Summer 2017
5: European Civilization from the Renaissance to the Present

This course is a rapid survey of landmark events in European history since the late fifteenth century.  We focus on the interpretation of primary sources and the use of films to make sense of the transformational dates and historical processes in the making of modern Europe.

Peter Sahlins
Hearst Annex B1
MTuW 1-3:30, May 22 – June 30
Class #: 15566
First 6 Week Session
7B: The United States from the Civil War to Present

This course will provide an overview of United States history from the Civil War to the present. We will cover many topics, but three main themes will stand out. First, we will consider conflicts and changes related to individual and group identities, such as race, ethnicity, and gender. Second, we will consider economic and technological transformations, such as the rise of Big Business, the rise and fall of organized labor, and the development of personal computers. Third, we will consider the changing uses of state power, both domestically and around the world. While covering these themes, we will consider famous individuals who exercised tremendous influence, yet we will not forget about the millions of Americans whose names do not appear in the pages of history books but whose lives as parents, workers, immigrants, and college students still shaped life in the United States. 

Daniel M Robert
180 Tan
MWTh 10-12, June 19 – August 11
Class #: 11776
8 Week Session
N100: Short Course - Hip-Hop and History in America

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

The class will treat rap lyrics selected from multiple time periods as texts that students will read in conjunction with historical scholarship, which will offer the broader context for the themes that emerge in these songs. Although the first week will begin by providing an overview of rap and hip-hop, this is not a history of hip-hop class. We will not be studying the history of the musical genre. Rather, the aim is to illuminate the many ways that history, and African-American history in particular, inform the themes and subject matter upon which the selected lyrics focus. Some possible weekly themes include: slavery; racism; the war on drugs, police brutality, and mass incarceration; the exoticization of mixed race and light skinned women, and the commodification of women more broadly; rap, whiteness and cultural appropriation, sexuality; religion; capitalism; and revolution.

Students do not need to purchase any books for this class. All required materials will be available via bCourses.

Stephanie E. Jones-Rogers
TuTh 4-6pm, May 22 – June 30
Class #: 11781
First 6 Week Session
N100: Short Course - American Business History

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

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

Daniel M Robert
TuTh 2-4pm, July 3 – August 11
Class #: 15370
Second 6 Week Session
106A: The Roman Republic

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

Michael Taylor
54 Barrows
MWF 1-3:30, May 22 – June 30
Class #: 15568
First 6 Week Session
109C: The Middle East From the 18th Century to the Present

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
121 Latimer
MTuWTh 10-12, July 3 – August 11
Class #: 15286
Second 6 Week Session
122AC: Antebellum America: The Advent of Mass Society

This course examines half a century of life in the United States (roughly from the War of 1812 until the secession of the Southern states), focusing on race relations, westward expansion, class formation, immigration, religion, sexuality, popular culture, and everyday life. Assigned readings will consist largely of first-person narratives in which women and men of a range of ethnic and cultural backgrounds construct distinctive visions of life in the new nation.

Sarah Gold-McBride
242 Dwinelle
TuWTh 2-4:30, July 3 – August 11
Class #: 11791
Second 6 Week Session
N124B: The United States from World War II to the Vietnam Era

Immediately prior to World War II, the U.S. 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 U.S. ascendancy to world power in an international and domestic context. 

56 Barrows
MTuWTh 12-2, July 3 – August 11
Class #: 11792
Second 6 Week Session
N131B: U.S. Social History from the Civil War to Present

Social history centers on the experiences of groupings of people, their ideas, values, and behaviors, and the impact of these on their interaction with each other as well as with their place in society. In this course, we will consider major events in US history through the experiences of major populations in the United States that, until the relatively recent emergence of social history as a method of study, had been left out of the historical narrative. Lecture 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 central topics of study in social history, such as racism, identity, gender, sexuality, crime, family life, and education. In- class instruction and exercises will teach students the historical thinking, reading, and writing skills they need to complete course assignments. 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. This course satisfies the American Cultures requirement.

Natalie Mendoza
50 Barrows
MTuWTh 2-4, May 22 – June 30
Class #: 11793
First 6 Week Session
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.

Students do not need to purchase any books for this class. All required materials will be available via bCourses.

