Fall 2016
R1B: Empire in the Era of Nationalism (1789-Present)
  • This course satisfies the second half of the Reading and Composition Requirement.
  • This course does not count for credit toward the History Major but may fulfill other requirements.

Recent years have underscored the enduring force of nationalist politics, whether in secessionism in Ukraine, the revival of the European far right, or even in the current presidential election. In each case, national assertion or the supposed threat posed by ‘foreignness’ have exercised a powerful influence. This course will examine the encounter of state power with ethnic diversity during the 19th and 20th centuries. During this period, discourses of nationalism and self-determination increasingly challenged the stability and legitimacy of Empire. Yet simultaneously states undertook more ambitious projects of imperial expansion. We will focus our attention on three central themes. First, we will historicize the concept of nationalism. Does nationalist conflict result from deep cultural difference, or can it be traced to specific conditions or changing ideas of nationhood? When, and why, did nationalism begin to hate? Secondly, we will examine how states have tried to adapt to challenges posed by nationalism, in order to preserve domestic unity or to project state power abroad. What new justifications and strategies reinforced multinational-empire? Why were some of these options discarded, while others were adopted? Finally, we will examine why some multinational states disintegrated. Were multinational empires naturally unstable, or were immediate causes more relevant to their collapse?

Mark Kettler is a PhD Candidate in the History Department. Mark’s research interests include nationalism, ethnic politics, and empire in Central and Eastern Europe. His dissertation focuses on the German occupation of Poland in WWI and how German interpretations of this experience shaped subsequent attitudes towards ethnic management.

Mark T Kettler
225 Dwinelle
MWF 2-3
CCN: 16420
R1B: Across Borders: United States and Latin American Relations during the 20th Century
  • This course satisfies the second half of the Reading and Composition Requirement.
  • This course does not count for credit toward the History Major but may fulfill other requirements.

This course will look at the dynamics between countries in the Western Hemisphere from the turn of the 19th century to the Free Trade Agreements of the 1990s. Because of their geographic proximity the course will mostly—but not exclusively—discuss themes of the northern part of the hemisphere (Mexico, Central America, and the Caribbean). Although some attention will be given to diplomatic and economic relations, the main focus of the course will be the transnational connections between communities and individuals. What perceptions did local and foreign people have of each other? How did they change over time? What interactions did migrants, exiles, artists, businessmen, and tourists have with local communities? How did they adapt to this different environment? Were the communities shaped or changed with these new arrivals? In what ways did different commercial products, cultural practices, and political ideas travel and translate between the different countries? Throughout the semester student will read a broad array of primary and secondary sources that will help them engage critically with these questions and will provide different ways to historicize and contextualize these themes.  The emphasis of the R1B is on reading, analysis, and learning how to write research papers. In addition to discussion of the readings, seminars will include workshops on writing techniques and argumentation strategies.

Camilo Lund-Montano received his bachelor's degree in History in the National University of Mexico, where he wrote a thesis on the regional dynamics within the Zapatista army during the Mexican Revolution. In 2012, he earned his MA in Historical Studies of the New School for Social Research in New York.  He is currently a PhD candidate here at Berkeley, writing a doctoral dissertation on left wing lawyers who defended radical movements in the United States during the second half of the 20th century.  Mr. Lund-Montano's main areas of focus are social movements, US and Latin American relations, transnational networks, and politics of solidarity.

Camilo Lund-Montano
233 Dwinelle
MWF 4-5
CCN: 16422
4A: Origins of Western Civilization: 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 Empirein 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 have had 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
101 Barker
TuTh 12:30-2P
CCN: 16425
5: Modern Europe

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 competing religious communities, the construction of the modern state, the formation of overseas empires, 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 fascism, decolonization, the Cold War, and the European Union. Our readings will include 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.

Ethan H. Shagan
277 Cory
TTh 1230-2
CCN: 16208
6A: History of China: Origins to the Mongol Conquest

Origins to the Mongol Conquest. The history of China from its beginnings to the destruction of the Song Dynasty by the Mongols in the 13th century. Topics to be covered include the emergence of Chinese civilization, the Chinese language, early philosophy, the creation of the first empire, Buddhism and religious Daoism, the Silk Road, ethnicity, the socioeconomic revolution of the 10th to 12th centuries, lyric poetry, and painting and calligraphy.

Nicolas Tackett
101 Moffitt
TTh 11-1230
CCN: 16099
7A: United States History to 1865
  • Note new room.

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
245 Li Ka Shing
TTh 930-1100
CCN: 16531
8A: Becoming Latin America, 1492 to 1824

This class is an introduction to the key trends, people and events that shaped the emergence of Latin America and the Caribbean. Beginning with a brief treatment  of Amerindian societies and cultures prior to 1492 and the earliest encounters  between Europeans and diverse Amerindian peoples, we will consider the mutual  misunderstandings that characterized these early encounters, the subsequent "conquest"  of complex American civilizations, the establishment of colonial rule, and the formation of diverse colonial societies. How were these colonial societies both inclusive and  exclusive, both rigidly hierarchical and surprisingly flexible, at the same time? How did the actions of Europeans, Native Americans, and Africans shape a New World for all and  help Latin America to “become Latin American”? Our most general concern will be to  understand that while the concept of "conquest" suggests political permanence, intent and  social stability, in many ways colonial "spaces" remained highly contested territories; the processes of establishing colonial governance were heavily negotiated and fraught with tension and uncertainty. By focusing on controversies and multiple perspectives, students will develop a more sophisticated understanding of the complexities associated with early modern colonialism: how societies and cultures take shape because and in spite of disparities in power among all the actors involved

Margaret Chowning
155 Donner Lab
TTh 2-330
CCN: 16371
24: Freshman Seminar: The Uses and Abuses of History -- CANCELLED
  • This course has been cancelled.
Anthony Adamthwaite
204 Dwinelle
W 3-4P
CCN: 16162
24: Freshman Seminar: Endangered Children and Youth in Contemporary Africa - Documentaries
  • This course does not count for credit toward the History Major but may fulfill other requirements.

