Summer 2015
7B: The United States Since the Civil War - Session C

This course is an introduction to American history since the Civil War. It is also an introduction to the way historians think and write. We will cover the major events of the past 150 years, including such topics as the Civil War, industrialization, eugenics, the Great Depression, immigration, the Cold War, the suburbs, human rights, and 9/11. While broadly surveying major developments, we will focus on three major themes. The first theme, Slave Society and Its Consequences,traces how the legacy of slavery and emancipation has shaped American ideas about racial hierarchy, multiculturalism, and model minorities. The second theme, Capitalism and Its Critics, follows the rise of industrial society, the growth of consumer economy, and finally the creation of finance capitalism—and how Americans experienced and managed these transitions. Finally, Dechristianization of America, follows how the United States was understood as a Protestant nation, then a Judeo-Christian one, and, finally, as a post-Christian country. Students will sharpen their analytical and critical thinking skills through their engagement with these three themes in lectures, readings, movies, music, and art.

Gene Zubovich
MWTh 10-12P
CCN: 52505
N100.001: Special Topics in History: Short Course - "Slavery in the Ancient Greek and Roman World" -- Session A
  • This course does not count for credit toward the History Major but may fulfill other requirements.
The institution of slavery was deeply embedded in the political, legal, social, economic and cultural framework of the ancient Greek and Roman world.  Among societies that have tolerated or supported the domination and ownership of human beings by other human beings, ancient Greece and Rome stand out as two of the few that can properly be considered “slave societies.”  In order to examine the impact of slavery on state and society in the ancient Greek and Roman, world we will consider a wide range of topics including the origins and maintenance of the slave system, slave labor, family life, resistance and slave rebellions, manumission and freedom, and Greek and Roman ideas about slavery.  Discussion of slavery in the antebellum U.S. South will help us to place ancient slavery in a broad historical and comparative perspective.
This is a two-unit course.  There are no prerequisites
Carlos F. Noreña
TuTh 4-6P
CCN: 52530
N100.002: Special Topics in History: Short Course - "Energy: An American History" Session D
  • This course does not count for credit toward the History Major but may fulfill other requirements.
This course will examine how the predominant sources of energy and how the uses of those different types of energy changed over time and across American geographies. We will start by analyzing the diets of hunter-gatherer societies, as well as the domestication of fire, plants, and animals. We will explore the origins and consequences of the dam building frenzy in the first half of the twentieth century, the expansion of the fossil fuel economy, and the social history of electricity and automobiles and their impacts on consumer culture. We will also analyze the ways that WWII and the Cold War created the context for the development of nuclear weapons and nuclear power plants and the controversies and legacies these industries have generated. Finally, we will examine how increased consumption of energies helped contribute to the rise of current controversies over fracking, climate change, and renewable energy projects.
This is a two-unit course.  There are no prerequisites
Robert N. Chester
102 Moffitt
MW 8-10AM
CCN: 52535
N106B: The Roman Empire - Session A

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

Carlos F. Noreña
TuWTh 1-330P
CCN: 52540
N109C: The Modern Middle East from the 18th Century to the Present - Session D

This course surveys the key processes, events and personalities that have shaped the societies, states and economies of the Middle East since the 18th century. It is designed to help contextualize current developments, to identify various interpretative frameworks for approaching history in general and for understanding the Middle East in particular, and to acquaint students with a variety of useful sources ranging from film to specialized academic articles. Students are expected to attend every class to hear the lecture, ask questions and participate in discussion.

Daniel Strieff
MTuWTh 10-12P
CCN: 52545
N119A: Postwar Japan - Session A

This course considers the history of Japan since Hiroshima--since the atomic bombings and Soviet declaration of war brought "retribution" and cataclysmic defeat to the Japanese empire in 1945. We start with an exploration of the war itself and its complex legacies to the postwar era. Guided by the best recent scholarship and a selection of translated novels, essays, and poetry along with film and art, we then look at the occupation era and the six postwar decades that followed, examining the transformations of Japanese life that those years have brought. We try, finally, to answer the question: has "postwar" itself come to an end? And if it has, how should we characterize the current era?

