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

 

Reading and composition courses based upon primary historical documents and secondary historical scholarship.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

204 Dwinelle
MWF 2-3
Class #: 15104
1: Global History

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

Daniel Sargent, Nicolas Tackett
2040 Valley Life Sciences
TuTh 3:30-5
Class #: 46157
R1B.003: Reading and Composition in History
  • A complete description is forthcoming. Please check back.

 

Reading and composition courses based upon primary historical documents and secondary historical scholarship.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

235 Dwinelle
MWF 4-5
Class #: 15105
4A: Origins of Western Civilization: The Ancient Mediterranean World

 

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

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

Emily Mackil
159 Mulford
TuTh 9:30-11
Class #: 15107
6A: History of China: Origins to the Mongol Conquest

 

The history of China from its beginnings to the destruction of the Song Dynasty by the Mongols in the 13th century. Topics to be covered include the emergence of Chinese civilization, the Chinese language, early rhetoric and philosophy, the creation of the first empire, law, Buddhism and religious Taoism, the socioeconomic revolution of the 10th to 12th centuries, identities (male and female, Chinese and "barbarian"), lyric poetry, and painting and calligraphy.

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

 

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

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

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

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

An introductory survey of the history of Africa.

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

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

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

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

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

Scheduled to meet for the first half of the semester only, this once-a-week two-hour seminar will analyze documentaries that explore and expose the endangerment of children and youth in Africa. Documentaries on child trafficking and enslavement, child brides, child laborers, street children and youth, victims of FGM, child soldiers, HIV/AIDS orphans and urban youth gangs will be viewed in class. The goal of the seminar is to examine the complex local, regional, and at times global factors behind the extensive abuse and endangerment of children and youth in Africa. In order to historicize and contextualize the study, we shall, in addition to the documentaries, refer to a limited number of published articles.

Tabitha Kanogo
2032 Valley Life Sciences
Tu 12-2
Class #: 15006
30: Science and Society

Modern scientific thought arose from the chaotic encounters between European and non-European cultures during the seventeenth and eighteenth centuries. As a result, scientific knowledge has been a constant companion to each major event in modern world history. This course provides a survey of the history of science from the Late Middle Ages to present. Students of the humanities will gain a richer understanding of science's influence on modern human thought. Students of science will learn techniques for historical analysis and gain a deeper appreciation for the production of scientific knowledge. This course will also prepare students for advanced coursework in the history of science.

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

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

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

 

People learn best when they learn together. That premise underpins all our activities at Berkeley. Berkeley Connect seeks to enhance learning by strengthening contacts between undergraduate students, graduate students, and faculty outside of the classroom.

We invite you to connect with undergraduates, graduates and faculty in lively conversation about history and the Berkeley experience. Meet a fantastic group of peers.  Ask the questions you’ve always wanted to ask. Learn about the practice of history, and explore the Berkeley campus with a dedicated mentor.  Discover a new Berkeley!

The core of the Berkeley Connect program is a one-credit, pass-fail course that is designed to create a community of students with similar intellectual interests. There is no homework associated with Berkeley Connect: no exams, no papers, no quizzes.  Berkeley Connect links undergraduate students with experienced mentors in History through small groups of 10-20 students that meet regularly. Small group meetings help students share ideas and learn new skills, as well as foster friendships and provide a supportive intellectual community. Participants will also meet with mentors one-on-one for academic guidance and advice.

The only requirement for joining Berkeley Connect is that you have an interest in the field of study. You do not have to be a major in order to participate! Undeclared freshmen and sophomores are welcome, along with entering junior transfers and juniors and seniors.

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

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

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

 

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

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

 

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

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

 

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

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

 

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

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

 

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

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

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

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

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

 

Tabitha Kanogo
182 Dwinelle
TuTh 2-3:30
Class #: 46590
116G: Imperial China and the World

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

Nicolas Tackett
222 Wheeler
TuTh 9:30-11
Class #: 44803
116D: Twentieth-Century China: Post-Cold War Readings of Chinese Lives and Times

This course offers an overview of Chinese history from the first Sino-Japanese War (1894) to the Beijing Olympics (2008). It tells the story of a series of wars, revolutions, reforms, and reorganizations across major political divides. It examines, in that context, the lives of eminent individuals, heroes as well as villains, against the constraints and possibilities of their times. Tentatively four or five lectures may center on Taiwan and Hong Kong. A central theme of the course is to explore ways to approach Chinaês modern history beyond the conventions developed during the Cold War.Students are required to attend lectures and sections and complete the required readings (about two hundred pages each week) on schedule. Course assignments consist of an hour-long mid-term, three response papers based on the assigned readings, and a final examination. Final course grade will be assigned according to the following formula: 20% for the mid-term, 15% for each paper (3-5 pages) and 35% for the final examination.