This is an 8-week course, ending on October 19, 2016.

Scheduled to meet for the first half of the semester only, this once a week two hour seminar will analyze documentaries that explore and expose the endangerment of children and youth in contemporary Africa. Documentaries on child trafficking and enslavement, child brides, child laborers, street children and youth, victims of FGM, child soldiers, HIV/AIDS orphans and urban youth gangs will be viewed in class. The goal of the seminar is to examine the complex local, regional, and at times global factors behind the extensive abuse and endangerment of children and youth in Africa. In order to historicize and contextualize the study, we shall, in addition to the documentaries, refer to a limited number of published articles. P/NP

Tabitha Kanogo
3205 Dwinelle
Tu 10-12
CCN: 16161
24: Freshman Seminar: African American Activism in History
  • This course does not count for credit toward the History Major but may fulfill other requirements.

This seminar will explore the history and politics that shape contemporary African American concerns as expressed in movements like Black Lives Matter. Centering the enduring African American Freedom Struggle, our principal focus will be twofold: 1) the fundamental role of African American activism; and 2), the impact of beliefs in and practices of democracy and equality. We will also necessarily explore the historical origins, development, meanings, and consequences of contemporary colorblind racism: the persistence and depth of structural white supremacy in our own time. One of our core readings will be Bryan Stevenson, Just Mercy: the On the Same Page text.

Waldo E. Martin
2303 Dwinelle
Tu 1-2
CCN: 34210
30: Science and Society

Modern scientific thought arose from the chaotic encounters between European and non-European cultures during the seventeenth and eighteenth centuries. As a result, scientific knowledge has been a constant companion to each major event in modern world history. This course provides a survey of the history of science from the Late Middle Ages to present. Students of the humanities will gain a richer understanding of science's influence on modern human thought. Students of science will learn techniques for historical analysis and gain a deeper appreciation for the production of scientific knowledge. This course will also prepare students for advanced coursework in the history of science.

The Staff
370 Dwinelle
MWF 11-12
CCN: 16163
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.

Alexander C. Cook
2070 VLSB
W 12-2
CCN: 16467
84: Sophomore Seminar: Was Ancient Judaism a Religion or an Ethnicity?
  • This course does not count for credit toward the History Major but may fulfill other requirements.

This seminar will explore a question whose roots lay in antiquity but whose significance remains of central concern today: were the ancient Jews considered (and did they consider themselves) as an ethnic group or as adherents of a religion? In short, how does one define Jewish identity in the ancient world? We shall investigate this question through reading various biblical stories such as those of Isaac and Ishmael, Jacob and Esau, Tamar, Ruth, and Esther, some Jewish writers of the Greco-Roman period like Philo and St. Paul, and selections from Roman authors, like Cicero and Tacitus, who commented on Jews.

Erich S. Gruen
2303 Dwinelle
Tu 10-12
CCN: 34317
98BC: Berkeley Connect in History
  • This course does not count for credit toward the History Major but may fulfill other requirements.
  • HIST 98BC Section 2, Course ID 16050, Mon 4-5pm (lower division) GSI TBD
  • HIST 98BC Section 3, Course ID 16051, Tue 5-6pm (lower division) GSI TBD
  • HIST 98BC Section 4, Course ID 16052, Tue 6-7pm (lower division) GSI TBD

People learn best when they learn together. That premise underpins all our activities at Berkeley. Berkeley Connect seeks to enhance learning by strengthening contacts between undergraduate students, graduate students, and faculty outside of the classroom.

We invite you to connect with undergraduates, graduates and faculty in lively conversation about history and the Berkeley experience. Meet a fantastic group of peers.  Ask the questions you’ve always wanted to ask. Learn about the practice of history, and explore the Berkeley campus with a dedicated mentor.  Discover a new Berkeley!

The core of the Berkeley Connect program is a one-credit, pass-fail course that is designed to create a community of students with similar intellectual interests. There is no homework associated with Berkeley Connect: no exams, no papers, no quizzes.  Berkeley Connect links undergraduate students with experienced mentors in History through small groups of 10-20 students that meet regularly. Small group meetings help students share ideas and learn new skills, as well as foster friendships and provide a supportive intellectual community. Participants will also meet with mentors one-on-one for academic guidance and advice.

The only requirement for joining Berkeley Connect is that you have an interest in the field of study. You do not have to be a major in order to participate! Undeclared freshmen and sophomores are welcome, along with entering junior transfers and juniors and seniors. 

