Spring 2018
C182C: Introduction to Science, Technology, and Society: Human Contexts and Ethics of Data

In Spring 2018 this class will offer a special focus on data analytics and information technologies in the contemporary world, as an exemplary case of science, technology, and society. The course provides an introduction to the field of Science and Technology Studies (STS) as a way to study how our knowledge and technology shape and are shaped by social, political, historical, economic, and other factors. We will learn key concepts of the field (e.g., how technologies are understood and used differently in different communities) and explore how human values and technology can interact (e.g., how values are embedded in technical systems, shape the choices of their users, and pose ethical questions for their creators). This class has been proposed to meet the Human Contexts and Ethics requirement of the proposed Data Science major.

Cathryn Carson
Lewis 100
MWF 1-2pm
Class #: 42032
R1B.001: Same Bed, Different Dreams: Japan and the Koreas in the Twentieth Century
  • This course satisfies the second half of the Reading and Composition Requirement.
  • This course does not count for credit toward the History Major but may fulfill other requirements.

This course explores the complex relationship between the two Koreas and Japan in the twentieth century. Linked by trade, diplomacy, and cultural exchange, the Korean peninsula and the Japanese archipelago nevertheless share a fraught history characterized by imperialism, colonialism, violence and occupation. We will investigate fascinating puzzles that continue to vex the most accomplished historians, political scientists and sociologists today: How did a region poor in resources and largely isolated from the West emerge as one of economic vitality in the last hundred years? What have been the consequences of war, cataclysmic defeat, stalemate, division, and postwar economic resurgence? Why does Northeast Asia remain perhaps the only place in the world where the Cold War persists today? Assignments include evaluating movie trailers as pretend historical consultants, comparative analysis of news media on historical controversies over comfort women, textbooks, and commemoration, and close interrogation of primary source material. Active reading, short weekly responses, and two medium-length papers will help translate complex ideas into clear and workable essays. Our focus will be on reading historically, approaching texts critically, and fostering great writers whose prose will help them at the undergraduate level and beyond.

Kerry Shannon
262 Dwinelle
MWF 1-2
Class #: 24917
R1B.002: Money, Markets, Mania: American Capitalism from Colonization to the Gilded Age
  • 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 capitalism, how did it develop in the United States, and how have historians studied it? These are the principal questions that will guide this course on the history of American capitalism from the colonial period to the Gilded Age. From the mud machines dredging Baltimore’s harbor to the coal mines of Colorado, we will survey a broad range of people and places to examine how they have shaped and been shaped by capitalism’s development. Though our focus will be on the economic history of the US, we will explore capitalism’s relationship to a variety of changes that defined American history during this period: territorial expansion, colonialism, slavery, urban development, industrialization, financial instability, the construction of race and gender, ecological transformation, and more. Throughout we will engage in an enduring debate about how to define capitalism: Is it best understood as a system of beliefs, a set of institutions, or a distinctive mode of economic production? To find answers, the course encourages you to think broadly about what constitutes capitalism by studying its historical trajectory. This is a reading and writing intensive class, where you will develop your ability to think critically, read carefully, and write persuasively—skills essential for a variety of professional endeavors and for social and political engagement. But you will cultivate these skills in a specific way: by learning how to think historically and “do” history. Each week you will read historical scholarship and examine primary sources to develop your ability to interrogate arguments and make counterarguments, to sort and evaluate evidence, and to use evidence to interpret the past.

Franklin Sammons
106 Dwinelle
TuTh 5-6:30
Class #: 24918
R1B.003: Mapping, Knowing, Ruling: Cartography, Empire, and Indigenous Peoples in North America, 1492-1821
  • 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.

In order to conquer a territory, you should know where it is. Yet the European colonization of the Americas started with profound geographic confusion: Christopher Columbus was hoping to reach Asia when he landed in the Caribbean. This course charts the connections between geographic knowledge and European efforts to colonize, conquer, and coexist with indigenous peoples in North America. We will use historic maps to explore encounters between Europeans and Native Americans from early Spanish, British and French colonial projects to the rise of the U.S., Mexico, and Canada as modern nation-states. Students will study maps made by European explorers and Native Americans alike, and reflect on how humans approach cultural difference in the past and the present. The course will also explore maps as objects, the mapping of rivers and oceans, and the ways that maps reflect how diverse peoples in North America understood spaces, places, and themselves.

