Fall 2017
Details
R1B.001: Reading and Composition in History
  • A complete description is forthcoming. Please check back.

 

Reading and composition courses based upon primary historical documents and secondary historical scholarship. These courses provide an introduction to core issues in the interpretation of historical texts and introduce students to the distinctive ways of reading primary and secondary sources. Courses focus on specific historical topics but address general issues of how historians read and write. Satisfies the second half of the Reading and Composition requirement.

204 Dwinelle
MWF 2-3
Class #: 15104
R1B.003: Reading and Composition in History
  • A complete description is forthcoming. Please check back.

 

Reading and composition courses based upon primary historical documents and secondary historical scholarship. These courses provide an introduction to core issues in the interpretation of historical texts and introduce students to the distinctive ways of reading primary and secondary sources. Courses focus on specific historical topics but address general issues of how historians read and write. Satisfies the second half of the Reading and Composition requirement.

235 Dwinelle
MWF 4-5
Class #: 15105
1: Global History

History 1 introduces students to core dynamics of global history. Traversing the experience of human societies from earliest origins to the complex, chaotic, and cacophonous twenty-first century, the course highlights recurrent themes including the origins and development of political order; the evolution of interstate (or international) relations; and the historical advance of globalization. From this vast panorama, students will acquire a broad, even foundational, perspective on the human past and new insight into transcendent problems in the human experience.

Daniel Sargent, Nicolas Tackett
2040 Valley Life Sciences
TuTh 3:30-5
Class #: 46157
4A: Origins of Western Civilization: The Ancient Mediterranean World

 

What kind of a place was the ancient world? What is distinctive about antiquity and how is it defined? Was there, in fact, a single ancient world or just a series of discrete civilizations‹Mesopotamia, Egypt, Greece, and Rome? What do we know about this distant past, and how?

This course will provide answers to these questions, by giving you an introductory survey of the history of the ancient Mediterranean world, from the rise of city states in Mesopotamia circa 3000 BCE to the fragmentation of the Roman Empire at the end of the fourth century CE. The course has three main foci. The first is to survey the major events and developments in the social, economic, and political history of the ancient Near East, Egypt, Greece, and Rome. The second focus is to consider, very much along the way, the origins and development in the ancient world of ideas, practices, and institutions that have had an enduring influence on the development of western civilization. These will include the emergence of cities, kingship, and written law in the Near East and Mesopotamia; dynastic rule and priestly power in Egypt; tyranny, democracy, citizenship, imperialism, colonization, slavery, freedom, religious persecution and martyrdom in the Greek and Roman worlds. The third focus will be on the Mediterranean itself, for it was on and around its deep waters that all of these developments took place, and it left on each of them its distinctive mark. Lectures and textbook readings will provide an essential historical narrative as well as interpretations of central problems. Primary source readings will give students an opportunity in discussion sections to grapple with some of the evidence on which our narratives and interpretations are based.

Emily Mackil
159 Mulford
TuTh 9:30-11
Class #: 15107
6A: History of China: 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 rhetoric and philosophy, the creation of the first empire, law, Buddhism and religious Taoism, the socioeconomic revolution of the 10th to 12th centuries, identities (male and female, Chinese and "barbarian"), lyric poetry, and painting and calligraphy.

Michael Nylan
180 Tan
TuTh 12:30-2
Class #: 14972
7A: Introduction to the History of the United States: The United States from Settlement to Civil War

 

This course introduces the history of the lands that became the United States, from antiquity through the Civil War. We will focus on interactions among Native Americans, Europeans, and Africans on the North American continent; the social, political, and environmental changes wrought by those interactions; the development of colonial societies; the founding of the United States and the evolution and of its political institutions; the spread of new ideas and cultural practices; and the clash of competing claims about power, rights, religious obligation, and the good life.

David Henkin
105 Stanley
TuTh 2-3:30
Class #: 15170
8B: Modern Latin America

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

Rebecca Herman
101 Moffitt
TuTh 11-12:30
Class #: 46342
10: African History

An introductory survey of the history of Africa.