The Staff
3205 Dwinelle
CCN: see below
100D: The Nature of History
Although History is frequently classified as one of the humanities, many natural sciences, from evolutionary biology to climate science, also focus on historical change. How did these different disciplines evolve? Why are we all in different parts of campus? How do those histories shape contemporary practice, in the academy but also in public life? This course is a history of historical thought and practice in the historical sciences, from stratigraphy and historical source criticism in the 18th century, to climate history in the early 21st. Since the physical sciences have generally devoted themselves to the non-human past, and since most historians have confined themselves to the study of human events, we will be paying special attention to the philosophical and logistical challenges that the interaction of human and natural environments have posed for theory and research. Students will acquire an introduction to the evolution of historical method in different disciplinary traditions. Since we will be ending in present-day California, one of our goals is to help students acquire the sort of skills and knowledge that could be useful in policy as well as academic settings.  This course will fall someplace between a lecture and a seminar. Although we will have brief lectures, we will also have regular discussion and devote class time to problem-based instruction on student projects.
Kerwin L. Klein
88 Dwinelle
TTh 12:30-2pm
CCN: 16262
100AC.001: The History of Women in the United States before 1900

This course is a survey of the history of women in America from the pre-colonial period to the turn of the twentieth century.  It examines the significant cultural, economic, and political developments that shaped the lives of American women but places gender at the center of historical analysis.  The course also stresses the variety of women's experiences, acknowledging the importance of race, ethnicity, and class in shaping female lives.

Topics we will cover include European-indigenous encounters; colonial settlement in the North and South; women and witchcraft; women and captivity; sex, early medical innovation and the female body; women and the American Revolution; women and the law; voluntary and involuntary migration to the West; the Civil War; the impact of Reconstruction on women; and the migration of Chinese women from their homelands to the United States.

Some of the questions that will animate our class discussions are:  What was it like to be a woman in the colonial period and the nineteenth century?  How did race, ethnicity, religion, and class shape women's experiences? What made their experiences distinct from men's?  What were relations between different groups of women like and how did relations of power shape these interactions?  How have women contributed to the development of the United States?  And how have they shaped its politics, economy, society, and culture?

Students will leave this class with a clear understanding of the history of women in American from pre-colonial contact to 1900, they will possess the ability to critically analyze primary documents as well as secondary sources, and they will be equipped with a historical perspective that enables them to better analyze the current experiences of American women.

Stephanie E. Jones-Rogers
2040 VLSB
TTh 930-11A
CCN: 16107
100M.001: The Emergence of the Modern Middle East

This course will be a general survey of the history of the Ottoman Empire (1300-1922), out of which emerged the Modern Middle East and Balkans. Known in its heyday as the empire "of three continents and five seas," the Ottoman Empire was home to Christians, Muslims, and Jews, speakers of Arabic, Turkish, Greek, Slavic languages, Armenian, and Ladino. We will look at the ways this empire was similar to and different from its neighboring states in Europe as well as Asia, and at the multiple changes and transformations that allowed a single dynasty, that of Osman, to rule the Eastern Mediterranean for six centuries. Students will gain a deeper understanding of the land and peoples that became known as the "Middle East" in the 20th century.

Christine Philliou
182 Dwinelle
TTh 8-930
CCN: 16400
100E.002: Special Topics in Latin American History: Cuba in World History

This course surveys Cuban history, culture, and politics from the fifteenth century to the present.  We will examine both the outsized role the island has played in world history and the dramatic ways world history has refracted through the island’s turbulent past.  Over this long timespan, Cuba has had relationships of colonial status with Spain, a client role with the United States, and dependency with the Soviet Union.  Today it stands at the precipice of a new post-Cold War relationship with the United States.  Throughout its history, the island has played a critical part in global flows of capital, goods, people, and ideas that have profoundly altered world politics, economics, demographics, and cultures.  How has Cuban history and culture been shaped by its unique position in global geopolitics, at the crossroads of Europe, the Americas, and Africa?  How have inhabitants of Cuba struggled against recurring and ongoing relationships of colonialism and dependency with foreign powers? And finally, how have inhabitants of Cuba defined what it means to be Cuban both because of and in spite of these global forces?  In answering these questions, we will draw on a wide array of texts (historians’ interpretations, contemporary accounts, speeches, literature, art, music, dance, and film) from long before the famous Revolution of 1959 to well after.  Our goal will be to interrogate the broad sweep of Cuba’s past and the ongoing and fiercely contested process of its interpretation.

Elena A. Schneider
370 Dwinelle
TTh 1230-2
CCN: 32355
100M.002: History of Political Islam

This course is a history of the development of Islamic political and social movements from the late nineteenth century through the present. The course will focus primarily on the Middle East, but will also examine intellectual and political trends in the wider Islamic world including India, Pakistan and Afghanistan. The course traces the struggle between post-imperial secularizing states in the Middle East and Islamic social movements. It will consider the role of religion in post-colonial state building practices as well as the way in which European colonialism and later American oil interests in the region influenced the conflict between Islamic social movements and state elites. Each week students will become familiar with Islamic intellectuals and their works in translation.

Aimee Genell
241 Cory
MWF 11-12
CCN: 33829
100F.001: Special Topics in Asian History: The Politics of Modern Tibet

For over a hundred years, the political status of Tibet has commanded a level of attention on the international stage – and within China – seemingly disproportionate to the size of its population and economy, and in spite of its reputation as a remote periphery. This course will examine the historical, cultural, and economic assumptions underlying contemporary discourses of Tibetan politics, and relate them to discourses of global power and peripheries more generally. Grounding discussion in primary sources and critical works from across regions and disciplines, we will examine the roots of current conflict and the ways in which contending Buddhist, nationalist and internationalist projects have contributed to the making of modern Tibet.

