Spring 2017
Details
R1B.003: Organizing Empire
  • 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.

From the late nineteenth century, the study of public administration and organization has developed within the context of (and in the service of) the triumph of the nation-state, democracy, firms, and economic liberalization. This course explores an alternative connection: administration and empire. How did empires, unlike liberal democracies, develop bureaucracies and foster behavior that differed from our contemporary understanding of “public” administration or private organizations? How did these practices shape the development and decline of empire? How has the developing study of public administration shaped historians’ understandings of empire? Finally, as the relationship between bureaucracy, supranational entities, and the public faces reevaluation after Brexit’s rejection of the European Union, how can history inform alternative approaches to the current study of administration? Throughout the semester, we will trace the development of the study of administration and organization through its major theoretical texts while also reading parallel historical scholarship about empires – especially Spain, Britain, the Soviet Union, and the United States – as well as analyzing a selection of historical documents.

Raphael Murillo is a doctoral candidate in the History Department at Berkeley. His dissertation studies the development of inspections as a means of disciplining the state in the Spanish empire during the sixteenth and seventeenth centuries. He previously earned his A.B. in history at Princeton University studying comparative modern imperialism and colonialism.

Raphael Murillo
263 Dwinelle
TuTh 8-9:30
Class #: 32318
R1B.002: Travel, Captivity, and Refuge in the Early Modern World
  • 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.

Most of us have at one time been travelers. For the sake of curiosity and ambition, necessity and desperation, we leave home and cross into unfamiliar worlds. This course will examine the history of travel from the sixteenth through the eighteenth centuries. During this period, European imperialism, religious conflict and the rise of global markets propelled more people to travel further than ever before. We will follow explorers and soldiers, diplomats and refugees, captives, sailors, and scientists as they voyaged through the Indian, Atlantic and Pacific Oceans. Throughout a range of travel narratives and secondary sources, our class will focus on three main questions. To what extent could early modern travelers recognize and understand the foreign cultures and people they encountered? How did class, race, gender and religion shape these encounters? Did travel transform the travelers? We will work together each week to critically analyze the readings and discuss approaches to historical research and writing, and we will devote several meetings to peer reviews and writing workshops.\

Hayley Rucker is a Ph. D. Candidate in the History Department. She received her B.A. at UC Berkeley and her M.A. at the University of Arizona in the Division for Late Medieval and Reformation Studies, where she worked primarily on space and spiritual community in early modern France. Her current research interests include travel, identity, and conversion in early modern Europe. Her dissertation explores the intersection of mobility, space, and cultural change aboard ship in eighteenth-century voyages through Atlantic and Indian Ocean worlds.

Hayley Rucker
204 Dwinelle
TuTh 5-6:30
Class #: 16007
R1B.004: Gandhi and Friends: (Non)Violence and Politics in Modern South Asia
  • 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.

Gandhi is famous in the West for his leadership of non-violent protests and is widely recognized as an inspiration for American Civil Rights leaders such as Martin Luther King, Jr. But how and why did Gandhi develop and practice his theories of political resistance? This course will place Gandhi and his philosophies in their broader historical context by examining the theories and practices of violence and non-violence as well as national identity that developed as part of the Indian struggle for independence from the British in the first half of the twentieth century. We will study these issues by reading the writings of key leaders of the Indian independence movement including Gandhi, Ambedkar, Nehru, and Savarkar, as well as by reading recent historical scholarship on these leaders. The final weeks of the course will focus on the culmination of the Indian independence movement in freedom in 1947, the ensuing mass violence of Partition, and the legacies of violence and non-violence in modern South Asia and beyond. While developing critical reading and writing skills, students will gain an historical understanding of debates around violence and non-violence in South Asia and their role in politics, identity, nationalism, and the birth of the modern nations of India and Pakistan.

Elizabeth Thelen is a Ph.D. Candidate in the History Department. Her research interests include community identity and social networks, religious violence and toleration, and urban history in South Asia. She is writing her dissertation on the responses of social and religious communities in western Indian pilgrimage towns to political change during the eighteenth century.

Elizabeth Thelen
214 Haviland
MWF 4-5
Class #: 16008
R1B.001: The Information State from Alexandria to Snowden
  • 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.

What is the information state, where did it come from and where is headed? This is a course dedicated to evaluating and improving your writing, but these are the fundamental thematic questions we will be engaging. In discussions, we will be constantly moving back and forth between the present and the past to look at different encounters between information (data, documents, knowledge, books, encyclopedias, etc.) and political power. Information overload, media transformation, piracy, authenticity, privacy fears, and surveillance – which seem to have been born of the twenty-first century – in fact have parallels dating back hundreds and thousands of years. The transition from analog to digital information we are currently experiencing has precedents as well, such as the “birth of the codex” (the transition from scrolls to books) almost two thousand years ago – a transition which may have seen more than 90% of human knowledge lost forever. We will work tirelessly at improving your writing while, in parallel, examining the prose of professional historians, and contemplating some of the reasons why writing itself is powerful.

Ron Makleff is a student of late medieval and early modern Europe (c.1350-1850) who insists on using history as a tool to think about the struggles and predicaments of the present. The focus of his research is on the ways archives help rulers build sovereignty and the changes in the culture of documents that this process precipitated.

Ron M Makleff
31 Evans
MWF 1-2
Class #: 16006
2: The Medieval Foundations of Modern Europe and China

What accounts for some of the characteristic differences today between Europe and China, including the different ways they engage with the rest of the world? This course is based on the premise that it was critical developments during the medieval period that set in place many of the patterns that still shape the values and institutions of both societies. We will begin by exploring differences in political structures. Why did China reunify after the fall of the Han dynasty, but Europe did not reunify after the fall of Rome? We will then consider a series of encounters with neighboring peoples, as a means to reconstruct both how Europeans and Chinese of the middle ages envisioned themselves, and how they imagined their place in a wider world. Lectures will be delivered by two professors, one specializing in Carolingian and post-Carolingian Europe, and one in Tang-Song China. Readings will include peace treaties and diplomatic correspondence, travelogues, frontier literature, crusader accounts, and mappae mundi.