20 Wheeler
TuTh 9:30-11
Class #: 44781
11: Tantric Yoga, Tandoori Chicken and the Taj Mahal: Introduction to the Civilizations and Cultures of the Indian Subcontinent

The Indian subcontinent (today the home of Bangladesh, Pakistan, India, Sri Lanka, Nepal and Bhutan) is often imagined as an exceptional and timeless space and place: home to a dizzying array of ancient philosophical traditions; spiritual and physical inquiry; long-standing traditions in art, literature, architecture, aesthetics, music and dance. Birthplace of two of the worlds great traditions (Hinduism and Buddhism) and home to the largest Muslim population in the world, the subcontinent has seen dozens of dynasties ruling peoples who speak scores of languages and worship thousands of gods on the one hand, and only One on the other. In this course, we will take a rapid jaunt through this dizzying land in its past and present, and through all its manifold contradictions, from the sublime heights of abstract philosophy to the brutal realities of postcolonial poverty; from the masterpieces of art and architecture to the teeming cities of the subcontinent; from the epics represented in its traditions of dance and music to its contemporary obsession with Bollywood and cricket, that Indian game accidentally birthed in Britain. Our inquiries will be driven by a single question, that is of relevance to every inhabitant of the south Asian subcontinent and many others beyond it: how do we reconcile the lands millennia of civilization with the tortured fractures of its present?

Janaki Bakhle
2 LeConte
MW 5-6:30
Class #: 46335
14: Introduction to the History of Japan

A brisk introduction to the nearly two millennia of recorded Japanese history. As a survey, the course gives attention to broad themes and problems in Japan's political, social, and cultural/intellectual history. Topics include the dialectic of national and local identities in shaping Japanese politics, Japan's interaction with the Asian continent and the Western world, and the relation of past to present in modern times.

Andrew E. Barshay
180 Tan
TuTh 2-3:30
Class #: 44784
24: Freshman Seminar: Endangered Children and Youth in Africa: Documentaries

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 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.

Tabitha Kanogo
2032 Valley Life Sciences
Tu 12-2
Class #: 15006
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.

101 Morgan
MWF 2-3
Class #: 15007
39: Freshman and Sophomore Seminar

Freshman and sophomore seminars offer lower division students the opportunity to explore an intellectual topic with a faculty member and a group of peers in a small-seminar setting. These seminars are offered in all campus departments; topics vary from department to department and from semester to semester.

MW 10-12
Class #: 46524
98BC: Berkeley Connect for Lower Division Students
  • This course does not count for credit toward the History Major but may fulfill other requirements.

 

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.

Thomas James Dandelet
3205 Dwinelle
TBD
Class #: 46504
100E: The Atlantic World

This course explores the history of the four continents on the Atlantic rim—Europe, Africa, North America, and South America—and their increasing connectedness in the wake of Columbuss voyage in 1492. It takes the Atlantic Ocean and its peripheries as a common zone of interaction, where peoples, cultures, ideas, goods, foodstuffs, and pathogens came into contact from diverse regions. The course begins with a portrait of European, African, and American civilizations c. 1400 and ends with an overview of the protracted struggles for decolonization and emancipation from slavery in the nineteenth-century Americas. Throughout these five centuries of profound transformation, we will study conflict and encounter between the regions many different peoples. Topics for discussion include European colonial expansion and the development of an increasingly integrated economic system, the destruction and reconfiguration of indigenous worlds, the rise of African slavery and the transatlantic slave trade, and the strategies of accommodation, resistance, and rebellion employed by each of these groups. Unfamiliar perspectives will be offered on familiar stories, and students will frequently be asked to think comparatively about parallel processes at work in different regions, as well as the many connections between them. Requirements include two papers, a midterm, and final exam. No prerequisites.