2 LeConte
MWF 9-10
Class #: 15001
117A: Topics in Chinese History: Chinese Popular Culture

 

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

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

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

102 Wheeler
MW 5-6:30
Class #: 46514
124A: The United States from the Late 19th Century to the Eve of World War II

 

For individuals born at the end of the Civil War in 1865 and living through the attack on Pearl Harbor in 1941, their 76 years of life would have witnessed profound technological, social, and ideological change. Innovations such as the telephone, airplane, and automobile transformed American business and reoriented social life. As the power of businesses grew, factory workers and farmers responded with uneven success. Masses of Americans quit laboring on the farm and moved the cities, women gained the right to vote and entered the paid workforce in greater numbers, while African Americans mostly remained trapped in low-paying occupations and segregated neighborhoods. At the same time, immigrants arrived in droves until the –golden door” banged shut. As America became more ethnically diverse and economically stratified, various ideologies developed to justify or critique these changes. This course will examine these diverse ideas and experiences by tracing the three main themes of business and technology, race and rights, and definitions of freedom from the Civil War till World War II. In the sixty-five years between the end of Reconstruction and the beginning of World War II, the United States became an industrialized, urban society with national markets and communication media. This class will explore in depth some of the most important changes and how they were connected. We will also examine what did not change, and how state and local priorities persisted in many arenas. Among the topics addressed: population movements and efforts to control immigration; the growth of corporations and trade unions; the campaign for women's suffrage; Prohibition; an end to child labor; the institution of the Jim Crow system; and the reshaping of higher education.

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

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

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

 

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

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

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

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

 

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

Sandra Eder
150 Goldman
TuTh 11-12:30
Class #: 44807
138/138T: Science in the U.S

The course covers the history of science in the U.S. from the colonial period up to the present. We will be focusing on the unique situation of the sciences within the changing U.S. context, emphasizing debates over the place of science in intellectual, cultural, religious, and political life. As we examine the mutual shaping of national experience and scientific developments, we will also trace the emergence of institutions for the pursuit of scientific knowledge, with special attention to the relationships between science and technology and between science and the state. We will explore a large number of local examples (California geology, Ernest Lawrence, Silicon Valley, and lots on UC Berkeley). The course is aimed at students of all majors; no scientific knowledge is presupposed. Basic familiarity with U.S. history will be helpful, as the course is as much about U.S. history as about the history of science.

141 McCone
TuTh 8-9:30
Class #: 14882
C139C: Civil Rights and Social Movements in U.S. History

 

Civil Rights and Social Movements in U.S. History presents a top-down (political and legal history), bottom-up (social and cultural history), and comparative (by race and ethnicity as well as region) view of America's struggles for racial equality from roughly World War II until the present. Beginning with the onset of World War II, America experienced not a singular, unitary Civil Rights Movement as is typically portrayed in standard textbook accounts and the collective memory, but rather a variety of contemporaneous civil rights and their related social movements. These movements, moreover, did not follow a tidy chronological-geographic trajectory from South to North to West, nor were their participants merely black and white. Instead, from their inception, America's civil rights movements unfolded both beyond the South and beyond black and white. "Civil Rights and Social Movements in U.S. History" endeavors to equip students with a greater appreciation for the complexity of America's civil rights and social movements history, a complexity that neither a black / white nor nonwhite / white framework adequately captures. Put another way, "Civil Rights and Social Movements in U.S. History" will examine how the problem of the color line which W.E.B. DuBois deemed to be in 1903 the problem of the twentieth century might better be viewed as a problem of color lines. If America's demographics are increasingly beyond black and white, if "the classic American dilemma has now become many dilemmas of race and ethnicity," as President Clinton put it in the late 1990s, if color lines now loom as the problem of the 21st century, then a course on America's civil rights and social movements past may very well offer a glimpse into America's civil rights and social movements present and future.

