NYU HBRJD-UA 9960 Methods and Practices in Archaeology: Maritima as a Case Study

Instructor Information ● Primary Instructor: Dr. Yifat Thareani; Mobile: ● Teaching Assistant: Dr. Elias Khamis; Mobile: ● Research and Administrative Assistant: Ms. Noa ; ● Office Hours: by appointment

Course Information ● HBRJD-UA 9960 ● Methods and Practices in Archaeology: as a Case Study ● Situated at the central Coastal Plain of modern , Caesarea Maritima functioned as an important harbor in antiquity and its story is interwoven in the history Provincia as well as in that of the . The key role that Caesarea played in antiquity is illustrated in its monumental architecture and rich material culture as well as in diverse historical sources. As one of the most extensively explored sites in Israel, Caesarea has been at the focus of archaeological attention ever since the inception of the discipline in the region. Various archaeological missions working in different parts of the site at different times produced a multitude of publications illuminating various aspects of the site and its inhabitants. Hence, any study of Caesarea Maritima embodies the potential of illuminating an array of geographical, economic and socio-political aspects in antiquity, far beyond the scope of the mere material culture manifestations – a laboratory for exercising various archaeological methods. The aim of this workshop is to shed light on some aspects of ancient life in a Mediterranean city. By exploring various material culture manifestations (e.g. architectural elements; ceramics; inscriptions; jewelry; bones), we will uncover parts of the urban life at Caesarea. In the framework of this workshop we will hold shared meetings and tours in which we will explore the way material culture and archaeological remains are processed and published (stratigraphy; architectural reconstruction; ceramic study; spatial analysis etc.). The sessions will be accompanied by critical reading. Parallel to that, we will hold individual work of students on various subjects. By hosting experts we will tackle issues of imperial control strategies, urban layout, trade, local elites and minorities, ethnic identity, cultural ecology etc. ● Prerequisites: Students must be enrolled in the NYU Tel Aviv Archeology Program.

Page 1 ● Tuesdays, 2:00-5:00pm ● NYUTA Academic Center, 17 Brandeis Street, Room 101

Course Overview and Goals Upon Completion of this Course, students will be able to: ● Acknowledge the geographical setting and main historical events associated with Caesarea Maritima. ● Identify and analyze the most significant objects found in Caesarea in more than 150 years of archaeological exploration. ● Understand the main theories and methods used by archaeologists in post-excavation analysis. ● Apply basic archaeological practices and tools in the reconstruction of ancient urban spaces. ● Understand the main arguments that dominate the current archaeological and historical discussion of Caesarea.

Course Requirements Class Participation Students are expected to attend class regularly and arrive on time. Students must complete all assigned readings before the class meeting and be prepared to participate actively in discussions of the readings and current events.

Weekly Study Questions Each week, a set of study questions pertaining to that week’s readings are posed. These questions are designed to assist students with the weekly reading assignments. Students are required to submit short answers to these questions 8-10 times throughout the semester.

Three Critical Response Papers In order to enhance students' acknowledgment with some prominent issues in the archaeology and history of Caesarea and in the methodological and practical aspects of the archaeological process, three selected articles referring to three different aspects of the archaeological discipline will be reviewed. The students will be required to critically analyze each paper and answer five questions concerning the structure, content and validity of each argument.

Midterm The midterm assignment is consisted of several phases involving a paper submitted by the students based on a joint tour. The tour will include a general introduction followed by a

Page 2 questionnaire that the students will fill in at site. The next stage will involve a paper composed by each student based on the handout and reflections from the tour. The paper may be submitted in various ways that will be specified at class. Field Trips Several field trips oriented at the discussed subjects will be held in the course of the semester. Students are expected to actively participate in all field trips. ● An introductory tour to Caesarea Maritima – one-day tour. (September 15th) ● From Beth Shean to Jaresh – two-days tour that will include: Beth Shean, ʻAmman, Madaba and Jaresh (October 4th-5th). ● The Museum – an interactive afternoon (tbd). ● Second Temple Period – one-day tour to the southern wall excavations, the Herodian Quarter and the Israel Museum. (December 8th)

Final Project The final project concerns issues that will be taught in class as well as selected subject related to Caesarea Maritima individually selected by the students. It will contain three main parts: a scientific poster, an accompanied explanation integrating relevant references and a personal overview. In this project the student is required to demonstrate the knowledge and tools acquired during the course through several selected case studies. The work on the project will be supervised by Dr. Thareani.

