While all assignments will be graded on a point scale (ie. 15/20) and the running tally of the semester grade on D2L will be displayed as percent, final grades will be given on a 4.0 scale. The final grade will be calculated using the following scale:
- 90 – 100 = 4.0
- 85 – 89.99 = 3.5
- 80 – 84.99 = 3.0
- 75 – 79.99 = 2.5
- 70 – 74.99 – 2.0
- 65 – 69.99 = 1.5
- 60 – 64.99 = 1.0
- <60 = 0
Your final grade will be based on the following criteria:
Blog Entries/Responses (20%) – throughout the semester, students will be required to post a sereis of entries to the course blog. The subject of each weekly Blog entry should be a thoughtful commentary on an issue, article (online or physical), or lecture topic of the student’s choosing (relating to Egyptian archaeology – broadly defined). Sometimes there will be a specific prompt, sometimes there won’t be. The entry must be at least 300 words in length (though students are welcome to write more than that if they want). In addition to the posts, students are expected to respond to at least one post made by their fellow students. The responses must be at least 200 words. Posts are (usually) due by 5pm on each Tuesday, and the responses are due by 5pm on each Friday. Students must complete both that week’s entry and response in order to get credit for the assignment. If students meet all of the requirements for the assignment (due date, length requirement, entry + response), they will receive full credit. If students don’t meet all of the requirements, they will not receive credit at all.
Research Paper (30%): Students are expected to write a critical research paper (on a subject of their choice – within the context of the class topic). Instead of handing it in, the paper will be placed on the class wiki. The research paper must be a minimum 3000 words. The topic of the research article is completely up to the student (but must be within the context of the class subject). If you are unfamiliar with APA formatting, check out this resource. Some general thoughts on the Research Paper:
- Some of the required features of APA style and formatting conflict with the fact that the articles are living on a wiki, and not on sheets of paper. So, there are some features (like title page, page numbers, etc.) that simply don’t work with the online format – don’t worry at all about including those. When it comes to citation, you are going to have to go either with end notes or inline parenthetical citation (with a works cited/bibliography list at the end) – footnotes won’t work (obviously) because there aren’t any discreet pages in the week (at the bottom of which you would put your footnotes). The other thing that is required is the abstract (which does not count towards your minimum word count).
- Meeting the minimum word count is a requirement of the assignment. If students don’t meet that minimum word count, they will be docked significantly.
- APA style and formatting (taking into account what was said above) is a requirement for the assignment. Students who don’t meet this requirement will be docked significantly.
- Yes, and abstract is required. No, it does not could towards your overall wordcount.
- Students who do not conform their proposed topic will be docked significantly.
- The topic of your paper should exhibit “bigger” thinking – you need to exhibit some intellectual synthesis.
- This is an archaeology research paper, not a history research paper
- This is a research paper. As such, it requires a strong intellectual focus supported by research.
- Scholarly sources are required (online or physical). If you are confused as to what constitutes a “Scholarly source,” ask.
Here is a copy of the rubric that will be used to grade the paper.
Research Paper Proposal (10%) – Students are required to write a minimum 500 word proposal for their final research paper. The proposal is intended to introduce (and briefly explore) your topic, discuss why your topic is meaningful and important, introduce your primary intellectual focus, and discuss the sources you are going to use. Student should also include at least 3 specific sources – as an example of available research material. Proposals need to be posted to the course wiki. Wikipedia (and similar sites like dictionary.com, etc.) are not acceptable sources.
Digital Atlas of Egyptian Archaeology (25%). This year, we’re going to try something a little out of the box. Together, we are going to build the Digital Atlas of Egyptian Archaeology (surprisingly, such thing doesn’t exist). This is a big, crazy experiment. Students will learn some digital skills during the process, such as working with HTML, digital mapping skills, version control, etc (things that they can easily apply in other settings). They’ll also dive deeply into researching a specific archaeological site (of their choosing).
The working (development) copy of the project can be found on GitHub at http://matrix-msu.github.io/daea/
Students will be asked to choose a specific archaeological site (from the list below – or they can suggest another one if they would like). That site will be plotted on an online, interactive map. This will link to a thorough site report (which the student will research, design, and write).
The atlas entry must be at least 1500 words, and include (at least) the following sections:
- Introduction to location, geography, geology, setting, etc.
