Summer 2018
Details
5: European Civilization from the Renaissance to the Present
  • This course has been cancelled.
First 6 Week Session
7B: The United States from Civil War to Present

What does it mean to be American? Whatever your answer is to this question, chances are it is deeply connected to the themes and events we will discuss in this class. Here we will track America's rise to global power, the fate of freedom in a post-Emancipation political setting, and the changing boundaries of nation, citizenship, and community. We will use landmark events to sharpen our themes, but we will also take care to analyze the equally important (and shifting) patterns of where and how Americans lived, worked, and played. 

Daniel M Robert
9 Lewis
TuWTh, 10 a.m. – 12 p.m. | June 18–August 10
Class #: 13548
8 Week Session
N100.001: Financial Crisis, Inequality and Globalization: A Transnational Economic History from the Great Depression to the Great Recession (1920s – 2010s)

• This is a 2 unit course. It does not fulfill a major requirement.

In 2003, during the annual meeting of the American Economic Association, one of its distinguished members, Nobel laureate Robert Lucas confidently proclaimed to his colleagues that the “central problem of depression prevention has been solved, for all practical purposes, and has in fact been solved for many decades.” Just a few years later, during the 2008 Great Recession, his claim was put to the test. If Lucas has been proven right, we can ask at what cost had the global economy been saved from collapse, and for whose benefit? Answers to these questions, as we will discover in this course, critically depend on how we understand the 1929 Great Depression. We will trace what lessons liberal and authoritarian political regimes learned from the Great Depression, and which ones they forgot, and when. Doing this will permit us to evaluate the connections between economic inequality and globalization that give rise to enormous outpouring of professional and popular analysis in the aftermath of financial crisis. Topics covered include global responses to the Great Depression, the Bretton Woods system, 1980s debt crisis, 1990s Asian financial crisis, and the Great Recession.

Andrej Milivojevic
60 Barrows
TuTh, 4–6 p.m. | May 21–June 29
Class #: 13549
First 6 Week Session
N100.002: War on Film: Conflict and Cinema in the Middle East and Balkans
  • This course has been cancelled.
First 6 Week Session
N100.003: American Business History

• This is a 2 unit course. It does not fulfill a major requirement.

When President Calvin Coolidge declared in 1925 that “the chief business of the American people is business,” he was not making a historical argument, though it would have been a defensible one. Nearly a century earlier, French visitor, Alexis de Tocqueville, made a similar observation. Indeed, America was colonized by joint-stock corporations! Understanding the history of American business can therefore unlock a great deal about America itself. How did the exchange of capital become capitalism? How have markets and firms been constructed politically and socially? Is the history of American business primarily one of creative entrepreneurs or exploitative opportunists? What is the relationship between capitalism, gender, and race? In this course, we will explore these questions on a chronological journey from seventeenth-century joint-stock colonization to twenty-first century high-frequency trading.

Daniel M Robert
2 LeConte
TuTh, 2–4 p.m. | July 2–August 10
Class #: 15013
Second 6 Week Session
N100.005: Youth in Revolt: Post-1945 Europe through Film

• This is a 2 unit course. It does not fulfill a major requirement.

Thoroughly devastated by war and the Holocaust, the Europe of the 1940s was poor, ethnically homogeneous, and politically divided into democratic-capitalist and Communist blocs. By the 1990s, Germany was reunified, the Soviet Union withdrawn from Eastern Europe, and the European Union expanded to include states formerly under Soviet rule. But the road to prosperity and unity required the revolutionary ideas and actions of youth.  In this course, we use award-winning feature films from the 1940s through the 1990s as our major primary sources for evaluating the major social, political, and cultural upheavals through which contemporary Europe emerged from its darkest decade. Topics addressed include the psychological aftershocks of fascism and Nazism; the decolonization of the British and French empires and the rise of racial and religious minorities in London, Paris and Berlin; the Sovietization of Eastern Europe and the rise of a dissident culture; the sexual revolution; the rise of television, rock n’roll, and the mass media; and the politics of Communism and anti-Communism in the Cold War.Focusing on films from England, France, West Germany, and East Germany, our major theme is generational revolt. In postwar Europe, each generation of youth revolted against  different aspects of politics and culture: outdated gender and sexual norms, the repression of wartime memory and guilt, political parties, universities and professions, the shallowness of consumer society, conformity under dictatorship.