Grading of Assignments The grade for this course will be determined according to the following formula:

Assignments/Activities % of Final Grade

Class Participation 10%

Weekly Study Questions 10%

Three Critical Response Papers 20%

Midterm 20%

Final Project 40%

Failure to submit or fulfill any one of the required course component results in failure of the class.

Page 3 Letter Grades Letter grades for the entire course will be assigned as follows:

Letter Grade Percent

A 94-100%

A- 90-93%

B+ 87-89%

B 84-86%

B- 80-83%

C+ 77-79%

C 74-76%

C- 70-73%

D+ 67-69%

D 65-66%

F below 65%

Course Schedule Topics and Assignments

Week/D Topic Reading Assignment Due ate

Holum, K. G., Raban, A., Negev, A., Frova, A., Avi-Yonah, M., Levine, L., An Invitation to Netzer, E., 1993. Caesarea. Pp. 1 Caesarea 270-291 in The New Encyclopedia of Archaeological Excavations in the Holy Land, ed. E. Stern. Jerusalem.

Page 4 Patrich, J. 2011. Studies in the Archaeology and History of Caesarea Maritima. Caput Judaeae, Metropolis Palaestinae. Ancient Judaism and Early Christianity 77. Brill: pp. 71-90. Magness, J. 2012. The Archaeology of the Holy Land. From the Destruction of ’s Temple to the Muslim Conquest. Cambridge.

Nipperdey, T. 1978. Can History be Objective? Historia 23: 2-14. Roller, D. W. and Hohlfelder, R. L. 1983. The Problem of the Location of Assignment 1: Straton's Tower. Bulletin of the Historical sources of American School of Oriental Research Caesarea between Setting the 252: 61-68. bias, fiction and reality. Scene: Cultural and Historical Rappaport, U. 2007. 2 Background for Personality and the Credibility of His Guided Exercise by Caesarea Narrative. In: Making History: Josephus Elias Khamis: Maritima and Historical Method, ed. R. Zuleika. Leiden, pp. 68-81. Introduction to the Pastor, J. 2007. Josephus as a Source Roman city: Caesarea for Economic History: Problems and as a case study. Approaches. In: Making History: Josephus and Historical Method, ed. R. Zuleika. Leiden: pp. 334-348.

Can Mute Stones Speak? Guided Exercise by Introduction to Renfrew, C. and Bahn, P. 2012. Elias Khamis: 3 the Archaeology: Theories, Methods and Introduction to Roman Archaeological Practice. London. architecture. Practice – Part 1

Levine, L. I. 1986. Archaeological Can Mute Exploration of Caesarea: Past and Assignment 2: Stones Speak? Present. In: Excavations at Caesarea Introduction to A critical reading by Maritima. 1975, 1976, 1979 – Final 4 the way of comparison in Report. Qedem Monographs of the Archaeological order to examine the Institute of Archaeology 21, eds. Practice – Part way Caesarea is Levine, L. I. and Netzer, E. Jerusalem, 2 perceived and pp. 3-15.

Page 5 Hodder, I. and Hutson, S. 2003. reconstructed in the Reading the Past. Current Approaches literature. to Interpretation in Archaeology. Raban, A., Artzy, M., Cambridge. Goodman, B. and Gal, Z. 2009. The Harbour of Sebastos (Caesarea Maritima) in its Roman Mediterranean Context. BAR International Series. Oxford. Hohlfelder, R. L. 2003. Images of Homage, Images of Power: King Herod and his Harbour, Sebastos. Antichton 37: 13-31.

Guided Exercise by Elias Khamis: The harbor at Caesarea.

Assignment 3: Imperialism vs. colonialism: acculturation processes in imperial towns and their material culture manifestations. Patrich, J. 2011. Studies in the On Bartel, B., 1985. Archaeology and History of Caesarea Architecture: An Comparative Historical Maritima. Caput Judaeae, Metropolis 5 Urban Guide to Archaeology and Palaestinae. Ancient Judaism and Early Caesarea Archaeological Theory. Christianity 77. Brill: pp. 5-40, 91-116, Maritima In: Dyson, S.L. (ed.). 177-204. Comparative Studies in the Archaeology of Colonialism. BAR International Series 233. Oxford, pp. 8-37. Horvath, R.J., 1972. A Definition of Colonialism. Current

Page 6 Anthropology 13: 45-57. Guided Exercise by Elias Khamis: The temple complex at Caesarea.