Stephanie E. Jones-Rogers
219 Dwinelle
TuWTh 1-3:30, May 22 – June 30
Class #: 15369
First 6 Week Session
145: Latin America and Film

This class is based on the idea that films can be used as the basis of historical inquiry and analysis. We will consider the content, form, and execution of a set of outstanding films from Latin America from about 1940 to about 1970, focusing on this period of cultural and political development in the countries with major film industries: Mexico, Brazil, Cuba, and Argentina. Our discussions and readings will include histories of the film industry and national cultural policy, the idea of melodrama as a Latin American genre, film criticism, and more general examinations of the political and social issues raised in the movies, for example:

  • The portrayal of race and gender. 

  • Depictions of poverty and inequality, in particular in the context of postwar urbanization. 

  • And, how films have contributed to the creation of national mythology and icons, the ways 
movies have been used both as part of national projects and challenged dominant narratives about national identity. 

Students will be expected to attend several movie nights or make arrangements to see movies outside of class time at the Media Resource Center. Assignments include two short papers based on the course films as well as a final paper.

Sarah Selvidge
MTuWTh 12-2pm, May 22 – June 30
Class #: 15569
First 6 Week Session
N158C: Europe from 1914 to Present

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

David Wetzel
TuWTh 3:30-5:30pm, June 19 – August 11
Class #: 11794
8 Week Session
N160: The International Economy of the 20th Century

The twentieth century witnessed both international integration through market-based exchange 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 planning to spur economic growth, raising the living standards of millions in some instances but also fueling mass unemployment, famine, environmental degradation and even genocide in other instance. Topics include the Gold Standard, the Great Depression, the economics of the two World Wars, decolonialization, and post-war financial crisis.

Andrej Milivojevic
141 Giannini
MTuWTh 2-4, July 3 – August 11
Class #: 11795
Second 6 Week Session
N174: Study Abroad in Poland, Germany, and the Czech Republic — The Contours of Coexistence: “Otherness” and Belonging in Modern Europe

Travel across multiple countries and explore the limits of coexistence in both the "old" and "new" Europe.

  • Study theories of co-existence in Poland, the Czech Republic, and Germany
  • Analyze the usage of voices, museums, food, music, histories, protests, organizations and government initiatives to better understand how ideas of "Europe" and "Europeaness" changed over the past 100 years and continue to change

The program focuses on both historical and contemporary minorities: the Jews of Europe and most specifically Poland; the Roma of Northern Bohemia; the Vietnamese in Prague, the Turkish in Germany and recent refugees across European Union member states.

For information on applying, visit
To contact the instructor, email

Sarah Cramsey
May 23 – June 24
Class #: 11796

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) 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
101.013: Asian Worldviews

The Asian Worldviews section is intended primarily for thesis writers studying Modern China, but is open to students working on any time or place in Asia. Our approach will be methodological, rather than topical, developing historical papers through close reading and exposition of a key text. Students are strongly encouraged to meet with Professor Cook in the Fall semester to discuss their interests, and ideally should enter the seminar having already identified a primary source (in translation, if necessary) from which to begin their investigation. The chosen text could be most any sort: political, religious, philosophical, commercial, literary; or even, through prior arrangement with the instructor, visual, musical, architectural, physical/material, etc. In any case, the “text” must originate from the historical time and place under investigation, and must be sufficiently rich in content to support our main objective: to make an argument about the ideology or worldview embodied in the text.

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

Alexander C. Cook
2231 Dwinelle
TuTh 10-12
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)

Randall Souza
2231 Dwinelle
MW 4-6
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
101: Early Modern Europe in the Age of Empire, 1500-1800: Tasks and Themes

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

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

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

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

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

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

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

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

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

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

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

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

Research topics in California history.

Kerwin Klein is a Professor in the Department of History.

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

The History 101 aims to support students as they produce an original piece of historical scholarship—the 101 Thesis. Early in the semester we will meet to discuss common readings and to provide students with basic training in how to conduct original historical research. By the end of the semester, students will have designed a research plan, implemented research and writing strategies, engaged in intellectual dialogue with their peers, and produced an original piece of historical scholarship 30-50 pages in length.

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

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

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

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

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

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

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

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

Gabriel F. Milner
3104 Dwinelle
MW 12-2