Matthew Specter
180 Tan
TuTh, 10 a.m. – 12 p.m. | July 2–August 10
Class #: 15125
Second 6 Week Session
100U: This is What Democracy Looks Like? New Populisms and Fascisms in Europe and the U.S.

This course has been approved to satisfy an upper division requirement for the Political Science major.

Populism, xenophobia, fascism, anti-Semitism, and neo-Nazism have become prominent features of contemporary democratic politics in the U.S. and Western Europe, most notably since 2016. But populism has a longer history and its definition is elusive. Our main course goals are first, to put the startling events of the last year, chief among them the electoral victory of Donald Trump, into a 20th century comparative historical context, and second, to employ the tools of political theory to gain clarity about the relationship of populism, democracy and fascism. We approach this challenge by examining the similarities and differences between today’s right-wing (or authoritarian) populists with the fascist movements and regimes (including Nazi Germany) of mid-20th century Europe. Students will consider questions such as: Is there a unitary definition of populism, or are left and right-wing populisms more different than alike? Does populism have the potential to deepen democracy or only to disrupt or threaten its survival? To what extent does the steep rise in economic inequality since the late 1970s explain the widespread disgust and loss of trust in liberal democratic institutions? Is the electoral triumph of Trump and growing visibility of the “alt-Right” the outcome of deep strands of white supremacy and racial panic in American history? Or are Trumpism’s roots shallower and more traceable to a recent transnational “populist moment”? Interactive lecture with readings in European and American history, recent journalism and commentary, documentary films, videos.

 If you are a Political Science student and you have questions about your particular situation, please consult with Suzanne McDermott or Efrat Cidon.

Matthew Specter
107 GPBB (Genetics & Plant Biology)
MTuWTh, 10 a.m. – 12 p.m. | May 21–June 29
Class #: 15015
First 6 Week Session
106A: The Roman Republic

A history of Rome from the foundation of the city to the dictatorship of Caesar. The course examines the evolution of Republican government, the growth of Roman imperialism, and the internal disruptions of the age of the Gracchi, Sulla, and Caesar.

Michael J. Taylor
182 Dwinelle
MWF, 1–3:30 p.m. | May 21–June 29
Class #: 14232
First 6 Week Session
109C: The Middle East from the 18th Century to the Present

The Middle East is both a very old and a very new place. The region is home to some of the world’s longest-standing cities and societies, yet most of the countries that make up the Middle East did not exist a century ago. How did today’s Middle East come about? This course will introduce you to the political, social, and cultural history of the Middle East from the mid-eighteenth century to the present. By looking at the effects of colonialism and war, but also grassroots movements, culture, and art, we will come to understand how the last 250 years of global political, economic, and social transformations impacted the region, always with an eye to the experiences and responses of ordinary people. Throughout the course, we will explore the broad themes of the region such as global capitalism, imperialism, nationalism, women’s rights, political Islam, the Israeli-Palestinian conflict, the oil revolution, the impacts of the Cold War and American foreign policy. Such issues are not merely the purview of history and scholarship, but directly affect our lives today and will continue to do so for some time to come.

Christine Philliou
209 Dwinelle
TuWTh, 1–3:30 p.m. | July 2–August 10
Class #: 14200
Second 6 Week Session
116D: Twentieth-Century China

This course offers a survey of Chinese history from the turn of the twentieth century to the present. The narrative will focus on the rise of the Chinese party-state, the transformation of social groups and identities, and China’s changing role in the world. Topics include the fall of the Qing dynasty, the new Republic, the rivalry between Communists and Nationalists, the war with Japan, the Cultural Revolution, reform and opening, the 1989 democracy movement, and China’s global rise.

Brooks Jessup
3106 Etcheverry
TuWTh, 1–3:30 p.m. | July 2–August 10
Class #: 15111
Second 6 Week Session
124B: The United States from World War II to the Vietnam Era

Immediately prior to World War II, the US military ranked 17th in the world, most African-Americans lived in the rural south and were barred from voting, culture and basic science in the United States enjoyed no world-wide recognition, most married women did not work for wages, and the census did not classify most Americans as middle-class or higher. By 1973, all this had changed. This course will explore these and other transformations, all part of the making of modern America. We will take care to analyze the events, significance and cost of US ascendancy to world power in an international and domestic context.