Elena A. Schneider
170 Barrows
TuTh 12:30-2
Class #: 22296
100AP: Eros: A History of Love from Ancient Greece to the Renaissance

 

What is love? An instinct, a thing of nature? Or an idea, a product of culture? European philosophers since Plato have sought answers to these questions, advancing in the process various theories about the relationship between nature, culture, and the human condition. This class considers these theories as a starting point of an historical exploration of love as represented in a variety of cultural artifacts from ancient Greece through Renaissance Italy. These include the poetry of Sappho, Ovid and Dante; Greek and Roman sculpture; ancient and medieval romances; marriage chests and wedding hymns; the letters of Abelard and Eloise; and Christian allegorical readings of the Song of Songs. The course alternates between lecture and discussion, so class attendance and student participation are required. The final grade will be based on participation, short writing assignments, two exams, and a final paper.

Diliana Angelova
140 Barrows
TuTh 11-12:30
Class #: 46337
100AP: Shipwrecked: Conversion, Redemption, and Salvation in Shipwreck Narratives

 

The course will focus on several crucial shipwreck narratives, in Homers Odyssey, the Ancient Egyptian Tale of the Shipwrecked Sailor, Sophokles Philoktetes, passages in the Acts of the Apostles, referring to a shipwreck of the Apostle Paul, shipwrecks in Roman imperial romance novels, in Shakespeares Tempest and in Cotton Mathers account of a saving shipwreck (with, perhaps, passing glances at Dafoes Robinson Crusoe), to identify how narratives of ship-wreck and similar maritime catastrophes encapsulate encounters with the divine, conversion experiences, questions of religious and personal identity, and concepts of paradise. We will focus on the narrative pattern of these classic shipwreck accounts (that is, we will read the texts!), and then compare them to other conversion narratives (including martyr accounts). We will use approaches from cultural anthropology and literary theory to identify how the narrators use shipwrecks to talk about the relation between nature, the divine, and humans as individuals and members of a society (perhaps in crisis). The requirements will include short papers, in-class presentations of particular texts and themes, to be handed in, and a final paper. Attendance will form 10% of the grade.

Susanna Elm
20 Wheeler
TuTh 2-3:30
Class #: 46508
106A: Ancient Rome: 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.

150 Goldman
MWF 1-2
Class #: 44797
108: Byzantium

 

The social, cultural, and religious history of the Near East and eastern Mediterranean from late antiquity through the early middle ages. The survival of the Roman Empire in Byzantium, the Sassanian Empire in Iran, and the rise of Islam are the topics covered.

Maria Mavroudi
2 LeConte
TuTh 12:30-2
Class #: 44798
109B: The Middle East, 1000-1750

 

The establishment of Turkish power in the Middle East: Seljuks, Mongols, Ottomans, and Safavis.

101 Moffitt
MWF 3-4
Class #: 44799
111C: Political and Cultural History of Vietnam

This course provides an introduction to Vietnamese history from the mythic and archeological origins of the Vietnamese people to the end of the Vietnam War.  Special emphasis will be placed on “modern” developments from the 18th century.  Topics include early Sino-Vietnamese relations, the rise and fall of the Ly, Tran, Ho and Le dynasties, the status of women in Vietnamese society, the Nguyen/Trinh wars and the origins of southern Vietnam, the Tay Son Rebellion, the encounter between the Nguyen Dynasty and French imperialism, the consolidation of the French colonial state, economic change and colonial capitalism, anti-colonialism and the rise of political radicalism and nationalism, the development of Vietnamese communism, World War II and Japanese occupation, the August Revolution, the first Indochina War, the battle of Dien Bien Phu and the Geneva Accords, the development of separate states in North and South Vietnam and the American intervention and the Second Indochina War.

Peter B. Zinoman
222 Wheeler
TuTh 11-12:30
Class #: 44800
112B: Modern South Africa, 1652-Present

This course will examine over three centuries of South African history that account for the origin and development of the recently dismantled apartheid regime. Our aim is to understand the major historical forces that progressively shaped what became a turbulent racial, economic, political and socio-cultural frontier. We will look at the nature of indigenous African societies in South Africa on the eve of European arrival; initial European settlements and the origins of competition for resources; expansionist trends among Dutch settlers and the responses of African societies will be explored. Other themes will include mfecane, difacane and the aftermath; the role of the frontier in shaping race relations; the entry of Britain as a colonizing power in South Africa; the creation of Afrikaner republics; competing African/Boer/British nationalisms; corporate mining and its impact on race relations and labor migration; the Anglo-Boer war and the creation of the Union of South Africa The course will also examine the creation of the apartheid apparatus, and the rise of increased political mobilization among black, white, colored and Indian populations. An examination of the dismantling of apartheid and the deliberations of the Truth and Reconciliation Commission will provide an apt conclusion to the course. There will be: One midterm examination, a final examination and a map quiz.

