Fall 2013
Details
2: Comparative World History: "Foodways: A Global History"

We’ve all got to eat—but there, the consensus ends. Long before celebrity chefs, food TV, and the organic movement competed for our attention, food and the meanings attached to it were the subjects of controversy. Poets and painters, philosophers and bureaucrats, merchants and prophets explored why we eat what we eat and how we define, acquire, and consume food. Ways of preparing and consuming food affirmed bonds of kinship and community but also distinguished “us” from “them.” An object of cultural exchange and global trade, food also played a major role in colonization and conquest. This class explores key themes in food’s globalizing history, including the agricultural and culinary dimensions of the Columbian exchange; the role of food in European court culture and the “civilizing process”; the botanical, economic, and culinary legacies of Atlantic slavery; the rising global trade in luxury items such as wine; the industrialization and rationalization of food after 1800; and the so-called “Food Revolution” of the late 20th century.

Victoria Frede, Rebecca M. McLennan
105 NORTH GATE
TuTh 330-5P
CCN: 39014
4A: The Ancient Mediterranean World.

This course offers an introductory survey of the history of the ancient Mediterranean world, from the rise of city states in Mesopotamia c. 3000 BC to the transformation of the Roman Empire in the 4th century AD.

The emphasis will be on the major developments in the political and social history of the ancient Near East, Egypt, Greece, and Rome, with special attention to those institutions, practices, ideas, and objects that havehad an enduring influence on the development of western civilization. A key theme for the course as a whole will be the changing configurations of power in the ancient Mediterranean world, not only political (cities, states, empires), but also socio-economic (personal wealth and status) and ideological (religion and belief systems). Lectures and textbook readings will provide an essential historical narrative as well as interpretations of central problems, while readings in primary sources (epic poetry, historiography, public documents, biography, etc.) will give students an opportunity in discussion sections to grapple with some of the evidence on which such narratives and interpretations are based.

Carlos F. Noreña
120 Latimer
TuTh 1230-2P
CCN: 39015
5:  European Civilization from the Renaissance to the Present

This course introduces students to European history from around 1500 to the present. During this time, a small, poor, and fragmented Europe became a world civilization, whose political, cultural, and economic power now touch the four corners of the globe. Our course will ask how and why this happened. How, in other words, did "modernity" become "western," for better and worse? As we cover this half-millennium, we will look at major landmarks in European cultural, intellectual, social, political, and economic development: the Renaissance, the epochal expansion of Europe into the new world, the break-up of Latin Christianity into the competing religious communities, the construction of the modern state, the formation of overseas empires and the coming of capitalism, the Scientific Revolution, the French Revolution, liberalism and the industrial revolution, socialism and the rise of labor, modern colonialism, the world wars, communism and capitalism, decolonization, and the Cold War and the European Union. Our readings will range from learned treatises in religion, classics in political theory, fiction, and other documents from the past, as well as a textbook. Work in sections centers on reading and discussion of original sources and of lectures, and on the improvement of writing skills. Three hours of lecture and two hours of section (required) per week.

Jonathan Sheehan
145 Dwinelle
TuTh 11-12:30
CCN: 39039
6A: History of China: Origins to the Mongol Conquest

This introductory course, designed for lower-division undergraduates with little or no background in Chinese history, celebrates key features of early and middle-period Chinese civilization, including its distinctive writing system, its compelling forms of historiography and philosophy, its construction of the social and heavenly orders, and the density of its urban life in antiquity, partly through the incredibly rich material record revealed by scientific excavations (mainly since 1949) and also through the hallowed literary traditions.  Upon occasion, lectures will contrast the imperial order of early China with that of Rome under Augustus and Hadrian, in order to highlight the diametrically opposed premises on which these two empires operated; sometimes lectures will contrast conditions in early China with those seen in today's China.

Michael Nylan
103 Moffitt
MW 4-5:30
CCN: 39078
7A: The United States from Settlement to Civil War

This course surveys U.S. history from the contact era to the end of the Civil War.  Early American history was defined first and foremost by interactions between populations that had developed in isolation from one another for millennia. As Native Americans, Europeans, and Africans interacted in North America from the sixteenth through the nineteenth centuries, their lives were transformed in fundamental ways. Our lives today are still shaped by the opportunities and challenges these people faced, and by the choices they made. 

Mark A. Peterson
2050 VLSB
TuTh 9:30-11
CCN: 39099
8B: Modern Latin America

This introductory course surveys the history of modern Latin America from independence to the present, with a strong emphasis on the twentieth century. Our focus will be on broad transfomations in politics, place, identity, and work. 

Patrick Iber
150 GSPP
MWF 1-2
CCN: 39165
10: African History

In 1482 – ten years before Columbus reached America-  the Portuguese captain Diogo Cåo arrived at the mouth of the Congo river, setting in motion a chain of events that fundamentally transformed Africa and made the world what it is today. This course is an introductory survey of the history of Africa from the late 15th century to the present set against the older history of Africa as wellspring of humankind and the deeply complex local histories that existed for millennia before and beyond European occupation. It seeks to provide students with an overview of the key themes, events, and personalities of the period, so as to increase their understanding of the important historical developments that have shaped modern Africa and how this in turn shaped world history. The course will reveal the intimate connection between events in Africa and the rise of Modernity, how this played out in an enduring dialectic that continues today. With one in four people expected to be African by the year 2050, understanding African history is of great importance for the 21st century.

