Entry requirements

A Bachelor's degree, equivalent to a Swedish Kandidatexamen, from an internationally recognised university

Learning outcomes

After passing the course, the student should be able to:

• critically analyse archaeological sites in Egypt from the 4th millennium BC until the Roman period
• apply knowledge of the history of archaeological investigation of ancient Egypt
• express in-depth knowledge of selected archaeological theories and methods
• demonstrate ability to critically analyse archaeological reports and interpretations

Content

Archaeological context and the history of excavation are key to the core understanding of ancient Egyptian culture, society and history. This is assessed through a deep knowledge of the history of excavation in Egypt and the critique of archaeological theories, methods, reports and and interpretation. The course provides an in-depth analysis of the main archaeological sites in Egypt, including the Sinai, Levant and the Eastern and Western Deserts, and their development over time from ca. 4000 BC until the Roman period. It analyses the different features of sites, including settlements, harbours, roads, temples and tombs, in order to understand the holistic function of each place. The variety of dating methods, which form an essential element of critically analysing and comparing archaeological site formation and history, are examined. Textual evidence constitutes a further key issue to be considered in the interpretation of archaeological sites and features.

Instruction

The teaching consists of lectures, preparatory reading especially of archaeological reports, class discussions and teamworks in class. Individual presentation of work on selected sites and class discussion led by the module organiser. All teaching is given in English.

Assessment

Assessment for the course takes the form of short oral presentations of selected topics followed by a written home assignment or exam. In special cases an examiner may make and exception from the standard method of assessment and allow a student to be assessed in some alternative way. An example of a special case might be if a student produces a certificate for special pedagogic support from the University's disability coordinator.