Nicolas Tackett, Geoffrey Koziol
126 Barrows
TuTh 11-12:30
Class #: 31639
4B: Self and Society in Medieval Europe

This course offers a broad introduction to the European Middle Ages through both textual and material sources. Change – as an individual experience and as a social phenomenon – is a central theme. Why did medieval people make radical changes in their lives? Why did European political systems, cultural expressions, and religious ideals change so dramatically over the course of the Middle Ages? The course charts the emergence of a distinctively “medieval” civilization after the demise in the west of the late Roman state and then the transformation of this early medieval civilization after the millennium. The roles of demographic and economic expansion are explored as motors for the radical political, religious, and cultural transformation of medieval society from 1000 to 1500.

Maureen C. Miller
155 Donner
TuTh 11-12:30
Class #: 16010
5: European Civilization from the Renaissance to the Present
  • A complete description is forthcoming. Please check back.

This course introduces students to the history of Europe since the late Renaissance, surveying the landmark events, dates, people, and historical processes of European history over the last half-millennium.  We begin in 1492 with the European conquest of the New World and the development of the “new monarchies in Europe — or perhaps in 1453, with the fall of Constantinople to the “Turks” —  and move rapidly through the Protestant and Catholic Reformations and Religious Wars, the "Crisis of the 17th Century," the development of "absolutist" states, the intellectual revolutions in science and philosophy, the French Revolution, industrialization, liberalism and socialism, more revolutions, colonial empires, the world wars of the 20th century, the Cold War, decolonization, and the formation of the European Union (among other topics).  The learning goal of the course is for students to produce interpretations of these events and processes, and to relate them to each other, relying on a close reading of primary sources. Themes on which we shall focus include: the definition of Europe and its Others (the identity of Europe); the problem of periodization and modernity (when and what was modern Europe?); and a study of the constituent components of modernity  (“politics,” “religion,” “economy,” “society,” “culture”) as these fields of knowledge and practice appeared successively in the history of Europe since the Renaissance.

Peter Sahlins
3 LeConte
TuTh 2-3:30
Class #: 16017
6B: Introduction to Chinese History from the Mongols to Mao

This survey of early modern and modern Chinese history covers the rise and fall of three major conquest dynasties (the Mongol Yuan, the Chinese Ming, and the Manchu Qing), the ultimate collapse of the dynastic system, and the emergence of the nation-state in the twentieth century (first under the Nationalist Party, then under the Communist Party). Along the way, we will examine encounters between the latter territorial empires and the maritime empires of the West, increasing commercialization and urbanization, and the impact of various social revolutions. Students will be required to attend lectures, take part in discussion sessions, and read up to 150 pages each week in a variety of materials, with a strong emphasis on primary sources in English translation. There are no prerequisites.

Alexander C. Cook
277 Cory
TuTh 12:30-2
Class #: 16026
7B: The United States from Civil War to Present

This course is an introduction to the history of the United States from the Civil War to the present. It is also an introduction to the ways historians look at the past and think about evidence. Rather than a matter of memorizing names and dates, history is about framing the truest and most complete stories we can to explain wide ranges of human experience. Although this course will touch on many subjects, it will track three main narrative lines. One, from the abolition of slavery to the election of Obama, will trace changing regulations of and ideas about race, ethnicity, gender, religion, and other cultural and political markers of identity. The second, the rise and fall of industrial society, will examine major economic transitions, as the fulcrum of U.S. economic life shifted from agriculture to industry and then to services. The third, from Sand Creek and Little Bighorn to 9-11 and the wars in Afghanistan and Iraq, will focus on the rise and uses of American power in the world. Lectures, readings, discussions, films, and writing assignments will stress various parts of these stories and also sharpen critical reading, interpretation, research, and writing skills.

Robin L. Einhorn
155 Dwinelle
MWF 10-11
Class #: 16033
8B: Modern Latin America

In this class we will follow the history of Latin America—its people and its politics, its culture and its economy—from the dawn of independence through the twentieth century. We will consider broad changes across the region such as the legacies of colonialism, the social impact of capitalist development, and the rise of popular politics as well as intellectual and avant-garde cultural movements, ideas of race and gender, social movements, the environment, and the arts.

Sarah Selvidge
101 Moffit
MWF 2-3
Class #: 16059
24: Freshman Seminar — Chinese Bodies: Medicine, Health, Gender and Sex
  • A complete description is forthcoming. Please check back.
Michael Nylan
3104 Dwinelle
Th 11-12
Class #: 33425
24: Freshman Seminar — Making US Foreign Policy

What is foreign policy, who makes it, and to what avail? This freshman seminar, “Making U.S. Foreign Policy,” will introduce students to the study of U.S. foreign policy. The course will assess the institutional and bureaucratic dimensions of foreign policy, beginning with the Constitution and the organization of the American government for the conduct and implementation of foreign policy. Readings will consider the evolving international context for foreign policy, the utility of strategy, and the particular challenges the United States faces as the world’s dominant superpower. The course will offer an introduction to academic disciplines and methods for studying foreign policy and international relations more broadly. Students will also explore and engage campus resources, including visiting speakers from the professional foreign policy community.

Daniel Sargent
2303 Dwinelle
M 11-12
Class #: 33514
24: Freshman Seminar — Endangered Children and Youth in Contemporary Africa

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 and newspaper articles.

Tabitha Kanogo
3335 Dwinelle
Tu 12-2
Class #: 33571
24: Freshman Seminar — Why Are Universities Special? The Story of Berkeley and the University of California in a Global Context

The university as a self-governing corporation has the second longest unbroken history in western society.  Only the Roman Catholic Church is older. The university began almost imperceptibly in the 12th century. Within a short period, it found a home throughout Europe.  Colonial expansion took the university form to the New World.  Today it is to be found everywhere, educating millions of students. China in particular, the second largest economy in the world, is expanding higher education at an almost unprecedented rate.  The university is sometimes referred to as the powerhouse of modern society. How can we account for its triumph and supremacy? A good part of the answer lies in the fact that it is unique.  It is different from other institutions: different from business corporations, churches, the military or government.  Within the global world of universities, UC and Berkeley stand out, our campus in particular ranked amongst the top four or five research universities in the world.  We will explore the nature of this achievement, even its mysteries and odd rituals, in discussions, presentations, guest colleagues, visits to special collections and walks around the campus, which has one of the most unusual designs to be found anywhere.  This is a course designed to bring the newest members of our university community fully into the history and nature of the institution they have chosen to attend. 

