Historical inquiry relates to two streams of analysis: primary source (e.g., archaeological finds and eye-witness accounts) engagement and secondary source (e.g., academic discussions about the past) evaluation. Throughout this course you will be exposed to such sources through lecture content, assigned readings, and your own research. If you read closely, then you will see that both kinds of sources reflect a variety of perspectives—sometimes on the same topic. Our understanding of the past is not perfect, but we, as historians, seek to present sound, evidence-based reconstructions about past people, places, and events. Of course, we also recognize that we have our own biases that influence our reconstructions, just as our primary and secondary sources can embody diverse biases. As you conduct your own analysis, be mindful of your own views and consider the biases of your sources, too. At times, you may identify trends in the way that a topic is written about in secondary sources, and this relates to the topic of historiography that we will speak about in class [Outcomes 1-2]. Our class is about the history of Israel/Palestine from antiquity to modernity, and we will be paying close attention to religious developments and will be situating this land in its wider Mediterranean and Middle Eastern context. We will also be using Jerusalem as a key focal point. Much of what has transpired there reflects the bigger picture of the land and region. In a nine- to ten-page paper, evaluate primary and secondary sources to explain how the history of Jerusalem embodies broader historical, religious, and political affairs in the land of Israel/Palestine, region, and beyond. In short, why does Jerusalem mean so much to the Abrahamic Faiths, as well as the people associated with them, and why is Jerusalem important beyond the land of Israel/Palestine? [Outcomes 1-2] Be sure to include a thesis statement in the introductory paragraph of the paper that reflects your argument [Outcome 2], polish your prose [Outcome 3A], ensure that every paragraph adds to the argument in the thesis, and cite all relevant source material using the Chicago/Turabian style (in-text or footnotes are allowed) [Outcome 3B]. Details of the citation style will be provided in class. Utilize and cite at least ten secondary sources in the form of book chapters, articles, and books that are accessible through the Georgia Southern library system (online or in-person), as well as three primary sources [Outcome 2]. Completed papers will be submitted in hard-copy form and uploaded to the course’s FOLIO Dropbox to be processed through Turnitin.com to help ensure integrity of source use [Outcome 3B]