Stacey Van Vleet
TuTh 1230-2P
CCN: 30718
100U.001: Special Topics in Comparative History: World War II

The Second World War was true to its name. It was not the first war fought on a world scale or to shake the established order among powerful states and their empires. Indeed the second followed the first by less than two decades and is inexplicable without reference to that conflict, including its terms of settlement. But the second, which merged two vast conflagrations in Europe and Asia, was destructive on a scale all its own. This was the first ideological war, not simply about territory, but about conflicting ideas on how governments should organize lives of their citizens. The war tested fascism, socialism and liberal democracy. Because of the furies it unleashed, the war harnessed entire populations—men, women, children—in sacrifice, suffering and in some cases profit. It left in its wake the Holocaust, the massive destruction of cities from the air, and the first use of atomic weapons in warfare; it was followed by the liquidation of European and Japanese colonialism, the advent of the Cold War, the undermining of racism in political and public life and the emergence of human rights as a norm in the conduct of international relations.

This lecture course invites students to think through the Second World War in three stages, considering first its causes, then the course of conflict in all its theaters, and finally its consequences, into our day. Readings will include major works of historical synthesis along with selected documents, literary treatments, oral histories, and films.

Andrew E. Barshay, John Connelly
160 Kroeber
TuTh 2-330p
CCN: 16418
105A: Archaic and Classical Greek History

In this course we will investigate Greek history from the Bronze Age to the end of the Peloponnesian War in 404 BCE. We will address topics including politics, the military, literary and material culture, religion, philosophy, society, economics, athletics, women, and slavery, and we will devote special attention to Crete, Sparta, Athens, Persia, and Macedon. While lectures and our textbook will provide a historical narrative and highlight key questions, students will have the opportunity to engage substantially with the ancient evidence, including historians like Herodotus and Thucydides as well as material culture and original historical documents. 

The ancient Greeks, from whom so much of Western culture is derived, were paradoxical. They held radically progressive ideas about social life while at the same time exhibiting a basically conservative mindset. They could be broadly inclusive and ready to accept foreign influences while still insisting on their own superiority. They participated in a culture spread widely across the Mediterranean while also maintaining significant local distinctions. We will face their familiarity to us and their strangeness to us as we learn to appreciate the world in which these ancient individuals lived. 

This course has three main objectives, which are variations of fundamental practices of history.  The first is to understand the historical development of the ancient Greek Mediterranean, and in particular the major trends in sociopolitical consolidation and diversification. The second is to learn to critically evaluate evidence of different kinds (i.e. textual, documentary, archaeological) in the service of this historical understanding. The third is to compose arguments about the ancient Greeks, including political, military, religious, social, artistic, and economic life among other topics, and to support those arguments with interpreted evidence in persuasive writing. 

The course will include both lectures and discussions. The four short papers will offer you the opportunity to engage with the primary and secondary sources in a manner that should prepare you for success on the paper and the exams. Our discussions will also involve practicing the kind of thinking necessary for success on those assignments and in achieving the goals of the course.

Randall Souza
141 McCone
MWF 10-11A
CCN: 16021
114A: The History of India from Earliest Times to the Modern World

This course offers a panoramic overview of the history of the Indian subcontinent, covering the many centuries from the first human habitation to sometime in the middle of the eighteenth century. Along the way we will examine the development and interplay of religions, philosophy, aesthetics and science; the rise and fall of kingdoms and empires; and relations of intellectual, cultural, and economic exchange with other parts of the world until the dawn of the modern era. No previous familiarity with the history of the subcontinent is presumed. Students will be required to produce reading responses, engage in online discussion, and produce two short reading responses over the course of the semester aside from a mid-term and take-home final examination. In this course we will develop a panoramic view of the long sweep of Indian History until the sometime in the middle of the eighteenth century. We will supplement our understanding of the political history of the subcontinent’s many empires with close attention to the literary and aesthetic artifacts that reveal the richness and diversity of their cultures over the centuries. Beginning from the earliest signs of settled civilization, we will examine the growth of empires and urban societies in the subcontinent. Studying the development of links with the Hellenic world in the aftermath of Alexander’s invasion, we will focus on the development of science, religion, and philosophy in the Indo-Greek world and the empires of India which followed. We will then turn to the making of the Delhi Sultanate in North India as well as the dynasties of the South, and trace the development of new religious traditions and hybrid political formations such as the Kingdom of Vijayanagar. Next we will visit the roughly simultaneous arrival of two new groups who did much to shape the course of the subcontinent’s recent past: the first of the Europeans, who arrived in the form of Vasco da Gama in 1498, and a young man of noble blood by the name of Babur, who founded the Mughal dynasty in North India after his great victory in 1526. We will follow the fortunes of both groups in South Asia until the practical dissolution of the Mughal empire and the rise of the East India Company.

Abhishek Kaicker
310 Hearst Mining
TuTh 2-330P
CCN: 16170
116D: 20th-Century China: Post- Cold War Readings of Chinese Lives and Times

This course offers an overview of Chinese history from the first Sino-Japanese War (1894) to the Beijing Olympics (2008).  It tells the story of a series of wars, revolutions, reforms, and reorganizations across major political divides.  It examines, in that context, the lives of eminent individuals, heroes as well as villains, against the constraints and possibilities of their times.  Tentatively four or five lectures may center on Taiwan and Hong Kong.  A central theme of the course is to explore ways to approach China’s modern history beyond the conventions developed during the Cold War. Students are required to attend lectures and sections and complete the required readings (about two hundred pages each week) on schedule.  Course assignments consist of an hour-long mid-term, three response papers based on the assigned readings, and a final examination. Final course grade will be assigned according to the following formula:  20% for the mid-term, 15% for each paper (3-5 pages) and 35% for the final examination.