Sheldon Rothblatt is Professor of History Emeritus.  He was Associate Dean of Students, L&S, Chair of the Department of History and Director of the Center for Studies in Higher Education at Berkeley.  His specialty is the comparative history of universities.  He is a Foreign Member of the Royal Swedish Academy of Sciences (the body that grants Nobel Prizes), a Fellow of the Royal Historical Society of Britain, a Fellow of the Royal Society of Arts and a Member of the National Academy of Education. Upon retirement, he received the Berkeley Citation for "distinguished achievement and for notable service to the University." He has also been knighted by the King of Sweden as Knight Commander of the Royal Order of the Polar Star (founded in 1748).

Sheldon Rothblatt
3205 Dwinelle
F 10-11:30
Class #: 33502
84: How Wars Begin: Europe and the World from Napoleon to the Present

How do wars begin? This is perhaps the most constant theme of the historian. Wars make up most of European history. In every civilization, there have been wars. Wars have come in all kinds of ways—wars of conquest, wars of imperial rivalries, wars of family disputes, religious wars. These words were written by the late British historian, A.J.P. Taylor thirty years ago, and they apply with equal force to the world of today. This course will examine the origins of seven wars—more from an immediate, than from a long-range standpoint, though the latter will be considered as well. The immediate origins of wars, that is, the time when government officials set their hands to the declarations of them, often have little do with the long-range causes. Some examples: accidents of time, personal rivalries between senior officials of a government, mistaken assumptions about the intentions of the enemy. This course will examine the immediate origins of the wars noted by Taylor above, while not ignoring their long-range causes and, above all, the personalities, some of the most striking of all time, of those who brought them on.

David Wetzel
3205 Dwinelle
M 12-2
Class #: 33515
98BC: Berkeley Connect in History
  • This course does not count for credit toward the History Major but may fulfill other requirements.
  1. HIST 98BC section 1, class # 32382, Mon 6-7pm (lower division), GSI Chris Casey
  2. HIST 98BC section 2, class # 16088, Tue 7-8pm (lower division), GSI Julia Shatz
  3. HIST 98BC section 3, class # 16089, Wed 6-7pm (lower division), GSI Sam Robinson

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
varies
see description
Class #: see description
100D: Crime and Punishment and Power in American History
  • A complete description is forthcoming. Please check back.
Rebecca M. McLennan
141 Giannini
TuTh 2-3:30
Class #: 16100
100B: Gdańsk/Danzig/Gedanum: A City Shaped—Histories and Cultures

In this course we will examine the fascinating, competing histories and cultures of the Baltic coast city known variously as Danzig and Gdańsk (among other spellings and forms).  Course materials will include close examination of maps of the city throughout its existence, coupled with lectures (with a few short readings) on the city’s history.  These will accompany us throughout the course.  The main body of reading material for students will be from novels (1959–2001), both German and Polish (in English translation), produced by citizens of the city; these works deal directly with the city’s topography, social, political, and religious divides, historical memory; and in the Polish case, the problem of inhabiting and making Polish, a city that, for centuries, had not been “ours” in any direct sense.  On the German side, we will read four of the novels of Danziger and Noble Prize winner for literature (1999), Günter Grass.  On the Polish side we will read three novels by writers of the next generation, sons of those who took up residence in the abandoned houses of post-war Danzig/Gdańsk:  Paweł Huelle and Stefan Chwin.  Both Polish writers, in different ways, could be said to be involved in a dialogue in their works with those of Günter Grass.  Class time will be spent with a series of maps covering the entire history of the city (of special interest will be the renaming of streets under the Nazis, in Communist Poland, and in post-Communist Poland), a few small texts plus lectures on the history of the city, and—the bulk of student reading—the twentieth century novels (Grass, Huelle, Chwin).

David Frick
183 Dwinelle
TuTh 3:30-5
Class #: 31924
100AP: Art and Monuments as Sources for Pre-Modern European History

This upper-division class explores the methodological challenges of using artifacts, monuments and the built environment as sources for ancient and medieval history. What can ancient images tell us about dates and events as well as individuals and societies? Is it appropriate to reconstruct religious ritual, social mores, knowledge and beliefs from representations in manuscripts, coins and ancient statuary? What are the limits of such interpretations? These are the questions that the class will address through a number of case studies from Archaic Greece through fifteenth-century Europe. An incomplete list of the case studies includes the Parthenon, Greek vases, the portraiture of Alexander the Great, the city of Constantinople, medieval prayer books, Greek and Roman coins, Byzantine botanical manuscripts, seals, medieval monasteries and instruments. The class will examine a number of primary and secondary sources, which will be made available online. Class meetings will emphasize dialogue, and the assignments are geared to hone the students’ writing skills.

Diliana Angelova
141 McCone
TuTh 12:30-2
Class #: 31943
100S: History of Computing
  • This course has been cancelled.
Cathryn Carson
289 Cory
MW 5-6:30
Class #: 33309
100U: Female Mystics and Visionaries in the Atlantic World 1500-1800

Our course explores the lives of female mystics and visionaries from the sixteenth to eighteenth century in the Atlantic world.  In particular the focus is on the phenomenon of accusations of false sanctity and the trials of women in the colonial Iberian New World and the Old. The goal of the course is to emphasize the role of visionary women in the formation of society and belief in the post-Reformation world.  We will examine the saintly role models (orthodoxy), institutes of repression, female spirituality, gender perceptions, and the multitude of mystical beliefs.   The course will consist of lecture and discussion.   We will read primary sources and secondary case studies of alternative spiritual women.  Students will participate in discussion, write essays, and, in particular, students will have the opportunity to read and discuss a trial of a visionary woman from Portugal (and exiled to Brazil) in translation and engage in writing an original analysis.

Mark Emerson is a Visiting Professor in the Department of History.