Leopold Podlashuc is an African social historian and activist,  researching the political economy of slums and social movements arising within them, with a focus upon the historical agency of the poor. Since 2003, he has partnered with Umfelandawonye Wabantu Basemjondolo (The South African Homeless Peoples Federation) and similarly positioned movements across the South, confronting issues of governance and inclusion. 

Leopold Podlashuc
160 Dwinelle
TuTh 2-3:30
CCN: 39180
14: Introduction to the History of Japan

This course is a brisk introduction to the nearly two millennia of recorded Japanese history. As a survey, the course gives attention to broad themes and problems in Japan's political, social, religious, and cultural/intellectual history. Topics include the dialectic of national and local identities in shaping Japanese politics, Japan's interaction with the Asian continent and the Western world, and the relation of past to present in modern times. Readings include translations from many types of sources in Japanese, supplemented by selections from the cream of recent scholarship in English, plus a number of films. Writing requirements include exams, short reading reports and a term paper.

 
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Andrew E. Barshay
180 Tan
TuTh 3:30-5
CCN: 39192
24: Freshman Seminar: Documentaries on Endangered Children and Youth in Sub-Saharan Africa
  • This course does not count for credit toward the History Major but may fulfill other requirements.

This seminar will review documentaries to explore different categories of child and youth endangerment in contemporary Africa. As well as providing ample data for further interrogation, the documentaries give voice to the children and youth therein. Among the themes to be explored are concerns about child trafficking and enslavement, child brides, child laborers, HIV/AIDS orphans, street children, urban gangs, and youth in situations of political violence. In order to historicize and contextualize the study, we shall, in addition to the documentaries, refer to a limited amount of published sources.  Limited to freshmen, one unit.

Tabitha Kanogo teaches courses on precolonial, colonial and special topics in African history. She wrote Squatters and the Roots of Mau Mau, 1905-1963 and African Womanhood in Colonial Kenya, 1900-1950. Her current research project is broadly entitled "Endangered Childhood in Kenya: A Historical Perspective." Her current book project is on "Endangered African Childhood and Youth: Precolonial, Colonial and Post-colonial Perspectives."
 
Tabitha Kanogo
3205 DWINELLE
Th 2-4
CCN: 39207
39O: Freshman/Sophomore Seminar: The Great War: Crucible of the Twentieth Century

This course will introduce students to a number of ways of thinking about the war that George F. Kennan described as the "seminal evil of the twentieth century": the Great War of 1914 to 1918. We will be examining some key works of political, social and cultural history, including first-person accounts and literary sources, in an attempt to identify and explore some of the ways in which this war permanently altered the history of Europe. 

Mark Sawchuk
3205 Dwinelle Hall
MW 2-4P
CCN: 40038
39N: Freshman/Sophomore Seminar: The Chinese Detective

An inquiry into traditional Chinese conceptions of law and justice through the eyes of the official detective: the district magistrate. Primary source readings include Chinese detective fiction, moral treatises, legal codes, forensic manuals, and criminal casebooks.  All readings are in English translation. There are no prerequisites. This interactive seminar is for freshman and sophomores only.  

Alexander C. Cook
3205 DWINELLE
TuTh 12-2
CCN: 39212
100.001: Before Twitter: Communication, Media and Politics from Gutenberg to the Information Society

Our present is often referred to as the ‘age of information’, marked by the expansion of knowledge-producing occupations and by the transformation of information into commodity and social good. By bringing history into media studies, this course will show that adopting a long-term perspective - and examining the similar concerns over communication that societies of the past had - can help to better understand our present ‘information society’. After a brief introduction on Antiquity and the Middle Ages, the course will focus on the ‘age of print’ and will examine how the printing revolution shaped the emergence of modernity, influencing its social, intellectual and religious tensions as well as the interactions within and outside of Europe. Along with print culture the course will devote substantial attention to the interaction between different media, taking into account handwritten texts and images (including visual arts and maps) as different ways of communicating knowledge through illustrations. Considering material objects and the emergence of modern collecting practices

(museums, cabinets of curiosities), the course will also explore the anxiety created by the ‘information overload’ caused by the recovery of ancient civilizations and the discovery of new worlds. Alternating lectures and discussions, part of the course will take place at the Bancroft Library and at the Berkeley Museum of Art in order to examine manuscripts and early printed books as material objects and to introduce students to premodern visual culture
PIRILLO, D
234 DWINELLE
MWF 3-4
CCN: 39243
100AC: History of American Capitalism: Business, Work, Economy
What is capitalism? And when did it come to characterize the American economy? This course will explore the economic history of the United States, from the colonial period to the present. We will analyze the dramatic changes that catapulted a chain of colonies from the fringe of the global economy to its center. As the semester progresses, we will seek out the sources of this dramatic transformation, exploring a variety of overlapping and sometimes conflicting explanations for the coming of capitalism. Is this primarily a story about ideas and economic outlook? Is it about entrepreneurship and innovation? Or about exploitation and expropriation? What role did the government play? What role the individual?
 
Major themes will include the rise of the factory system, slavery and emancipation, technological innovation, the development of banking and finance, and economic inequality. Rarely was the “invisible hand” colorblind or gender neutral. We will examine capitalism both from above and from below, seeking to understand the causes and consequences of economic change for different groups of Americans. We will debate the role of famous businessmen and inventors, but we will also look at the ways largely forgotten workmen, mothers, and even slaves shaped the course of American economic development.
 