Wen-hsin Yeh
2 LeConte
TuTh 1230-2P
CCN: 16154
118A: Japan, Archaeological Period to 1800

An exploration of society and ecology from the period of earliest settlement until the construction of the Tokugawa shogunate c. 1600. Includes the development of the classical imperial state, the formation of the medieval warrior governments, and the experience of mass civil war during the 16th century. We are concerned with the complex sources of power-land and food control, violence, family and class structures, literacy and knowledge, social contracts. We are also concerned with the complex expression of culture-in buildings and material objects, Shinto and Buddhist belief, myth and historical writing, poetry and fiction, drama and popular storytelling. The course draws on a rich variety of original texts (such as Tales of the Heike and The Tale of Genji) and includes extensive visual evidence. Two very short essays, one longer essay, a mid-term and a final examination. No prerequisites, all welcome.

Mary Elizabeth Berry
103 Moffitt
TuTh 930-11
CCN: 32263
124A: The United States from the Late 19th Century to the Eve of World War II

For individuals born at the end of the Civil War in 1865 and living through the attack on Pearl Harbor in 1941, their 76 years of life would have witnessed profound technological, social, and ideological change. Innovations such as the telephone, airplane, and automobile transformed American business and reoriented social life. As the power of businesses grew, factory workers and farmers responded with uneven success. Masses of Americans quit laboring on the farm and moved the cities, women gained the right to vote and entered the paid workforce in greater numbers, while African Americans mostly remained trapped in low-paying occupations and segregated neighborhoods. At the same time, immigrants arrived in droves until the “golden door” banged shut. As America became more ethnically diverse and economically stratified, various ideologies developed to justify or critique these changes. This course will examine these diverse ideas and experiences by tracing the three main themes of business and technology, race and rights, and definitions of freedom from the Civil War till World War II. In the sixty-five years between the end of Reconstruction and the beginning of World War II, the United States became an industrialized, urban society with national markets and communication media. This class will explore in depth some of the most important changes and how they were connected. We will also examine what did not change, and how state and local priorities persisted in many arenas. Among the topics addressed: population movements and efforts to control immigration; the growth of corporations and trade unions; the campaign for women's suffrage; Prohibition; an end to child labor; the institution of the Jim Crow system; and the reshaping of higher education.

Daniel M Robert
145 Dwinelle
MWF 1-2P
CCN: 16298
131B: US Social History from Civil War to Present

Social history centers on the experiences of groupings of people, their ideas, values, and behaviors, and the impact of these on their interaction with each other as well as with the structures and systems—political, economic, and social—they lived in. This course considers US history from the Civil War to the present through the experiences of major populations in the United States that, until the relatively recent emergence of social history as a method of study, had been left out of the historical narrative. Lecture will be driven by major events in US history, but will emphasize the experiences of groups of people that have historically held little power: the working class, immigrants, women, youth, and racial and ethnic minorities. The course will also consider some of the central topics of study in social history, such as: racism, identity, gender, sexuality, crime, childhood, family life, education, and leisure activities. The course readings and written assignments will provide students with a deeper understanding of some of these groups and topics, as well as a sense of how social history is written. This course satisfies the American Cultures requirement.

Natalie Mendoza
390 Hearst Mining
MWF 9-10A
CCN: 15902
134A: The Age of the City

This course examines the century of urban growth between 1825 and 1933, a period that witnessed the advent of big cities in the United States. With an emphasis on large metropolitan spaces (such as New York, Chicago, and Los Angeles), but also considering smaller ones (such as Boston, Pittsburg, and New Orleans), we will explore the ways that cities fostered unprecedented forms of personal interaction, popular culture, and class and social conflict. Elevated railroads, sports arenas, ethnic and “bohemian” enclaves, peep shows, taverns, skyscrapers, settlement houses, parks, parades, and other sites will illustrate the ways in which urban living was experienced and theorized. We will also explore a series of tensions centering on urban life: The city will be examined as a place of new, liberating opportunities, but also a strange environment that could elicit anxiety over the loss of traditional communal arrangements; a place of social, cultural, and economic diversity, but also of stratified lifestyles. But even as we trace common developments and experiences that informed life in big American cities, we will also explore how the city functioned within its region and within the nation at large, both in terms of economic and political developments and cultural configurations and trends. Indeed, a key theme of the course will be how common national or regional developments—such as war, economic depression, industrial capitalism, Jim Crow, and the advent of consumer culture—were uniquely experienced in an urban milieu.

Gabriel Milner
Hearst Mining 310
MWF 2-3P
CCN: 33592
138: History of Science in the U.S

The course covers the history of science in the U.S. from the colonial period up to the present. We will be focusing on the unique situation of the sciences within the changing U.S. context, emphasizing debates over the place of science in intellectual, cultural, religious, and political life. As we examine the mutual shaping of national experience and scientific developments, we will also trace the emergence of institutions for the pursuit of scientific knowledge, with special attention to the relationships between science and technology and between science and the state. We will explore a large number of local examples (California geology, Ernest Lawrence, Silicon Valley, and lots on UC Berkeley). The course is aimed at students of all majors; no scientific knowledge is presupposed. Basic familiarity with U.S. history will be helpful, as the course is as much about U.S. history as about the history of science.