Andrew E. Barshay
MTuW 930-12P
CCN: 52550
N122A: Antebellum America: The Advent of Mass Society - Session D
HIST122 examines the period in which the United States became a continental nation and contributed to the escalating tensions that would precipitate the Civil War. As a broad overview of the this era, the class emphasizes the consequences of the War of 1812, the democratization of American politics, the rise of industrial manufacturing and the creation of transportation infrastructure, the dispossession and marginalization of Native Americans, the growth of slavery and the lives of slaves, changes in the lives of women, and the ways that religion and reform reshaped American society during these years.The course starts by examining what historian Edmund Morgan has famously illuminated as an American paradox: the symbiotic relationship between American freedom for white men and the enslavement of African-Americans. Beginning with Jeffersonian conceptions of liberty and republicanism, we will continually explore how an expanding conception of equality amongst white men during the first half of the nineteenth century remained dependent on the exclusion, exploitation, and subordination of women, American Indians, and African-Americans. After examining the hierarchical and white supremacist ideology of the Herrenvolk Democracy during the Jacksonian period, we will explore debates about the interplay between Indian, African, and Mexican racial inferiority and white economic opportunity. This theme is vividly displayed by analyzing the Cherokee Removal, American infiltration of Texas, the U.S. war with Mexico, and finally the conflict between the North and the South over the expansion of African slavery and the dignity of free white labor. 
The course will also focus on the central importance of the War of 1812 in the lives of Americans during the first quarter of the nineteenth century. In addition to the multiple ways that the war shaped the daily lives and long-term fates of indigenous communities throughout the United States and Canada, the significance of the so called second war for American independence has remained obscured by a lack of sufficient scholarly attention and its chronological positioning between the American Revolution and the Civil War. We will examine how fortunate Americans were that the war ended the way it did and how Americans explained and remembered these events in romanticized ways that transformed what actually was at best a military draw into a great American victory. In terms of how Americans continued to elaborate a national narrative that suited their political ambitions, we will later explore Manifest Destiny as a cynical but pervasive ideology that allegedly explained not only the westward expansion of the United States but why white Americans repeatedly prevailed over disappearing inferior races. We will also examine the potency of myth and how it has shaped historical memory in the case of Andrew Jackson’s iconic status as a champion of the common man. Of course, both Thomas Jefferson and Andrew Jackson made frequent use of their association with producer ideology and criticized luxury and the corruption of the rich. However, both men indulged throughout their lives in luxury and both also did things politically that contradicted the lofty ideals and practical goals they promoted.
Robert N. Chester
TuWTh 2-430P
CCN: 52555
N124B: The United States from World War II to the Vietnam War Era - Session D
This course examines how American society has changed since World War II.  The second half of the century saw the emergence of an international superpower, a new economy, suburbanization, the sunbelt, the civil rights movement, a political backlash, shifting gender roles, the decline of labor unions, and novel cultural forms. We will address all of these issues and more, while paying particular attention to how the experience of Americans living in the middle of the twentieth century was different from that of Americans living fifty years later.
Christopher W. Shaw
MTuWTh 12-2P
CCN: 52565
N124A: The United States from the Late 19th Century to the Eve of the World War II - Session A

During the half-century before World War II, the United States became an industrialized, urban society with national markets and communication media. This class will explore some of the most important changes of this period and how they were connected. We will also examine how these changes elicited a variety of responses, from optimism to anxiety, from experimentation to conservatism. Among the topics addressed: the institution of Jim Crow, population movements and efforts to control immigration, conflicts between Capital and Labor, reform campaigns, territorial expansion, popular and high culture trends, and shifting conceptions of citizenship and self-hood.

Gabriel Milner
MTuWTh 12-2P
CCN: 52560
127AC: California History - Session D

This course is an introductory survey of California History from pre-European contact to the present day. It draws from social, cultural, and political history to examine the catastrophic population decline of Native Americans; religiosity and the Franciscans; American imperialism; the social world of the miners; the politics of work and racism; the natural and built environment; popular culture and the coming of modernity; The Great Depression and World War II; the Affluent Society; the Red Scare; the Black Freedom Struggle; the New Left and the counterculture; and, lastly, the rise of the New American Right. Students will be asked to think about California as a place and a process. Additionally, by studying the History of California and the way in which it has changed over time, students will be expected to connect the past to the present as well as to hear echoes of yesteryear in the California that they live in today.  