Caitlin Rosenthal studies American economic history. Her current book project, From Slavery to Scientific Management, explores the influence of slave plantations on the development of business practices, particularly accounting and commercial calculation. The project draws on her doctoral dissertation, which won the 2013 Krooss prize for the best dissertation in business history. Prior to joining the faculty at UC Berkeley she was the Harvard-Newcomen Fellow at Harvard Business School.

Caitlin C. Rosenthal
102 Wurster
Tu Th 11-12:30P
CCN: 39272
100.002: Jews in the Greco-Roman World

Under both Greek and Roman empires Jews lived both in Palestine and throughout the Mediterranean in Diaspora. This course will study the variety of Jewish experiences--their cultures, societies, political systems, and religion--from Alexander the Great's conquests until the formation of Rabbinic Judaism (from around 330 BCE to 200 CE). Special attention will go to Jewish literature such as the so-called apocrypha, Dead Sea Scrolls and New Testament, the Hasmonean kingdom, and traces of the daily life of Diaspora communities. Study of the Jews under Greeks and Romans will both tell us much about the past of a still-thriving ethnic group and offers an exemplary case of how a minority group survived and sometimes thrived under a series of powerful empires.

David J. DeVore
107 Mulford
MW 4-530P
CCN: 39246
100.005: The Japanese Empire

The Empire of Japan was one of the largest maritime empires in modern history. By the 1940s, it ruled over some 200 million subjects and encompassed an area of nearly three million square miles, stretching from the island of Sakhalin off the Russian coast to the Indonesian archipelago. This class traces the rise, fall, and aftermath of the Japanese Empire from the late nineteenth century through the post-World War II period. We will explore how the Japanese Empire integrated and transformed the regions under its rule, how it was connected to the rest of the globe, and, more generally, how Imperialism works as a modern form of cultural and political rule.

George Lazopoulos
219 DWINELLE
MWF 2-3P
CCN: 39255
100.002: Special topics in Latin American History
  • This course has been cancelled.
The Staff
160 DWINELLE
TuTh 3:30-5P
CCN: 39246
100.004: Microcosm? Modern History & Politics of the Gaza Strip

Edward Said once called it “the [Palestinian] national inferno.” Israeli PM Itzhak Rabin famously wished it would “sink into the sea.” A 2012 UN report bore the forbidding title “Gaza in 2020: A Liveable Place?” The Gaza Strip, as we know it now, was born of war in 1948. Since then its tiny, 360km2territory and majority-refugee population have been arguably the key metonym for the history of the Palestinian-Israeli conflict and its representations, never more so than in recent years.

This course covers and problematizes historical, political, economic and cultural narratives of the Gaza since 1948, under successive, overlapping varieties of Egyptian, Israeli and Palestinian military and political rule, and the policies each directed towards it. It historicizes the origins of the increasing recent representations of the Strip as a historical “laboratory” or microcosm of a range of major historical, political, military, economic and intellectual dynamics, national, regional and international. These include the Palestinian national experience since 1948, to which Gaza, always indissociable, has only become ever more central; “new wars” and remote military occupation; de/development; political Islam in power; and dehistoricization and depoliticization through what has lately been termed “humanitarianization,” of which Gaza may be the central paradigm.

Thomas W. Hill
166 BARROWS
TuTh 930-11
CCN: 39252
105B: The Greek World: 403-31 BCE
  • A complete description is forthcoming. Please check back.
The Greek world grew to be far larger than its city-states of the fifth century. But only with increasing difficulty can we describe the political, social, and cultural history of the world as still Greek after 403 BCE. When the dust settled after a thirty-year war between Athens, Sparta, and the rest of the Peloponnese, it meant a turning point in history. This is the history of an ever-globalizing ancient world, encompassing change and continuity for Greeks, as well as Persians, Macedonians, Indians, Egyptians, Jews, and Romans.
 
How should we explain four centuries of political experimentation and struggle for hegemony? Greek imperialism made way for federalism, while Macedon opposed it. Still a young man, Alexander the Great polarized alliances and conquered territories on a scale never seen before. His was a lasting legacy for the formidable kingdoms to come in Asia and Egypt, only to be replaced in 31 BCE by Rome, which started out no more significant than a farmer’s town in Italy. We will want to propose new models of power, for cities, kings, usurpers, and pirates. And we will want to investigate more closely the dealings of ordinary people and their lived, albeit anonymous, experience. How to understand the habits of civic and private life, of elites and scholars, of mercenaries and slaves, and of doing business? In all this, we will take an interest in the construction of cultural identity, such as the success and failure of Greek supremacy, Jewish integration, and religions both old and new.
 
There will be readings assigned before each lecture and some participation in class will be required. Beside two short written assignments, there will be one midterm and a final exam.
 
 
Jelle Stoop
20 BARROWS
TuTh 930-11A
CCN: 39456
109C: The Middle East From the 18th Century to the Present

The syllabus is attached below.

This course surveys the key processes, events and personalities that have shaped the societies, states and economies of the Middle East since the 18th century. It is designed to help contextualize current developments, to identify various interpretative frameworks for approaching history in general and for understanding the Middle East in particular, and to acquaint students with a variety of useful sources ranging from film to specialized academic articles. Students are expected to attend every class to hear the lecture, ask questions and participate in discussion. An in-class quiz counts for 20% of the grade. In addition, there will be a take-home mid-term essay (30%) and a final exam (50%).

Thomas W. Hill
213 WHEELER
MW 4-530P
CCN: 39468
111B: Modern Southeast Asia
  • This course has been cancelled.