Maggie Elmore
Dwin 215
TuWTh, 2-4:30 p.m. | May 21 - June 29
Class #: 15021
First 6 Week Session
131B: US Social History from the Civil War to the Present

Perhaps the most memorable line in the Declaration of Independence (1776) is the one that assures Americans of their unalienable rights to “Life, Liberty, and the pursuit of Happiness.” The nation’s founders guaranteed the first two in the Bill of Rights, but the third remains a nebulous concept that requires some contemplation and interpretation. What exactly has it meant to pursue happiness and how has that pursuit shaped the course of United States history since 1865?

This course considers these questions by interrogating the experiences, ideas, values, desires, and actions of various racial, ethnic, gender, age, class, and ability groups. In examining how Americans have defined, pursued, defended, and fought for happiness, we will necessarily also explore the limits, constraints, and challenges to that aim. Some of the topics covered in the course include: civil rights, feminism, labor, migration, consumerism, relationships, and popular culture.

Jennifer Robin Terry
110 Barrows
MonTuWed, 2–4:30 p.m. | July 2–August 10
Class #: 15578
Second 6 Week Session
C139C: Civil Rights and Social Movements in U.S. History

In their fights for justice and equality, civil rights and social movements have put  democratic practices and institutions in the United States to test. This course explores the long (chronological) and wide (geographic) civil rights movements of the South, the North, and the West Coast, tracing their multiracial, multiethnic, and multicultural aspects since the Second World War. How ​did ordinary people and grassroots activists aim to influence electoral processes, legislation, and court decisions? Readings and lectures will delve into the ​Black Freedom and Black Power struggles, Mexican American and Puerto Rican demands for rights, and Asian American and Native American efforts for equality. Paying particular attention to the Bay Area, ​we will study the dynamism of Counterculture, the Free Speech Movement, New Left Radicalism, antiwar protests, Environmentalism, and rebellions expressed in music. Appreciating the intersectionality of race, ethnic, and gender identities, we will explore the Women’s and Gay Liberation movements. Continuing into the late and early-twentieth centuries, the course situates social movements within the larger global contexts and traces the fierce opposition to civil rights and social equality that has coalesced around white nationalism, legal discrimination, and campaigns for law and order. Finally, we will consider the shifting roles and impact of technology and media on social movements within American democracy. 

Sandra Weathers Smith
108 Wheeler
MTWR, 12-2 p.m. | July 2–August 10
Class #: 16081
Second 6 Week Session
158C: Old and New Europe, 1914–Present

The twentieth century was the most devastating in the history of Europe. This course surveys the major developments that led to the wars and revolutions for which the century is famous. It stresses the supreme importance of the commanding actors on the political stage as the century unfolded--Lenin and Stalin, Mussolini and Hitler, Churchill and de Gaulle, Walesa and Thatcher and Gorbachev, and focuses on the differing approaches to European relations taken by American presidents from Wilson to George W. Bush. The course will seek to squeeze every ounce of drama out of the century's most famous -- and infamous -- events: Europe's last summer -- the incredible days of July 1914; the slaughter of World War I; the rise of Communism, Fascism, and Nazism; Munich; the Nazi-Soviet Pact of 1939; the decimation of World War II; the bombing of London and Dresden; the destruction of the European Jewry; the German invasion of Russia; D-Day, the suicide of Hitler, the origins and development of the Cold War; the fall of the Berlin Wall; the revolutions of 1989; the disintegration of the Soviet Union; the collapse of Yugoslavia; and the first and second Gulf wars. All this and more we will explore through books, documents and, not least, films and documentaries.

David Wetzel
88 Dwinelle
TuWTh, 2–4 p.m. | June 18–August 10
Class #: 16055
8 Week Session
160: The International Economy of the 20th Century

 This course counts toward requirements for the Economics major.

Development and crises of the advanced economies, with particular emphasis on trade relations with third world countries. Economic impact of war, business cycles, and social movements. This course is equivalent to Economics 115; students will not receive credit for both courses.

Andrej Milivojevic
155 Kroeber
MTuWTh, 2–4 p.m. | July 2–August 10
Class #: 15019
Second 6 Week Session

101 Courses

Asia
101.003: The Making of Modern Asia

The Making of Modern Asia seminar is intended primarily for thesis writers studying Modern China, but is open to students working on any time or place, in Asia. Our approach will be methodological, rather than topical, developing historical papers through close reading and exposition of a key text. Students are strongly encouraged to meet with Dr. Van Vleet in the Fall semester to discuss their interests, and should enter the seminar having already identified a primary source (in translation, if necessary) from which to begin their investigation. The chosen text could be most any sort: political, religious, philosophical, commercial, literary; or even, through prior arrangement with the instructor, visual, musical, architectural, physical/material, etc. In any case, the “text” must originate from the historical time and place under investigation, and must be sufficiently rich in content to support our main objective: to make an argument about how some aspect of the making of modern Asia is illuminated by the text. By the end of the semester, you will produce an original, high-quality research paper of 30-50 pages on a topic of your choosing. 

