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Sample Lesson Plans from Daily Life in Ancient Egypt

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Sample Lesson Plans from Daily Life in Ancient Egypt
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  Daily Life in Ancient Egypt, Lesson Plans Julia Troche Page 1 2/3/2014   WEEK 2, CLASS 1 (of 3): SOCIAL COMPLEXITY, STATUS AND RANK IN ANCIENT EGYPT: THEORETICAL CONSIDERATIONS Monday 27 January 2014 Topic : Social Complexity, Status and Rank in ancient Egypt [3 classes: Theoretical Framework, Status in Egypt, Identity(ies) ] Learning Objectives (by the end of this class students will be able to):    List the major theoretical authors and works that discuss class, status and identity.    Explain to a peer what these authors say about the topic.    Apply this knowledge to develop a methodology of approaching ancient Egyptian artifacts and texts (which will be part of your midterm paper). Outline:  Chalk Talk "Social Identity" 10 mins Ppt lecture highlighting source material/historical context(s) 15 mins Class Discussion based on the readings 25 mins Reading Questions/Discussion Prompts - How do the authors define "class," and "status"? What are the respective determinants of these terms ( eg  economics, social esteem, etc.)? - Which term do you feel is most appropriate for the Egyptian context(s) and why? The Big Picture : This course is designed with the explicit desire to address the daily lives of 'average' peoples - that is, people who are not part of the highest social echelon. Thus, a discussion of class, status and rank is most relevant. Additionally, this class session intends to help students understand how methodologies are developed and communicated, so that they can effectively write their own theoretical/methodology section for their midterm and final papers. For next time read: Strouhal, Ch 16 “Administrators and Managers,” 215 -222 Grajetzki, “Position and Possessions,” in Egyptian Archaeology  , ed. Willeke Wendrich (Willey-Blackwell, 2010), 180-199 Suggested Extra Reading: Loprieno, "Slavery and Servitude" from UCLA Online Encyclopedia of Egyptology  Daily Life in Ancient Egypt, Lesson Plans Julia Troche Page 2 2/3/2014   WEEK 2, CLASS 2 (of 3): SOCIAL COMPLEXITY, STATUS AND RANK IN ANCIENT EGYPT: STATUS IN EGYPT Wednesday 29 January 2014 Topic : Social Complexity, Status and Rank in ancient Egypt [3 classes: Theoretical Framework, Status in Egypt, Identity(ies) ] Learning Objectives (by the end of this class students will be able to):    Address how various Egyptologists address the issue(s) of class and status within the secondary literature    Explain the social role of ancient Egyptian scribes and analyze how this role is reflected in ancient Egyptian literature and statuary Outline Discussion of the Readings 20 mins Read "The Satire of Trades" & analyze its portrayal of the office of scribe 20 mins Review images of scribal statues and analyze how they reflect the social norms associated with the scribal office 10 mins The Big Picture:  In this class we apply our theoretical knowledge from last class to the ancient Egyptian context and use scribes as a case study for this discussion. Through our analysis of the Satire of Trades we are attempting to access an emic view of the scribe's social role. Next class we will talk explicitly about identities - personally and socially constructed ones, in general and within the Egyptian context. Reading Questions/Discussion Prompts Grajetzki. Class and Society - How does Grajetzki interpret Marx and the term "class;" the term "elite" - Respond to the notion put forth by Ste Croix when he writes "it is a serious error to suppose that unconsciousness of ideology, or even a complete lack of interest in it, is the same thing as absence of ideology." How does Grajetzki respond to this quote? - Are there potential methodological pitfalls in relying on funerary material to reconstruct social stratification? Strouhal "Administrators and Managers" - Who could be a scribe? What were their primary duties and social roles? - Think about what Strouhal says about scribes and be prepared to apply this information to a discussion of scribal statues and the Satire of Trades text in class. For next time: Wendrich, “Identity and Personhood,” in Egyptian Archaeology  , ed. Willeke Wendrich (Willey-Blackwell, 2010), 200-219 Robins, "Hair and the Construction of Identity"  JARCE   36 1999, 55-69 Riggs and Baines, "Ethnicity," from the UCLA Online Encyclopedia of Egyptology Suggested extra reading: Kemp, “Dynamics of Culture” in  Anatomy of a Civilization , 64-107  Daily Life in Ancient Egypt, Lesson Plans Julia Troche Page 3 2/3/2014   WEEK 2, CLASS 3 (of 3): SOCIAL COMPLEXITY, STATUS AND RANK IN ANCIENT EGYPT: IDENTITY(IES), Friday 31 January 2014 Topic : Social Complexity, Status and Rank in ancient Egypt [3 classes: Theoretical Framework, Status in Egypt, Identity(ies) ] Learning Objectives (by the end of this class students will be able to):    Discuss the theoretical concerns associated with identity studies    Present the elements that compose the self in ancient Egypt    Comment on how hair in ancient Egypt has been used as an identity marker Outline Discussion of Readings 30 mins Lecture on elements of the self 15 mins Sign up for leading discussions/presentations 5 mins The Big Picture:  Status and class are social identity markers than mark certain people as belonging to a certain set of expected roles and behaviors, with access to certain resources. This perspective will frame how we approach the textual and material artifacts that form the foundation for our further studies into the daily life activities of "average" ancient Egyptians. Reading Questions/Discussion Prompts Wendrich. Identity and Personhood - How is identity constructed and communicated - generally and in the ancient Egyptian context? - Identities, I argue, are dynamic and contextually dependent- how does this complicate studying identity(ies) in the ancient record? Where in the archaeological record can we find identity markers? - What is the role of the state in individual identity-making? - What elements make up an ancient Egyptian's identity/self? ( eg  the name, etc.) Robins. Hair and the Construction of Identity in Ancient Egypt   - Why is (or is it?) hair a useful marker to examine the construction of identity (in any modern or ancient social context)? - What is Gay Robins' source material? How does she justify her parameters? Do you agree with her justifications? Riggs and Baines. Ethnicity - According to Riggs and Baines, how is ethnicity defined? And what are Smith's six main features of ethnicity? Do you agree with this definition and these features? - Why is the study of ethnicity challenging? Be prepared to discuss examples from Egypt. For next time:   Strouhal, Ch 6 “Homes and Communities” p63 -77 Smith, "Introduction: The Social Construction of Ancient Cities" in The Social Construction of  Ancient Cities , 1-36
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