This introductory course surveys major themes of modern Southeast Asian history. Lectures will be organized topically and chronologically with an emphasis on cross-country comparisons. Starting with a consideration of pre-colonial political and economic legacies, we will examine local responses to imperial conquest and colonial state formation, the impact of capitalist penetration, the transformation of indigenous elites, the growth of "plural societies," anti-colonial resistance and the development of nationalism, war and Japanese occupation, decolonization and the erection of post-colonial regimes. Emphasis will be placed on the region's largest and most populous countries: Thailand, Burma, Vietnam, Indonesia and the Philippines. Requirements include class attendance, participation in discussion sections, two short essays, a mid-term and a final.

Alec Holcombe
220 WHEELER
MWF 11-12P
CCN: 39471
114B: Modern South Asia
  • This course has been cancelled.
The Staff
220 WHEELER
TuTh 1230-2P
CCN: 39480
116G: Imperial China and the World

This course surveys the history of China’s relationship to the world from the Neolithic to the beginning of the 20th c. Topics will include: early territorial expansion, the Silk Road, the Great Wall, changing conceptualizations of foreigners and of China’s place in the cosmos, the Chinese diaspora, Mongol and Manchu empire building, China’s evolving role in the Early Modern global economy, the impact of Europeans in the 19th c., and the emergence of Chinese nationalism.

Nicolas Tackett
220 WHEELER
TuTh 930-11A
CCN: 39483
120AC: American Environmental and Cultural History.

This class examines how diverse human societies and natural environments have shaped one another throughout the history of the United States and the Americas more broadly. We will explore the consequences of the Pleistocene Extinctions, the development of agriculture, indigenous resource management, and the impacts of ecological encounters with European colonists. Our study of European colonization will emphasize the role of exotic diseases in reshaping native demography, how invasive species reconfigured ecology, and the ways that the production of staple commodities restructured relationships between labor, capital, land, race, and ecology from New England to the Caribbean. We will examine the impact of the Louisiana Purchase, the Expansion of the Cotton Kingdom, the rise of industrial manufacturing, and how agriculture contributed to the causes and outcomes of the Civil War. From the Transcendentalists and the Hudson River School to the writings of Marsh, Muir, and Leopold, the course traces the deep intellectual roots that shaped the emergence of conservationist thought. Twentieth Century topics we will explore include: environmental justice and environmental racism; water rights, water law, irrigation, and dams; the unnatural history of “natural” disasters; the role of the federal government in managing public resources and protecting public health; the rise of the environmental movement; the transition to a fossil fuel economy and its economic, environmental, and political consequences; how NGOs have shaped policy debates and pioneered conservation strategies; the changing nature of agriculture through the twentieth century; the causes and consequences of global climate change for the United States and the World.

Robert N. Chester
4 LECONTE
MWF 10-11A
CCN: 39492
124A: The United States from the Late 19th Century to the Eve of World War II

During the half-century before World War II, the United States became an industrialized, urban society with national markets and communication media. This class will explore some of the most important changes of this period and how they were connected. We will also examine how these changes elicited a variety of responses, from optimism to anxiety, from experimentation to conservatism. Among the topics addressed: the institution of Jim Crow, population movements and efforts to control immigration, conflicts between Capital and Labor, reform campaigns, territorial expansion, popular and high culture trends, and shifting conceptions of citizenship and self-hood.Gabriel Milner will complete his PhD in U.S. History at Berkeley in May. His research interests center on popular cultural depictions of national history between the end of the Civil War and the beginning of World War I. 

Gabriel F. Milner
145 DWINELLE
MWF 1-2P
CCN: 39522
125A: The History of Black People and Race Relations, 1550-1861

The course will survey African American history from the African background to the outbreak of the Civil War. The origins and development of Afro-American society, culture and politics will be explored from the perspective of African-Americans themselves: slave and free, North and South. We will begin by examining the cultural and demographic background of African-born slaves and the system of the Atlantic slave trade. We will then consider the expansion of racial slavery and the emergence of the "free Negro" class. The development of the black family, black communities, and black institutions (i.e., church, school, press) will also be traced. Other issues to be discussed include the American Revolution and slavery, New World slave systems, slave resistance, and abolitionism. Throughout, the enduring dilemma of race relations functions as a central theme.

Waldo E. Martin
240 MULFORD
TuTh 11-1230P
CCN: 39528
126B: The American West since 1850

From 1850 to the present, the American West has occupied a unique place in historical memory: sometimes a golden land of opportunity, sometimes a stark land of despair; sometimes a gleaming beacon of civilization, sometimes a dark shadow of savagery. In so many ways, it has therefore been—and still is—a frontier, a liminal space where Americans have both imported their institutions, ideals, and identities and forged entirely new ones. This class will examine the frontier in terms of (to name just a few): race relations, as a meeting-ground (or powder keg) for a huge, potentially explosive mix of different races and nationalities; gender relations, as an unstable foundation for gender roles that were constantly being re-shaped and re-defined; the environment, as a “wilderness” over which battles of cultivation and conservation consistently raged; and politics, as a breeding ground for contrasting, often radical political ideologies. We will examine the various ways the West has served as a testing site for all sorts of new American social, political, and economic experiments. We will also examine the myths Americans have attached to the West, and analyze how and why the region has been associated with the national “character” and inspired the national imagination. 

Alison Weiss
1 LECONTE
MWF 12-1P
CCN: 39536
131B: Creating Modern American Society: From the End of the Civil War to the Global Age

Americans after the Civil War were part of a rapidly changing nation, one that was increasingly modern: more urban, more industrialized, more technologically advanced, more diverse, and more global. How did Americans respond to, influence, and reflect these transformations? And, what does this reveal about the changing scope of American identity, democracy, and freedom?  