Joe Duong
103 GPB
MTuWThu 12-2PM
CCN: 52570
N131B: Social History of the United States: 1914-Present - Session A
This course provides an introduction to American social and labor history from World War I to the present day.  It will focus on the experiences of ordinary people, addressing various aspects of how American life changed during this period. We will stress inclusion and exclusion from participation in American political and economic life.  Major themes include the creation and destruction of a mass middle class, the establishment of a welfare state and the subsequent political backlash that it provoked, and the reconstitution of gender norms and race relations.
Christopher W. Shaw
MTuWTh 2-4P
CCN: 52575
136AC: Gender Matters in 20th Century America - Session A
  • This course has been cancelled.
The Staff
MTuWTh 10-12P
CCN: 52580
N158C: Where Have All the Soldiers Gone? Europe 1914 to the Present - Session C

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 330-530P
CCN: 52585
162B: War and Peace: International Relations since 1914
  • This course has been cancelled.
Sarah Cramsey
CCN: 52593
296: Directed Dissertation Research- Session C
  • A complete description is forthcoming. Please check back.

Intended for students engaged in dissertation research and writing.

Margaret Chowning
CCN: 52605
602: Individual Study for Doctoral Students- Session C
  • A complete description is forthcoming. Please check back.

Intended for students engaged PhD Orals preparation.  

Margaret Chowning
CCN: 52645

103 Courses

United States
103D.003: Love, Sex and Marriage in U.S. History

Though shaped by human biology and evolutionary impulses, human sexual and romantic relations have varied widely and changed dramatically.  This course explores aspects of that diversity and change in the social, cultural, and legal history of the United States between the American Revolution and the Second World War.  Most of our work will consist of intensive seminar discussion of recent scholarly work in the history of marriage and sexuality. We will also have the opportunity to do some analytical and interpretive writing on the subject.  Requirements include timely completion of weekly reading assignments, active and thoughtful participation in seminar discussion, several short essays, and one mini-prospectus.

David Henkin
107 Mulford
W 4-6P
103D.007: Variations on a Global Theme: Stories About Science, Economies, and Environments

From the Dust Bowl and sport fishing to pesticides and climate change, technocrats have told stories about the human ability to harness technology and improve nature for the benefit of human societies and state projects. How does narrative shape the conveyance, assessment, and reception of information? This course will ask students to consider how academics, bureaucrats, economists, scientists, corporations, and politicians employ rhetorical strategies that reflect ideological assumptions, professional standards, idealism and optimism, and, in some instances, cynicism, secrecy, paranoia, and greed. Students will also analyze the ways that unequal relationships of economic, social, and political power both reflect and actively shape human relationships with natural resources and environmental processes. The course examines case studies primarily focused on the United States, but we will also read environmental histories of Japan, Africa, the Soviet Union and explore broader trends in Global Capitalism and Neo-Liberalism. Agriculture, water, conservation, trade, the expansion of state power over people and resources, nuclear energy, issues of scientific authority, the power of propaganda and influence of media, and economic and environmental justice are core themes structuring readings and in-class discussions.
Robert N. Chester
2303 Dwinelle
M 2-4P
103D.002: Sexing the Body: Medical and Scientific Conceptions of Gender and Sexuality

This seminar will examine how physicians and scientists have sought to explain sex, gender, and sexuality. We will focus on how their concepts of the human body have shaped definitions of masculinity, femininity, and sexual identity over time. Throughout the course, we will use specific examples and case studies to highlight the relationship among medicine, science, and their cultural context. The course focuses on America but takes into account the transnational nature of medical and scientific theories. The seminar starts with less familiar concepts such as the humoral body, influential in Western medicine well into the 1800s, and students will discuss the shift from a one-sex to a two-sex model in eighteenth-century medicine and science. Other topics include sex-specific diseases such as “hysteria,” the medical attention to hermaphroditism and sexual inversion in the late nineteenth-century, the making of male and female sex hormones in endocrinology, explanations of sex determination in terms of chromosomes, and new conceptualizations of sexual orientation, intersexuality, and transsexuality in the twentieth-century. In addition to secondary sources, we will analyze primary sources (texts and images) to tease out how bodies were thought, talked about, and imagined.
Sandra Eder is a gender historian of 20th century U.S. history. Her research explores how notions of sex, gender, and sexuality emerge within medicine and science. Her current book project investigates the formulation of the concepts of gender and gender identity in mid-20th century clinical practice. In this medical history of gender, she utilizes patient files to show how gender became a new and separate concept from sex at the intersection of a specific clinical context and a particular American understanding of social roles in the 1950s.  Dr. Eder completed her PhD at the Institute for the History of Medicine at the Johns Hopkins University. 
Sandra Eder
107 Mulford
W 2-4P
103D.005: Twentieth-Century U.S. Intellectual History
  • Note new room.

