Spring 2018
R1B.001: History Reading & Composition
  • A complete description is forthcoming. Please check back.
262 Dwinelle
MWF 1-2
Class #: 24917
R1B.002: Money, Markets, Mania: American Capitalism from Colonization to the Gilded Age

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

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

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

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

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

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

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

Thomas L Lowish
204 Dwinelle
MWF 12-1
Class #: 24919
R1B.005: The Social History of Recreation and Leisure, 1850-2000

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

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

Natalie Novoa
Gian 201
TuTh 5-6:30pm
Class #: 41923
4B: Self and Society in Medieval Europe

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

Maureen C. Miller
155 Donner
TuTh 12:30-2
Class #: 24920
5: European Civilization from the Renaissance to the Present

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

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

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

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

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

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

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

Christine Philliou
101 Moffitt
TuTh 11-12:30
Class #: 39647
24.001: Making U.S. Foreign Policy

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

Daniel Sargent
180 Barrows
M 2-3
Class #: 40188
24.002: Endangered Children and Youth in Africa: Documentaries

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

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

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

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

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

Abhishek Kaicker
3205 Dwinelle
Th 10-12
Class #: 41898
98BC: Berkeley Connect for Lower Division Students

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

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

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

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

Thomas James Dandelet
3205 Dwinelle
M 7-8
Class #: 17143
100AC: American Business History from Cotton to Foreclosure

When President Calvin Coolidge declared in 1925 that “the chief business of the American people is business,” he was not making a historical argument, though it would have been a defensible one. Nearly a century earlier, French visitor, Alexis de Tocqueville, made a similar observation. Indeed, America was colonized by joint-stock corporations! Understanding the history of American business can therefore unlock a great deal about America itself. How did capital exchange become capitalism and how did capitalism affect American lives? How have capitalist markets been constructed socially and legally? What has been the historical relationship between capitalism and gender, race, freedom, and inequality? We will explore these questions on a chronological journey from seventeenth-century cotton trading to twenty-first century foreclosure.

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

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

Michael J. Taylor
101 Moffitt
TuTh 8-9:30
Class #: 32189
100B: Gdańsk/Danzig/GedanumA City Shaped—Histories and Cultures

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

David Frick
206 Dwinelle
TuTh 3:30-5
Class #: 41003
100E: US-Latin American Relations

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Trevor Jackson
4 LeConte
TuTh 3:30-5
Class #: 25000
165D: The Social and Cultural History of Early Modern Europe

This course examines the lives of ordinary people in Europe from roughly 1300-1800. Its goal, in the words of the great social historian E.P. Thompson, is to rescue them from "the enormous condescension of posterity," exploring how the common people made their own history and used their ingenuity to shape not only their own lives but also, at key moments, the development of European modernity.

Ethan H. Shagan
9 Lewis
MWF 11-12
Class #: 39662
168A: The Spanish and Portuguese Empires in the Golden Age: 1450-1700

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

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

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

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

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

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

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

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

Victoria Frede
130 Wheeler
TuTh 9:30-11
Class #: 39665
178: The Holocaust

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

John M. Efron
141 McCone
TuTh 2-3:30
Class #: 25006
182A/AT: Science, Technology, and Society

Where do modern science and technology come from? How and why do they change? How is their credibility established — or challenged — in modern societies? How do they interact with the rest of our culture? The course examines these and other related questions using historical case studies from different periods. We shall discuss the emergence of science as a defining dimension of modernity, and its relations to other cultural traditions such as magic, religion, and art. We shall pay particular attention to the evolution of artifacts and technological systems such as industrial machinery, weapons, computers, and contraceptives. The aim of the course is for you to learn about how science and technology shape the way we live and, especially, how they are invariably shaped by historical and social circumstances. At the end of the course, you will be able to think historically about science and technology, and thus engage effectively with questions of technoscientific change — or lack thereof.

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

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

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

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

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

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

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

Whether you call it soccer, football or futebol the beautiful game with the round ball is played and watched around the world. This class will explore how and why that came to happen. Along the way it will trace key developments in the game such as the formation of clubs, international tournaments, the development of stadiums, fan culture, media coverage, formations and styles of play, gambling and corruption, the working conditions and wages of players. Although I am a massive fan the point of the class is not to nerd out but to locate these changes in broader historical processes – political, economic, social and cultural - that have transformed the game and made it a global commodity. Ideally the class will teach you both a lot about the game and about thinking historically and how the world changes over time. There will be a mid-term (30%) and a final exam (40%) with in-class notes allowed. Section participation will account for the other 30% of the final grade. The class will be administered through a bcourse site and the hashtag #GlobalSoccer101 will be used to share additional materials.