Throughout the semester, we will investigate the cultural, social, and ideological dimensions of American society. We will analyze the works of historians, novelists, and memoirists, and we will look first-hand at some of the institutions, trends, rituals, myths, and symbols that can best help us sharpen our view of American history. Among the topics we will discuss are the “Wild West,” war and remembrance, leisure in the city, broadcast news, modern fundamentalism, sports entertainment, consumer culture, celebrity, and popular music.
 
Please note: this is not simply an upper-division version of History 7B. Students who have taken the lower division U.S. history survey course will find most of the material to be new, especially the in-depth explorations here of popular culture and social practices. Some themes will be familiar––including national reunification, western expansion, industrialization, economic boom and bust, rights revolutions, and globalization––but students will be challenged to reexamine these topics from the perspectives of ordinary people. 
 
Students who have not taken History 7B or equivalent are advised to pick up a survey textbook. (Eric Foner’s Give Me Liberty! Vol. 2 is an excellent option, and easy to find used.)
 
 
 
Felicia Viator
145 DWINELLE
MWF 9-10A
CCN: 39542
135: American Indian History

Name three American Indians. If you're like most American college students today you might have named Sitting Bull, Crazy Horse, and Pocahontas (due in large part to Disney's 1995 animated feature of the same name). These typical responses reveal three central truths about Americans' perception of Indians. Namely, that Americans see Indians as part of the past; that Plains Indians often stand in for diverse indigenous peoples; and that popular culture plays a powerful role in shaping perceptions of Indians. In this course we will break down these perceptions by examining American Indian history and culture from the colonial era to the present. For far too long scholars and the general public alike cast American Indians as marginal figures of United States history and altogether absent from her present and future. Thankfully, scholarship has evolved to portray American Indians as the central actors that they have been and continue to be in American life and society. In this course we will rethink the narrative of United States history through examining American Indian history. Major markers of United States history as it is typically narrated, including early European settlement, the American Revolution, the Louisiana Purchase, the Civil War, the Progressive Era, and the Civil Rights Movement, look very different from Indian Country. By the end of this course, students will gain both a greater understanding of American Indian history and culture as well as a new perspective on the narrative of United States history.

Sarah Keyes
156 DWINELLE
TuTh 2-330P
CCN: 39557
137AC: Immigration Across Time and Space: Race, Nation, and Citizenship in the Expanding United States

It has been said that the United States is "A Nation of Immigrants." In this course we will think about our country as the home of immigrants, as a diverse and sometimes tense place, and then we will seek to understand what this means for our country's past, present, and future. Each of you is already participating in the making of United States immigration history -- by virtue of your position as an immigrant or descendant of immigrants, or by your participation (or lack thereof) in the current "Immigration Debate." Over the course of the semester you will learn about the formative role that immigration has and continues to play in United States history. We will see that immigrants as well as immigration policy have been frequently linked to ideas around race, culture, and ethnicity. Moving across national boundaries provoked changes, for instance, in self identification as well as perceptions of immigrants' racial and ethnic status. So too is immigration (necessarily a movement across national borders) inextricably tied to ideas of citizenship and the nation. In the case of the United States, national boundaries have expanded dramatically over the course of its approximately two hundred year history. This territorial expansion as well as the expansion of United States power around the globe has helped to define who is an immigrant, to shape who decides to immigrate to the U.S., and to drive federal policy and public opinion on immigration.  

Sarah Keyes
170 BARROWS
TuTh 930-11A
CCN: 39560
138:  History of Science in the U.S.

This course examines the development of the physical sciences and life sciences in the United States and their use from the colonial era to the present. We will explore the historical role of science in the Unites States, how the sciences professionalized and institutionalized, and the relationship between science and other institutions. Our study of the sciences will focus on the role of scientific knowledge in education, government, culture, society, law, and religion, the funding of the sciences, and the application of sciences in business and economies. Topics will include the understanding of health through political literature, the development of science education and institutions including private and government agencies, the use of science and technology in agriculture, energy production, and mining, the militarization of science, the relationship of the theory of evolution to religion, politics, law, and society, and the role of minorities and women in the sciences.By the end of the course, students will be able to analyze the role of the sciences in the United States, how they contributed to national identity, intellectual life, and culture, and how the sciences interacted with government, religion, society, and business.

Rebecca Kaplan
LSA 101
MWF 2-3P
CCN: 39561
138T: History of Science in the US CalTeach

This course is a parallel course to 180, intended for students interested in teaching elementary or secondary school science and math. Students in the "T" course will attend the regular 180 lectures and a special section; this section will focus on techniques, skills, and perspectives necessary to apply the history of science in the juvenile and adolescent science classroom, including pedagogy, devising lesson plans for their classrooms, finding reliable historical information, and writing.

 

Rebecca Kaplan
LSA 101
MWF 2-3P
CCN: 39564
141B: Social History of Latin America

Right now, protests are going on in Brazil about increased bus fares, among other issues. A year ago, students led social protests in Chile, demanding better access to higher education. What causes people to finally say, “¡ya basta!”? How has Latin America’s long history of social inequality played out in the twentieth and twenty-first centuries? How do authoritarian governments react to—and perhaps contribute to—protests, strikes, and revolutions? This course explores the historical trajectories of various Latin American uprisings, and traces the conditions leading up to social unrest in a number of countries, including Mexico, Brazil, Cuba, Guatemala, Peru, Chile, and Argentina. We will examine the political, economic, and cultural forces at work that compelled ordinary people in these countries to rebel against their government and the status quo. In addressing these issues, we will emphasize the themes of nationalism, state formation, imperialism, agrarian reform, and citizenship. The goal of this class is for you to acquire a more complex understanding of the nature of exploitation and oppression in Latin America and the continuing struggles for social justice. Students will come away with an understanding of the historical contexts shaping various revolutionary and other social movements, and will be asked to think comparatively in order to assess how and why revolutionary strategies and outcomes in one country resembled or differed from those in another.