Mark Emerson
103 Moffitt
MWF 11-12
Class #: 34183
100F: China's Urban History

This course introduces students to China's urban history from its origins down to the present day. For much of human history, down to ca. 1850, China was undoubtedly the most highly urbanized society in the world. For example, the Roman empire's urban population never exceeded twelve percent of the total population, while as much as twenty-seven percent of the registered population lived in cities and towns in the Han empire (roughly the same time). In post-Mao China, there has been rapid migration from the countryside to major urban centers, with 56% of China's population now living in urban settings, a dramatic upsurge from the 1990s, with 26%. And the CCP ultimately aims to integrate about 70% of China's population, about 900 million people, into cities by 2025. This course poses a series of fundamental questions, among them: What are the main theoretical approaches to urban life and urban development? What spatial and social organizations are distinctive to urban settings? In what ways does urban life represent special challenges and possibilities to residents and authorities? How does "urban development" relate to economic development and social policies? Are there distinctive modes of urban living in China, in the past or in the present, and if so, what are they? What urban forms are particular to China and to Chinese-speaking communities? How do such urban forms and urban institutions structure everyday life? What explains the rapid rise in urbanization migration patterns in the post-Mao era, and how do today's local governments deal with the influx of so many new and disparate groups?

The course lectures and readings will focus on three main topics in succession: the methodologies typically deployed when studying urban history (which are not restricted to the China field), case studies of two major capitals in the pre-modern period, Chang'an and old Beijing; and several case studies of contemporary cities. In short class assignments, students will be encouraged to move beyond the examples presented by the course's two teachers (Michael Nylan, a historian, and Thomas Hahn, a cultural geographer and consultant) to explore topics of their own devising.

Thomas Hahn
Michael Nylan
141 Giannini
MWF 9-10
Class #: 16111
100S: Text Analysis for Digital Humanists and Social Scientists

Increasingly, humanity’s cultural material is being captured and stored in the form of electronic text. From historical documents, literature and poems, diaries, political speeches, and government documents, to emails, text messages, and social media, students from the humanities and social sciences now have access to immense amounts of rich, and diverse, text. This course will introduce students to cutting edge ways of structuring, analyzing, and interpreting digitized text-as-data, and will do so by exploring questions fundamental to the humanities and social sciences. The ultimate goal is to encourage students to think about novel ways they can apply these techniques to their own text and research questions, and to provide the skills necessary to apply the methods in their own research. We will use the open source (and free!) programming language Python. We will also provide demonstration corpora relevant to both the humanities and social sciences.

Specific skills covered include structuring and pre-processing text, dictionary methods, supervised and unsupervised machine learning, word scores and word weighting, grammar-parsing and concordances, working with metadata, and crowd-based content analysis. Then, through a series of lectures, small group projects, and tutorials in Python, students will learn how to load, pre-process, analyze, and interpret text data using all of these methods. Advanced undergraduates, graduate students, and faculty with no prior knowledge of text analysis are encouraged to enroll.

Laura K. Nelson is a sociologist who uses computational methods to study social movements, culture, gender, institutions, and the history of feminism. She is interested in further developing automated text analysis methods and best-practices for sociology and digital humanities. She received her Ph.D. in sociology from the University of California, Berkeley. In 2014-2016 she was a postdoc in Management and Organizations in the Kellogg School of Management at Northwestern University. She is currently an assistant professor of sociology and anthropology at Northeastern University in Boston, but is on leave this year as a fellow for Digital Humanities @ Berkeley and the Berkeley Institute for Data Science at the University of California, Berkeley.

Laura Nelson
458 Evans
MW 10-12
Class #: TBD
100AP: Ancient Sicily: A Mediterranean Crossroads

Sicily sits in the middle of the Mediterranean Sea, and its history is shaped by its position at the intersection of several cultural worlds. This course will explore the causes and consequences of human mobility in ancient Sicily from its first human inhabitants to Greek and Phoenician colonization to the Roman empire and beyond. Over centuries, willing and unwilling migrations shaped the social landscape of Sicily though a complex history of settlement, violence, and movement. There is a rich and manifold body of material that illuminates Sicilian history, so students will spend significant time and effort on the interpretation of literary sources, but they will also utilize material and documentary evidence. Students will learn not only the demographic history of a major Mediterranean island, but also the major questions being asked about ancient Sicily, and how those and other questions can be answered through critical analysis of written and archaeological records.

Randall Souza
141 Haas Pavilion
MWF 12-1
Class #: 31944
100AC: American Business History

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

Daniel M Robert
2060 Valley Life Sciences
MWF 12-1
Class #: 32194
100U: Soccer: A Global History

Whether you call it soccer, football or futebol the beautiful game with the round ball is played and watched around the world. This class will explore how and why that came to happen. Along the way it will trace key developments in the game such as the formation of clubs, international tournaments, the development of stadiums, fan culture, media coverage, formations and styles of play, gambling and corruption, the working conditions and wages of players. Although I am a massive fan the point of the class is not to nerd out but to locate these changes in broader historical processes – political, economic, social and cultural - that have transformed the game and made it a global commodity. Ideally the class will teach you both a lot about the game and about thinking how the world has changed over time.

James Vernon
3 LeConte
TuTh 11-12:30
Class #: 31917
100F: Mongol Empire

For its enormity, wealth, and the brutality by which it was obtained, Chinggis Khan’s Mongol Empire has captured the imagination of the world. Yet the shadow of its legend obscures an historical reality of more than trivial pursuit, for perhaps more so than any other phenomenon, the Mongol Empire allows us a means to orient our understanding of world history. In its time it encompassed, whether politically, economically, or intellectually, everything, the known world as it was. Having done so, its history links occident and orient, ancient and modern, aristocratic and soteriological worlds, and rural and urban, settled and nomadic, and martial and civilian ways of life. In this course we will use period sources to examine the empire from numerous of its many facets, including its rise and fall, warfare, economics, government, science and religion, language, literature, and the arts.

Brian Baumann
103 Moffit
MWF 12-1
Class #: 31929
104: Craft of History

History 104 is a course about how to read and write history. There is no particular geographic, temporal, or topical focus. Instead, we will concentrate on craft: on how to critically read, and how to successfully write history essays. By taking this course, you will improve your ability to meet the challenges of upper level history courses and prepare yourself for the advanced research and writing expected in History 103 and 101, the senior honors thesis sequence. More generally the class will be of use to anyone who wants to learn to be a better reader, a better thinker, and a better writer. Unlike other courses in the department, History 104 is taught in one lecture and two section meetings per week, emphasizing hands-on learning. There will be no exams, and the reading assignments are relatively light. The hard work in this class will be in reading closely and carefully, and in preparing the various writing assignments with great care. The first part of the class will be dedicated to reading historical essays: interrogating historical questions and arguments; dissecting the structure of effective essays; scrutinizing the use of historical evidence; and critically evaluating claims to significance. In part two of the class, students will use common primary sources to craft and refine their own history essays, and will write a prospectus exploring a possible senior thesis topic.