Waldo E. Martin
277 Cory
TuTh 12:30-2
Class #: 21774
143: Brazil

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

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

 

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

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

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

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

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

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

 

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

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

166 Barrows
MWF 2-3
Class #: 46523
162A: Europe and the World: Wars, Empires, Nations 1648-1914

This upper division course surveys the rise and fall of the European Powers in the period of war and revolution preceding the downfall of Napoleon to the outbreak of World War I. Major Topics: Religious Wars and the 18th century States System, (1648-1789); French Revolution (1789-1799); Napoleonic Europe (1799-1814); Congress of Vienna (1814 1815); the Vienna System (1815-48); the Revolutions of 1848; Crimean War (1853-56); War of Italian unification waged by Cavour and Garibaldi (1859-61); the Wars of German unification waged by Bismarck (1864-71); the Bismarckian System in operation, (1871-90); Imperialism (1890 1907); the crises that led to the First World War (1904-1914). The course will contrast two periods, 1648-1815, and 1815-1914. It will argue that the first period was one of violence, rapaciousness, and unparalleled lawlessness; the second, one of peace and stability. It will, with reference to the later period, therefore seek to explain peace as much as it explains war. Peace is artificial and demands more explanation. Wars sometimes just happen; peace is always caused. Moreover, understanding why the period following the destruction of Napoleon in 1815 was more peaceful than any predecessor in European history helps explain why it ended in a war greater than any before. The explanation of this remarkable record and its disastrous end is the course's overriding theme. Mid-term, final, short paper

David Wetzel
2060 Valley Life Sciences
TuTh 5-6:30
Class #: 45116
167C: Germany 1914 to the Present

This course will explore Germanyês tumultuous relationship to Europe and the world from 1914 to the present. This period was marked the two of the largest and bloodiest conflicts ever seen by mankind, the First and Second World War, the rise of extreme ideologies, the Cold War, the fall of the Iron Curtain, and the return of Germany as a sovereign actor in world affairs. Against the background of these developments we will focus on continuities and ruptures in German society during the Weimar Republic, National Socialism, the competing Republics, and the (unified) Federal Republic of Germany. By comparing the various dimensions and characteristics of Germanyês radical transformations this course introduces students to major political, social and cultural changes, emphasizing questions of class, gender, race, and religion; the impact of total war; and the roots of dictatorship and democracy.

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

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

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

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

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

 

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

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

 

People learn best when they learn together. That premise underpins all our activities at Berkeley. Berkeley Connect seeks to enhance learning by strengthening contacts between undergraduate students, graduate students, and faculty outside of the classroom.

We invite you to connect with undergraduates, graduates and faculty in lively conversation about history and the Berkeley experience. Meet a fantastic group of peers.  Ask the questions you’ve always wanted to ask. Learn about the practice of history, and explore the Berkeley campus with a dedicated mentor.  Discover a new Berkeley!

The core of the Berkeley Connect program is a one-credit, pass-fail course that is designed to create a community of students with similar intellectual interests. There is no homework associated with Berkeley Connect: no exams, no papers, no quizzes. Berkeley Connect links undergraduate students with experienced mentors in History through small groups of 10-20 students that meet regularly. Small group meetings help students share ideas and learn new skills, as well as foster friendships and provide a supportive intellectual community. Participants will also meet with mentors one-on-one for academic guidance and advice.

The only requirement for joining Berkeley Connect is that you have an interest in the field of study. You do not have to be a major in order to participate! Undeclared freshmen and sophomores are welcome, along with entering junior transfers and juniors and seniors.

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

103 Courses

Comparative
103U.003: Frontier History

From Hadrian's Wall and the Roman limites, to the American West in the 19th c., to contemporary Chinese jurisdictional claims in the South China Sea, borders and frontiers are universal phenomena best understood from a broadly comparative perspective. On the basis of case examples from all regions and time periods, this seminar will explore a variety of related topics, including: territorialization as a historical process; frontier law; conflicting military and political needs on the frontier; representations of the frontier in literature and the arts; the nature of borderland societies; and theories and approaches used historically to legitimate boundaries and territorial claims (from natural border theories to modern international law). Because the seminar is partly designed to prepare students to write a senior thesis, we will also discuss research methodologies, techniques of fast reading, etc.