Stacey Van Vleet
3104 Dwinelle
TuTh 4-6
Class #: 32767
Ancient
101.001: Ancient Mediterranean

Guided research seminar for students writing a thesis on the Ancient Mediterranean, broadly defined from the Bronze Age to Late Antiquity. Class meetings will support the process of independent research and writing. Students will enjoy broad discretion on the subject of their thesis. Those interested in the course are encouraged contact me during the Fall semester.

Michael J. Taylor
2231 Dwinelle
TuTh 12-2
Class #: 32765
Britain
101.006: Britain, Europe, and Modernity

This seminar welcomes all students whose historical interests tend toward British history or, more broadly, European history (including Europe in relation to colonial empire) since 1500. Projects that are based in interdisciplinary research (law, science, art, etc.) are particularly encouraged.

Early in the semester, class meetings will focus on various ways to conduct historical research and how to translate that research into effective academic writing. We will also explore research materials available on or near campus. Then, throughout the rest of the semester, we will maintain a common schedule of research, drafting arguments, and critiquing one another’s work.

Students are welcome to research and write about any topic that interests them so long as they have a clear and pointed research question. Anyone who wishes to take the class needs to write to me before the end of the fall semester. I will be interested to know what question motivates your research, what historical materials you intend to work with, what historical literature you are engaged with, what history courses you have already taken, and if there is another faculty member that you have been working with in relation to the ideas that you have for this project.

 

Jason Rozumalski
3205 Dwinelle
MW 4-6
Class #: 32770
Europe
101.004: Topics in Modern European History, 1789 to the Present

This seminar will guide students through the process of completing a senior thesis in a topic in modern European history, with a geographical focus on Western Europe. Our focus will be the research and writing process, ranging from the feasibility of research topics, historiography, methodology, and analysis, but with an extra emphasis on the practicalities of writing research papers. Students should contact the professor in advance of the seminar to discuss possible topics and, if possible, research questions.

Trevor Jackson
2303 Dwinelle
TuTh 12-2
Class #: 32768
101.005: Topics in Modern European History: 1789 to the Present.

This writing seminar is open to all students planning to write their thesis on a topic related to ‘Late Modern Europe.’ While all topics are welcome, those particularly interested in the region of Russia, Eurasia, or Eastern Europe, as well as those with an emphasis on cultural history, are especially encouraged to register. We will meet during the first few weeks to discuss research and writing strategies, formulate reading lists, and identify primary source bases. Over the course of the semester, students will be expected to submit occasional progress reports and meet individually with the instructor. We will reconvene during the last several weeks to present and workshop finished papers.

Jason R Morton
2303 Dwinelle
MW 2-4
Class #: 32769
Latin America
101.008: Latin America, Borderlands, and Indigenous Peoples

This class is primarily designed for students who have made Latin America their area of concentration, while also providing support for students looking to work on borderlands topics, or who wish to study Latin America comparatively. Students will write a 30- to 50-page paper on some aspect of the social, cultural, political, or economic history and class meetings will focus on the process of research and writing, with a significant amount of time spent on the craft of writing, The seminar is open in terms of topics and country of focus. All that is required is to ask interesting questions, pursue the answers rigorously, and make the most use possible (given availability and language skills) of sources in Spanish and Portuguese. The libraries here, especially the Bancroft Library, have an extraordinary collection of material. Starting with your broad interests, you will track down primary materials to work with, examine them in light of prior scholarship, probe them with significant questions of your own, and over a series of drafts, produce a solid and compelling piece of scholarly research.

This will be hard work. But if you start strong and work steadily, it will also be a rich and rewarding experience. A key part of starting strong is narrowing your topic and identifying your source materials as soon as you can. Everyone signing up for this seminar is therefore required to meet with the instructor (or correspond, if you are not on campus) well before the beginning of spring semester, and hopefully prior to 15 November.

Javier Cikota
3104 Dwinelle
MW 10-12
Class #: 32772
Methodology
101.002: Writer's 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 Dwinelle or via email to leahf(at)berkeley.edu by 4 p.m. on Monday, 13 November.