 

Tabitha Kanogo
182 Dwinelle
TuTh 2-3:30
Class #: 46590
116D: Twentieth-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 Chinaês 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.

2 LeConte
MWF 9-10
Class #: 15001
116G: Imperial China and the World

The history of China's relationship to the world from earliest times to the 20th c. Provides historical contextualization for China's recent resurgence on the world stage. Topics will include early territorial expansion, the Silk Road, the Great Wall, the Chinese diaspora, Mongol and Manchu empire building, the impact of Europeans in the 19th c, the emergence of Chinese nationalism, and China's evolving role in the global economy.

Nicolas Tackett
222 Wheeler
TuTh 9:30-11
Class #: 44803
117A: Topics in Chinese History: Chinese Popular Culture

 

It is impossible to understand Chinese history and culture without knowing what ordinary people thought, felt, and believed. In this course, our primary concerns will be 1) the built environment — village form, houses, temples; 2) village festivals and domestic rituals; 3) the rituals and scriptures of local cults; 4) operas, storytelling, and other forms of village entertainment; and 5) popular visual arts. These subjects will be studied through both written and visual documentation.

170 Barrows
TuTh 8-9:30
Class #: 46522
123: Civil War and Reconstruction

This lecture course will take a broad view of the political, social, economic, and cultural history of the United States in the mid-19th century in order to explore both the causes of the Civil War and its effects on American development. Major topics will include slavery and race relations (north and south), class relations and industrialization, the organization of party politics, and changing ideas about and uses of government power.

102 Wheeler
MW 5-6:30
Class #: 46514
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.

145 Dwinelle
TuTh 3:30-5
Class #: 15035
125A: History of African-Americans and Race Relations in the United States, 1550-1861

The history of black people in America is, in many ways, the history of America. This course goes behind the myths and speeches to explore the early history of African Americans and the country they became a part of. It is a basic course for majors and non-majors, intended to provide an introduction to the broad outlines of the story from about 1500 to 1870, with emphasis on cultural, legal, and political elements. By the end of our time together, you should be able to: critically read and analyze different kinds of historical texts; chart the evolving meanings of key concepts such as ÐraceÓ and ÐfreedomÓ and why they held such power over American politics; and make cogent, evidence-based arguments about core themes in African American history. Even those who never take another history course will come away with crucial skills for any future work in the humanities. Teaching method: Lecture and discussion. Weekly sections will focus on thorny or interesting problems that emerge from the weeks readings or lectures.

Dylan C. Penningroth
204 Wheeler
TuTh 9:30-11
Class #: 44804
127AC: California, the West, and the World: From Gold and Guano to Google and the New Gilded Age

 

This course surveys the history of California and the American West from the mid-nineteenth century to the dawn of the twenty-first century. It will situate this state and regional history within the relevant currents of global history, which have profoundly shaped and been shaped by California and the American West. We will pay particular heed to those elements of Californian and western history that are typically associated with the states and regions distinctiveness as a shifting region on the national map, potent and protean symbol in the national (and, often, international) imagination, and catalyst of world historical developments from the Gold Rush and the global guano trade it sparked in the mid-nineteenth century, to the rise of Hollywood in the early twentieth century, to the development and deployment of atomic weapons in the mid-twentieth century, to the emergence of Silicon Valley technological innovation and New Gilded Age income polarization in the late twentieth and early twenty-first centuries.