Kinga Novak
160 DWINELLE
TuTh 330-5P
CCN: 39570
149B: Italy in the Age of Dante (1000-1350)

The history of medieval Italy is one of vivid contrasts: of beauty and brutality, freedom and tyranny, piety and blasphemy. The great poet of the Inferno summons us to consider such contrasts in nearly every canto: how can such stunningly beautiful language conjure images of such horrendous violence? This course explores the world that produced Dante, Giotto, and Saint Francis. It first traces the emergence of independent city-states in northern and central Italy after the millennium, emphasizing the particular conditions and experiences that created this distinctive medieval civilization. We will then focus on the culture of these vibrant urban centers using the artifacts they produced to discover the economic, social, religious, and political tensions underpinning them.  Were the divisions and inequities of this society central to its creativity?  We will explore with particular intensity the relationship between religion and society.  Special emphasis will also be placed on analyzing material and visual sources: do they tell a different story than the written sources?  Requirements include midterm and final examinations in addition to an essay based on primary sources.

 
 
Maureen C. Miller
103 MOFFITT
MWF 2-3P
CCN: 39582
C157: The Renaissance and the Reformation

This course focuses on one of the most dynamic and transformative periods in the history of Europe. Covering the centuries from roughly 1350 to 1650, we will first be analyzing the dramatic rise or "rebirth" of painting, architecture, poetry, political theory and learning that first emerged in the Italian cities of Florence, Venice, Rome, and Naples, and then spread in varying degrees to other parts of Europe. We will then look at the intellectual and religious movements that arose both as products of and reactions against this Renaissance, namely the Protestant and Catholic Reformations. Most of our reading will be from primary sources that include artists, poets, philosophers, novelists and political essayists. Requirements include a midterm exam, a final exam, and an optional final paper of roughly 10-15 pages.

Thomas James Dandelet
213 Wheeler
TuTh 11-1230P
CCN: 39590
158C: Old and New Europe, 1914-Present

This course examines the political, social and cultural history of Europe in the twentieth century. The story of Europe’s twentieth century is dramatic: from the era of global political and economic dominance to the unparalleled destruction of two World Wars; from the interwar crises of capitalism and democracy to the creation of social democracy and European union; from the reach of vast overseas empires to the remaking of geopolitics through decolonization and Cold War. These transformations raise key questions about the nature of modern society and politics, for example in the comparison between capitalist and communist regimes. We will examine the ways in which the various political ideologies of liberal democracy, fascism, communism, social democracy and neo-liberalism developed in reaction to one another and to the various crises which Europeans faced, and the ways in which societies were transformed through political experimentation. In this period Europe occupied a central place in global history, and we will approach the particular modern society of twentieth-century Europe both as unique in world history, and as centrally influential and important for the world as a whole both then and now.

Grahame Foreman
100 GPB
MWF 10-11A
CCN: 39591
162A: Europe and the World: Wars, Empires, Nations 1648-1914.

This upper division course surveys the rise and fall of the European Powers in the period of war and revolution preceding the downfall of Napoleon to the outbreak of World War I. Major Topics: Religious Wars and the 18th century States System, (1648-1789); French Revolution (1789-1799); Napoleonic Europe (1799-1814); Congress of Vienna (1814 1815); the Vienna System (1815-48); the Revolutions of 1848; Crimean War (1853-56); War of Italian unification waged by Cavour and Garibaldi (1859-61); the Wars of German unification waged by Bismarck (1864-71); the Bismarckian System in operation, (1871-90); Imperialism (1890 1907); the crises that led to the First World War (1904-1914). The course will contrast two periods, 1648-1815, and 1815-1914. It will argue that the first period was one of violence, rapaciousness, and unparalleled lawlessness; the second, one of peace and stability. It will, with reference to the later period, therefore seek to explain peace as much as it explains war. Peace is artificial and demands more explanation. Wars sometimes just happen; peace is always caused. Moreover, understanding why the period following the destruction of Napoleon in 1815 was more peaceful than any predecessor in European history helps explain why it ended in a war greater than any before. The explanation of this remarkable record and its disastrous end is the course's overriding theme. Mid-term, final, short paper.

David Wetzel
50 BIRGE
TuTh 1230-2P
CCN: 39603
164C: European Intellectual History 1870 to the Present
  • This course has been cancelled.
The Staff
166 BARROWS
MW 4-5:30P
CCN: 39606
166C: History of Modern France, 1815–Present

In the nineteenth and the first half of the twentieth century, France was one of the most politically and culturally powerful countries in the world. It built and maintained the second largest colonial empire in history, and the French language was spread across the globe. Yet these centuries also brought major domestic political and social upheaval. The unsettled legacy of the French Revolution of 1789 and the Napoleonic Wars subsequently laid the ground for two (and arguably three) revolutions before 1875, one for each generation. France also went to war with Germany three times, culminating in the country’s catastrophic defeat in 1940, which represented the beginning of the end of its role as a major world power. And the country tried out five republics, three royal families, and many more constitutional arrangements before it found a lasting set of democratic political institutions that suited it.

