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Classics, History, and Theology 243W-01: Jews Under Empire Spring 2012 Jason M

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Classics, History, and Theology 243W-01: Jews Under Empire Spring 2012 Jason M Classics, History, and Theology 243W-01: Jews under Empire Spring 2012 Jason M. Schlude Duquesne University Class Time: TuTh 10:50-12:05 Office Hours: MWF 12-1 and by appt. Class Location: 449 College Hall Office Location: 408 College Hall Contact Information: [email protected]; 412-396-6452 (office); 510-684-1651 (cell) till 8pm Description Ethnic diversity. Cultural pluralism. Culture clash. Ethnic violence. Empire. All such terms, and the experiences they involve, are part of our modern history and the present day. But they existed in antiquity, too. Indeed to name just a few examples, the worlds of the ancient Persian, Hellenistic, and Roman empires were marked by ethnic and cultural pluralism with its various outcomes. Most often, we study these empires from the perspective of the Persians, Greeks, and Romans—in other words, the ruling people, their society, and their culture. While many may talk about how interesting it would be to study them instead from the perspective of their subject, minority peoples, the task is not infrequently abandoned, since it is difficult and we lack the evidence. Yet there is an exception to the rule: the Jews. This subject people left behind a substantial literature documenting their experience. In this class, we will trace the Jewish experience as a minority people and culture in several different periods, under several different empires. We will explore how Jews in various geographic regions (Palestine and the Diaspora, especially Egypt) responded to these circumstances over a period of more than 600 years (c. 539 BCE-100 CE). What were their strategies, as a minority culture, for political, cultural (especially religious), social, and economic survival? Was it possible they not only survived, but also perhaps thrived at times? Was the Jewish experience, along these lines, marked more by continuity and uniformity or diversity? As for specific topics, we will consider a wide range: the Jews of Ptolemaic Egypt, the Maccabean Revolt, the Hasmonean dynasty, Herod the Great, the Alexandrian riots of 38 CE, the Dead Sea Scrolls, and the First Jewish Revolt, to name just a few. While modern readings will provide important context for the subject, we will devote our main attention to the ancient texts produced by the Jews themselves in these periods. And students will have the opportunity to take part in many well-informed discussions and to engage more deeply with particular issues through thoughtful presentations and papers (see below for details). Such work will allow members of the class to grow in the following ways: • We will develop and hone our ability to communicate clearly, fluently, and persuasively. • We will know and understand the complex circumstances and history of the ancient Jews and Judaism (not to mention Christian origins). • We will know and understand theoretical models of social and cultural interaction in a multi- cultural and imperial environment (e.g. assimilation, acculturation, and accommodation). • And we will develop the ability to critically apply these models through analysis and evaluation of appropriate case studies. • In this way, we will be all the more prepared to understand the nature and challenges of our world today, as well as contribute to, change where necessary, and thrive within it. Nota Bene: This course has been approved for the University Core Curriculum Global Diversity theme area, as it will directly fulfill the following two learning outcomes: • Explain how the theoretical approaches of the social sciences analyze and evaluate the impact of social class, race and/or gender on self and group identity and people’s responses to diversity. • Communicate effectively about major social and cultural trends of people living in non-Western regions, such as their religious, economic, and political patterns. Required Texts J. M. G. Barclay. Jews in the Mediterranean Diaspora: From Alexander to Trajan (323 BCE–117 CE). [paperback] University of California Press, 1999. ISBN-10: 0520218434 P. Schafer. The History of the Jews in the Greco-Roman World: The Jews of Palestine from Alexander the Great to the Arab Conquest. [paperback] Routledge, 2002. ISBN: 978-0-415-30587-7 B. Radice. Josephus: The Jewish War. [paperback] Penguine Classics, 1984. ISBN: 978-0140444209 The Holy Bible: New Revised Standard Version with Apocrypha. [paperback] Oxford University Press, 1991. ISBN-10: 0195283805 Several additional required readings will be made available on Blackboard. Primary Requirements Attendance and Participation Presentations (1 topic presentation + 1 project presentation) 50% Written Assignments Final Paper (c. 15 pages) 50% Above is the breakdown for course evaluation. Attendance