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

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

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

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

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

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

103 Courses

103F.001: Revolutionary Nationalism and “Terrorism” in India and Abroad: Is Fundamentalism its Inevitable Telos?

In the early years of the twentieth century, British colonial rule in India faced a powerful new threat to its authority. All through the previous century colonial rule had been resisted mainly by peasants and landed gentry whose concerns had to do with the effects of colonial reformulations of land tenure. Colonial efforts in India of the previous fifty years had been aimed at producing the loyal educated, Indian native. But in the twentieth century, with the educated native emerging as the dangerous individual in need of surveillance, the fundamental incompatibility between colonial occupation and liberal ideology could no longer be hidden.

As early as 1835, in his Educational Minute, Lord Macaulay had made clear that the aim of English education was to "raise up an English-educated middle class who may be interpreters between us and the millions whom we govern - a class of persons Indian in colour and blood, but English in tastes, in opinions, in morals, and in intellect.” There were certainly many among the first generation of English-educated Indians who acknowledged some of the benefits of English rule. Even so, Dadabhai Naoroji, the father of Indian economic nationalism, castigated colonial rulers for behaving in “unBritish” ways in India. But the criticism was less directed at colonial rule per se than at unfair colonial practices. This was to change. Within one generation, gratitude was replaced by anger. Born in India, often of first generation Western educated fathers, second generation educated Indians too went to England, and read English law, history, and philosophy. But they came back with radical politics.

In this course, we will read some of the primary texts that so inspired these young nationalists, primary texts written by Indian nationalists, as well as secondary works dealing with Indian, Irish, Turkish, Israeli, Palestinian, Mexican and Russian political thought, Irish revolutionary nationalism. The aim of the course is to think through some of the issues confronted by scholars attempting to write an “Indian intellectual history” that incorporates some of the thinkers who were on the “wrong” side of Indian nationalism. The aim of the course is also to situate Indian nationalism in an international milieu and to examine the particular manifestation of it as revolutionary “terrorism” and whether that inexorably leads to political fundamentalism.

Janaki Bakhle
2231 Dwinelle
Tu 2-4
Class #: 24989
103F.002: The Chinese Earth – Resources and Ecology

This course addresses, with a historian's and a cultural geographer's perspective, the use of natural resources, including energy, in Chinese history, from imperial times until today. It offers insights into three different, but interrelated and interdependent processes of those periods: a) the agricultural traditions, water management and industrial production technologies; b) aspects of historical earth sciences, including early mapping and modern cartographic knowledge; c) the application of empirical knowledge to resource distribution and Chinese environmental ethics. The course is designed to provide students with these basic tools: familiarity with the sources and tools that constitute this field of inquiry; introduction to (and the appropriation of) a terminology that allows for cross-references and comparisons with other civilizations and cultures; ability to question and critique the ideological and ethical framework governing western and Chinese concepts of “nature,” and the political dimensions of ecological management.


Michael Nylan
2303 Dwinelle
W 12-2
Class #: 33095
103B.004: New Media in Early Modern Britain, 1476-1791

How should we, as viewers of the world through digital screens, make sense of the legacies of a communications revolution that was made of ink and paper? Before the arrival of Britain’s first printing press in 1476, books were rare and most knowledge depended on the ephemeral vehicles of speech and memory. By the eighteenth century, we find a society that rustled with books, newspapers, financial receipts, and private letters. Mass communication was a reality and the written word accumulated in libraries, coffeehouses, and private homes. In this class, we will consider the relationship between new media and the structural transformation of British society, from medieval to modern. We will ask how historians approach the study of a medium as an agent of change and how they discern dynamic new landscapes of discourse. How did the increasingly broad and dynamic distribution of text affect the course of the Renaissance, religious reformation, political revolution, and the foundations of modern science? How did early modern people react to these changes? We will also consider the enduring significance of questions that the people who lived through these changes asked themselves as they adapted to new communication technologies: How do we deal with information overload? How should we react to fake news? What does it mean for speech to be free?