How have intellectuals understood and shaped the major events of twentieth-century America? In this seminar we will explore how philosophers, economists, fundamentalist Protestants, fiction writers, and others understood and responded to the major events  of the last century, including two World Wars, the Great Depression, the Cold War, the Civil Rights movement, and the rise of the New Right. Through a combination of primary and secondary texts, we will better understand why a German anti-democratic madman became a central figure in the American philosophical canon, why some fundamentalists believed FDR was the Antichrist, and why Americans became obsessed with human nature during WWII. The class will focus especially on competition between different systems of understanding—sociological, philosophical, historical, and theological—as they vied with one another for public stature. We will ask, for example, why there are more preachers than philosophers in public life today? In addition to surveying some of the major developments in the intellectual life of the past century, students will be encouraged to explore topics of interest to them in preparation for their senior theses.

Gene Zubovich is an intellectual historian of the Twentieth-Century United States. His research interests include the history of religion, human rights, and liberalism. His current book project investigates the role of Protestant leaders in the human rights debates of the mid-twentieth century. His work has appeared in The Immanent Frame and Religion and Politics. Dr. Zubovich received his Ph.D. from UC Berkeley in 2015.


Gene Zubovich
3205 Dwinelle
F 12-2P
103D.004: The Trial in American History

This course examines the history of an important legal event: the trial. Trials are often portrayed as simple, adversarial contests in which someone wins and someone loses. Underneath, of course, there is often much more: trials affect such things as TV ratings, public policy, the meaning of the Constitution, and who gets to keep the kids. Most legal disputes never go to trial. And the court’s judgment is rarely the end of the story. None of these things is new. What are trials for? Why do people go to court? What is the trial process like? Who goes to court, who does not, and why? When, and in what sense, does a trial have legal meaning? This course approaches these and other questions through the prism of history. We will examine several trials, some famous, most not. Our goal is to explore American history from the records that trials leave behind. This is not a pre-law class but rather a humanities course that looks at law. The goal is not so much to think like a lawyer as to think like a social scientist, applying the tools of historical analysis and borrowing, when needed, from the related disciplines of literature, sociology, and anthropology.
Dylan Penningroth
3205 Dwinelle
F 10-12
103D.006: Social Protest in America

Social protest has been central to American political reform efforts from the late nineteenth century to the present.  Throughout this period a variety of protest movements pushed for social change.   This course will examine a number of these social movements, with a focus on the 1880s through the 1930s.  We will read about populists, prohibitionists, suffragettes, socialists, union activists, and
others.  We will examine both their triumphs and failures, and consider their success in achieving the reforms they sought.
Christopher W. Shaw
202 Wheeler
Th 2-4
103S.003: Science, Religion, and Magic in Early Modern Europe

This seminar studies the momentous transformation of knowledge that took place between the late sixteenth and the early eighteenth century, and which is usually described as the Scientific Revolution. During this period, the criteria for assessing what can count as sound evidence changed significantly, as did those to judge whether an argument is valid, or a belief credible. We shall explore the social and cultural contexts in which Western science emerged as a distinctive kind of knowledge and set of practices. At the same time, we shall look at the continuing vitality, throughout this period, of forms of religious and magical experience. How do historians understand this entanglement of recognizably modern ways of thinking with beliefs in magic, astrology, prophecy, and witchcraft?
Massimo Mazzotti
3205 Dwinelle
Th 10-12
103S.002: Science, Environments and European Colonialism
  • Note new room.