- Description of the Site
- Discussion of excavations – both past and present
- Results and significance of excavations
- Conclusion – importance of site & excavations, how it fits into overall Egyptian archaeology (and related to other similar sites), etc.
The atlas entry must be well research using scholarly sources. In terms of sources, I far prefer archaeological and egyptological sources (articles, books, book chapters, websites, etc written by actual archaeologists and egyptologists) as opposed to sources that write about the site from a generally uninformed or casual perspective. I don’t care whether the sources are digital or physical. Sources such as wikipedia, about.com, dictionary.com, etc, etc, etc are not not acceptable (wikipedia is always a good place to start, but it isn’t an acceptable authoritative source). I would suggest looking to Google books as they seem to have digitized a lot of the early (early 20th century) Egyptian archaeological sources. You can also dive into Hathi Trust and the Internet Archive for sources
Suggested Archaeological Sites:
- el-Adaïma – Arielle Elyse Creps
- Dashur – Julia Breza
- Kom Abu Bello – Ashley Start (bonus)
- Kom el-Hisn – Yvonne Lehr
- el-Lisht – Arielle Elyse Creps (bonus)
- Marea – Ashley Start
- Medamud – Megan Alvarez
- Hierakonpolis – Clayton Batko
- Abu Roash – Alissa Lyon
- Antinoopolis – Dejonia Mitchell
- Berenike Panchrysos
- Bir Umm Fawakhir
- Dakhla Oasis, Ismant el-Kharab
- Deir el-Ballas – Madison Wallender
- Gebel Barkal
- Gebel el-Silsila
- Gebelein/Naga el-Gherira – Courtney Friday
- Medinet Gurob
- Hu/Hiw (Diospolis Parva)
- Kafr Tarkhan (Kafr Ammar)
- Karnak, precinct of Mut – Yvonne Lehr (bonus)
- Karnak, precinct of Montu
- Kerma – Caitlin Woolsey
- Kom el-Hisn
- Marea – Nicole Brabaw
- Marsa Matruh – Nicole Brabaw (honors option)
- Mazghuna – Drake Saarinen
- Naga ed-Deir
- Abydos, Temple of Seti I – Jess Tourtillott
- Abydos, Ramses II Cenotaph Temple – Christiana Hench
- El Kab
- Amarna – Tess Kilian
- Mut el-Kharab (Dakhla Oasis) – Leah Auchter
- Elephantine – Ryan Hiltunen
- Heracleopolis –Morgann Brafford
- Kom Ombo – Morgann Brafford (bonus)
- el-Kurru – Julia Breza (bonus)
- Medinet Habu – Nicole Brabaw (bonus)
- Deir el-Medina – Ryan Hiltunen (bonus)
- Kulubnarti – Nicole Brabaw (honors option)
- Mis Island – Leah Auchter
- Semna South – Leah Auchter
- Heit el-Ghurab – Jason Lambracht
- Naucratis – Michelle Daugherty
- Deir el- Bahri – Christiana Hench (bonus)
Upon choosing a site, students should email the instructor immediately (so that two students don’t write their atlas entry on the same site)
Why are we doing this? Bunch of reasons, first, it is a way for you to get to know an archaeological site more intimately (and therefor broaden your knowledge of Egyptian archaeology in general) by doing something different than a regular research paper. The Digital Atlas of Egyptian Archaeology isn’t going to go away at the end of the semester. It will stay online (and will probably be enhanced every time I teach this class with new sites). The result will be a very useful resource for those interested in Egyptian archaeology. You’ll be contributing to the community of scholars interested in Egyptian archaeology. The project will also allow you to develop some interesting digital skills – things that you probably wouldn’t have learned in your average Anthropology class. But nonetheless, skills that might serve you will beyond the class (in whatever career you are planning on pursuing). Finally, because the site will stay up indefinitely, you can point to it as something tangible (and hopefully interesting and innovative) you did in this class (and in your undergrad career in general)
Class Citizenship (15%) – Discussion/interaction/participation plays an important role in this class. Students are expected to be informed participants in all aspects of the class, contributing to the overall healthiness of the teaching/learning experience (yes, that includes attendance). This also includes your participation in the technical tutorial session (see the Schedule for the days we will be in the LEADR lab) and open lab sessions.
BONUS Digital Atlas of Egyptian Archaeology Entry (10%) – choose another site and write an atlas entry. This bonus assignment has the exact same requirements (length, structure, etc) as the “official” atlas entry assignment – its just a bonus.