This course will examine the tumultuous history of modern France from 1815. Among the themes we will explore are the relationship between democratization and revolution; the long shadow and conflicted memory of 1789; the longstanding tension between France’s only major city, Paris, and the country’s diverse provinces; the construction and contestation of the French colonial empire, and its effects on the metropole; and the transformations of French republicanism and national identity. Students will write two papers based on the readings, and take a midterm and final exam. Reading knowledge of French is not required, but a willingness to read fiction is. 

Mark Sawchuk
166 BARROWS
MWF 11-12P
CCN: 39614
171A: Russia to 1700: Foundations of Russian Culture
  • A complete description is forthcoming. Please check back.

This course explores Russian history from earliest times (11th century) to the reign of Peter the Great (d. 1725).  Early Kievan Rus’ (10th-13th centuries): society, economy, art and architecture; Vikings in Eastern Europe; the adoption of East Orthodox Christianity.  The rise of Muscovite Russia (the principality of Moscow), 14th-16th centuries:  political system, church-state relations, tensions between Muscovy and neighboring steppe nomadic cultures.  Seventeenth-century pressures for change:  demise of the dynasty, civil war, foreign invasion, incorporation of part of Ukraine,  Schism in the Church, impact of foreign influences on Muscovite culture.  Cultural revolution under Peter the Great.  Lectures, readings, and discussions touch upon multiple disciplines:  politics, society, economics, art, architecture, religion, and literature.

Course requirements:  attend two lectures and one discussion session per week; participation in discussion; map quiz; take-home midterm and final exams; mini-papers.  Lead selected discussion sessions.

Jack Kollmann
209 Dwinelle
MWF 11-12P
CCN: 39621
C175B: Jewish Civilization: Modern Period

This course will examine the impact of modern intellectual, political, economic, and social forces on the Jewish people since the eighteenth century. It is our aim to come to an understanding of how the Jews interpreted these forces and how and in what ways they adapted and utilized them to suit the Jewish experience. Some of the topics to be covered include Emancipation, Haskalah, new Jewish religious movements, Jewish politics and culture, antisemitism, the Holocaust, and the state of Israel.

John M. Efron
103 MOFFITT
TuTh 9:30-11A
CCN: 39627
177B: Armenia: From Pre-modern Empires to the Present

This survey course will cover the period from the incorporation of most of the Armenian plateau into the Ottoman Empire to the present. Throughout most of this period Armenians lived in three pre-modern empires: the Persian, the Ottoman, and the Russian. As these political entities shaped Armenian life significantly, they will also serve as geographic subdivisions for the lectures of this course. In the twentieth century, two key events and their consequences will draw our attention. First, as a result of the Armenian Genocide, no Armenian population lives any more on most of the Armenian plateau and the size and characteristics of the pre-existing Armenian diaspora have changed dramatically. Second, the reluctant proclamation of a short-lived, independent republic on some parts of eastern Armenia in May 1918 laid the foundation for the subsequent Armenian Soviet Socialist Republic and the current Republic of Armenia. The characteristics of the post-Soviet Armenian Republic will constitute the last topic to be dealt with. We will reflect upon a number of themes. First, what was the status of the Armenians in the pre-modern empires and how did it shape the rise of modern Armenian national consciousness? Second, what were the roots of the Armenian-Turkish polarization that put an end to centuries of cohabitation? Third, what are the legacies of the independent republic of 1918-20 and of Soviet Armenia for the current Armenian state? Fourth, how did the dispersion shape the culture, mentalities, socioeconomic development, and political culture of the Armenian people? Fifth, what does it mean to be Armenian in the modern period, especially in the twentieth century? In other words, is there such a thing as a single Armenian identity uniting, say, a Soviet Armenian, an American Armenian, and a Lebanese Armenian? Finally, we will take advantage of this survey to reflect on the main characteristics of modern Armenian culture, institutions, and political life

Stephan Astourian
228 DWINELLE
TuTh 11-12:30P
CCN: 39636
186: International and Global History since 1945

In 2013, children born in 1945 will turn 68. In the years since their births-the span of a human life-the globe has been transformed. The ends of empires and the rise of nationalism have expanded the membership of the United Nations from 51 to 193 nations. The end of the colonial era was followed by the emergence of new transnational political systems, as the United States and the Soviet Union created vast alliances in the name of the Cold War. Now, one of these superpowers has collapsed, and the other is challenged by rising powers, including China. Meanwhile, global economic, social, and technological upheavals have been at least as tumultuous as political ones. The postwar decades brought dramatic growth- not least in the world's population- but the fruits of prosperity have not been shared equally, either among or within societies. While literacy has expanded, many nations have failed to maintain decent living conditions for their citizens. Technological innovation has brought societies closer together; conversely, the world has experienced violent conflict, including genocide. The interplay between the forces of integration and disintegration has come to define our globe. This course, "The World History since 1945," explores these great and complex historical changes. By situating the major postwar upheavals - from decolonization to the Cold War; from population growth to environmental degradation; from globalization to the endurance of economic inequalities - in comparative and international contexts, this course encourages students to see the origins of our own times and dilemmas in their proper historical context and provides an introduction to recent history.