Science and colonialism were both driving forces in the making of the modern world. However, the ways we understand them have changed dramatically over time. Until recently, Europeans told themselves that science was something done in Europe, by Europeans, and then exported to the rest of the world. Indeed, they justified western imperialism because of the role played by western science and technology in “improving” colonial environments. Quite to the contrary, modern science was the result of Europe’s encounter with the world. The challenges and opportunities of the colonies as "scientific laboratories" shaped the way Europeans explored, analyzed, and studied nature. This seminar will introduce students to current historiography about the relationship between science, colonial environments, and European empires. Students will develop their reading skills and will explore key topics in the history of science, colonialism, European, and environmental history.
Angelo Caglioti is a PhD Candidate in the Department of History at UC Berkeley.  He is pursuing a designated emphasis in Science and Technology Studies. He graduated from the University of Padua (Italy), where he studied the history of nationalism, race and anthropology in the nineteenth century. His current research deals with European history and the history of science in the nineteenth and twentieth century. His dissertation focuses in particular on the relationship between science, environment and colonialism.
Angelo Caglioti
3205 Dwinelle
Th 12-2P
103F.004: Sugar and Spice (and Everything Nice): Commodities in World History

Our world is defined in many ways by our commodities. We run lights on electricity so cheap we don’t think about it; drink coffee from Ethiopia and Indonesia while taking comfort in the label’s assurance that workers and nature have been respected; eat 19¢ bananas that have been shipped from Honduras in interchangeable boxes kept at a constant 57°; and put on shirts, made with Brazilian cotton and sewn together in Cambodia, that advertise brands from all over the world. And all this is before we’ve left the house. Each one of these things, and countless other items we come into contact with every day, is the product of environmental, political, economic, and cultural processes operating at large and small scales. In this course, we will move through large expanses of time and space as we examine how commodities like these have come to exist, to move, and to take on meaning. Readings and assignments will encompass a variety of historical approaches to understanding commodities themselves and the people and institutions that make, buy, sell, give, and steal them. 
David S. Boyk
3104 Dwinelle
Tu 12-2P
103U.002: Development in Historical Perspective

In 1961, in his inaugural address, President John F. Kennedy declared that the coming decade would be “The Decade of Development,” signaling a commitment to augment US foreign aid budgets and to produce a comprehensive, integrated approach to promoting development in what was then widely called the underdeveloped or “Third” World. But what was development? Was it primarily about economic growth? About social and institutional change? About individual psychological disposition? More than half a century later, historians are increasingly cognizant of the diverse ways that development has been conceived and applied, tracing the origins of development policy and practice back to the 19th century and forward to the present day. This course will be provide a global survey of “the development of development” as ideology, policy, and practice, with a view to critically assessing the practice and significance of development today. The first part of the course is loosely chronological, running from origins of development thought in the Enlightenment down to our present neoliberal order; the approach will be to conduct close readings of primary texts that continue to be touchpoints for contemporary debates, but placing them in their historical moment rather than treating them as timeless (social scientific) arguments. The second part of the course adopts a thematic approach, introducing and interrogating a series of concepts that have become increasingly central to contemporary development theory and practice, including globalization, sustainability, governance, and security.
Nils Gilman is currently serving as the Associate Chancellor of Berkeley and Chief of Staff to Chancellor Nicholas B. Dirks. Nils holds a BA (1993), MA (1995) and PhD (2000) in history from UC Berkeley. He is the author of Mandarins of the Future: Modernization theory in Cold War America, and the co-editor of Deviant Globalization: Black Market Economy in the 21st Century as well as Humanity: An Int'l Journal of Human Rights, Humanitarianism and Development. Before returning to Berkeley two years ago, he spent 13 years in industry, first in enterprise software companies like, and then as a research director at Monitor Group, where he served clients focused on security and economic development.
Nils Gilman
3205 Dwinelle
W 2-4
103B.003: The Frontier in Global History

What is a frontier? It is certainly more than a line on a map. “The frontier” has been represented as place of egalitarianism and rugged individualism, a source of elementary energy and democratic ideals. It has also stood for conquest and appropriation, a place of exploitation and genocide. To American historian Frederick Jackson Turner, the frontier represented “the really American part of our history.” Yet there is nothing exclusively American about frontiers and their representations; wherever the power of a state stands “at the hither edge of free land,” there are frontiers. In this seminar we will engage the global history of continental expansion in three geographical regions: the American West, Germany’s East and Russia’s borderlands. Through the examination of diverse primary sources and the works of modern historians, we will study frontiers as spaces of imperial expansion and conflict as well as sites of interaction and coexistence. This course is designed for students of American or European history as well as those with an interest in global history, environmental history, or the history of empires and borderlands. 
Michael Dean received his PhD in History at U.C. Berkeley in 2014, where he studied the history of nations, migrations and empires. His current research project, “A Small Nation in an Age of Empires: Czech Nation-Building in a Globalizing World, 1848-1938” explores the rise of a modern Czech identity in German Central Europe amid waves of mass labor emigration, empire building and the spread of global markets. He enjoys engaging with students about the entanglement of local and global histories, the formation of individual and collective identities and the history of frontiers in the modern world.
Michael Dean
204 Wheeler
W 10-12P
103F.002: The Vietnam War Through Film, Fiction and Memoir
  • Note new room.