Brian DeLay
141 Giannini
M 5-6:30
Class #: 16153
106B: The Roman Empire

This course offers an introduction to the history of the Roman empire, from the advent of monarchy in Rome in the first century BC to the breakdown of central state authority in the fifth century AD.  Major themes include the overlapping networks of social power in the Roman empire (institutional and personal); the unity and diversity of Roman imperial culture; the changing relationship between state and society; the political economy of the Roman empire; and the geography and ecology of the Mediterranean world.  Lectures will provide an essential historical narrative and interpretations of central problems in Roman imperial history, and discussion sections will give students an opportunity to engage with key texts from or about the Roman empire, from Tacitus to Gibbon.  There are no prerequisites for this course.

Carlos F. Noreña
2060 Valley Life Sciences
MWF 10-11
Class #: 32091
109C: Modern Middle East

This course is an introduction to the political and intellectual history of the modern Middle East from the late eighteenth century to the present. The primary geographic focus will be the lands of the Ottoman and Qajar Empires and their post World War I successor states and mandates, including Turkey, Iran, Egypt, Syria, Lebanon, Iraq, mandate Palestine, Israel, and the states of the Arabian Peninsula. Subjects covered include: the rise and fall of constitutionalism, ideas of institutional and political reform, the role of religion in political and social life, imperialism, nationalism, post-colonialism, development, the Arab-Israeli conflict and the impact of the Soviet Union and United States in the region. We will also discuss the rise of political Islam and popular challenges to the post-imperial secular state and conclude with a discussion of the US invasion and occupation of Iraq, the Arab Spring and the rise of ISIS.

Aimee Genell
141 Haas Pavilion
MWF 9-10
Class #: 31947
111B: Modern Southeast Asia

This course provides an introduction to the modern history of Southeast Asia. It examines key historical themes within the history of the region as a whole while exploring the national political narratives of the region’s largest countries: Indonesia, Vietnam, Thailand, the Philippines and Burma. Topics include the coherence of Southeast Asia as a discrete historical region, the nature of “traditional” society and political culture, the onset of European imperialism, the rise of colonial states, the growth of colonial capitalism, the emergence of anti-colonial movements including nationalism and communism, World War II and Japanese occupation, decolonization, the impact of the Cold War and the rise of authoritarian regimes, military rule and developmental states.   

Peter B. Zinoman
223 Dwinelle
TuTh 9:30-11
Class #: 32100
112C: Colonialism and Nationalism in Africa

The conquest and colonization of the bulk of Africa started in the last decades of the nineteenth century. This course will examine the process and impact of European colonization of Africans As well as examining the diverse ways Africans negotiated the colonial encounter, the course will also focus on nationalist movements, decolonization, and the attainment of independence. Rather than dwell on the minutiae of the period, the course will focus on broad themes and case studies to explore: colonial conquest and practices of administration; African responses to the imposition of colonial rule; colonial economies; labor migration; women and the colonial state; social change; urbanization, leisure, and social mobility; Africans and the Two World Wars; post-1945 politics and nationalism; case studies of guerrilla liberation movements; women in liberation movements; the colonial legacy. Documentaries will be shown in class.

Tabitha Kanogo
12 Haviland
TuTh 9:30-11
Class #: 32101
114B: India — Modern South Asia

This course is designed as a survey course in modern Indian history from 1757-1947. Modern Indian history is inextricable from British colonial rule over India, and for that reason the early part of the course will address the decentralization of the Mughal Empire (1526-1858) in the late 18th century, the history of the East India Company (founded in 1600), the Company’s activities in India prior to its establishment of a colonial state, and the beginning of empire starting with its first major military victory in 1757. The course will introduce students to Mohandas Karamchand Gandhi and his profound and complex contribution to Indian (and Pakistani) nationalist politics. Gandhi was born in an India under colonial rule; he became a vocal critic of “Western modernity” and a powerful advocate for non-violent non-cooperation as the *only* justifiable means of struggle against British colonialism. In this course, we shall place Gandhi’s various personal and political writings including his autobiography, My Experiments with Truth, alongside the larger social, political, economic, and nationalist history of India. We shall also engage with the key political players with Gandhi in the struggle for Indian independence, including those who held radically different views such as B.R. Ambedkar, E.V.R. Naicker, Mohammed Ali Jinnah, and Vinayak Damodar Savarkar. In addition, we shall read primary sources as well as scholarly works in both history and historiography that analyze and evaluate British colonialism’s impact on modern India and Gandhi’s role in the same. The objective of this course is to present a portrait of an extraordinary world historical political leader, but also to present him in conversation with other South Asian political figures of equal importance. Successful completion of this course should prepare students for more intensive work on South Asian history.

Abhishek Kaicker
12 Haviland
TuTh 11-12:30
Class #: 32104
117A: Chinese Popular Culture

From imperially-inspired haute couture to Xi Jinping's promotion of a new "spiritual civilization" (jingshen wenming 精神文明), after more than a century of reform and revolution, "traditional" culture is more popular than ever in China today. But what was life like for ordinary people in imperial China, and how have thoughts, beliefs, values, and practices transformed in modern times? In this course, we will examine Chinese popular culture through a historical lens. We will ground our study in the Qing Dynasty (1644-1911), China's last, largest, and most culturally diverse imperial formation, and a crucial bridge between traditional and modern life in China. We will consider the ways in which commerce, institutions and rituals structured social life in Qing China; how people viewed and represented the world around them in literature, poetry, art, music, fashion, and humor; and the relationship between new ideologies and the cultural transformations of the early twentieth century. In the final course project, you will have the opportunity to further explore the post-Qing transformation(s) of a chosen aspect of Chinese culture, and to consider how the past continues to be reimagined to serve the present.

