes that students make on Research-Papers:

• Capitalizing ‘ancient’ as in ancient Egypt. It is not a proper noun, except
in thesubject name.
• Mixing use of ‘their’ and ‘there’.
• Not correctly footnoting research.
• Not correctly formatting footnotes and/or bibliography.
• Not undertaking research in the library.
• Cutting and pasting from the Internet.
27
SIX REQUIREMENTS FOR RESEARCH-PAPERS

Requirement 1. Use Peer-Reviewed Sources ONLY
Peer-reviewed sources are books and articles that have been reviewed by academic
experts before publication. All books and articles in the University Library are peer-
reviewed, but most of what is on the Internet is NOT peer-reviewed.
In particular: use of Wikipedia or Sparknotes will be marked down. If you want to cite
something on the Internet, it is your responsibility to check that the Internet source is peer-
reviewed, museums, and accredited academics are key sources. If you are unsure about
anything consult with your tutor.
Requirement 2. Go Beyond the Assigned Readings

Research-papers that show evidence of research that goes beyond the assigned readings
will receive better marks. Check not only the university library, but also other
institutions.
How to find sources: There are many ways to search for sources. The first and easiest
way is to search the footnotes and bibliography from your assigned and recommended
readings. The next way is to search the works in your reserve and restricted borrowing
reading lists. The next way is to search the online catalogues of the University Library.
Requirement 3. Include a Bibliography of Your Sources

The purpose of the bibliography is to provide us with a list of written sources you used in
both the research and writing of your research-paper. It must be organized in alphabetical
order by the last name of the author, follow a clear and consistent format (see
Requirement 5), and use correct and consistent punctuation.
Requirement 4. Cite Your Bibliography in Footnotes

Footnotes have three main uses:
1. to acknowledge the source of statements in your text –either facts, opinions, direct
quotes, or paraphrasing/summarising sources;
2. to make cross-references to other sources dealing with the same subject;
3.to make incidental comments on what you're discussing.
Direct quotes should be set in quotation marks and footnoted while a summary of what
the source (book or article) said must also be footnoted.
If you are summarizing information or facts from a book, journal or other sources you
must provide a footnote, even if you are not using a direct quote.
To copy, paraphrase, or summarize data or interpretations from a book, article, Internet

site, e-mail posting, or another student’s work without acknowledging the source is
plagiarism - a type of intellectual theft (see Requirement 6). Not footnoting the sources of
the facts and opinions you summarise will result in a low mark.
28
Requirement 5. Format Your Footnotes and Bibliography Correctly

For all assessments, you are required to use the American Journal of Archaeology
(AJA) style for your footnotes and bibliography.
For details on the AJA Bibliographical Reference and Footnote system see:
http://www.ajaonline.org/submissions/references
It is recommended that you also download an article from the American Journal of
Archaeology to use as a guideline in preparing your footnotes and bibliography.
If you have any questions regarding the use and format of footnotes and bibliography it is
your responsibility to ask questions in the tutorial or to contact your tutor or one of the
subject lecturers by e-mail and in office hours.
For citing the Internet use: http://www.ajaonline.org/submissions/references just make

sure your source is peer reviewed. Ask your tutor if you are unsure.
Articles that are downloaded from the library that originate in a print journal must be
cited like a print journal, not as an internet URL.
Footnotes should be placed at the foot of each page. The bibliography should be located
at the end of your research-paper on a separate page.
Requirement 6. Do Not Plagiarize

Plagiarism is the use of another person's work (or a resubmitted version of one’s own
work) without due acknowledgment. Plagiarism includes:
• direct copying of paragraphs, sentences or clauses from a book, article, web site,
or another student’s assignment;
• paraphrasing another person’s work with minor changes, but keeping the
meaning,form and/or progression of ideas of the original;
• piecing together sections of the work of others into a new whole;
• submitting an assignment that has already been submitted for assessment in
anothersubject; or
• presenting an assignment as independent work when it has been produced in whole
orin part in collusion with other people, such as another student or a tutor.
Plagiarism is academic misconduct, and is taken very seriously by the University and
the Faculty of Arts. Any acts of suspected plagiarism detected by your assessors will be
followed up, and any students involved will be required to respond via the Faculty and/or
University procedures for handling suspected plagiarism. For more information and
advice about how to avoid plagiarism, see the University's Academic Honesty page at
http://academichonesty.unimelb.edu.au/advice.html
Ensure that you are aware of how to appropriately acknowledge sources in your research-
papers, and what referencing style is expected from you in this subject. If you are unsure
about this, ask your tutor or subject coordinator.
29
GUIDANCE FOR WRITING RESEARCH-PAPERS