Throughout the semester, students will work intensively on reading, interpreting, and writing about historical sources, through looking at maps, analyzing written primary sources, and reading a variety of historical literature. Students will develop reading skills for visual and textual sources, strategies of historical thinking and argumentation, and most importantly, strengthen their voices and techniques as writers through the creation of a scholarly research paper.

Julia Lewandoski is a PhD Candidate in the History Department. She is broadly interested in Native American History, Atlantic History, and the History of Science. Her dissertation compares indigenous land tenure during European imperial transitions in eighteenth and nineteenth century Quebec, Louisiana, and California.

Julia M Lewandoski
204 Dwinelle
TuTh 8-9:30
Class #: 32379
R1B.004: Republicanism in Early Modern Europe
  • 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.

Today we live in a world of self-proclaimed ‘republics’. But what exactly is republicanism? What are its sources? How has it passed down to our present age? This course offers an introduction to republicanism. We will consider the relationship between republicanism and a number of crucial themes: liberty, virtue, law, the organization of and practice of political power, and commerce. Weekly seminars will involve close reading and discussion of primary and secondary literature. Our readings will take us from the foundations of republicanism in classical antiquity to its revival and transformation in the early modern period, culminating in the political revolutions of the eighteenth century. Although readings will engage heavily in political thought, this course remains above all a history course. This means that students must consider ideas as well as their social, economic, and political context. The acquisition of historical knowledge is inseparable from the development of reading and writing skills. Engaging with primary and secondary sources, students will learn to identify topics, formulate relevant questions, and undertake independent research. Coursework will include a number of short written assignments and a final research paper.

Thomas L Lowish
204 Dwinelle
MWF 12-1
Class #: 24919
R1B.005: The Social History of Recreation and Leisure, 1850-2000
  • 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 are the connections between play and work, play and everyday life? Where have Americans chosen to go for play, amusement, and relaxation? How did women and racial minorities carve out spaces of leisure during times of discrimination and segregation? How and why has that changed over time? This seminar will examine these questions by looking at the social history of recreation in the American City since 1850. The primary focus will be on the settings for commercial leisure, including the activities, social relations, and ideas behind fairly well-known environments—such as theaters, bars and saloons, department stores, expositions, sports venues, amusement parks, cinemas, gambling, and vice districts. Non-commercial public spaces such as local and national parks, and community centers will also be investigated. Related and overlapping issues will include the tensions between home leisure with familial supervision versus commercial leisure in public social settings; recreation’s role in the crossing of or reinforcement of lines between racial and ethnic groups, age cohorts, genders, and social classes; and, lastly, links between growing individual and personal freedom and cultures of leisure consumption.

The aim of the seminar is to develop critical reading and writing skills. As part of our course you will read selected books, articles, and primary sources to understand how scholars conceive and argue about recreation and leisure. The course will also serve as an introduction to historical research and will focus on the components of historical thinking: change over time, causality, context, complexity, and contingency. The first half of the class will require students to write brief essays focused on developing these basic skills. At the end of the course students will demonstrate their mastery of the various components of historical thinking in a clearly written essay.

Natalie Novoa
201 Giannini
TuTh 5-6:30pm
Class #: 41923
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 12:30-2
Class #: 24920
5: European Civilization from the Renaissance to the Present

This course is an introduction to European history from around 1500 to the present. The central questions that it addresses are how and why Europe—a small, relatively poor, and politically fragmented place—became the motor of globalization and a world civilization in its own right. Put differently, how did "western" become an adjective that, for better and often for worse, stands in place of "modern."

Ethan H. Shagan
100 GPBB (Genetics & Plant Biology)
TuTh 2-3:30
Class #: 24925
6B: Introduction to Chinese History from the Mongols to Mao

This is an introduction to Chinese history from the 13th through the 20th centuries -- from the Mongols and Khubilai Khan's conquest of southern China to the amazing turnaround following the death of Mao Zedong in 1976 and the opening of the era of reform that has led to China's emergence as a major economic and strategic power today. The course assumes no prior knowledge of Chinese history.

Brooks Jessup
159 Mulford
TuTh 11-12:30
Class #: 24930
7B: The United States from Civil War to Present

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

Robin L. Einhorn
155 Dwinelle
MWF 10-11
Class #: 24937
12: The Middle East

This course will cover the history of the "Middle East" as a historical, geographic, political, and cultural category. It will be framed by the historical construction of the category in the nineteenth and twentieth centuries, then reach back to the advent of Islam in the seventh century CE and forward to the present. Themes will include the Middle East in the Mediterranean world, religion and politics, interconfessional relationships and conflicts, and the changing relationships to Europe, Asia, and Africa over the centuries.