Mark Brilliant
101 Barker
TuTh 9:30-11
Class #: 44805
C132B: Intellectual History of the United States since 1865

In this course we will be discussing key developments in U.S. thought since the middle of the nineteenth century, roughly beginning with the reception of Darwin. The broader story told in the class weaves together in the history of science and engineering, the arts and popular culture, philosophy, and education. Our goal is to trace how ideas, whether they are dominant, challenging, or look back, have affected the ways in which Americans live together. We will look at how intellectual life has empowered and expanded the capacity of Americans to understand their world and achieve goals more effectively. We will also consider how intellectual theories have contributed to inequality and injustice.

219 Dwinelle
MWF 2-3
Class #: 46519
136B: Gender and Sexuality in Twentieth-Century US History

 

This course introduces students to the history of gender and sexuality in twentieth-century United States. We will learn about the distinctive history of women and men from 1900 to the present, the transformation of gender relations and sex roles, and how gender and sexuality have shaped the lives of different groups of women and men in twentieth century America. While paying attention to broader historical trends, we will specifically focus on the intersection of gender, race, sexuality, and class and its consequences for the experiences of women and men.

Sandra Eder
150 Goldman
TuTh 11-12:30
Class #: 44807
138/138T: 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.

141 McCone
TuTh 8-9:30
Class #: 14882
C139C: 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
277 Cory
TuTh 12:30-2
Class #: 21774
143: Brazil

From 16th Century conquest and settlement to the emergence of an industrial economy during the post-1964 period of military rule. Emphasis on dependence of colony on empire, on plantation agriculture, slavery, export economy, and the transition from agrarian to industrial society.

222 Wheeler
MWF 2-3
Class #: 44808
149B: Italy in the Age of Dante (1000-1350)

 

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

Maureen C. Miller
109 Dwinelle
MWF 11-12
Class #: 44809
C157: The Renaissance and the Reformation

European history from the fourteenth to the middle of the seventeenth century. Political, social, and economic developments during this transitional period will be examined, together with the rise of Renaissance culture, and the religious upheavals of the sixteenth century.

Thomas James Dandelet
9 Lewis
TuTh 12:30-2
Class #: 46336
158C: Modern Europe: Old and New Europe, 1914-Present

This course covers the dramatic and often troubling events of Europe's past century.  The First World War, now forgotten, was a cataclysm costing millions their lives, and toppling governments as well as the ideas that supported them. At war's end East and Central Europe became staging grounds for national revolutions, and Russia saw the emergence of  an experiment to end human exploitation.  Unresolved tensions led to a second war, at the end of which Europe had abdicated all pretenses to lead the world;  it was not even master of its own fortunes.   The year 1989 seemed to mark a step toward self-governance in freedom and peace, but more recent years have seen the re-emergence of nationalist and semi-fascist populist movements from east to west, testing European unity and domestic political arrangements based in liberal democracy. 

How was all of this possible?  How and why did a continent commit suicide; why and how did it found the resources to return to life; but why is a stable and prosperous future again in doubt?  What does Europe teach us about balancing the forces of the market with popular demands for social security; the ambitions of national interest with the welfare of the international community; the temptations for easy political solutions with the challenges of making politics by consensus?  Europe is home to fascism, Stalinism, and genocide; but also to the welfare state, mass literacy, international comity, and a discourse of human rights. It both attracts and repels migrants, and struggles to find out what the ancient word Europe might mean.

 

John Connelly
106 Stanley
MWF 3-4
Class #: 14988
159B: European Economic History

The Industrial Revolution and the rise of the European economy to world dominance in the 19th century, emphasizing the diffusion of the industrial system and its consequences, the world trading system, and the rise of modern imperialism.

166 Barrows
MWF 2-3
Class #: 46523
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
2060 Valley Life Sciences
TuTh 5-6:30
Class #: 45116
167C: Germany 1914 to the Present

This course will explore Germanyês 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 Germanyês 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.