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.

Maria Mavroudi
3205 Dwinelle
TuTh 2-4
Class #: 32766
United States
101.010: The American Century: Cultural and Political History from 1890 to 1980

In 1941, Henry Luce published the famous Life magazine editorial “The American Century.” His logic was political, cultural, and even moral and economic. In this History 101 seminar we will spend some time discussing the implications of US cultural, political, and economic hegemony, in particular what that meant in terms of national identity and changing ideas about region, nation, and the global order during the twentieth century. But mostly we will get to the business of writing your 101 theses on topics related to political and cultural history of the United States from 1890 to 1980. Our focus will be the research and writing process, beginning with the feasibility of research topics, developing a sound argument with good evidence, and continuing to work together on historiography, methodology, analysis, and writing. Students should contact the professor in advance of the seminar to discuss possible topics and, if possible, research questions. Topics could include issues of national identity, regional identity/culture/history, social or cultural/counterculture movements, the arts and the built environment, and many other topics that touch on national or transnational perspectives during this period.

Sarah Selvidge
3205 Dwinelle
MW 12-2
Class #: 32774
101.011: Urban History

This course is designed for history majors who want to write their 101 papers about some feature of U.S. urban history: topics about cities, suburbs, metro areas, or key events that happened within such places. I expect, but will not require, that students write about some aspect of this history in the S.F. Bay Area or elsewhere in California in the 20th century. Preference in admission to this course will be given to students who are currently taking my 103.

Robin L. Einhorn
3205 Dwinelle
MW 2-4
Class #: 32872
101.012: Topics in U.S. Social and Cultural History

This seminar is a thesis-writing workshop for students who will write their theses on U.S. history using the sources, research questions, and methodologies of social and/or cultural history. This class would be a great fit for students planning to conduct research using primary sources that explore the beliefs, experiences, and daily lives of ordinary people, such as newspaper articles; letters, diaries, and journals; popular literature (fiction and non-fiction); oral histories or interviews; census records; marriage, birth, or death records; administrative records from unions, clubs, or other voluntary organizations; photographs, films, advertisements, or other visual materials; and material artifacts like clothing, furniture, or household items. All research questions pertaining to the United States (or the land that later became the United States) before 1991 are welcome. Students are strongly encouraged to contact the professor before the semester begins to discuss potential research questions and primary source bases.

Sarah Gold McBride
3205 Dwinelle
MW 10-12
Class #: 32918
101.009: Race, Ethnicity, and Citizenship in the 20th Century United States

This seminar will guide students as they produce an original piece of historical scholarship (the 101 senior thesis) on a topic in US History. We will focus on the research and writing process, ranging from the feasibility of research topics, the development of research questions and a research plan, historiography, methodology, analysis, and the writing process. By the end of the semester, students will have designed a research plan, implemented research and writing strategies, engaged in intellectual dialogue with their peers, and produced an original piece of historical scholarship 30-50 pages in length.

The common readings draw upon the topics of race, ethnicity, and citizenship in the 20th century United States. Students enrolled in this course, however, need not write a paper on the 20th century US if their research projects relate to the broader themes/regions driving the seminar, including, but not limited to: immigration and migration; transnational communities; US foreign policy; the American West; labor/labor movements; social movements; inequality and inclusion; race and politics; religion and politics. Research projects that touch upon these broad topics will help to create and sustain a robust intellectual community and dialogue during our meetings throughout the semester—a critical part of the research and writing process.

Students should contact the professor in advance of the seminar to discuss possible topics and, if possible, research questions.

Maggie Elmore
3205 Dwinelle
TuTh 12-2
Class #: 32773
Related Interest
101.007: Research Topics on the History of Atlantic Societies, 1400-1900

Our research and writing seminar is for students interested in writing a 101 thesis on any topic concerning the history of the peoples in the Atlantic basin (1400-1900). Students may have interests as varied as European institutions and overseas expansion in the early modern world; transformations of the Columbian exchange and indigenous societies; colonial Americas; Africa and African Diaspora in the Americas; Atlantic revolutions; or any comparative approach (intellectual, cultural, social, economic or political) to the history of the Atlantic world. Early meetings will focus on research design and strategies (best approaches for writing history) and formulation of specific research questions for your topic. During the rest of the semester, the focus will be on supporting your research and writing with peer discussion and individual consultation.

Mark Emerson
2231 Dwinelle
MW 12-2
Class #: 32771