Stacey Van Vleet
141 Haas Pavilion
MWF 10-11
Class #: 31946
119A: Postwar Japan

This course considers the history of Japan since Hiroshima—since the atomic bombings and Soviet declaration of war brought “retribution” and cataclysmic defeat to the Japanese empire in 1945. We begin with an exploration of the war itself and its complex legacy to the postwar era. Using the best recent scholarship and a selection of translated novels, essays, and poetry along with art and especially film, we then look at the six postwar decades and the transformations of Japanese life that those years have brought. We try, finally, to answer the question: has "postwar" itself come to an end?

Andrew E. Barshay
141 Haas Pavilion
TuTh 2-3:30
Class #: 32105
121B: The American Revolution

This course will explore the history of eastern North America and the West Indies in the second half of the 18th century, in order to determine what was "revolutionary" about this history, as well as what was not. We will, of course, examine the causes and consequences of the rebellion staged by thirteen of Britain's American colonies in the 1770s, including the makeshift construction of the United States, but we will also investigate the broader Atlantic context in which these events occurred, and consider their reverberations for places and peoples that did not voluntarily join the new United States.

Mark A. Peterson
141 Haas Pavilion
TuTh 11-12:30
Class #: 32106
122AC: Antebellum America: The Advent of Mass Society

The Civil War is commonly regarded as the second American Revolution, the grand rupture after which a new modern nation came into being. But many of the institutions, ideologies, and practices that make up modern society and culture in the United States emerged more gradually during the half-century that preceded the War. To understand the origins of such contemporary phenomena as the mass media, corporate capitalism, wage labor, the two-party system, family values, and racism, we need to trace their evolution in the nineteenth century. This course examines a little over half a century of life in the United States (roughly from 1800 until the secession of the South), focusing on everyday life, popular culture, race relations, westward expansion, urbanization, class formation, religious experience, gender roles, sexuality, print communication, and competing claims to wealth, power, and the good life. Assigned readings will consist largely of first-person narratives in which women and men of varied ethnic backgrounds and cultural identities try to make sense of their own experiences against the backdrop of major social change.

David Henkin
390 Hearst Mining
TuTh 3:30-5
Class #: 32107
124B: The Recent United States since World War II

This course considers US history, from World War II to the War on Terror at the turn of the 21st century, through the lenses of race, gender, class, citizenship, and sexuality. Lecture and course readings will trace the experiences of the working class, immigrants, women, youth, and racial, ethnic, and sexual minorities and their interactions with the structures and systems they lived in. Driven by the recurring theme of inclusion, the course will also consider some of the major ideas and development that determined the extent to which marginalized groups were included in American society, such as: the symbolism of the melting pot, civic and racial notions of citizenship and nationalism, Americanization programs, the role of the state and social science in defining populations, and concepts such as pluralism and multiculturalism. In-class instruction and exercises will teach students the historical thinking, reading, and writing skills they need to complete course assignments. These include reading analyses, exams, and an original research paper that will push students to consider the ways in which the United States has and has not been an inclusive society. Students will leave the course understanding how historical and structural forces contributed—and continue to contribute—to the US’s ongoing struggle with equality and inclusion.

Natalie Mendoza
100 Lewis
MWF 1-2
Class #: 16171
125B: Soul Power: African American History 1861-1980

This course will examine the history of African Americans and race relations from the Civil War and Emancipation (1861-1865) through the modern African American Freedom Struggle (1954-1980), concluding with the post-Civil Rights-Black Power era (1980-2012). Major social, cultural, political, and economic developments will be emphasized.  Possible texts: Tera Hunter, To 'Joy My Freedom: Southern Black Women's Lives and Labors After the Civil War; John Hope Franklin, ed., Three Negro Classics [including: W.E.B. Du Bois, The Souls of Black Folk; Booker T. Washington, Up From Slavery; James Weldon Johnson, The Autobiography of an Ex-Colored Man]; Lisa Levenstein, A Movement Without Marches: African American Women and the Politics of Poverty in Postwar Philadelphia; Joshua Bloom and Waldo E. Martin, Black Against Empire: The History and Politics of the Black Panther Party; Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness. 

Waldo E. Martin
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.

Topics include new womanhood; gender and the Jim Crow South; suffrage and citizenship; sexuality and birth control; eugenics; women's entry into the paid labor force and trade union activism; social welfare; the rise of consumer culture; changing medical and scientific conception of masculinity and femininity; the experiences of different groups of women and men during WWII; the civil rights movement; cold war heteronormativity; second wave feminism; the sexual revolution; the gay rights movement; the feminization of poverty; the women’s health movement, and post/transgender identity politics.

Students will leave this class with a broadened view of the history of the United States. They will understand the importance of gender and sexuality and their interplay with race and class for changing the life experiences of women and men in the history of modern America. They will also understand how women and men have overcome major obstacles and succeeded in transforming gender relations and sexual norms in the twentieth century. In addition, students will learn how to critically analyze primary documents as well as secondary sources. As a result, they will be equipped with a historical perspective that enables them to critically examine contemporary struggles and debates on gender and sexuality.

Sandra Eder
141 Giannini
TuTh 11-12:30
Class #: 33267
136C: Defiant Women: Gender, Power and Violence in American History

Taking as its focus diverse groups of women who have shaped the course of North American history, this class will explore the relationship between gender, power and violence from the colonial period to the modern era. We will discuss how women have challenged conventional notions of “womanhood” through their words and their deeds, how their respective communities understood their behavior, and we will contemplate the ways in which these women simultaneously constructed narratives of power that do not conform to contemporary conceptualizations of their lives. Moreover, students will contemplate prevailing narratives of powerlessness which render these women, and their acts, invisible to us and the role gender ideologies played in their construction. Students will read about famous and less well-known cases of “deadly women” and in the process, they will understand how different bodies of law, social customs, and economic systems affected the lives of men and women differently and allocated disproportionate amounts and kinds of power to them. We will evaluate how these hierarchies of power facilitated women’s defiant, revolutionary and sometimes murderous acts. Conversations about the impacts that race, ethnicity, economic class, and religion had upon the lives of these women will be central to the course as well. Themes that will be covered include: involuntary servitude, witchcraft, interracial and same-sex love and relationships, infanticide, prostitution, murderesses, female victims of lynch mobs, and female members of revolutionary, terrorist, and racist/supremacist groups.

You do not need to purchase any textbooks or specific course materials for this class. The course syllabus and all assigned readings will be available through the bCourses site for this class.  