This seminar looks at how the Vietnam War has been represented on screen, in novels and in first-person non-fictional narratives. Early sessions will introduce three dominant interpretive approaches to the history of the Vietnam War: the left-leaning Orthodox School, the right-leaning Revisionist School and the relatively new Vietnam-Centric School. Weekly readings and film screenings will be interpreted in relation to these three distinct scholarly approaches to the War. In addition, a major goal of the class is to compare patterns of representation produced by Americans and by Vietnamese aligned with the communist Democratic Republic of Vietnam (aka North Vietnam) and the non-communist Republic of Vietnam (aka South Vietnam). Attention will also be paid to the way that the war was experienced and represented by combatants and civilians, men and women and intellectuals and people of modest education.
Peter B. Zinoman
3104 Dwinelle
W 10-12P
103F.003: The Post-Ottoman World
  • Note new room.

The Ottoman Empire was established in the fourteenth century and included most of the eastern Mediterranean region, with territories beyond the Danube to the Nile and the Euphrates, until it ceased to exist in 1923. In its wake were established over twenty new successor states, making up predominantly what we now call the Balkans and the Middle East. But what of the Ottoman legacy in the Middle East and Balkans? With very few exceptions the Ottoman past was consciously suppressed and vilified in nation-states from Egypt and Greece to Turkey itself, once the center of the Empire. This course, which features a comparative approach to state formation in the Modern Middle East and Balkans, we will focus on two sets of issues: one, the ways that imperial past persisted despite efforts to eradicate its remnants; and two, the common issues and dilemmas among seemingly unrelated states that were all once part of the Ottoman imperium. After discussing the final years of the Ottoman Empire, we will compare a series of groups, problems, and localities across the Balkans and the Middle East, touching on Lebanon, Syria, Iraq, Egypt, Turkey, Israel, Bulgaria, Yugoslavia, and Greece.

Professor Christine Philliou joins the History Department faculty from Columbia University this year and specializes in Ottoman and post-Ottoman Balkans and Middle East, particularly Turkey and Greece. Her work spans the 18th to 20th centuries, and she has written on and taught comparative empires and various interfaces -- political, cultural, social -- in the eastern Mediterranean.
Christine Philliou
Th 12-2P
103F.006: The Emergence of Modern Jerusalem, 1850-1950

To date, the vast majority of research on late Ottoman and Mandatory Palestine tends to focus on the city of Jerusalem. This holy city, which has great religious and symbolic importance to all three monotheistic religions, was the focus of international attention in the 19th century. Its rising importance found expression in the city’s rule as a regional capital: In 1872 it became the capital of the independent province of Jerusalem which was governed directly from Istanbul and controlled all the southern and central parts of Ottoman Palestine. During the British period, all of mandatory Palestine was governed from Jerusalem. In 1948 when the British left, the city was divided between the newly-created state of Israel and Jordan and became the former’s capital, which even today has not been recognized by the world. The course discusses inter-faith relationships in Jerusalem during the late-Ottoman and Mandatory periods as influenced by major political and social developments in the region such as the Ottoman reforms, growing European involvement, the beginning of Zionist activity, WWI, the end of Ottoman rule and the beginning of the British Mandate, the Arab Revolt, World War II, and the establishment of the State of Israel. The course also compares the development of Jerusalem to the situation of other major cities in the Levant at the time, both coastal and inner-land, such as Beirut, Damascus, and Jaffa.
Yuval Ben-Bassat
129 Barrows
W 4-6P
103F.005: Science, Society, and Empire in Late Imperial China

How can astronomy and astrology both provide practical knowledge about the heavens? How do anatomy and pulse reading both provide useful bases for the diagnosis of bodily ills? In this course we consider these questions by examining the relationship in late imperial China between cosmologies, or the organization of knowledge about natural and social order, and technologies, or methods for managing society, economy, and the natural world. Our inquiry proceeds from Shapin and Schaffer’s influential observation that different solutions to the problem of knowledge are embedded in practical solutions to the problem of social order (Leviathan and the Air-Pump, 1985).