Christine Philliou
101 Moffitt
TuTh 11-12:30
Class #: 39647
24.001: Making U.S. Foreign Policy
  • This course does not count for credit toward the History Major but may fulfill other requirements.

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
180 Barrows
M 2-3
Class #: 40188
24.002: Endangered Children and Youth in Africa: Documentaries
  • This course does not count for credit toward the History Major but may fulfill other requirements.

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
3205 Dwinelle
Tu 10-12
Class #: 41216
39S: It’s the End of the World: Apocalyptic and Millenarian Movements in the Atlantic World, 1500-2000

Is it the end of the world as we know it and do we feel fine!? Our seminar explores apocalyptic beliefs and hope for the end of the world in the early modern Atlantic world and/or the desire for the transformation of the world and society—a yearning for a future egalitarian world led by a savior figure. We will examine topics such as the history of apocalyptic ideas and millenarian traditions, early modern movements in Iberia, France and England, millenarian hopes for the New World, colonial dreams and rebellions, and nineteenth century undertakings from Brazil (Juzeiro and Canudos) to the United States (Millerites).

Mark Emerson
3205 Dwinelle
F 10-12
Class #: 41341
39T: Hindu/Muslim: Religion, Politics, and Violence in a Millennium of Indian History

This course is concerned broadly with the relationship between the categories of ‘religion’ and ‘politics’; and the practices of violence which lie at their intersection; and in particular with rethinking the terms we use to imagine religious violence in the past and the present. As a case study, we will explore ways of conceptualizing the longue durée history of the relationship between Hinduism and Islam in the Indian subcontinent over the last millennium. Through reading a mix of postcolonial historical scholarship and precolonial primary sources, we will critically investigate the Islamic conquest of India; the historic evolution of the concept of ‘Hindu’ and ‘Muslim’; the profound fissure of the partition of India in 1947; and the evolving politics of memory in the twentieth century. No prior experience with the history of India is required for this class.

Abhishek Kaicker
3205 Dwinelle
Th 4-6pm
Class #: 41898
98BC: Berkeley Connect for Lower Division Students

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
M 7-8
Class #: 17143
100AC: American Business History from Cotton to Foreclosure

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 capital exchange become capitalism and how did capitalism affect American lives? How have capitalist markets been constructed socially and legally? What has been the historical relationship between capitalism and gender, race, freedom, and inequality? We will explore these questions on a chronological journey from seventeenth-century cotton trading to twenty-first century foreclosure.

Daniel M Robert
145 Dwinelle
MWF 12-1
Class #: 32323
100AP: Warfare and the Ancient World

A survey of the role of organized violence in the history of the Mediterranean, from the collapse of the Bronze Age palace system to the Arab invasions of the seventh century AD. Focusing on a series of well documented conflicts (i.e. the Peloponnesian War, the Punic Wars, Caesar in Gaul), we will examine ancient military institutions and their place within ancient states, as well as the relationship of warfare to various social and cultural developments. Some coursework in the Ancient Mediterranean is recommended, but not required.

Michael J. Taylor
101 Moffitt
TuTh 8-9:30
Class #: 32189
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). First a medieval Slavic (Polish/Kashubian) fishing village, then a growing port city under the rule of the Teutonic Knights of the Cross (XIV century), then the largest city of the Polish-Lithuanian Commonwealth (XV century to 1795). Freed from the hated overlordship of the Teutonic Order and, as the chief city of Royal Prussia (a semi-autonomous district of the Polish-Lithuanian Commonwealth), Gdańsk (still largely German speaking and a Hanseatic city) was Poland’s main access to the wider world through export and import. Except for a brief period of intendant status as, once again, a “Free City” in Napoleonic times (1807–1814), from 1795 (the Third Partition of Poland) to 1918 (end of WWI), Danzig was a city of diminished significance in the Kingdom of Prussia and later the German Empire. In the twentieth century, it became a focal point of German-Polish tensions. The Treaty of Versailles (1918) did many things: among them it created a “Free State (not “City”) of Gdańsk,” governed (loosely) by the League of Nations; it also resurrected a free and independent Second Polish Republic, still a multi-ethnic federation, but with much changed borders, and with a promise of “free and secure access to the sea.”