Gersht, R. 1984. The Tyche of Caesarea Maritima. Exploration Quarterly 116: 110-114. Gendelman, P. and Gersht, R., 2010. Midterm Assignment- Crafts and Craftsmen in Roman and Part I: Byzantine Caesarea. Michmanim 22: Spatial analysis of On Pots and 27-48 (Hebrew). selected archaeological Peoples: The Magness, J. 2012. The Archaeology of spaces in Caesarea. Pottery of 6 the Holy Land. From the Destruction of Caesarea and Solomon’s Temple to the Muslim Guided Exercise by What Can Be Conquest. Cambridge. Learned from It Elias Khamis: Bar-Nathan, R. and Adato, M. 1986. The complex at Pottery. In: Excavations at Caesarea Caesarea. Maritima. 1975, 1976, 1979 – Final Report. Qedem Monographs of the Institute of Archaeology 21, eds. Levine, L. I. and Netzer, E. Jerusalem, pp. 160-175.

Levine, L. I. 1975. Caesarea Under Roman Rule. Leiden. Hodder, I. 1985. Boundaries as Strategies: An Ethnoarchaeological Study. In: The Archaeology of Frontiers and Boundaries, eds. S. W. Green and Style and S. M. Perlman. Orlando, pp. 141–159. Midterm Assignment – Statement: Art, Part II: Personal Wiessner, P. 1983. Style and Social 7 Adornment, Information in Kalahari San Projectile Spatial analysis of Glyptics and Points. American Antiquity 48: selected objects in Coinage 253–276. Caesarea. Gersht, R. 2017. Deities at the Service of Cities and People: Sculpted Images from Caesarea Maritima. In: Expressions of Cult in the Southern in the Greco-Roman Period. Manifestations in Text and Material

Page 7 Culture, eds. Tal, O. and Weiss, Z. Turnhout: pp. 69-93

Horses, Cows Zeder, M. A. 1988. Understanding Urban Process through the Studies of and Other Guided Exercise by Specialized Subsistence Economy in Animals: Elias Khamis: 8 Looking at the the Near East. Journal of Fauna of Anthropological Archaeology 7: 1–55. The Hipostadium at Caesarea. Ancient O’Connor, T. 2000. The Archaeology of Caesarea Animal Bones. Gloucestershire.

Levine, L. I. 1986. The Archaeological Finds and Their Relationship to the History of the City. In: Excavations at Caesarea Maritima. 1975, 1976, 1979 – Final Report. Qedem Monographs of the Institute of Archaeology 21, eds. Levine, L. I. and Netzer, E. Jerusalem, pp. 178-186. Guided Exercise by Archaeology of Fulford, M. 1987. Economic Elias Khamis: Coastal Cities: Interdependence among Urban 9 An Imperial Communities of the Roman The theater at View from Mediterranean. World Archaeology 19: Caesarea. Caesarea 58-75. Sinopoli, C. M. 1994. The Archaeology of Empires. Annual Review of Anthropology 23: 159-180. Woolf, G. 1992. Imperialism, Empire and the Integration of the Roman Economy. World Archaeology 23: 283-293.

Donaldson, T. L. 2000. Religious Rivalries and the Struggle for Success Caesarea of the in Caesarea Maritima. Ontario. Common Guided Exercise by People: Identity Revell, L. 2009. Roman Imperialism Elias Khamis: 10 and Resistance and Local Identities. Cambridge. The water supply in an Imperial Mattingly, D. J. (ed.). 2010. Imperialism, system of Caesarea. City Power and Identity: Experiencing the Roman Empire. Princeton.

Page 8 In the framework of these two meetings each participant of the workshop will introduce a scientific poster accompanied by a 15 Students’ 11 minutes talk on a Presentations selected topic that will be related to Caesarea Maritima. Detailed instructions will be provided during the semester.

In the framework of these two meetings each participant of the workshop will introduce a scientific poster accompanied by a 15 Students’ 12 minutes talk on a Presentations selected topic that will be related to Caesarea Maritima. Detailed instructions will be provided during the semester.

Guided Exercise by Caesarea Elias Khamis: Maritima – A Malkin, I. and Hohlfelder, R. L. eds. 13 Gateway to an Mediterranean Cities: Historical The architecture of Imperial Perspectives. London and New York. Caesarea – final Mediterranean discussion and synthesis.

Guided Exercise by Caesarea Elias Khamis: Maritima – A Malkin, I. and Hohlfelder, R. L. eds. 14 Gateway to an Mediterranean Cities: Historical The architecture of Imperial Perspectives. London and New York. Caesarea – final Mediterranean discussion and synthesis.