Stephanie E. Jones-Rogers
4 LeConte
TuTh 12:30-2
Class #: 33256
141B: Latin American Social History: A Century of Reform and Revolution

¡Tierra y libertad! ¡Hasta la victoria siempre! ¡Venceremos! During the twentieth century, these words were rallying cries for Latin Americans from all walks of life -- rural workers, industrial laborers, middle-class professionals, women, indigenous peoples, and Afro-Latin Americans -- who advocated for political, social, economic, and cultural changes. This course will examine Latin American reformist and revolutionary movements and coalitions, the conditions that contributed to their emergence, and reaction to them. Among the topics covered will be the 1910 Mexican Revolution, the 1959 Cuban Revolution, Chile's Unidad Popular government, and the "Pink Tide" of the late twentieth and early twenty-first centuries.

Alberto M Garcia
106 Moffit
MWF 1-2
Class #: 33572
151A: Reformation to Revolution, Island to Empire: England 1485-1714

In 1485 at the conclusion of the Wars of the Roses, England was a small and impotent European nation whose government had virtually collapsed and whose intellectual, cultural, and political institutions were insignificant and outdated by broader European standards. Two centuries later, in the aftermath of the Glorious Revolution of 1688, England was an emerging superpower with a global empire, it was one of the thriving intellectual and cultural centers of Europe, and it had developed new political ideas and institutions which would soon sweep the world. History 151A is at heart an attempt to understand this remarkable transformation, a process which will take us through such topics as the Protestant Reformation and the rise of puritanism; the English Revolution and the development of Republicanism; and the growth of English Imperialism from Ireland to North America and the development of the slave trade. It was also take us, along the way, through sex scandals at the royal court, early modern communism, the conundrum of Queen Elizabeth’s gender, and Sir Francis Drake’s astonishment at the freezing cold of San Francisco Bay.

Ethan H. Shagan
20 Barrows
TuTh 12:30-2
Class #: 16180
160: The International Economy in the Twentieth Century: From British to US Hegemony

In the 1880s, the European scramble for Africa, U.S., Japanese, Russian, and Latin American fast export growth, as well as rising transatlantic migration flows opened a new era. Another ended with the 2008 financial crisis, which drove most of the world into the Great Recession. Meanwhile, the international economy had greatly expanded, shaping the lives of billions of people, transforming international hierarchies of wealth and power, and accompanying the major upheavals of the Twentieth Century. This course will explore both the actual flows of goods, capital, and people that constituted the fabric of the international economy, and the political frameworks in which those flows happened. We will analyze the rules of financial and trade regimes, along with migration policies. We will describe how the United Kingdom provided, with growing difficulties, the rules and stability for economic exchanges at the beginning of the period and how the United States ended up assuming such a major role. All this we will explore by reading the works of the most qualified experts, both historians and economists. Even though this course is mainly open to history, economics, and political economy majors, it does not require a previous background in economics or history.

Emmanuel Comte
390 Hearst Mining
MWF 10-11
Class #: 16195
162B: War and Peace: International Relations since 1914
  • A complete description is forthcoming. Please check back.
Elizabeth Wenger
A1 Hearst Field Annex
MWF 12-1
Class #: 16196
164A: European Intellectual History from the Renaissance to Enlightenment

Between 1500 and 1800, European thought helped to build the foundations of modern culture, politics, economy, government, law, and religion. This course will introduce students to this transformative period in intellectual history. It will showcase the interactions of ideas and their wider cultural contexts. Its content will range from the Renaissance rediscovery of antiquity to the Scientific Revolution, from the theological innovation of the Reformation to the new forms of political theory that accompanied both French and American Revolutions. Readings will consist principally of primary texts from the period, and will range among a series of writers, including: Erasmus, Martin Luther, Niccolò Machiavelli, John Calvin, Michel Montaigne, Thomas Hobbes, Benedict Spinoza, Rene Descartes, Jean Jacques Rousseau, and others.

Jonathan Sheehan
3109 Etcheverry
TuTh 3:30-5
Class #: 16197
165D: The Social and Cultural History of Early Modern Europe
  • This course has been cancelled.
Mark Emerson
103 Moffit
MWF 11-12
Class #: 32120
167D: Berlin and the 20th Century

This course provides an introduction to Germany’s experience of the twentieth century, analyzed through the social and cultural history of its modern metropolis. Pivotal site for the collapse of four different Germanies between 1918 and 1989, Berlin has been the capital of imperialism, war and revolution, democracy, social reform and cultural experimentation, Nazism, genocide and urban warfare, Cold War division, student radicalism in the West and Soviet-style Socialism in the East, and finally re-united Germany, haunted by the presence of the past. While our analysis will be buoyed by close readings of short primary texts (among others, from the collection Metropolis Berlin 1890-1940) and recent scholarship on Berlin’s ruptured twentieth-century history, careful analysis of visual sources (architecture, urban design, film and photography) will be at the heart of this course. As we ourselves journey through Berlin’s history, we will pay close attention to the ways in which contemporaries envisioned modernity as well to the darker side that these visions entailed. Primary sources and short readings will be available on bCourses. In preparation, please purchase a copy of Brian Ladd, The Ghosts of Berlin (1998) and listen to Berlin’s music of the last century from cabaret to techno: http://www.berlin-sampler.com.

Stefan-Ludwig Hoffmann
12 Haviland
TuTh 12:30-2
Class #: 33257
171C: The Soviet Union, 1917 to the Present

An introductory survey of Russian history from the revolutions of 1917 to the present. Marxism-Leninism, War Communism, and Real Socialism; the Great Transformation and the Great Terror; family and nationality; state and society; Russian versus Soviet; Gorbachev versus the past, Russia versus the world. 

Yuri Slezkine
180 Tan
TuTh 2-3:30
Class #: 16204
178: The Holocaust

This course will survey the historical events and intellectual developments leading up to and surrounding the destruction of European Jewry during World War II. By reading a mixture of primary and secondary sources we will examine the Shoah (the Hebrew word for the Holocaust) against the backdrop of modern Jewish and modern German history. The course is divided into three main parts: (1) the historical background up to 1933; (2) the persecution of the Jews and the beginnings of mass murder, 1933-1941; and (3) the industrialized murder of the Jews, 1942-1945.