David Frick
206 Dwinelle
TuTh 3:30-5
Class #: 41003
100D: From Wall Street to Main Street

As longstanding metaphors in American history and culture, “Wall Street” and “Main Street” typically refer to streets that intersect at right angles and places that represent the antithesis of each other. In this rendering, Wall Street is home to nefarious big banks and greedy financiers, while Main Street is home to wholesome “mom-and-pop” shops patronized by ordinary people of modest means. What’s good for one is not good for the other. This course, which will be co-taught by a historian and corporate law professor, will examine critical junctures in the intersection of Wall Street and Main Street in American history and culture, how and why Wall Street and Main Street have been understood to point in opposite directions, the extent to which that understanding makes sense, and how and why the relationship between Wall Street and Main Street has evolved over time.

Mark Brilliant
LeConte 2
TuTh 3:30-5pm
Class #: 42486
100E: US-Latin American Relations

In this course, students will examine the history of Latin American relations with the United States from independence to the present. We will consider both the political history of U.S.-Latin American relations (scrutinizing major turning points in foreign policy, occupation and intervention), as well as transnational histories of the region (through topics such as immigration, human rights, the African diaspora, feminism, drugs, and tourism). Course readings will reflect this breadth of material - students will be required to critically engage with primary sources ranging from declassified CIA records to oral histories with migrant workers.

Rebecca Herman
56 Barrows
TuTh 11-12:30
Class #: 24980
100M: Family, Gender, and Sexuality in the Middle East

This course aims to provide a nuanced historical understanding of the history of family, gender, and sexuality in the Middle East (here defined as the Arab world, Turkey, and Iran), from the pre-Islamic period to the present day. The course begins with the origins of Islamic norms of gender and family in the late-antique Arabian Peninsula, setting the stage for later challenges and interpretations. We will then move chronologically and thematically to consider such topics as the role of households in the growth of pre-modern states, western representations of the “oriental woman,” and the politicization of sexual identities in the modern age. Throughout the course, we will put legal and social norms in conversation with the complex fluidity of men and women’s lived experiences. In examining the role of women in society and politics, shifting attitudes towards pleasure and same-sex relations, and the powerful variety of family and kinship structures underpinning everything from war and sovereignty to social and economic reproduction, the course seeks to add texture and nuance to the study of a region generally associated with conflict and repression.

Zoe Griffith
229 Dwinelle
MWF 12-1
Class #: 24982
100U.002: Religion & the Making of the Modern West

As it recovered from one of the most devastating epidemics in world history, Europe in 1400 was a patchwork of wealth and poverty, law and disorder, urban enclaves and vast peasant hinterlands. Whatever unity it had depended on an inheritance from the Roman empire, above all a Church whose institutions gave a semblance of order and coherence to this heterogeneous continent. Over the next 600 years, "Christendom" would give way to a host of new Christianities; this Europe would give way to political and cultural forms collectively if vaguely called "the West." And one of the chief products of this transformation was the emergence of something called "religion," understood to be somehow distinct from other realms of experience and power such as "society" or "the state."

This class charts this epochal transformation, paying special attention to the violent expansion of Europe to the Americas, the conflicts attending the European Reformation, the history of the missions, the development of sects and denominations, the theory and practice of toleration, the emergence of modern secularism, as well as the challenge of religious minorities in modern America and Europe.

Jonathan Sheehan, Mark A. Peterson
101 LSBA (Life Sciences Addition)
TuTh 2-3:30
Class #: 32729
105B: The Greek World, 403–31 BCE

At the end of the Peloponnesian War, some of Athens’ enemies proposed that the great city, now starved into defeat, should be razed to the ground and turned into pastureland for sheep. So dramatic a reversal, so severe a punishment, was unthinkable to most Greeks even in the heated moment of their unexpected victory, and the proposal was not approved. It remains, however, indicative of a major turning-point in Greek history and will serve as our point of departure. This course will explore the changing face of the Greek world in the late Classical period, an age of political experiment and struggle for hegemony; the conquests of Alexander the Great in the late fourth century and the Hellenistic world of the kings and dynasts who fought their way to power after his death; and the process by which Rome, nothing more than a little Italian city-state at the beginning of this period, was drawn into the eastern Mediterranean and came to conquer the entire Greek world. Other topics will include cultural interactions between Greeks and their non-Greek neighbors, including Persians, Indians, Jews, Egyptians, and Romans; kings; cities, civic identity, and civic benefactors; federalism; religious change; economic growth and practices; mercenaries and pirates; warfare; patronage of the arts; and major developments in science, mathematics, and philosophy.