Questions about writing the research-papers, and about research, bibliography, and
footnotes, should be directed to your tutor in the tutorial (other students will also benefit)
or in tutor office hours, or you should visit the subject coordinator.
For pointers on writing research-papers and essays, see the SHAPS Essay Writing
Guide:
http://shaps.unimelb.edu.au/students/essay-writing-guide
The Academic Skills Unit also provides guidelines for writing research-papers and
essays, as well as a number of free online resources on researching, writing, referencing,
and improving your study skills at:
http://services.unimelb.edu.au/academicskills
PENALTY FOR LATE ASSESSMENTS

Following is the current University Policy for assessments submitted after the due date
without an extension:
• 10% is deducted from the assessment’s mark for each day that it is late.
• After five consecutive days from the due date, late assessments without
a valid extension will be given a mark of 0.
• All assessments (no matter how late) must be submitted to pass the subject.
EXTENSIONS
Extensions for assignments may be granted to students in special circumstances. The
decision to grant an extension is made by your tutor in consultation with the Subject
Coordinator if necessary. This must be done PRIOR to the due date of the assessment, on
receipt of a request from the student that includes a filled-out Extension form and
supporting documentation.
Applications are reviewed on a case-by-case basis and are treated in confidence.
Extension Form Download

1. Extensions are granted only in cases of serious illness or personal trauma. In addition to
a completed extension form, appropriate documentation (e.g. a medical certificate or valid
Academic Adjustment Plan) must be provided with your initial extension request.
2. Teaching staff can grant extensions of up to 10 working days, however the length of the
extension must correspond to the time stipulated in any relevant supporting documentation
(e.g. a medical certificate covering three days of illness will allow for an extension of three
days maximum).
3. Workload (e.g., assessment due in other subjects) will not be accepted as grounds for an
extension.
4. Extra-curricular commitments are not usually grounds for an extension. It is assumed
that you know of these in sufficient time to arrange your study schedule.
30
5. Extensions of longer than 10 working days, or requests for extensions made after
the assessment due date must be submitted in the form of a Special Consideration
application. In these circumstances, an extension cannot be granted by subject staff.
For more information, see: https://students.unimelb.edu.au/your-course/manage-your-
course/exams-assessments-and-results/special-consideration
6. An extension is not valid unless the extension form has been signed by your tutor or
the subject coordinator.
7. Extensions cannot be extended.
8. No extensions can be granted in the case of the take-home exam. In the event of
unforeseen difficulties that might impact your submission of this assignment, you must
submit a Special Consideration request. If approved, an alternative exam paper and
submission date will be arranged.
The final deadline for submission of all work to be assessed is the last day of the
examination period for that particular semester, at which point the assessment will be
marked on a pass/fail basis only. After this date, assessments will not be accepted or
marked.
SPECIAL CONSIDERATION
Special Consideration can grant you substantial extensions on assessments. Special
Consideration is available when:
a. at any time, your work during the academic year has been or will be hampered to a
substantial degree by illness or another cause; or
b. you have been or will be prevented by illness or another cause from preparing for
allor part of an assessment; or
c. you have been or will be adversely affected to a substantial degree by illness
oranother cause during the completion of an assessment.
Requests for Special Consideration are lodged online through the student portal and the
requested supporting documentation must be submitted before the application will be
considered. Please note the timelines for the lodgement of special consideration. It is
advisable to let your tutor and the subject coordinator know that you intend to apply for
Special Consideration. Applications that are lodged outside of these timelines will not be
considered.
For additional information regarding Special Consideration, see:

https://students.unimelb.edu.au/your-course/manage-your-course/exams-assessments-and-
results/special-consideration
31
GRADING SYSTEM
A standard grading system applies across all Faculties of the University, as follows:
N 0%-49% Fail – not satisfactory

• Work that fails to meet the basic assessment criteria;
• Work that contravenes the policies and regulations set out for the
assessmentexercise;
• Where a student fails a subject, all failed components of assessment are
doublemarked.
P 50%-64% Pass – satisfactory

• Completion of key tasks at an adequate level of performance in
argumentation,documentation and expression;
• Work that meets a limited number of the key assessment criteria;
• Work that shows substantial room for improvement in many areas.
H3 65%-69% Third-class honours – competent

• Completion of key tasks at a satisfactory level, with demonstrated
understanding of key ideas and some analytical skills, and satisfactory
presentation, research anddocumentation;
• Work that meets most of the key assessment criteria;
• Work that shows room for improvement in several areas.
H2B 70%-74% Second-class honours level B – good

• Good work that is solidly researched, shows a good understanding of key
ideas,demonstrates some use of critical analysis along with good presentation
and documentation;
• Work that meets most of the key assessment criteria and performs well in
some;
• Work that shows some room for improvement.
H2A 75%-79% Second-class honours level A – very good