Nicolas Tackett is an Associate Professor in the Department of History.

Nicolas Tackett
2303 Dwinelle
T 2-4
Class #: 33348
103U.001: Comparative Genocides

This senior seminar is an introduction to the field of genocide studies from an interdisciplinary, comparative, and thematic perspective.  Its main characteristics follow.  First, this seminar will not focus on any single genocide; instead, it will try to provide a good understanding of the extreme diversity of this form of mass killing. Second, even though it will emphasize twentieth-century cases, it will also cover earlier occurrences.  Third, it will touch upon the contributions of various disciplines: anthropology, international law, political science, social psychology, and sociology. Fourth, a number of relevant thematic issues will be discussed: "genocide and gender;" "memory, forgetting, and denial"; "justice and truth"; and "intervention and prevention."

The seminar will start with a broad narrative survey of genocides in world history.  We will continue with readings on the concept of genocide and the discontents this concept generates.  We will then focus on case-studies summing up the current state of the historiography. Thereafter, disciplinary approaches and thematic issues will be treated.  Finally, we will conclude the seminar with two acclaimed advanced readings, which require prior knowledge of genocides.

These are some of the case-studies we will discuss: genocide in the Americas, the destruction of the Herero in German South West Africa (1904-08), the Armenian genocide, the mass killings resulting from Stalin's regime, the Holocaust and its historiography, the death of millions of Chinese under Mao, the Khmer Rouge genocide in Cambodia, mass murders in Bosnia and Kosovo, and the Rwandan genocide.  

Stephan Astourian is an Associate Adjunct Professor in the Department of History and the Executive Director of Berkeley's Armenian Studies Program.

Stephan H. Astourian
3205 Dwinelle
F 12-2
Class #: 16149
103U.002: Law and Comparative Empire

This comparative course explores the roles that law played in the development of political communities in the ancient world, with particular focus on Rome and China.   What was the political impact of writing down laws?  In what ways did law facilitate negotiation and settling of disputes between both individuals and communities?  How did legal norms shape ideas about gender, sexuality and family?  We survey recent scholarship on law and empire, complementing these readings with careful study of ancient evidence, primarily but not exclusively epigraphic, and recent scholarship on it, including but not limited to petitions, statutes, case records, inscriptions, and archeological evidence.  All are welcome.  Students with interests in comparative empire, the ancient world, and early China may find this course useful in preparation for a 101 project.

Jesse Watson is a Ph.D. candidate in the History Department.  In 2016, he spent an exiting year at Peking University working on newly excavated legal manuscripts on bamboo and wood.   He is very excited to teach this 103 and is looking forward to cross-disciplinary collaborations between students with diverse historical interests. He can be reached via email at jdwatson(at)berkeley.edu.

Jesse Watson
2303 Dwinelle
W 4-6
Class #: 16150
103U.004: Witches, Demons and Sex: Popular Religion in the Early Modern Atlantic World
  • This course has been cancelled.


This seminar explores the intersect between popular culture and the institutions of repression, 1500-1800. We will be reading a variety of primary sources, articles and monographs primarily drawing from evidence in the archives of the Inquisitions of Europe and the New World. Although some readings provide examples from Europe, the bulk of our readings are concerned with the New World including case studies from Brazil, Columbia, Peru, and Mexico. The goal of the course is to uncover some of the mental and emotional horizons of ordinary men and women in the formation of new societies in the New World.

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

Mark Emerson
2303 Dwinelle
F 12-2
Class #: 33349
United States
103D.002: Making a Modern African American Liberation Struggle: From Civil Rights to Black Power and Beyond