Readings are assigned on a weekly basis, and must be completed before your section meeting for the week in which they are assigned. There will be two short papers (5-7pp), bi-weekly online quizzes, a two-part midterm, and a cumulative final exam.

Emily Mackil
9 Lewis
MWF 10-11
Class #: 39648
109C: The Middle East, 1750–Present

The breaking of pre-modern empires and the formation of national states in the Arab world, Turkey, and Iran; Islam and nationalism.

Zoe Griffith
9 Lewis
MWF 2-3
Class #: 32192
111D: Vietnam at War

This course explores the history of the wars that engulfed Vietnam during the post-WWII era. While focusing on the Second Indochina War (1954-1975), it also examines the history of the First Indochina War (1946-1954) and the Third Indochina War (1978-1980). It will address military, political, and social dynamics of the conflict as well as representatives of the war in film, fiction, and memoirs.

Peter B. Zinoman
222 Wheeler
TuTh 12:30-2
Class #: 41196
114B: Gandhi's India: Modern South Asia

Here we will deal with the history of South Asia between the coming of the Europeans and the present. It will be organized around a series of contested formulations about the recent South Asian past. One of these problems is: how was India comprehended and manipulated by the Europeans? The second problem is: How was India conquered, by the sword or by the word? The third is: How did Indians resist the British? Finally, how was the voice of women, lower classes, and others expressed and heard? We will read books about language, gender, the "subaltern" classes, and women in an attempt to understand these questions.

Janaki Bakhle
20 Wheeler
MW 5-6:30
Class #: 32282
118C: 20th Century Japan

The general theme of this course is Japan's emergence as a world power in its two phases, military and economic. Our chief concern will be with the experience within Japan of that emergence and its consequences: the impact on farming villages (including colonial villages sending labor migrants to Japan) of "late" industrialization; the emergence of a conflict, played out in actual lives, between notions of individuality vs. collective identity (based on class, nationality, and gender) and between different collective identities; the horror of total war; the transformation of values that came with defeat and occupation; the nature of postwar democracy and relation of society to state; the changing way(s) in which Japanese view and participate in the world outside Japan.

Andrew E. Barshay
102 Wheeler
TuTh 2-3:30
Class #: 39651
122AC: Antebellum America

This course examines the United States from roughly 1812 to 1860. Although historians have designated this period antebellum [‘before’ + ‘war’] in reference to the Civil War that began in 1861, war was by no means inevitable to people who lived in the United States in the preceding decades. The first half of the nineteenth century was indeed shaped enormously by slavery, but the daily lives of ordinary Americans were also affected by many institutions that, in contrast to slavery, feel profoundly modern: mass media, capitalism, work performed for wages, and the two-party political system. This class will explore the life, culture, economy, and politics of an era that saw the development of many of the characteristics we associate with modern living in the United States. We will examine race relations, popular culture, class formation, gender roles, urbanization, immigration, territorial expansion, democratic politics, religious experience, and popular science. Crucially, we will also probe the limits and fault lines of these national ideas and institutions, paying particular attention to the role of race, ethnicity, class, and region in shaping men and women’s opportunities and experiences. Assigned readings will be composed primarily of personal narratives written during the antebellum era.

Sarah Gold McBride
2060 VLSB (Valley Life Sciences)
MWF 1-2
Class #: 32285
124B: The United States from World War II to Present

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

Maggie Elmore
100 Lewis
TuTh 9:30-11
Class #: 24996
130: US Foreign Policy

History 130 explores the historical development of US foreign policy. The course addresses the making and implementation of national strategy; the evolution of the international system; and the uses of history in the making of policy. Topics covered include the rise and nineteenth-century expansion of the United States; the redefinition of national security in the twentieth century; US involvement in the world wars and the Cold War; and the challenges of making post-Cold War foreign policy.