126 Barrows
TuTh 2-3:30
Class #: 15014
171B: Russia: Imperial Russia: From Peter the Great to the Russian Revolution

In 1721, Peter the Great chose the title of Emperor for himself and declared that Russia was an Empire. The empire lasted until the revolutions of 1917, but was never entirely stable. The Romanovs believed that autocracy was the key to good governance, and they made the modernization of the state their key goal, expanding both the military and bureaucracy to intervene ever more deeply in their subjects lives. Yet, Russias enormous size and its great social, ethnic, and religious diversity made it very difficult to govern. The reigns of almost all Romanov Emperors were marked by coups d'tat, peasant rebellions, and, later, assassination attempts. This course will focus heavily on political history and political thought. Given the many factors that were tearing the Empire apart, it will ask, what held it together for so many years? Students will submit two papers, take a map quiz, a midterm, and a final. Attendance and participation in class is strongly encouraged.

Victoria Frede
20 Barrows
TuTh 12:30-2
Class #: 44810
173C: History of Eastern Europe: From 1900 to the Present

This course will examine the history of 20th-century Eastern Europe, understood as the band of countries and peoples stretching from the Baltics to the Balkans. Poland, Czechoslovakia, and Hungary, however, will receive special attention. Topics of study will include foundation of the national states, Eastern European fascism, Nazi occupation, contructing Stalinist socialism, the fate of reform communism, reconstitution of "civil society," and the emergence of a new Eastern Europe. Given the paucity of historical writings on the region, the course will make extensive use of cinematic and literary portrayals of Eastern Europe.

106 Moffitt
MWF 10-11
Class #: 46521
177A: Armenia: Armenia from Ethnogenesis to the Dark Ages

 

This course will cover close to three millenia of Armenian history, from the process of ethnogenesis to the almost complete destruction of the Armenian "feudal" system by the end of the 15th century. This course is based on the broad framework of Armenian political history and institutions, but also emphasizes economic development, social change, and cultural transformations.

Stephan H. Astourian
242 Dwinelle
MW 5-6:30
Class #: 44812
198BC: Berkeley Connect for Upper Division Students
  • This course does not count for credit toward the History Major but may fulfill other requirements.

 

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.

  • HIST 198BC section 3, class # 14895, W 5-6pm (upper division), GSI TBD
  • HIST 198BC section 6, class # 14897, W 6-7pm (upper division), GSI TBD
Thomas James Dandelet
3205 Dwinelle
Class #: See Course Description

101 Courses

101.004: 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, 14 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.

Tom Laqueur is a Professor in the Department of History.

Thomas W. Laqueur
3205 Dwinelle
TuTh 2-4
Asia
101.013: Asian Worldviews

The Asian Worldviews section 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 Professor Cook in the Fall semester to discuss their interests, and ideally 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 the ideology or worldview embodied in the text.

Alex Cook is an Assistant Professor in the Department of History.

Alexander C. Cook
2231 Dwinelle
TuTh 10-12
Ancient
101.005: Research Topics in Greek and Roman History

This course is designed for History majors writing theses on ancient topics. The first several class meetings will cover historical research questions and methods as practiced by ancient historians today, as students develop their ideas about their topics. Students will then pursue their research and writing with the help of one-on-one meetings with the instructor. The class will meet as a group again toward the end of the semester so that students can share results and participate in a collaborative draft workshop that will produce valuable feedback for improving and completing the thesis.

Randall Souza is returning to Berkeley after teaching at universities in the northeast for the past two years. He received his Ph.D. from the graduate group in Ancient History and Mediterranean Archaeology in 2014, writing a dissertation on the relationship between human mobility and concepts of citizenship in ancient Sicily. That material is now the subject of a book in progress, The first Sicilians: mobility, migration, and belonging in Classical and Hellenistic Sicily. He is interested generally in how demographic change affects group dynamics, and how identity is performed and perceived; he looks for evidence in literary accounts but also in contemporary documents like inscriptions and coins, and in other material culture. To that end he has worked as an archaeologist on Sicily since 2011 and for the past three years as Field Supervisor for the Contrada Agnese Project at Morgantina. He can be reached via email at randallsouza(at)berkeley.edu.

Randall Souza
2231 Dwinelle
MW 4-6
Britain
101.008: Anything on Modern Imperial Britain

This class is primarily designed for students who have made Britain or its empire their area of concentration. Class meetings will focus on the process of research and writing. Early readings will explore different models of research and writing and introduce students to the research materials available to them on campus. I am open to students writing on any subject so long as they have a good question and a set of archival sources that will help them answer it. Students wishing to take the class will need to contact me before the fall semester is finished.