The African American Liberation Struggle, broadly conceived, is the enduring, multi-faceted, and complex freedom struggle waged by Africans in the Americas from the period of enslavement down to the present. Our focus will be a narrow and specific location and time within that broad and centuries-long liberation/freedom struggle: the US from 1940 to 1980. Commonly referred to as the Civil Rights (1940-1966) and Black Power (1966-1980) Eras, the modern African American Freedom Struggle has yielded a rich and stimulating body of work, including works of culture and history. We will critically examine some of the best of that work in an effort to better understand the origins, development, meanings, and consequences of the modern African American Liberation Struggle, or the Civil Rights-Black Power Movement in particular. We will also give special attention to “The Music”: the connection between African American music and the African American Freedom Struggle. At the end, we will critically examine a few works on the more “recent” period in an effort to better understand key continuities and discontinuities earmarking the Civil Rights-Black Power Movement, on one hand, and the “Post”-Civil Rights— “Post”-Black Power Movement of the late 20th and early 21st centuries, on the other. Possible readings include: W.E.B. Du Bois, The Souls of Black Folk; Booker T. Washington, Up From Slavery; Ida B. Wells, Southern Horrors: Lynch Law in All Its Phases; Patricia A. Sullivan, Lift Every Voice: The NAACP and the Making of the Civil Rights Movement; Ralph Ellison, Invisible Man; The Autobiography of Malcolm X; Assata; Leigh Raiford, Imprisoned in a Luminous Glare: Photography and the African American Freedom Struggle; Bryan Stevenson, Just Mercy: A Story of Justice and Redemption; and, Jordan T. Camp and Christina Heatherton, Policing the Planet: Why the Policing Crisis Led to Black Lives Matter.

Waldo Martin is a Professor in the Department of History.

Waldo E. Martin
89 Dwinelle
W 2-4
Class #: 33953
103D.001: Locked Up: The Carceral State in the Twentieth Century

This seminar will explore how incarceration has shaped our past, and uses the prison as an entry point into central questions in twentieth century social, political, and legal history. We will define "incarceration" expansively to travel beyond the penitentiary: to prison labor colonies in the Soviet north, Nazi concentration camps, exile, and the American South. While attentive to state policies administered "from above," we will take care to locate the incarcerated individual in the penal systems they inhabited "from below." Readings are drawn primarily from history and memoir literature, and will be supplemented with social theoretical texts, images, film, and recent journalism.

Yana Skorobogatov is a PhD candidate in history at the University of California, Berkeley. A historian of modern Russia and the Soviet Union, her dissertation explores the Soviet party-state’s embrace and use of the death penalty after World War II. Born in Moscow, USSR, she spends her free time freelance writing, open water swimming, brewing kefir, and brainstorming an article-length think piece about her life as a first-generation Russian-American. She can be reached via email at yanaskor(at)berkeley.edu.

Yana Skorobogatov
2303 Dwinelle
M 4-6
Class #: 16136
Europe
103B.002: Secularization and Modern European History

Americans have a difficult time making sense of secularism in Europe. Why, for instance, do some French citizens see wearing a burkini or a burqua to be in violation of such cherished secular principles as equality or liberty? Moreover, if Europe is so secular why are religious holidays still observed in most countries and religious symbols tolerated in public schools, such as crosses in Italy? Despite boasting the highest rates of atheism in the world, Secular Europe, according to many critics, remains biased towards its Christian past. How are we to make sense of the paradoxes between church and state in secular Europe? This course attempts to deepen understanding of secularism by looking at how scholars have interpreted its historical develop in Europe. Starting with the Enlightenment, we will examine the experience of secularization for modern thinkers and the theories of secularization produced by them. The hope is that on this basis we will be able to better conceptualize and understand debates involving secularism and Church and State in contemporary Europe. 

Daniel Steinmetz-Jenkins is the Berkeley Postdoctoral Fellow in Public Theology for the 2016-17 academic year. He recently received his Ph.D. in Modern European History from Columbia University. His work primarily focuses on twentieth-century Western European intellectual, religious, and political history with subsidiary interest in American history and religious studies. His dissertation titled, The Other Intellectuals: Raymond Aron and the United States examines Aron’s critical views of various schools of American thought devoted to modernization theory, neoliberalism, and international relations theory. At BCSR Steinmetz-Jenkins will be working on a manuscript titled, Religion and the Left Since 9/11. He has written for The Nation, Times Literary Supplement, Dissent, Los Angeles Review of Books, and elsewhere.

Daniel Steinmetz Jenkins
2231 Dwinelle
Tu 2-4
Class #: 16133
103B.003: The Totalitarian Self: autobiographies, diaries, memoirs, fiction

For many historians, diaries, letters and other first person accounts offer the most reliable conduit into the past. But such accounts vary greatly in style and purpose, not mention author and experience.  In this course we use first hand sources to look behind the facades of among the most dramatic but also troubling events to confront humankind in recent centuries: namely the experiments with fascism, racial war, and Marxian socialism, "tried out" upon millions of human beings in twentieth century Europe, from Germany through Eastern Europe and the Soviet Union.  Through diaries and autobiographies we explore fundamental questions of identity, solidarity, commitment, and belief that seem unavailable within the strictures of conventional institutional history.