Daniel Sargent
105 North Gate
TuTh 12:30-2
Class #: 39658
137AC: The Repeopling of America: Immigrants and Immigration as U.S. History

Though there are many ways to imagine a nation (a land, a polity, an ethnic group, a culture), America has also been identified, since its inception, with the process and prospect of people arriving from elsewhere. This course surveys the history of the United States between 1790 and 2001 through the lens of immigration and from the perspective of immigrants. As we follow this tumultuous story, we will pursue three related inquiries:

  1. Who moved to the United States from beyond its jurisdiction, under what circumstances, and with what consequences for them and their children? (the social history of American immigration)
  2. What laws, court cases, and other uses of state power encouraged and constrained the arrival of newcomers from particular parts of the world? What attitudes toward citizenship and national borders shaped these developments? (the political history of American immigration policy)
  3. How have race, ethnicity, and national origin been constructed and defined over the course of this history, and how have attitudes toward those categories reflected and influenced the patterns and experiences of immigration? (the cultural history of racial and ethnic difference) Course requirements include two short writing assignments, two in-class exams, and a cumulative examination during finals week.
David Henkin
277 Cory
TuTh 2-3:30
Class #: 39659
146: Latin American Women

This class surveys the experiences and impact of women in Latin America from the pre-conquest period to the present, as well as the ways that gender ideologies (like patriarchy, honor-shame, machismo) have influenced Latin American history.

Javier Cikota
60 Barrows
MWF 12-1
Class #: 39660
151A: Early Modern Britain, 1485-1750

In order to understand the modern world, one must understand early modern Britain. Why did nation states develop from feudal kingdoms? Why did economic relations get restructured into what is now understood of as capitalism and why does that system seem so intransigent? Why did differences in skin color become justification for enslavement? Why are political hopes seemingly forever caught in a tension between the pessimism that human relations are naturally bent toward a “war of all against all” and the optimism of securing “life, liberty, and the pursuit of property” for everyone universally? Why are all of the course descriptions on this website written in English here at a university situated on the crest of the Pacific Ocean? Modernity could have been many different things, but it unexpectedly turned out to be British.

Throughout this semester, students will engage with the social, economic, political, cultural, and religious histories of England, Scotland, Wales, and Ireland from roughly 1485 to 1750. Those histories include religious reformation, global exploration, political revolution, social stratification, science, magic, and intellectual enlightenment, among many others. Our studies will take us field-by-field through emerald shires, to the stuffy and severe corridors of Whitehall, and bounding along the salted seas. We will study everyday life and people who wore utterly ludicrous wigs.

Since this is an advanced history course, students will be expected to read deeply, complete frequent writing assignments, take exams, and write a research paper in addition to attending lectures and participating in class discussion.

Jason Rozumalski
204 Wheeler
MWF 12-1
Class #: 41195
155B: Medieval Europe from the Investiture Conflict to the 15th Century

This course will examine the profound economic, social, and spiritual changes that occurred in Western Europe during the High and Late Middle Ages. The themes to be explored include the Crusades (the 7th Crusade of Louis IX and perhaps the 4th Crusade, which ended not in the Holy Land but with the conquest of Constantinople), inquisitions and heresy (the Cathars), the radicalization of the Franciscans, the quality of the papacy's religious leadership, law courts and justice, the acceleration of commercial activity, the transformation of lay piety, and above all the polarization of understandings of “gender.” Readings are largely from primary sources. The format is mostly discussion woven into informal lectures. Requirements are a midterm, a final, and regular reader-response exercises. Depending on enrollment, one or two short (3-5 pp.) papers may be required; if so, then one or both exams will be shortened, the papers effectively replacing one of the exam questions. If papers are assigned, they will require an in-depth analysis of one of the primary sources read.

Geoffrey Koziol
120 Wheeler
TuTh 2-3:30
Class #: 39669
158D.001: The History of Fascism

Fascism was a form of rule created in Europe in the 1920s, when world communism was rising and liberalism steeply declining, when racist thinking pervaded all politics, and fears of decadence and secularization and loss of status melded within a rhetoric of the "people" and its sacred rights. Early fascists comprised a movement of a new quality, promoting salvation through recovery of lost wholeness. They enacted politics through violent and confident self-assertion of a "leader" and uniformed followers.

Fascism is a crucial subject to understanding the modern world. It was a break with all forms of political organization known to that point, and travelled speedily across national boundaries, to find representation in every European state west of the soviet Union. Yet it prospered very differently by place -- strong in Romania, weak in Poland -- and came to power only in Germany and Italy, and form there transformed our world, with destructive energies that were unprecedented, revealing the ultimate consequences of an ideology based in racial supremacy.