Ivana Mirkovic
3104 Dwinelle
F 10-12
Class #: 32380
103U.001: Refugee Law, Policy, and Experience

Refugees are the frequent subject of news coverage today, where they are often presented in urgent, immediate, and overwhelming terms: “crisis,” “emergency,” “flood.” These are indeed urgent times for what are, in fact, unprecedented numbers of people forcibly displaced due to persecution and violence. But such conditions and responses to them are the product of longer processes; they - and their effects - can be understood only by tracing them through time. This seminar aims to do that by examining the treatment and experiences of refugees in history. Analyzing the actions and perspectives of governmental, intergovernmental, and nongovernmental entities and refugees themselves, the seminar is meant to achieve two objectives. First, in the areas of law and policy, students will learn what existing scholarship can tell us about why and how present-day legal frameworks and forms of assistance were created, by whom, and how they have impacted refugees’ lives. Attention also will be paid to the effects of refugee policy on domestic and international political conditions, especially those conditions that may influence the chances of future forced displacement. Second, students will get a sense of the diversity of refugees’ lives and strategies, including in the areas of law, policy, and politics. The course will center on events in the twentieth century to the present, when modern international and regional refugee regimes were developed, tested, and strained. The geographic scope will be global, with case studies drawn from Europe, Asia, Africa, and Latin America.

Lynsay Skiba
2303 Dwinelle
Th 3-5
Class #: 24991
103B.001: Food in Europe, 1500-1950

The history of food as a recognized subfield is relatively young. Sociologists and anthropologists discovered it well before historians did. And yet, food lies at the basis, not only of human survival, but of all political, social, economic and cultural systems. The viability of every state rests on the adequate provisioning of subjects, particularly in the urban metropolis, but also in the military. Grain supplies have always been one of the most basic tests of the mobilizing capacity of the state. Management of dearth in staple goods is no less important in maintaining social cohesion. But luxury goods and the drive to command their production and exchange have been no less important as a motor of historical change. Trade in spices and sugar was an early causal factor in colonization among early modern European states. Both also played a role in the conspicuous consumption that played a role in the maintenance of political and social hierarchies.

This course will provide students with an opportunity to read across the disciplines—social, economic, intellectual, and military, not to mention cultural and intellectual. Most particularly, this seminar will train students how to analyze secondary sources, to distill a research question and an argument. These skills will prove useful to history majors when they come to write a senior thesis. At the end of the semester, they will have the choice between writing a 10-12 page synthetic essay or a thesis prospectus.

Victoria Frede
2231 Dwinelle
Tu 12-2
Class #: 24984
103B.002: The Caucasus in the Modern Era: "Ethnicities, Empires, and Nations"

This seminar is a historical survey of the Caucasus from the end of the eighteenth century to the present. A number of features characterize this region, three of which deserve some attention. First, the ethnoreligious diversity of its population is remarkable, for many small ethnies have been able to survive there for centuries in often adverse conditions. Second, the region is also best understood as a corridor through which numerous invasions have passed, often leaving behind them masses of settlers. Third, the Caucasus has been, and still is, a zone of contact among various imperial or regional powers and their civilizations.

The seminar will focus on the experiences of the three main nationalities (the Armenians, the Azerbaijanis, and the Georgians), without neglecting those of smaller ethnic groups. It will cover the post-Soviet period quite thoroughly. Some of the themes to be discussed include: the rise of nationalism among the Armenians and Georgians and of national consciousness among the future Azerbaijanis; the creation of Soviet socialist republics and “nation-making”; imperial disintegrations (the Russian Empire and the Soviet Union) and their consequences; and various ethnic and ethnoterritorial conflicts.

Stephan H. Astourian
3104 Dwinelle
Th 2-4
Class #: 24985
103B.003: A History of Nature: From the Lisbon Earthquake to “Lucifer’s Heatwave"

Since the early days of modernity, nature has been an object of competing visions over humanity, society, politics, religion, law, and culture. As a concept, nature has been continually configured and reconfigured to support myriad philosophies and ideologies. As a physical space, it has been used, manipulated, shaped and protected in various ways by powerful forces, from kings and empires to global corporations. In this course, we will ask how and why have we moderns come to think about and appropriate nature in the ways we do today? What do different practices and ideas concerning nature reveal about our culture? Why do ostensibly similar natural disasters ignite contrasting political and philosophical debates across different periods? Why do we view certain things as “natural” and others as “unnatural”? Although the course will follow a chronological framework, spanning roughly from the seventeenth and eighteenth centuries to the present day, its main focus will be thematic. Thus, we will examine issues such as environmentalism, natural history, natural rights, nature and empire, nature and the state, nature and religion, human-animal relations, and the nexus of race, gender and nature.