Daniel Sargent
101 BARKER
TuTh 2-3:30P
CCN: 39639
C187: The History and Practice of Human Rights

What are human rights? Where did they originate and when? Who retains them, and when are we obliged to defend them? Though what kinds of institutions, practices, and frameworks have they been advocated and affirmed. And which are the human rights that we take to be self-evident? The rights to speak and worship freely? To legal process? To shelter and nourishment? Do our human rights include high-speed Internet access, as one Scandinavian country has recently proposed? Can human rights ever be global in scope? Or is the idea of universal human rights a delusion or, worse, a manifestation of cultural chauvinism?

History will not answer these questions for us, but historical understanding can help us answer them for ourselves. “The History and Practice of Human Rights,” examines the historical development of human rights to the present day, focusing on, but not confined to, the nineteenth and twentieth centuries. While the idiom of human rights is frequently legalistic, we will ask how the idea of human rights might depend upon humanistic modes of comprehension and communication such as film, literature, music, and the arts: media that can stretch the horizons of elastic human empathy.

 More than a history of origins, however, this course will contemplate the relationships between human rights and other crucial themes in the history of the modern era, including revolution, imperialism, racism and genocide. Why, we must ask, did an era of recurrent and catastrophic political violence produce a language of universal human rights? Looking forward, can the proponents of human rights offer a redemptive alternative to twentieth century’s catastrophes, or are human rights themselves another false utopia?

As a history of international and global themes and an examination of specific practices and organizations, this course will ask students to make comparisons across space and time and to reflect upon the evolution of human rights in international thought and action.

Stefan-Ludwig Hoffmann
145 DWINELLE
TuTh 3:30-5P
CCN: 39642
C188A: Art and Science

In this course we explore the intersections of art and science in medieval, modern, and contemporary history. Our aim is twofold. First, to explore the close interaction between these two fields, and the way in which they have shaped each other through the ages. Second, to focus our attention on specific instances of art/science interaction, using them as prisms through which one can reach a fuller understanding of major historical transformations. We shall focus on figures who worked at the threshold between art and science, and contributed to reshape profoundly the discourse between and within them. We shall study this junction as a key site of innovation and change. We shall also engage with the question of creativity, and its meaning within the two fields. How do artists and scientists conceive new ideas? Drawing, scribbling, and sketching have long been crucial tools for both artists and scientists. Now as in the past, artists look at experimental and laboratory practices as sources of inspiration, while scientists routinely mobilize the languages of art to illustrate and represent new knowledge. The course takes the form of an overview that spans from the awakening of European culture through the reception of new knowledge from the Near East to the most recent encounters between artistic and scientific practice in the 21st century. Among the topics that will be discussed: medieval illuminated manuscripts of natural philosophy, the study of light and luminous phenomena such as the rainbow, and the making and use of astrolabes. Leonardo will be the pivotal Renaissance figure, while the rise of modern science and technology will lead us into the contemporary experience of the art/science interaction, up to the current transformation of both fields through computing and digital media.

Beate Fricke
Massimo Mazzotti
145 DWINELLE
TuTh 930-11A
CCN: 39668
C191: Death, Dying, and Modern Medicine: Historical and Contemporary Perspectives

This course is jointly offered by a physician and a historian. We will discuss contemporary questions of policy and practice: medical definitions of death; the "right to die;" how we die, and how we say we want to die; the role of the hospital and hospice; the functions of the state in mediating between various views about the end of life; the role of doctors, family and others at the end of life, for example. We will also consider questions in the social and cultural history of death: how and in what numbers people have died before and after the demographic revolution; whether some cultures were more successful at assuaging the pain of death than others, whether there really has been a secularization of death; where bodies have gone and how they have been remembered; what the relationship is between the history of life and death.

Thomas W. Laqueur
106 STANLEY
TuTh 2-3:30P
CCN: 39669
C250: Topics in Science and Technology Studies
The course, aimed at students drawn from diverse departments, provides a foundation for advanced work in science and technology studies. It will equip graduate students with theoretical and practical tools for analyzing complex problems at the science, technology and society interface.
David Winickoff
470 STEPHENS
W 9-12
CCN: 39705
C251: Science and Technology Studies Research Seminar
  • A complete description is forthcoming. Please check back.
A. Iles
104 GPB
W 10-12P
CCN: 39705
275D: Core Courses in the Literature of U.S. History: Topic TBA
  • A complete description is forthcoming. Please check back.
  • Note new room.
Mark A. Peterson
3104 DWINELLE
Th 2-4P
CCN: 39723
275S: Introduction to the History of Science
  • Note new room.

This seminar will provide an advanced introduction to the study of science and technology as objects of historical inquiry. What does it mean to think historically about notions such as the scientific method, objectivity, truth, and technological efficiency? We shall read and discuss exemplary research in the history of science from the seventeenth century to the present, and critically engage with key themes and methodologies in this field. Topics will include the origins of modern science and its relationships to magic, religion, gender, colonial networks, and political power. We shall pay particular attention to the ways in which locally produced knowledge and artifacts can travel and achieve universal credibility. By the end of the seminar students will be familiar with the main approaches used by historians and sociologists to reconstructed the complex interaction of science, technology, and society in the making of the modern world. 

Massimo Mazzotti
2303 DWINELLE
Tu 2-4P
CCN: 39741
275B: Europe’s Twentieth Century

We will discuss some of the major historical syntheses on twentieth-century Europe as well as more specific writings on wartime, interwar and postwar Europe that have appeared over the last decade. Particular emphasis will be placed on the tensions between national histories and trans-European trajectories. Weekly position papers and one historiographical essay constitute the principal writing assignments.

Stefan-Ludwig Hoffmann
202 WHEELER
Tu 10-12P
CCN: 39711