James Vernon is a Professor in the Department of History.

James Vernon
3104 Dwinelle
TuTh 12-2
Europe
101: Early Modern Europe in the Age of Empire, 1500-1800: Tasks and Themes

This research seminar will begin by reading some central examples of the historical literature on the first global empires in early modern Europe: Spain, Portugal, France and Britain. As a research seminar, we will spend the first weeks focusing on the major tasks, themes, sources, methods and theoretical orientations of this literature with an eye towards their relevance and helpfulness to the research topics of the seminar members.  Among our themes will be the Renaissance ideas at the roots of this imperialism, the political practices and institutions of empire, and the art and architecture that comprised the cultural foundations of European empire. Requirements include weekly participation in the seminar for the first half of the semester followed by researching and writing a thesis of roughly 30 to 40 pages.

Thomas James Dandelet is a Professor in the Department of History.

Thomas James Dandelet
3205 Dwinelle
TuTh 4-6
101.003: Topics in Modern European History, 1789-1989

This 101 will revolve around the questions of cultural identity as they were expressed—and sometimes repressed—in modern Europe. All students working on European topics are welcome, as well as others particularly interested in the topic (please contact me in this case) Because the uses of history are as widely varied as the questions that are asked of it, student in this class will learn to ask those questions for themselves and begin to answer them. Following a brief consideration of the genres of history, each will define and narrow a question, create a bibliography, consider a source base, and organize and write their final project. Creative thinking about sources is encouraged, and comparative projects are welcome. Students should come prepared in January to discuss some topic ideas to that you hit the ground running. Feel free to contact me this fall if you would like to get an early start on defining a topic or set of sources.

Elizabeth Wenger earned her PhD in Berkeley's Department of History and is a Visiting Lecturer this year.

Elizabeth Wenger
3104 Dwinelle
MW 10-12
Latin America
101.009: Research Topics in Latin America

This research and writing seminar will guide students through the process of completing a senior thesis that focuses on Spanish America (including the Spanish Caribbean), Brazil, or the French Caribbean. We will focus on the viability of research topics, methodology, analysis of primary sources, and historiography. Students are encouraged to contact the professor in advance to discuss possible topics.

Alberto García specializes in the modern history of Latin America, specifically Mexico. His research focuses on twentieth-century migration to the United States, rural and agrarian history, and the political structures of the Partido Revolucionario Institucional (PRI). More broadly, Prof. García is interested in Latin American mass politics, social movements, and the history of the Catholic Church in Latin America. He may be reached via e-mail at agarciam(at)berkeley.edu.

Alberto M Garcia
3104 Dwinelle
MW 4-6
Science
101.002: Research Topics in the History of Science

This seminar is designed to help students develop and execute a thesis project in the history of science. Our focus will be on developing historiographical methods and the practical aspects of historical writing. Topics are limited to scientific subjects from the period between 1700 and 1980. However, the seminar does not limit geographical focus and the theses may be area-specific or transnational in nature. Students are encouraged to see the professor in advance regarding their research interests since an incoming student should have some familiarity with the primary sources he or she will examine. Regarding the course structure, the seminar is split into three phases. The first phase will focus on building historiographical methods in the history of science. The second phase will consist of intensive, one-on-one mentorship. Finally, the seminar group will engage with each other for review, critique, and assistance.

Ari Edmundson is a PhD candidate in the Department of History.

Ari S Edmundson
2231 Dwinelle
TuTh 12-2
United States
101.001: California

Research topics in California history.

Kerwin Klein is a Professor in the Department of History.