• Very good work that is very well researched, shows critical analytical
skills, iswell argued, with scholarly presentation and documentation;
• Work that meets all the key assessment criteria and exceeds in some;
• Work that shows limited room for improvement.
H1 80%-100% First-class honours – excellent

• Excellent analysis, comprehensive research, sophisticated
theoretical or methodological understanding, impeccable presentation;
• Work that meets all the key assessment criteria and excels in most;
• Work that meets these criteria and is also in some way original,
exciting orchallenging could be awarded marks in the high 80s or above.
• Marks of 90% and above may be awarded to the best student work in
the H1range.
32
USEFUL INFORMATION
SCHOOL'S MAIN OFFICE

The Main Office of the School of Historical and Philosophical Studies is at:
General inquiries: Level 6, Room 609, Arts West Building, West Wing, 148
Business hours: 10am–4pm (closed for lunch 1–2:15 pm)
Email: [email protected]
Telephone: 3 13 MELB (13 6352)
PROFESSIONAL DEVELOPMENT
The Australian Archaeological Association (AAA) website is a great resource for finding
out information about archaeology in Australia, including options for study and gaining
work experience. The AAA publishes a journal called Australian Archaeology and holds
an annual conference, which is hosted by a different tertiary institution each year.
http://www.australianarchaeologicalassociation.com.au/
IF YOU ENJOYED EGYPT AND MESOPOTAMIA YOU

MAY LIKE THE FOLLOWING SUBJECTS:
ANCW20003 Egypt Under the Pharaohs

ANCW30004 Beyond Babylon
ANCW40003 Archaeology of Complex Societies
ANCW300023 Practical Archaeology – summer intensive

ANCW30025 Field Archaeology – winter intensive

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1

THE UNIVERSITY OF MELBOURNE

Subject ANCW 10001

The LMS is an important source of information for this subject. Useful

You will require a university email account (username and password) to

School of Historical and Philosophical Studies (SHAPS)

Classics and Archaeology Program

Essay Writing Guide

Key Policy Documents Relevant for Students:

Subject Tutor: Dr Becky Clifton

Subject Tutor: Jacob Heywood

Subject Tutor: Dr Ashleigh (Ash) Green

SCHEDULED TUTORIAL TIMES

Link to subject in the handbook:

ABOUT THIS SUBJECT

LEARNING OBJECTIVES OF THIS SUBJECT

Day Time Location

Assessment Type Percentage Due Date

We will be discussing the assessments in tutorials.

Chadwick, R. 2005. First Civilizations: Ancient Mesopotamia and Ancient Egypt.

Other useful texts are:

LECTURE AND TUTORIAL PROGRAM,

2 MARCH LECTURE – A/PROF. ANDREW JAMIESON

Lecture Themes: Introduction and Orientation

PLEASE NOTE: TUTORIALS WILL NOT MEET IN WEEK 1

Online Library Tutorial

Watch the Object-Based Learning (OBL) videos

OBL Lab - Handling Training (Objects)

9 MARCH LECTURE – A/PROF. ANDREW JAMIESON

Tutorial Themes: Art as Propaganda in the Past and Present

Tutorial Talking Points:

Required readings to complete before your tutorial:

16 MARCH LECTURE – A/PROF. ANDREW JAMIESON

Tutorial Theme: Thinking and Speaking with Things: Part 1

Required readings to complete before your tutorial:

23 MARCH LECTURE – A/PROF. ANDREW JAMIESON

Tutorial Theme: Using the Library

Required readings to complete before your tutorial:

Primary Texts (Egyptian)

30 MARCH LECTURE – A/PROF. ANDREW JAMIESON

Tutorial Theme: The First Superheroes: Gilgamesh and Enkidu

Oral Presentations Begin This Week

Required readings to complete before your tutorial:

Class Presentation and Essay Topics (to be assigned in class)

Questions for other students to consider

6 April LECTURE – DR. BECKY CLIFTON

Tutorial Themes: Thinking and Speaking with Things: Part 2

No Oral Presentations This Week

Required readings to complete before your tutorial

NON-TEACHING PERIOD (7 – 16 April 2023)

20 APRIL LECTURE – DR. BECKY CLIFTON

Tutorial Theme: The Family in Ancient Egypt

Oral Presentations Resume This Week

Required readings to complete before your tutorial:

Class Presentation and Essay Topics (to be assigned in class):

Questions for other students to consider

27 APRIL LECTURE – DR. BECKY CLIFTON

Tutorial Theme: Social values in Egyptian Society: the Concept of Ma’at

Required readings to complete before your tutorial: