101 Seminars

The History 101 seminar is designed to guide you through the capstone experience of your undergraduate history education: the researching and writing of your senior thesis. Successful completion of this challenging, but rewarding, endeavor requires you to do the work of a historian. Ultimately, this translates to producing a piece of scholarship – in this case a 30-50 page final paper – in which you articulate and defend a historical interpretation/argument rooted in extensive primary source research and informed by thorough secondary source reading.


Priority enrollment in the History 103 seminars is complete, but space is still available in many of the sections.


Enrollment Procedures

Although initial sign ups for these courses took place in July, spaces are available in many of the sections after the first round of seminar assignments. You may add them directly through Telebears begining the week of the 22nd.  Particularly for full sections, make certain that Particularly for full sections, make certain that you attend the 1st class meeting as students who come to class will have priority on the waitlist. Please get the CCN from Leah Flanagan.

These courses are limited to 15 students per section.


101 Courses

101.002: Writers Group

This section is designed for seniors with well-conceived thesis projects that do not fit within the rubrics of other 101 seminars. Members of the group will observe a common schedule in developing, drafting, and critiquing material but will not share a common subject area. Admission requires a written statement and the consent of the instructor. The statement should include: (1) a two-hundred word description of the proposed thesis topic; (2) a preliminary annotated bibliography (with full citations) of suitable primary sources; (3) a short bibliography of secondary sources; (4) a list of previous coursework in the proposed field of research; and (5) the name of a departmental instructor in that field who is willing to help mentor the student by providing bibliographical guidance, occasional consultation, and a critique of the first draft of the thesis. Students apply online by submitting the online preference form, and must also submit their statements directly to Leah Flanagan's mailbox in 3229, or via email to leahf@berkeley.edu by 4 p.m. on Thursday Augist 14th. Although most applicants will not have had time to develop rigorous statements by the application deadline, they must demonstrate the viability of their projects and their commitment to serious preparation in advance of the course. This section is limited to students whose work clearly falls outside the scope of other 101 sections. If in doubt, please apply.

Brian DeLay
MW 2-4P
101: Topics in Late Modern European History, 1789-1991Note new room.

This 101 seminar is open to those who wish to write about any aspect of late modern European history (1789 to 1991). The instructor encourages a variety of topics; those focusing on political, cultural, scientific, religious, and social aspects of modern European history, among others, are all welcome. In this course, students will identify a topic, locate source bases, and gain experience working with primary and secondary sources and crafting historical narratives. Reading knowledge of one (or more!) European language is highly desirable, but not required. You should come prepared in August to discuss some topic ideas so that you can hit the ground running. Feel free to contact me this summer if you would like to get an early start on defining a topic or set of sources.

Katherine Zubovich is a PhD Candidate at UC Berkeley. She specializes in Russian and Soviet history. Her research interests include architectural history, urban planning, international networks of expertise, modern bureaucracies, and the aesthetic aspects of politics in the twentieth century.

Katherine Zubovich
TuTh 330-5P
United States
101: The Mess in the Middle: Intersections of Law, Politics, and Society in American History
There are many “types” of or “approaches” to history – cultural, social, legal, political, intellectual etc. – but some historians have chosen to examine the intersections of these “types” as their methodology.  For example, how do changing interpretations of law influence political debates or social orders?  In what ways do intellectual traditions shape social or political development?  What influence do military events have on popular culture?  The list goes on.  In this History 101, students are encouraged (but not limited) to think about disciplinary intersectionality as they conceive of their projects.  All topics and time periods of American history will be permitted, though proposed topics are subject to instructor review.
This course is designed to train undergraduate historians to be good researchers and writers.  Each student must produce an original essay based on primary research that is 30-50 pages in length.  The course is rigorous and intensive, and should be undertaken seriously. The first third of the class will be dedicated to framing questions and facilitating your research, while the remainder of the course will focus on writing and thoughtful revision.  Good writing is a process that takes time and careful consideration.  It requires close reading skills, the ability to analyze text, and the ability to draw persuasive conclusions based on primary sources you have gathered and synthesized, and above all, devising a strong and compelling argument.  The craft of writing – the use of language and presentation of evidence – also takes practice.  To these ends, we will work together on designing your project, identifying research questions, finding appropriate sources, honing your analytical skills, and drafting a well-written final paper.  This is an inherently individual endeavor, but there will be opportunities for collaboration.  I encourage you to think of me and your classmates as important resources who will support you and your work throughout the thesis writing process.  Even though we will not meet as a class every week, you are STRONGLY ENCOURAGED to meet with me regularly. When we convene as a class, you should be prepared to share your work in class, either in oral presentations or in writing workshops.  
Giuliana Perrone is a 7th year graduate student, specializing in US legal and political history.  Her dissertation, Litigating Emancipation: Reconstruction in Southern Courts 1865-1877, examines the role that Southern state courts played during the fraught Reconstruction period following the Civil War.  She refers to this as legal Reconstruction.  Specifically, she examines the ways in which courts shaped the meaning of emancipation and black freedom, considered slavery and slave law after the institution’s supposed end, and interpreted or altered new federal and state laws in important and influential ways.  She is generally interested in the role that institutions (slavery, legal orders, governments, etc.) play in American history, the development and practice of slavery, and the role of race in American politics.  
Giuliana Perrone
MW 4-6P