Kerwin L. Klein
2231 Dwinelle
WF 10-12
101.010: US Latina/o History since 1848 (or, Writing about Race and Ethnicity in US History)

The History 101 aims to support students as they produce an original piece of historical scholarship—the 101 Thesis. Early in the semester we will meet to discuss common readings and to provide students with basic training in how to conduct original historical research. 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 heavily upon the historical experiences of Latina/os in the United States, but also explore questions that extend beyond Latina/o populations. Students enrolled in this course, in other words, need not write a paper on Latina/os in the United States if their research projects relate to the broader themes, regions, and topics driving the course, such as: immigration and migration; transnational communities; US foreign policy; the American West; labor, including issues related to recruitment and activism; social movements; inequality and inclusion; gender and sexuality; panethnicity and politics; and race, citizenship, and identity. If anything, research projects that touch upon these sorts of topics will certainly help create and sustain a robust intellectual community and dialogue during our meetings throughout the semester—a critical part of the research and writing process.

Natalie Mendoza received her PhD in US history from UC Berkeley. Before graduate school, Natalie taught high school in Northern California. As a graduate student, Natalie became interested in improving how history is taught at both the high school and college levels. She co-founded a student-based history pedagogy group focused on improving undergraduate teaching at Cal and worked frequently with the UC Berkeley History-Social Science Project, a professional development program for local K-12 social studies teachers. Natalie’s research interests include: history and the practice of pedagogy, intellectual history, the history of education, Mexican American and Chicana/o history, US Latina/o history, US civil rights history, and the history of race and racism in the US. Her dissertation is a study of the impact of the Good Neighbor Policy and WWII on the relationship between the federal government and Mexican Americans in the US Southwest. She can be reached via email at nmendoza21(at)berkeley.edu.

Natalie Mendoza
2303 Dwinelle
WF 10-12
101.011: Capitalism: The Other Big C

Capitalism may have been denaturalized for one early American colonist after he attempted to purchase land from an Indian using hand gestures and wampum only to find out later that the Indian had no idea that such a transaction had taken place, much less that land could be someone’s private property—literally a foreign concept. Even today using words, historians have a hard time defining capitalism. Perhaps it is this illusive nature, yet immense influence, that explain why the history of capitalism is currently such a hot field. Students are invited to join this seminar who would like to research questions including, but more focused than: Where did capitalism come from, and how and when did it emerge? How has capitalism shaped conceptions of race and gender? How has capitalism influenced people’s desires, values, and conceptions of time, others, and themselves? How did the goal of life become synonymous with the “good life” for so many? Students are encouraged to contact the instructor before winter break, if possible, to begin the process of writing awesome 101 papers.

Daniel Robert studies the history of emotional labor, popular finance, corporate architecture, and print. His manuscript, “Courteous Capitalism,” reveals how American utility executives in the 1920s forced their clerks to provide courteous customer service in order to ingratiate monopoly capitalism with a skeptical public. He can be reached via email at daniel.m.robert(at)berkeley.edu.

Daniel M Robert
3104 Dwinelle
MW 2-4
101.012: Popular Culture in US History

How does experience with popular culture anchor someone in a particular time and place? Defined by one scholar as “the expressive practices of everyday life,” popular culture includes religious rituals, sports spectatorship, foodways, pedagogy, and musical trends. It can be experienced as a national, regional, local, or cultural practice. Depending on the ways in which these “practices” are constructed and by whom, popular culture can make legible, and earn consent for, forms of political, economic, and social power, or it can challenge these forms of power. This course is open to all students intending to write a thesis on popular culture at any period in U.S. history. We will begin the semester by reading selections from historical monographs about American popular culture and analyzing the different methods by which historians have made the everyday more than mundane. With these as models, students will conduct original, primary-source-based research into the construction and reception of a particular iteration of popular culture, asking why it emerged in the U.S. when it did and what messages it disseminated. Projects can focus on thematic developments (such as the emergence of a film genre or the popularity of certain dietary trends) or on the creation and reception of more specific cultural “texts” (such as a specific book or a community festival).

Gabriel Milner is a cultural historian of the United States, particularly popular culture and ideas of nationalism. He has taught courses in Urban History, African American History, and the Gilded Age and Progressive Era at universities around the Bay Area. He is also Project Manager of The Living New Deal, a digital humanities initiative chronicling the legacy and scholarship of the New Deal. He can be reached at gabriel.milner(at)gmail.com.

Gabriel F. Milner
3104 Dwinelle
MW 12-2