The course surveys all aspects of this movement, from intellectual origins in 19th century bourgeois Europe and World War I, through the extreme experience of WWII, and the question why fascist movements seized power in certain states but not others. We study how fascist regimes, once in power, cultivated popular support and legitimacy; how they developed their own systems of economics, aesthetics, science, and race; and how these regimes shaped the everyday lives of their subjects; and how they radicalized with the onset of war. We conclude by moving closer to the present and asking what of fascism remains in our contemporary world, as memory and practice. Unfortunately, the topic is of continued relevance.

John Connelly
101 Morgan
MWF 2-3
Class #: 32179
160: International Economy in the Twentieth Century

The twentieth century saw unprecedented levels of international economic growth through market exchange and integration, as well as numerous experiments, left and right, at economic independence from reigning financial superpowers. National governments and the international organizations they created alternatively relied on market mechanisms and on expert planning to spur economic growth, raising the living standards of millions in some instances, but also fueling mass unemployment, famine, environmental degradation and even war in other instances. Topics include the gold standard, the Great Depression, the economics of the two World Wars, the rise and fall of the postwar welfare state, the problem of economic development, and the recent return of financial crises. There are no prerequisites, although a background in economics is useful.

Trevor Jackson
4 LeConte
TuTh 3:30-5
Class #: 25000
165D: The Social and Cultural History of Early Modern Europe
  • This course has been cancelled.
168A: The Spanish and Portuguese Empires in the Golden Age: 1450-1700

This course will focus on the rise and development of early modern Europe's most powerful empires. Rising from the unlikely setting of a weak and fragmented Iberian peninsula in the 15th century, the Spanish and Portuguese Empires went on to become the world's first truly global powers. As such, they had a tremendous impact on the political, economic, cultural, and religious life of not only Iberia, but on significant parts of Europe and the New World.

Thomas James Dandelet
9 Lewis
TuTh 12:30-2
Class #: 39663
170: The History of the (Two) Netherlands: Barriers and Borders

This course offers a survey of the main historical developments in the (two) Netherlands from the middle ages to the present day. Its main focus will be on the early modern era, traditionally considered as the ‘Golden Age’ of the emerging Dutch Republic and the ‘Dark Age’ for the remaining Spanish Habsburg Netherlands. Even so, Rembrandt and Rubens thrived in equally fascinating global empires.

The course will focus on several questions of historical interpretation, such as the meaning of the Dutch Revolt, the impact of religion and economy and the making of the Dutch and Spanish world empires. It particularly investigates the questions of existing, emerging and disappearing borders and barriers reconfiguring the many polities along the North Sea. While offering a transregional perspective, it also situates these developments in their wider European and global contexts.

Violet Soen
104 Dwinelle
TuTh 11-12:30
Class #: 39664
171C: The Soviet Union, 1917 to the Present

An introductory survey of Soviet 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; Russia versus Soviet; Gorbachev versus the past.

Jason R Morton
166 Barrows
MW 5-6:30
Class #: 25003
172: Russian Intellectual History

This course introduces students to Russian intellectual history from the end of the eighteenth century to the beginning of the twentieth century, covering aspects of political, social, and religious thought.We will observe Russian thinkers elaborate conceptions of nationalism in a multi-ethnic empire, trying to resolve the eternal question of Russia's national identity: whether it belongs to the East or West? Next, we will move on to social thought, including debates on serfdom, populism, the "women question," the nature of progress, and the rise of Marxism. Finally, we will study debates on religion: the pertinence of Orthodox Christian faith in social and philosophical thought, including early twentieth century religious rebuttals to Marx

Victoria Frede
130 Wheeler
TuTh 9:30-11
Class #: 39665
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
141 McCone
TuTh 2-3:30
Class #: 25006
182A/AT: Science, Technology, and Society

Where do modern science and technology come from? How and why do they change? How is their credibility established — or challenged — in modern societies? How do they interact with the rest of our culture? The course examines these and other related questions using historical case studies from different periods. 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 pay particular attention to 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 science and technology shape the way we live and, especially, how they are 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 technoscientific change — or lack thereof.

The course draws approaches and materials from both STEM and the social sciences. Throughout, we emphasize historical development. Scientific ideas and technological artifacts 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.