John M. Efron
101 Moffit
TuTh 9:30-11
Class #: 16212
180T: The Life Sciences since 1750 (Cal Teach)

Naturalists ventured beyond the routine identification of plants and animals during the Enlightenment. Many of them began the systematic investigation of laws of the biological world. This change in the life sciences occurred amidst political revolution, imperial conquest, industrialization, and widespread social unrest. The new science of biology was no less revolutionary. Its principles shaped modern society and even caused people to question humanity's role in the cosmos. This course examines the individual choices that these biologists made while venturing into this new study of life. What was at stake? What questions did they ask? When faced with competing explanations for the natural world, why did they choose the explanations that gave us modern biology today? Special attention will be paid to concepts of generation, the history of evolutionary theories, and the emergence of modern molecular biology.

Rodolfo John Alaniz
105 North Gate
MWF 11-12
Class #: 16214
180: The Life Sciences since 1750

Naturalists ventured beyond the routine identification of plants and animals during the Enlightenment. Many of them began the systematic investigation of laws of the biological world. This change in the life sciences occurred amidst political revolution, imperial conquest, industrialization, and widespread social unrest. The new science of biology was no less revolutionary. Its principles shaped modern society and even caused people to question humanity's role in the cosmos. This course examines the individual choices that these biologists made while venturing into this new study of life. What was at stake? What questions did they ask? When faced with competing explanations for the natural world, why did they choose the explanations that gave us modern biology today? Special attention will be paid to concepts of generation, the history of evolutionary theories, and the emergence of modern molecular biology.

Rodolfo John Alaniz
105 North Gate
MWF 11-12
Class #: 16213
182A: Science, Technology, and Society

Where do modern science and technology come from? How did they become the most authoritative kind of knowledge in modern societies? How do technology, culture, and society interact? What drives technological change? The course examines these and other related questions using historical case studies from 1600 to the present. We shall discuss the emergence of science as a defining dimension of modernity, and its relations to other cultural traditions such as magic, religion, and art. We shall then focus our attention on the evolution of artifacts and technological systems such as industrial machinery, weapons, computers, and contraceptives. The aim of the course is for you to learn about how technology shapes the way we live and, especially, how technological change is invariably shaped by historical and social circumstances. At the end of the course you will be able to think historically about science and technology, and thus engage effectively with questions of technological change -- or lack thereof.

The course draws approaches and materials from both history and science. Throughout, however, we emphasize historical development. The ideas and artifacts of technology are not timeless, and they did not drop from the sky. A main course goal is to practice thinking historically; assignments and examinations call on those skills. The course is aimed at students of all majors; no scientific knowledge is presupposed.

Massimo Mazzotti
470 Stephens
TuTh 12:30-2
Class #: 33310
185B: Christianity from 1250 to the Present

This course treats the history of (principally Western) Christianity between the High Middle Ages and the present in Europe and in the rest of the world. The course’s main themes are Christianity and the encounter of cultures. Readings range from Dante, Thomas à Kempis, Las Casas, Martin Luther, and St. Teresa of Avila to Dietrich Bonhoeffer, the Decrees of the Council of Trent, and Gustavo Gutierrez. The lectures will cover political, social, cultural, and intellectual themes, such as the papacy, heresy and ecclesiastical authority; varieties of piety, spirituality, and mysticism; religious aesthetics in the realms of art and architecture; imperialism, globalization, and evangelization; theological speculation, Biblical scholarship, and Christian responses to modernity and secularization. This introductory course presupposes no previous study of the subject, though almost any previous study of history or religion should be helpful.

Thomas James Dandelet
141 Giannini
TuTh 12:30-2
Class #: 32122
186: International and Global History since 1945

This course explores great and complex global historical changes that have taken place since the end of the second World War. By situating the major postwar upheavals - from decolonization to the Cold War; from population growth to environmental degradation; from globalization to the endurance of economic inequalities - in comparative and international contexts, this course encourages students to see the origins of our own times and dilemmas in their proper historical context and provides an introduction to recent international and global history.

Daniel Sargent
50 Birge
TuTh 2-3:30
Class #: 32123
C191: Death, Dying, and Modern Medicine: Historical and Contemporary Perspectives

This course is jointly offered by a physician and a historian. We will discuss contemporary questions of policy and practice: medical definitions of death; the “right to die;” how we die and how (we say) we want to die; the role of the hospital and the hospice; the functions of the State in mediating between various views about the end of life; the role of doctors, family, and others at the end of life, for example. We will also consider questions in the social and cultural history of death: how and in what numbers people have died before and after the demographic revolution; whether some cultures were more successful in assuaging the pain of death than others, whether there really has been a secularization of death; where bodies have gone and how they have been remembered; what the relationship is between the history of life and of death. One of the instructors, Guy Micco, MD, is a hospice/palliative care physician, was chair of the Alta Bates ethics committee for many years and regularly teaches medical humanities as well as clinical courses in the UC Berkeley-UCSF Joint Medical Program. The other instructor, Thomas Laqueur, has taught about the history of the body in various contexts; his most recent book is The Work of the Dead: A Cultural History of Mortal Remains.  

Gaetan P. Micco
Thomas W. Laqueur
141 McCone
TuTh 11-12:30
Class #: 33278
198BC: Berkeley Connect in History
  • This course does not count for credit toward the History Major but may fulfill other requirements.
  1. HIST 198BC section 4, class # 32383, Mon 7-8pm (upper division), GSI Chris Casey
  2. HIST 198BC section 5, class # 16234, Tue 6-7pm (upper division), GSI Julia Shatz
  3. HIST 198BC section 6, class # 16235, Wed 7-8pm (upper division), GSI Sam Robinson

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
varies
see description
Class #: see 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
3104 Dwinelle
TuTh 4-6
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 is 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
2303 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
2231 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 a plot of land from an Indian using hand gestures and wampum only to find out later that the Indian had no idea that such a transaction was taking place, much less that land could be someone’s private property—a literally foreign concept. Even today, using words, historians have a hard time defining capitalism. Perhaps it is the illusive nature yet immense influences of capitalism 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 valuations of time, others, and themselves? How did the goal of life become synonymous with the “good life” for so many? What has been the historical relationship between capitalism and capitalism? 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
2231 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