is vital to the success of each individual student and class as a whole. Consequently, attendance is mandatory and I will record it at every meeting. Also crucial to success is proper preparation for and thoughtful participation in our meetings. These factors, along with formal presentations (to include 1 topic presentation and 1 project presentation), will determine 50% of one’s final grade. The other 50% will be based upon a series of written assignments that culminate in the completion of a final paper (of c. 15 pages, double-spaced). The assignments include: a preliminary topic proposal, annotated bibliography, formal project proposal, and rough draft. The final paper is to be submitted in class on Thursday, April 24. If turned in late, the paper will lose one letter grade for every day overdue. Lastly, if you have any special needs pertaining to the class, please talk with me about them immediately so that we can properly support you. Preliminary Schedule Nota Bene: All readings are from the books required for the class or from texts posted on-line in Blackboard. They are to be completed before the class for which they are listed. All primary/ancient readings must be brought to class (in either hard or electronic form). Note that “p.” indicates page numbers, while all other numbers given below are book, chapter, and/or section numbers. Th 1/5 Introduction Tu 1/10 Lecture: The Persian and Hellenistic Periods Th 1/12 Jews and the Persian Empire: Ezra Tu 1/17 Jews and the Persian Empire: Daniel 1-6; Esther Th 1/19 Theoretical Models for the Diaspora and Imperial Context: Barclay, p. 82-124 Tu 1/24 Jews and Ptolemies: The Letter of Aristeas 1-51, 120-322 (on Blackboard); Barclay, p. 19-47, 125-127, 138-150 Th 1/26 Jews and Ptolemies: III Maccabees; Barclay, p. 181, 192-203 Tu 1/31 Jews and Hellenism: Artabanus (on Blackboard); Ezekiel the Tragedian (on Blackboard); Aristobulus (on Blackboard); Josephus, Contra Apionem 1.223-287, 320 (on Blackboard); Barclay, p. 127-138, 150-158, 346-351, 361-368; Preliminary Topic Proposal Due in Class Th 2/2 Library Research Seminar Tu 2/7 From Ptolemies to Seleucids: Josephus, Jewish Antiquities 12.129-236 (on Blackboard); Y. H. Landau, “A Greek Inscription Found Near Hefzibah” (on Blackboard); Schäfer, p. 13-34; Barclay, p. 351-361 Th 2/9 The Causes and Outbreak of the Maccabean Revolt: Josephus, Jewish Antiquities 12.237-264, 384 (on Blackboard); 1 Maccabees 1-2; 2 Maccabees 3.1-6.11, 11.22-33, 13.4; Tacitus, Histories 5.8 (on Blackboard); Polybius 26.1, 29.27, 30.25-26 (on Blackboard); Schäfer, p. 34-51 Tu 2/14 The Course of the Maccabean Revolt: Daniel 7-12; 1 Maccabees 3-16; Schäfer, p. 51-63 Th 2/16 The Hasmonean Dynasty: Josephus, selections from Jewish War, in Williamson’s translation, p. 27-48; Josephus, Antiquities 13.314-319 (on Blackboard); Schäfer, p. 65-80 Tu 2/21 Lecture: The Roman Period; Annotated Bibliography Due Th 2/23 The Rise of Herod the Great: Josephus, selections from Jewish War, in Williamson’s translation, p. 48-81; Schäfer, p. 81-86 Tu 2/28 No Class (Spring Break) Th 3/1 No Class (Spring Break) Tu 3/6 The Reign of Herod the Great: Josephus, selections from Jewish War, in Williamson’s translation, p. 81-119; Josephus, Antiquities 16.12-65, 220-228, 271-299, 335-355 (on Blackboard); Schäfer, p. 87-100 Th 3/8 The 38 CE Alexandrian Riots: Philo, Flaccus (on Blackboard); Philo, Embassy 114-165, 178-183, 349-373 (on Blackboard); The Letter of Claudius to the Alexandrians (on Blackboard); Josephus, Antiquities 19.278-291 (on Blackboard); Barclay, p. 48-71 Tu 3/13 Project Presentation and Formal Project Proposal Due in Class Th 3/15 Judea between Herod and the First Jewish Revolt: Josephus, selections from Jewish War, in Williamson’s translation, p. 120-178; Schäfer, p. 101-123 Tu 3/20 The Dead Sea Scroll Community: The Damascus Document; The War Scroll (on Blackboard) Th 3/22 The First Jewish Revolt: Josephus, selections from Jewish War, in Williamson’s translation, p. 179-222, 355-373, 395-405 (on Blackboard); Schäfer, p. 123-130 Tu 3/27 After the First Jewish Revolt: 2 Baruch (on Blackboard) Th 3/29 The “Christian” Evidence: The Gospel of Mark; John 18-19 Tu 4/3 The “Christian” Evidence: The Book of Revelation; Rough Draft Due in Class Th 4/5 No Class (Easter) Tu 4/10 No Class (Classes Meet According to Monday Class Schedule) Th 4/12 Rough Draft Discussion Tu 4/17 Rough Draft Discussion Th 4/19 Rough Draft Discussion Tu 4/24 Final Paper Due in Class Written Assignments Preliminary Topic Proposal (due Tuesday 1/31): An initial proposal of topic for exploration in the final paper. In the process of selecting a topic, consider historical developments, authors, regions, periods, and/or themes of interest. In the proposal itself, include what kinds of questions you may explore, why they are significant, and how you may be able to answer them. Specifications: 1-2 pages, double-spaced.
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