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NYU Tel Aviv HBRJD-UA 9960 Methods and Practices in Archaeology: Caesarea Maritima As a Case Study

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NYU Tel Aviv HBRJD-UA 9960 Methods and Practices in Archaeology: Caesarea Maritima As a Case Study NYU Tel Aviv HBRJD-UA 9960 Methods and Practices in Archaeology: Caesarea 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 David; ● Office Hours: by appointment Course Information ● HBRJD-UA 9960 ● Methods and Practices in Archaeology: Caesarea Maritima as a Case Study ● Situated at the central Coastal Plain of modern Israel, Caesarea Maritima functioned as an important harbor in antiquity and its story is interwoven in the history Provincia Judea as well as in that of the Roman Empire. 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 Sdot Yam Museum – an interactive afternoon (tbd). ● Second Temple Period Jerusalem – 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 Solomon’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. Josephus 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
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