The Staff
145 Moffitt
TuTh 8-930
CCN: 15872
138T: History of Science in the U.S. CalTeach

The course covers the history of science in the U.S. from the colonial period up to the present. We will be focusing on the unique situation of the sciences within the changing U.S. context, emphasizing debates over the place of science in intellectual, cultural, religious, and political life. As we examine the mutual shaping of national experience and scientific developments, we will also trace the emergence of institutions for the pursuit of scientific knowledge, with special attention to the relationships between science and technology and between science and the state. We will explore a large number of local examples (California geology, Ernest Lawrence, Silicon Valley, and lots on UC Berkeley). The course is aimed at students of all majors; no scientific knowledge is presupposed. Basic familiarity with U.S. history will be helpful, as the course is as much about U.S. history as about the history of science. Students interested in teaching elementary or secondary school science and math and who plan to take this course as part of the Cal Teach program (History 138T) will be attending a supplemental section. This section will focus on the techniques, skills, and perspectives necessary to apply the history of science in the juvenile and adolescent science classroom.

For more information about Cal Teach, go to calteach.berkeley.edu.

The Staff
145 Moffitt
TuTh 8-930
CCN: 15873
139C: Civil Rights and Social Movements in U.S. History

Civil Rights and Social Movements in U.S. History presents a top-down (political and legal history), bottom-up (social and cultural history), and comparative (by race and ethnicity as well as region) view of America's struggles for racial equality from roughly World War II until the present. Beginning with the onset of World War II, America experienced not a singular, unitary Civil Rights Movement as is typically portrayed in standard textbook accounts and the collective memory, but rather a variety of contemporaneous civil rights and their related social movements. These movements, moreover, did not follow a tidy chronological-geographic trajectory from South to North to West, nor were their participants merely black and white. Instead, from their inception, America's civil rights movements unfolded both beyond the South and beyond black and white. "Civil Rights and Social Movements in U.S. History" endeavors to equip students with a greater appreciation for the complexity of America's civil rights and social movements history, a complexity that neither a black / white nor nonwhite / white framework adequately captures. Put another way, "Civil Rights and Social Movements in U.S. History" will examine how the problem of the color line which W.E.B. DuBois deemed to be in 1903 the problem of the twentieth century might better be viewed as a problem of color lines. If America's demographics are increasingly beyond black and white, if "the classic American dilemma has now become many dilemmas of race and ethnicity," as President Clinton put it in the late 1990s, if color lines now loom as the problem of the 21st century, then a course on America's civil rights and social movements past may very well offer a glimpse into America's civil rights and social movements present and future.

Waldo E. Martin
150 GSSP
TuThe 330-5
CCN: 30720
140B: Modern Mexico

This course will examine Mexico from 1810 – when the Wars for Independence began – to the present. The course’s central theme will be the numerous attempts to “modernize” Mexican politics, economics, society, and culture in the two centuries since independence. Special attention will be paid to the influence of Liberal ideologies, the role of the Catholic Church, and two periods of authoritarian rule – Porfirio Díaz’s 35-year presidency and the 71-year rule of the PRI – that marked Mexico’s modern history.

Alberto M Garcia
CCN: 16257
149B: Medieval Italy: 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
219 Dwinelle
MWF 3-4P
CCN: 32264
158C: Old and New Europe, 1914 to the Present: The Changing European Order in the 20th Century

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.

Emmanuel Comte
20 Barrows
MWF 10-11A
CCN: 16123
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
145 Dwinelle
TuTh 5-6:30p
CCN: 16104
167C: Germany in the 20th Century

This course will explore Germany’s tumultuous relationship to Europe and the world from 1914 to the present. This period was marked the two of the largest and bloodiest conflicts ever seen by mankind, the First and Second World War, the rise of extreme ideologies, the Cold War, the fall of the Iron Curtain, and the return of Germany as a sovereign actor in world affairs. Against the background of these developments we will focus on continuities and ruptures in German society during the Weimar Republic, National Socialism, the competing Republics, and the (unified) Federal Republic of Germany. By comparing the various dimensions and characteristics of Germany’s radical transformations this course introduces students to major political, social and cultural changes, emphasizing questions of class, gender, race, and religion; the impact of total war; and the roots of dictatorship and democracy.

Elizabeth Wenger
219 Dwinelle
MWF 2-3P
CCN: 16184
169A: Renaissance and Baroque Italy 1350-1800

This course will focus on the history of Italy during a period when it was the leading center of European artistic production and the driving force in the revival of classical learning, cultural ideals, and political thought. This was the Italy of Raphael, Donatello, Michelangelo, Alberti and Botticelli. At the same time, Italy was also a political battleground through much of the period in the realm of ideas and theory but also in the literal sense. It was in Italy that "The Art of War," as Machiavelli called it, took center stage as the new princes of Italy and Europe fought for dominance. This course will subsequently focus on the artistic, intellectual, religious and political history of Italy both as it developed internally and as it was related to the broader European and Mediterranean world. Requirements will include a midterm, final, and optional final paper.

Thomas James Dandelet
219 Dwinelle
TuTh 11-1230
CCN: 33607
175B: Jews in the Modern World

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.  In other words, we will trace the way Jews became modern.  Some of the topics to be covered include Emancipation, the Jewish Enlightenment, new Jewish religious movements, Jewish politics and culture, antisemitism, the Holocaust, and the state of Israel.