Page 9 Course Materials Required Textbooks & Materials All readings are available on NYU Classes

Optional Textbooks & Materials N/A

Resources ● Access your course materials: NYU Classes(nyu.edu/its/classes) ● Databases, journal articles, and more: Bobst Library (library.nyu.edu) ● Assistance with strengthening your writing: NYU Writing Center (nyu.mywconline.com) ● Obtain 24/7 technology assistance:IT Help Desk (nyu.edu/it/servicedesk)

Course Policies Attendance and Tardiness Study abroad at Global Academic Centers is an academically intensive and immersive experience, in which students from a wide range of backgrounds exchange ideas in discussion-based seminars. Learning in such an environment depends on the active participation of all students. And since classes typically meet once or twice a week, even a single absence can cause a student to miss a significant portion of a course. To ensure the integrity of this academic experience, class attendance at the centers is mandatory, and unexcused absences will be penalized with a two percent deduction from the student’s final course grade. Students are responsible for making up any work missed due to absence. Repeated absences in a course may result in failure. All medical-based absence requests MUSTbepresentedtothe Manager of Student Life and Housing (MSLH).Inthecaseofillness,contacttheMSLH withinseven(7)daysoftheabsenceorassoonaspracticableandprovidemedicaldocumentation. Non-medicalrequestsshouldbemade to the Assistant Director for Academics (AD/Academics) and inadvanceoftheintendedabsence.Yourinstructorswillbeinformedofany excusedabsence; they are not authorized to approve your absence, and they are required to reportanyabsencestotheAD/Academics. NYU Policy on Religious Holidays ● Students who anticipate being absent because of any religious observance should, whenever possible, notify faculty and the AD/Academics in advance of such anticipated absence.

Page 10 ● Whenever feasible, examinations and assignment deadlines should not be scheduled on religious holidays. Any student absent from class because of his/her religious beliefs shall not be penalized for any class, examination, or assignment deadline missed on that day or days. In the event that examinations or assignment deadlines are scheduled on a religious holiday, any student who is unable to attend class shall be permitted the opportunity to make up any examination or to extend any assignment deadline missed on that day or days. ● No adverse or prejudicial effects shall result to any student who avails him/ herself of the provisions of the resolution. ● A violation of these policies and principles shall permit any aggrieved student to bring forward a grievance, provided under the University Grievance Procedure. Late Assignments All works must be submitted on time unless you have received an explicit extension. Any late submission may result in grade deduction at the sole discretion of the instructor. Academic Honesty/Plagiarism Plagiarism is the presentation of another person’s words, ideas, judgment, images or data as though they were your own, whether intentionally or unintentionally. Plagiarism constitutes an academic offence for which you can be disciplined. Punishment may include a failing grade, suspension or expulsion. In all confirmed cases, a report will be sent to the student’s Dean at NYU or, in the case of a non-NYU student, to the home institution. Disability Disclosure Statement Academic accommodations are available for students with disabilities. Please contact the Moses Center for Students with Disabilities (212-998-4980 or [email protected]) for further information. Students who are requesting academic accommodations are advised to reach out to the Moses Center as early as possible in the semester for assistance.

Instructor Bio Dr. Yifat Thareani is a co-director in the Caesarea Maritima Project and a research archaeologist at the Nelson Glueck School of Biblical Archaeology at the Jerusalem campus of the Hebrew Union College. Dr. Thareani was born in Tel-Aviv in 1974. She is a graduate post-doc at the École Pratique des Hautes Études (EPHE), Paris, at the Orient et Méditerranée, Laboratoire Mondes Sémitiques, Center National de la Recherche Scientifique (CNRS) (research topic: Between Israel, Aram and : Tel Dan at the Iron Age II, supervisor Prof. Maria-Grazia Masetti-Rouault) and a graduate post-doc of the Leon-Recanati Institute for Maritime Studies, University of (research topic: The Empire and the Sea: The Case of the Assyrians and the Mediterranean, supervisor Prof. Assaf Yasur-Landau). She completed her BA, MA and PhD in Archaeology at Tel-Aviv University (dissertation title: Towns in the Desert: Geographical, Economic and Sociopolitical Perspectives written under the direction of Prof. Israel Finkelstein and Prof. Nadav Na'aman). Thareani has supervised excavation fields at Beth-Shemesh and, co-directed the excavations at and currently co-directs the archaeological excavation at Tel Dan on behalf of the Nelson Glueck School of Biblical Archaeology, Hebrew Union College, Jerusalem.

Page 11 Page 12