Yotam A Tsal
3205 Dwinelle
F 12-2
Class #: 24986
Latin America
103E.001: Haiti and the Age of Revolutions

The Haitian Revolution has been called the most radical and therefore important assertion of the right to have rights in human history. Though it was intertwined with the American and French Revolutions, it went much further. Between 1791 and 1804, enslaved Africans in the richest colony in the Western hemisphere redefined themselves as persons not property, ended colonial rule, and established a black republic that sought to abolish racial hierarchy. How did this come to be, and why have your teachers taught you so little about it?

This class will examine the relationship between slavery, race, and revolution in the interconnected struggles that broke out in North and South America and the Caribbean in the late eighteenth and nineteenth centuries, what historians call the Age of Revolutions.  We will examine the world that produced these movements, their ambitions, failures, and interconnections, and the legacies of all this in the present day.  A major emphasis of the course will be methodological: we will interrogate the role of power in the production of history and the process of remembering and forgetting the past.  Readings include the work of historians, documents produced by those who lived this history, and fiction, and they draw from U.S., Latin American, and Caribbean history.  Students have the option of writing a thesis prospectus as the final paper.

Elena A. Schneider
3104 Dwinelle
Th 10-12
Class #: 24988
103S.001: From Tasting Urine to Biotech: Exploring the History of Medicine

Today, medicine and medical understandings of health and disease permeate our daily lives. We debate access to health care and the ethical limits of biomedicine, adhere to ‘No Smoking’ rules, define diets in terms of health, and buy products that kill 99% of all germs. But how has this medicalization of our daily lives and ideas emerged throughout the twentieth century? Where and to whom did people turn when they got sick in the nineteenth century? How did patients and healers then define sickness and health? How and when did the medical system that we know today emerge? How do definitions of “normal” organize medical thinking and medical training? How do new technologies relate to ideas about race and gender?

This course explores topics in the history of medicine. We will examine the ways historians have studied the historical practice of medicine and changing definition of health and disease. The course will address themes such as the emergence of a medical profession, popular understandings and experience of health and illness, the rise of the hospital, the relationship between medicine, science and politics, and the way culture frames medical definitions and interpretation of bodies, health, and disease. In examining these issues, the class will pay particular attention to how people are affected differently by medical practices and technologies depending on their race, gender, and class. While the course focuses on the history of American medicine, it acknowledges that changes in the practice, theory, and education of medicine often do not occur in isolation but are part of transnational developments.

Sandra Eder
3104 Dwinelle
Tu 2-4
Class #: 24990
United States
103D.001: Culture and Politics in the 1970s

Since about 2000, a growing number of historians have turned to the 1970s, claiming to reinterpret a misunderstood, and as some had even described it, “eminently forgettable” decade. The 1970s was more than the ten years between the 60s and the 80s. In this seminar, we will examine the major historical processes of this period with an emphasis on connections to contemporary politics, economics, and culture. Broadly understood as an era of national decline, economic recession, degradation of the nuclear family, and the end of moral consensus, recent scholars have argued for the importance of the so-called “me decade” in terms of labor, urban change, finance, identity, culture, and social and political movements. We will also consider the works in this course in light of the methodology and approaches of recent scholarship, especially in terms of histories of mass media and finance. The course will culminate with either a research paper based on a key question addressed throughout the seminar or the option to develop a prospectus for a thesis to be completed in the department.

Sarah Selvidge
2303 Dwinelle
M 10-12
Class #: 24987
103D.002: U.S. Foreign Policy and the Rise of Terrorism

Shortly after the terrorist attacks of September 11, 2001, President Bush asked: “Why do they hate us?” His answer was “they hate our freedoms.” Some scholars agreed, arguing that Osama bin Laden and his ideological predecessors hated secular, democratic, materialist Western culture. Other scholars have argued that bin Laden, while a security threat, was also a rational actor waging an insurgency against specific U.S. policies in the Middle East that bin Laden repeatedly condemned. In this course we will ask: Why did bin Laden perpetrate the September 11th attacks? How did his views emerge? How have American foreign policy makers applied U.S. power in the past, both in North America and around the world? How have ideas about the application of U.S. power changed over time? How have people resisted U.S. power? What effect has that resistance had on them, U.S. policy, and world history? To investigate these questions we will read primary and secondary sources focused on twenty- and twenty-first century issues, but also studying American power since the colonial period.

Daniel M Robert
2303 Dwinelle
F 10-12
Class #: 32980