John M. Efron
247 Cory
TuTh 930-11
CCN: 15879
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 resignation of President Levon Ter-Petrossian in February 1998.

Stephan H. Astourian
234 Dwinelle
MW 5-630P
CCN: 15871
185A: History of Christianity to 1250

The course deals with the origins of Christianity and the first eleven centuries of its expansion into a major institutional, social, and intellectual force shaping Western Europe. The central themes are the mechanisms and conditions shaping this expansion rather than a chronological account to present this process as a model of "institutionalization" (or not!) of religious movements. The emphasis will be on patterns of crisis and reform, i.e., on conflicts arising within the church itself and as a result of its dealings with the "outside" world, and how these crises were resolved. The course is based on the study of primary sources and will include problems of historical method. Requirements, beyond a basic familiarity with Roman and early Medieval history, are one midterm, one final, and a book review.

Susanna Elm
136 Barrows
TuTh 930-11
CCN: 15864
C187: The History and Practice of Human Rights

What are human rights? What institutions, norms, and practices have people used to advance them, and what have been the effects? In this course, we will examine the processes through which human rights have been conceptualized, defined, violated, and vindicated. With a focus on the last two centuries, and especially the mid-twentieth century to the present, “The History and Practice of Human Rights” offers historical perspective on some of today’s most challenging issues, from state violence, military intervention, and international justice, to inequality and corporate abuse. Much of our analysis of these topics will center on the law, but we will also consider how the media and the arts have influenced the development of human rights thought and practice around the world.

Stefan-Ludwig Hoffmann
160 Kroeber
TuTh 5-630P
CCN: 33265
198BC: Berkeley Connect in History
  • This course does not count for credit toward the History Major but may fulfill other requirements.
  • HIST 198BC Section 3, Course ID 15914 Wed 5-6pm GSI TBD
  • HIST 198BC Section 4, Course ID 15915, Mon 5-6pm  GSI TBD
  • HIST 198BC Section 6, Course ID 15917, Wed 6-7pm  GSI TBD

People learn best when they learn together. That premise underpins all our activities at Berkeley. Berkeley Connect seeks to enhance learning by strengthening contacts between undergraduate students, graduate students, and faculty outside of the classroom.

We invite you to connect with undergraduates, graduates and faculty in lively conversation about history and the Berkeley experience. Meet a fantastic group of peers.  Ask the questions you’ve always wanted to ask. Learn about the practice of history, and explore the Berkeley campus with a dedicated mentor.  Discover a new Berkeley!

The core of the Berkeley Connect program is a one-credit, pass-fail course that is designed to create a community of students with similar intellectual interests. There is no homework associated with Berkeley Connect: no exams, no papers, no quizzes.  Berkeley Connect links undergraduate students with experienced mentors in History through small groups of 10-20 students that meet regularly. Small group meetings help students share ideas and learn new skills, as well as foster friendships and provide a supportive intellectual community. Participants will also meet with mentors one-on-one for academic guidance and advice.

The only requirement for joining Berkeley Connect is that you have an interest in the field of study. You do not have to be a major in order to participate! Undeclared freshmen and sophomores are welcome, along with entering junior transfers and juniors and seniors. 

The Staff
3205 Dwinelle
CCN: see below
C250: Advanced Studies in History and Science and Technology Studies
  • A complete description is forthcoming. Please check back.
Massimo Mazzotti
470 Stephens Hall
Tu 4-6P
CCN: 16514
275D.001: Introduction to North American Historiography

A rapid immersion class, this is the orientation course for entering graduate students intending to study the history of North America, whether as a first or second field. Graduate students from all fields are welcome. A reading intensive class, 275D surveys the historiography of most of the key fields of North American History and introduces students to Berkeley’s North Americanist faculty, each of whom will visit the class for a face-to-face discussion of their work and respective subfield/s of research. In preparation, students will read a mix of classic and leading edge texts with a view to orienting themselves in the various historiographies. These include the Atlantic World, the History of Slavery, the History of Capitalism, and Legal, Cultural, African American, Borderlands, Gender and Sexuality, Civil Rights, Intellectual, and International History. As well as reading widely in the North American field, students will have the opportunity to dig more deeply into two subfields of their choice through their written work and in-class presentations.

Rebecca M. McLennan
3205 Dwinelle
M 1-4
CCN: 15877
275E.001: Survey: Latin American History
  • A complete description is forthcoming. Please check back.
Elena A. Schneider
2231 Dwinelle
W 4-6p
CCN: 15998
280B.002: Advanced Studies in European History
  • A complete description is forthcoming. Please check back.
Thomas W. Laqueur
175 Dwinelle
Thu 3-6P
CCN: 33834
280D.005: American Legal History

The Law & History Foundation Seminar is a reading and discussion seminar.  It is taught under the auspices of the Jurisprudence and Social Policy Ph.D. Program and is open to all JSP graduate students, Berkeley Law JD, LLM and JSD students, graduate students from History, Critical Theory, other campus programs, and from other Bay Area institutions.  The course is cross-listed with the History Department and with the Program in Critical Theory.

Considered as a field of study, legal history is as much history as it is law, and history is primarily a discipline of the book.  For this reason, I have chosen to make this a course that focuses on books, largely books written about the nineteenth and twentieth centuries.  Our goal will be to explore the "main currents" of American legal history while also acquainting ourselves with the methodological and theoretical possibilities for innovation in the production of legal history that exist at the conjunction between history and other social science and humanities disciplines.  The course concentrates on the United States, but to set our discussion of theory and method off with a bang, we will begin in the dark undergrowth of a forest in eighteenth century England.  