Running parallel to History 182A is History 182T, intended for students interested in teaching elementary or secondary school science and math. Students in the "T" course will attend the regular 182A lectures and a special section; this section will focus on techniques, skills, and perspectives necessary to apply the history of science in the juvenile and adolescent science classroom, including pedagogy, devising lesson plans for their classrooms, finding reliable historical information, and writing. History 182T satisfies a requirement for the Cal Teach minor and counts toward a State of California teaching credential. If you are interested in History 182T, please contact Jessica Jones (jdjones@berkeley.edu): Cal Teach enrollment starts in mid-October with Phase I enrollment for Spring 2018.

Massimo Mazzotti
2040 VLSB (Valley Life Sciences)
TuTh 2-3:30
Class #: 39672
185A: History of Christianity to 1250

The course deals with the origins of Christianity and the first eleven centuries of its expansion into a major institutional, social, and intellectual force shaping Western Europe. The central themes are the mechanisms and conditions shaping this expansion, rather than a chronological account in order to present this process as a model of institutionalization of religious movements. The emphasis will be on patterns of crisis and reform; i.e., on conflicts arising within the church itself and as a result of its dealings with the "outside" world, and how these crises were resolved. The course is based on the study of primary sources and will include problems of historical method.

Susanna Elm
200 Wheeler
TuTh 9:30-11
Class #: 39666
C188C: Magic, Religion, and Science: The Ancient and Medieval Worlds

This course will explore magic as an experimental science within the learned traditions of civilizations that we consider as fundamental for a modern Western identity: from ancient Mesopotamia, Egypt, Greece and Rome to the medieval and early modern Middle East, Byzantium, and Europe. The primary sources used for this exploration will be texts on demons, magic, divination, and the sophisticated philosophical background to such beliefs. In addition, archeological remains pertinent to these practices such as talismans, amulets, and other magical objects will be discussed.

Rita Lucarelli
Maria Mavroudi
390 Hearst Mining
TuTh 11-12:30
Class #: 39645
190: Soccer: A Global History

Whether you call it soccer, football or fútbol 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, governing bodies, international tournaments, the development of stadiums, fan culture, media coverage, formations, styles of play, gambling, corruption, the working conditions of players and hooliganism. Although I am a massive fan the point of the class is less to nerd out than to locate these changes in broader historical processes – political, economic, social and cultural - that have transformed the game and made it a global commodity. Broadly speaking the class follows how since the middle of the nineteenth century the game was shaped by the history of capitalism and its alternatives, as well as by the formation of nation states, empires, internationalism, regionalism, and globalization. Throughout the way the game was played and watched remained inseparable from our understanding of gender, class, ethnicity, race and religion. Ideally the class will teach you both a lot about the game and about thinking historically about how the world changes over time.

James Vernon
2040 VLSB (Valley Life Sciences)
TuTh 11-12:30
Class #: 39667
198BC: Berkeley Connect for Upper Division Students

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.

  • For 198BC, Section 1 (Tuesdays, 5-6): Use Class #17140
  • For 198BC, Section 2 (Tuesdays, 6-7): Use Class #17138
Thomas James Dandelet
3205 Dwinelle

101 Courses

101.003: The Making of Modern Asia

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

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

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

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

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

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

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


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

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

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

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

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

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

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

Javier Cikota
3104 Dwinelle
MW 10-12
Class #: 32772
101.002: Writer's Group

This section is designed for seniors with well-conceived thesis projects that do not fit within the rubrics of other 101 seminars. Members of the group will observe a common schedule in developing, drafting, and critiquing material but will not share a common subject area.

Admission requires a written statement and the consent of the instructor. The statement should include: (1) a two-hundred word description of the proposed thesis topic; (2) a preliminary annotated bibliography (with full citations) of suitable primary sources; (3) a short bibliography of secondary sources; (4) a list of previous coursework in the proposed field of research; and (5) the name of a departmental instructor in that field who is willing to help mentor the student by providing bibliographical guidance, occasional consultation, and a critique of the first draft of the thesis. Students apply online by submitting the online preference form, and must also submit their statements directly to Leah Flanagan's mailbox in 3229 Dwinelle or via email to leahf(at)berkeley.edu by 4 p.m. on Monday, 13 November.

Although most applicants will not have had time to develop rigorous statements by the application deadline, they must demonstrate the viability of their projects and their commitment to serious preparation in advance of the course. This section is limited to students whose work clearly falls outside the scope of other 101 sections. If in doubt, please apply.

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

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

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

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

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

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

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

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

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

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

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

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

Mark Emerson
3104 Dwinelle
MW 12-2
Class #: 32771