In particular we look at the regional and global flows of ideas, technologies, and practices within the Qing imperial formation (1644-1911) during the age when merchant capitalism, colonialism, and science spread around the world. Beginning with a survey of historical explanations for the divergence of knowledge, technologies and economies between “China” and “the West” during the early modern period, we will examine critical works that break down binary contrasts and emphasize common global processes and interconnections. Reading a wide mix of texts, we will ground discussion of the social and cultural history of China within methodological work from across the disciplines of History, Anthropology, Sociology, and Science and Technology Studies. We will think thematically about problems of knowledge from the viewpoint of late imperial China, including how education shapes legitimate knowledge and possible futures; the reciprocal influence between technologies and our understanding of the natural world; ignorance as absence of knowledge versus the product of cultural and political struggle; and how disputation of ‘pure’ empirical facts may hinge on methodology embedded in political contexts. The course will conclude with students writing an extended essay on a particular field of knowledge and its significance to Qing governance.

Stacey Van Vleet
3104 Dwinelle
M 12-2P
103A.002: Civil Discord and Violence in the Ancient World

This seminar explores the settings, motivations, and consequences of civil strife and violence in the ancient Greek and Roman world. The Greek historian Thucydides wrote that “the sufferings which fell upon cities because of internal discord were many and terrible, such as have occurred and always will occur, as long as the nature of mankind remains the same.” His cynical prediction has proven true, both for the ancient world and the present day. In this course we will examine the numerous instances of internal conflict and civil war in the ancient world, focusing on two case studies: first, the social struggles of the Athenians in the 6th century BCE, which led to the formation of Athenian democracy; and second, the series of civil upheavals and bloody conflicts in 1st century BCE Rome, which led to the fall of the Roman Republic and the establishment of the Imperial regime under Caesar and Augustus. The course is based on the careful reading of a variety of (translated) Greek and Latin primary texts and covers many genres: epic and lyric poetry; history; epigraphic documents; comic plays; and letter-writing.

John Lanier
106 Mulford
W 2-4P
103C.002: Gender and Sex in Britain, 1640-Present

In this course we will consider gender and sex in Britain from the 1640’s to the late twentieth century, with particular attention to the ways in which normative gender roles and sexual behaviors both reinforced and problematized each other at particular moments in British history. Constructing a history of gender will require that we explore the ways in which masculinity and femininity mutually constituted each other; however, we will give particular attention to recovering women’s experiences, given their marginalized position in the historical record until recently. While the history of the family also intersects in significant ways with the history of gender, and remains an important subject in its own right, in this course we will consider the family primarily “from the outside”—that is, by reconstructing behaviors and identities which were excluded from the patriarchal family but which, because of their very exclusion, also helped to constitute it even as they were constituted by it.
Gillian Chisom’s research interests include religion, the history of the body, and gender and women’s history. Her dissertation is tentatively titled Bodies in Worship: Inward and Outward Religion in England, 1558-1700. She received her B.A. from Knox College, her Master of Theological Studies from Southern Methodist University, and her M.A. in History from the University of Chicago. 
Gillian C Chisom
175 Dwinelle
Th 4-6
Latin America
103E.002: The Image of the City in Latin America
  • Note new room.

This is a seminar about the form of the city in Latin America and why it matters. We will approach the topic from two perspectives, considering both the experience of those living in cities and the attempts by politicians, architects and urbanists to plan, organize, and even create cities. Our readings will span the history and countries of Latin America, but the focus will be on the nineteenth and twentieth centuries and on Mexico, Brazil, Cuba, and Argentina. We will examine both utopian plans and dystopian realities, asking how the urban form challenges and reinforces structures of power and the social experiences of its inhabitants. Our discussion will include topics ranging from the importance of Aztec cosmology on shaping the Mexican capital to the transnational forces of redevelopment associated with global sporting events in the twentieth century. We will also consider the ways that urban citizens have responded to changing urban landscapes and demanded new interpretations of the urban form. This class will draw on architecture, urban studies, anthropology, and a range of disciplines to understand the ways cities have changed over time. The course will also help prepare history majors to develop a prospectus related to urban topics across the Americas and beyond.