Over the course of the semester our goal will be to achieve a thorough and complete grounding in legal history's formative literatures by reading a wide selection of the field's best work, ranging from the classics that have structured the field, stirred controversy, and inspired generations of scholars (like James Willard Hurst's Law and the Conditions of Freedom and Morton Horowitz's Transformation of American Law), to the best work of the current generation of field leaders (like Laura Edwards' The People and their Peace and Kunal Parker's Legal Thought Before Modernism), to notable recent work by rising scholars (like Max Edling's A Revolution in Favor of Government and Ken Mack's Representing Race).  Along the way, we will accumulate considerable knowledge of the substance of American legal history, while giving close critical attention to the very different ways in which scholars have chosen to write the history of American law (and the very different subjects they have considered appropriate to write about).

Christopher Tomlins
40 Piedmont 102
Tu 10A-1240P
CCN: 15805
280F.001: History of Nationalism in Asia

This course opens by surveying a range of general theoretical approaches to the history of nationalism put forward by scholars such as Ernest Gellner, Anthony Smith, and Benedict Anderson.  It then examines research monographs on the history of a handful of Asian nationalisms, ranging from Thailand and Vietnam to China and Japan. Some attention will be paid to contrasting "modernist" approaches with both older studies of the topic and newer attempts to take seriously the possibility of pre-nineteenth century ideas or forms of the nation. In addition to examining the origins and development of Asian nationalism, the course will look at the relationship between nationalism and other forms of politicized identity. It will also pay some attention to connections between nationalism, newspapers, and the novel and to the gender dynamics of nationalist movements. Requirements for the course include short weekly written assignments, several in-class presentations, and a final reflection piece.

Nicolas Tackett, Peter B. Zinoman
2303 Dwinelle
Tu 2-4
CCN: 15931
280B.003: The Forms of European Intellectual Culture, 1450-1700

This course provides an intensive introduction to early modern European intellectual culture. It focuses both on the questions that animated intellectual inquiry and the frameworks inside of which this inquiry was pursued. Major topics will include: humanism and the humanities, politics and political thought, practices of theological inquiry, philology and the historical sciences, genre and the history of the book, the topography of intellectual life (universities, networks, academies), and the sciences of culture in an age of discovery. Many weeks will engage a substantial primary text. Authors may include: Valla, Machiavelli, Erasmus, Acosta, Luther, Calvin, Teresa of Avila, Bodin, Lipsius, Grotius, Bacon, Hobbes, and others.  

Jonathan Sheehan
3205 Dwinelle
M 10-12
CCN: 16092
280B.005 / 285B.001: The Stuart Hall Project

This course is combined with History 285B.001, CN 16005.  See Professor Vernon regarding dual enrollment.

Stuart Hall was arguably the most important and influential intellectual in late twentieth century Britain.  A migrant from Jamaica he arrived in Britain as a Rhodes Scholar and became an important voice in the New Left. His work was diffuse - ranging from analyses of popular culture, racial formation, and neoliberalism - but was always shaped by the politics of his present.  This class will not be an intellectual history of his various theoretical engagements. Instead we will use Hall as an object to consider the history of late imperialism in Jamaica and the myriad transformations of late Britain that his work was situated in and sought to comprehend. 
James Vernon
2303 Dwinelle
M 2-4
CCN: 16094

101 Courses

101.002: United States: Seminar in Historical Research and Writing for History Majors

Historians have to make choices about the spaces in which their narratives unfold. They might be small and intimate, like the middle class parlor, or expansive constructs like the Atlantic World. They can include the political landscapes of colonies and states, intellectual spaces like editorial pages, or social networks that nurture protest movements. American histories range across sites of commerce, culture, leisure, law, and labor. The list goes on, limited only by the kinds of questions historians ask and the evidence they uncover. This seminar will ask thesis writers to think critically about (and beyond) the spaces and places framing their projects. It welcomes topics from the broad sweep of American History, from colonization through the twentieth century. Early meetings will be devoted to the mechanics of project design, discussion of exemplary articles, and reflection on the craft of research. As the semester moves forward, we will tackle ongoing challenges and workshop drafts of the 30-50 page research paper each student will produce. Students are strongly encouraged to contact the instructor, Robert Lee (robertlee27@berkeley.edu), prior to the start of the semester with project ideas or questions, and to arrive on the first day with a prospective topic in mind.

The Staff
2303 Dwinelle
MW 10-12
101.003: The Writers Group: Seminar in Historical Research and Writing for History Majors

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 Monday August 15th. 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.

Peter Sahlins
2231 Dwinelle
WF 12-2P
101.004: Late Modern European History, 1789-2011: Seminar in Historical Research and Writing for History Majors

This seminar is open to thesis-writers focusing on any topic in late modern European history, 1789-2011. This course will serve 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 an original thirty- to fifty-page work in which you articulate a historical argument rooted in extensive primary source research and informed by thorough secondary source reading. Attendance at scheduled meetings and discussions is mandatory. Timely and diligent completion of preparatory assignments will be figured into your final course grade. Be prepared to share and discuss your work with your classmates. It is encouraged to contact the instructor in advance to discuss potential topics; that email will be available soon.

The Staff
3104 Dwinelle
MW 12-2