Historians have developed crude categories like resistance, accommodation, collaboration to describe the responses human beings developed to would-be totalitarian rule.  In fact, these and other dimensions of experience overlapped in single lives.  Through perspectives of sensitive observers –poets, but also an architect, worker, school teacher, and several journalists – this course seeks to deepen students' appreciation of the nuances of every day existence in a region renowned for its complexity, but also to awaken an appreciation for first hand accounts as historical sources. What do we in fact learn from such accounts that is otherwise unimaginable? What might memory tell about an event that was invisible to direct observation?

John Connelly is a Professor in the Department of History.

John Connelly
3205 Dwinelle
W 12-2
Class #: 16134
103B.001: African and Asian Immigration to Europe since 1945

Until the end of the Second World War, European colonial empires came to encompass almost all of Africa and Asia. Britain and France ruled the largest of those empires. One of the drivers of colonization was a regular outflow of people from Europe. From 1945, European empires collapsed. In parallel, the migration flows from Europe to Africa and Asia have been replaced by migration flows in the opposite direction. First came European settlers, such as French settlers in Algeria, one million of whom migrated to France in 1961-1963. African and Asian populations, looking for opportunities in the former metropoles, followed them. In this seminar, we will explore recent books dealing with those postcolonial migration flows. The British and French cases will be the subject of most readings. We will investigate how various immigrant groups interacted once arrived in Europe. We will review why they managed or failed to integrate in destination countries. We will try to understand anti-immigration feelings, along with violent episodes, such as riots, surrounding those groups. We will describe the experiences of immigrants through the sociology of Abdelmalek Sayad and the masterpiece La Haine (Hate). We will complete our reflections with a review of immigration policies, along with an analysis of the anti-immigrant French party Front National.

Emmanuel Comte is a Visiting Lecturer in the Department of History.

Emmanuel Comte
2231 Dwinelle
M 2-4
Class #: 16132
Latin America
103E.001: Slavery, Race, and Revolution

This course provides a comparative approach to the long history of slavery in the Atlantic World and the struggle against the institution and its legacies up to the present day.  We will consider the role of slavery in the development of an international system of capitalist exchange, as well as the impact on the lives of those caught within its bonds.  Though comparisons will be made with the United States, the emphasis will be on Latin America and the Caribbean, where more than 10 million Africans were sold into slavery.  How did this come to be?  What brought slavery to its legal end, and how does the history of slavery continue to impact the way that race structures lives today throughout the region?  Topics include the origins of “race” and racism, slavery in Africa, Indian slavery, the Middle Passage, African cultures in the Americas, resistance and rebellion, the Haitian Revolution, antislavery and antiracism during the Latin American independence wars, the transition to freedom, commemoration, and the transnational debate over rights and reparations in the present day.

Elena Schneider is an Assistant Professor in the Department of History.

Elena A. Schneider
2303 Dwinelle
T 10-12
Class #: 16139
Science
103S.001: 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 concepts of sexual orientation, intersexuality, and transsexuality in the twentieth-century. In addition to secondary sources, we will analyze primary sources (texts and images) to explore how bodies were thought, talked about, and imagined. 

Sandra Eder is an Assistant Professor in the Department of History.

Sandra Eder
3205 Dwinelle
W 10-12
Class #: 16145
Asia
103F.001: Travels to the Land of the Indians

This course is devoted to the study of the ways in which the lands and peoples of India were encountered, observed and described by visitors from abroad over the sweep of the last two millennia. We will accordingly read excerpts from a large variety of travelers’ accounts of the Indian subcontinent, beginning with Ancient Greek, Roman, and Chinese writings on India. Then we will examine the descriptions of the first Arab conquest of Sindh and subsequent invasions, paying close attention to the accounts of travelers such as Ibn Battuta and al-Biruni. Next we will read from the narratives of visitors from Europe and West Asia, before ending with a few accounts of travelers in the opposite direction, from India to other parts of the world. As we tour these narratives, we will pay close attention to the literary construction of India as region, empire, or nation across the centuries. In particular we will focus on themes of commerce and religion; representations of political and social order; and on questions of exoticism, orientalism and the understanding of difference. Students will develop their skills in textual interpretation and historical analysis by writing regular response papers and a final independent research paper on a theme of their own choice.