Sarah Selvidge
2303 Dwinelle
F 10-12P
103B.006: Religious Violence in Early Modern Europe and the World

This course will examine the historical relationship between religion and violence in early modern Europe and the wider world (from the 15th to the 18th century). Drawing upon primary and secondary sources, we will investigate the ways in which religious violence related to major historical trends, including the Reformation, the Wars of Religion, the Enlightenment, global conquest and colonialism, the development of political philosophy, and the rise of the modern state. Some of our topics will include the use of torture and interrogation, martyrdom, heresy, religious radicalism, intra-confessional conflict, ideas of toleration and pacifism, popular rebellion and riots, anti-Semitism, secularism, and the persecution of minorities. Throughout the seminar we will also seek answers to some of the following questions: When and why did violence occur? How did ordinary men and women experience religious conflict? Why did some people willingly participate in acts of violence? What options were available to the persecuted? How and why did some people remain non-violent? Why were religious minorities targeted? Was early modern religion inherently violent? What effects did conflict have on political and religious culture? How did Western religious beliefs influence violence outside of Europe? And, finally, we will ask whether the study of the early modern past can help us to understand religious violence in the world today.

Robert Harkins is a historian of early modern Europe and modern Britain. He received his Ph.D. from UC Berkeley in 2013. His wide-ranging research interests include politics, religion, and society in the early modern world, violence and confessional conflict, Renaissance political thought, and the social and economic effects of corruption. He has previously taught courses on early modern and modern history, Tudor and Stuart Britain, corruption in the early modern world, and Berkeley Connect in History.


Robert Harkins
3205 Dwinelle
M 12-2P
103B.004: German History since 1945

Germany’s post-1945 history has been a history of dramatic change from post-war reconstruction to the transitions following the fall of the Berlin wall. Based around discussion of the assigned major works of historical synthesis on German history since 1945 this reading seminar will address the historical challenges and problems following Germany’s military and moral defeat in May 1945.
Referring to the establishment of the two German States, the Federal Republic of Germany and the German Democratic Republic, we will focus on a comparative reading of West and East German history. Topics include the questions of reconstruction, re-education, and restitution; the efforts of denazification and democratization; the development of diverging societies and independent policies during the Cold War; the arrival of Guest Workers and challenges of integration; as well as the virtual explosion of memory since 1978, the unification in 1989/90, and the emergence of a new and independent national identity to the present. This course will encourage you to explore new ideas and interests and is intended to help you to improve your research skills and to identify themes for writing a thesis prospectus.
Andrea A. Sinn
180 Barrows
Tu 10-12
103B.005: “God Wills It!”: Five Centuries of Crusade

Holy War: was it defensive or colonial, pious or piratical, millenarian or mundane, or all of the above? From the origins of the armed pilgrimage, to the capture (and loss) of Jerusalem and of Constantinople, to the Reconquest of Spain, to the destruction of heretics in southern France and of pagans in northern Lithuania, we will consider the many faces of Crusade and the crusading movement. Popes, emperors, mendicant priests, mercenaries, friar-knights, inspired commoners, sailors, traders, and traitors are some of the colorful characters who appear in the literature of this period. Our readings will be the rich primary sources of crusade narratives supported by secondary texts that provide context. Each student will also write a longer paper (suitable for a conference paper) examining one such narrative jewel, encasing it in historical context and critical analysis.
Krzysztof (Chris) Odyniec was born in Warsaw, Poland, and grew up in Berkeley, went to Berkeley High, and Cal undergrad. He studied history and fondly remembers taking 103 seminars on Anglo-Norman chroniclers and on the Mongol Empire. Krzysztof wrote his 101 on Vikings in Normandy in the tenth and eleventh century. After graduation, he joined the Peace Corps in Mali from 2002-2004. Then, he studied teaching and history at the Harvard Graduate School of Education and has taught a variety of subjects at the high school level in Massachusetts, Alaska, and Egypt. Since 2011, he has been a doctoral student at Cal; he has worked as a GSI, reader, guest lecturer, and has written on diplomacy, culture, contact, and empire in Early Modern and Medieval Europe among other topics. His dissertation is on Johannes Dantiscus, ambassador of the Polish-Lithuanian Commonwealth to the Court of Emperor Charles V.
Krzysztof Odyniec
202 Wheeler
F 12-2P