Abhishek Kaicker is an Assistant Professor in the Department of History.

Abhishek Kaicker
2231 Dwinelle
T 4-6
Class #: 16141
103M.001: Egypt Between Empires

This course analyzes the political, social and cultural history of Egypt between the Ottoman and British Empires from the late eighteenth century through 1956. Between the Ottoman conquest of the Mamluk Sultanate in Egypt in 1517 and the outbreak of World War I, Egypt was legally part of the Ottoman domains. In 1841 Egypt gained special status within the empire as a “privileged” or autonomous province and had wide control over its internal administration. As a result, for much of the 19th century, historians have viewed Egypt as “quasi-independent” and detached from the Ottoman imperial center in Istanbul. This interpretation was further supported by the British military occupation of Egypt between 1882 and 1914. During this period, Egypt was often referred to as the “veiled protectorate” and viewed as a British colony in all but name. Egypt’s international legal status came under scrutiny once again in the aftermath of World War I. In order to quell an anti-colonial uprising in Egypt against Britain’s “illegal protectorate,” the British High Commissioner in Cairo unilaterally declared Egypt independent in 1922. Yet, much like the period of occupation, Egypt’s economy, security and foreign affairs were determined by London. Britain did not leave Egypt until the last British troops were evacuated from the Canal Zone in 1956. This course examines modern Egyptian history vis-à-vis its relationship to the Ottoman and British Empires. It will consider the ways in which Egypt’s unusual political status between empires shaped politics, culture and society on the ground. What did autonomy mean for the development of state institutions? How did permanent military occupation shape culture and the state?

Aimee Genell is a Visiting Lecturer in the Department of History.

Aimee Genell
3104 Dwinelle
F 12-2
Class #: 33350
103F.002: Late Imperial and Modern China: Research Seminar on Historical Documents

This seminar offers an overview of selected types of historical documents foundational to research projects in late imperial and modern Chinese history. It also pays attention to those institutions that produced and archived these materials. Included among the topics will be studies of palace memorials, local gazetteers, county archives, Republican municipal archives, official chronological compilations (shilu, shilue), Qing bibliographies, and Nationalist Party materials.  Students are expected to make regular library visits and to familiarize themselves with database collections.  Class assignments will include bibliographical essays and translation exercises. The term paper may be either an essay on a topic of the student’s choice that identifies sources and bibliographies in preparation for a research paper, or a critical evaluation of a historical genre as a source for research.

Wen-hsin Yeh is the Richard H. and Laurie C. Morrison Professor in the Department of History.

Wen-hsin Yeh
341 Starr Library
Class #: #34302
Medieval
103B.004: Crime and Punishment in Medieval Europe

Governments and communities during the middle ages dealt with crime and punishment very differently than we do. Many actions we think of as crimes they did not (e.g., some homicides). Many actions they thought of as crimes we do not (e.g., homosexuality). Many punishments we think of as cruel and barbaric were regarded as normal and beneficial (mutilation). Many actions we seek to deter by the threat of punishment they sought to remedy without any punishments at all (often homicide). And if some medieval societies were notoriously violent (even by their standards), others were surprisingly tranquil and relatively crime-free (even by contemporary American standards). In this class we will try to get at the logic of punishment and redress by closely reading one particular law code (the Saxon Mirror, from 13th- and 14th-century Germany, complete with illustrations). We will build other readings around it covering other aspects of the subject. In particular, we will look at medieval prisons, the use of hanging and corporal mutilation, the widespread acceptance of what is today understood as "jury nullification," and attitudes towards homicide. We will also spend a significant amount of time discussing laws regarding rape and the application of those laws, as well as how married and unmarried women were treated in courts when charging breach of promise or physical abuse. Finally, we will read one provocative account of how medieval Europe came to rationalize institutionalized persecution and one comparative study of crime and punishment in the modern world.

Geoff Koziol is a Professor in the Department of History.

Geoffrey Koziol
3104 Dwinelle
Th 2-4
Class #: 32319