Fall 2018
Details
R1B: What it Means to be Human: The Making of the Social Sciences
  • This course satisfies the second half of the Reading and Composition Requirement.
  • This course does not count for credit toward the History Major but may fulfill other requirements.

Disciplines such as sociology, anthropology, history, political economy, and psychology share a commitment to explaining some aspect of human life and human interaction. Whether they study society, human culture, the economy, or human cognition and behavior, these sciences each claim to be able to elucidate something fundamental about human existence. But how exactly have these sciences defined the human being and what it means to be human? This course explores the social sciences when they first emerged and what made them possible. From the Enlightenment through the nineteenth century, we will be concerned with how European intellectuals imagined the origins, organization, and purpose of human life as well as humans’ capacity for reason, language, morality, and law. Our engagement with philosophical texts and scientific attempts to render the human an object of science will be supplemented by readings of secondary scholarship in order to broaden our understanding of the ways knowledge about humanity gets produced and negotiated. This course will develop your writing skills and introduce you to the foundations of historical research. You will learn to read primary and secondary sources carefully and charitably, to use evidence to support your claims, and to craft and defend original arguments. As this course is writing-intensive, heavy emphasis will be placed on editing and revising written assignments throughout the semester. Writing assignments consist of a diagnostic writing sample, two short essays, and a final historical research paper.

Gloria Yu is a PhD Candidate in the History Department. Her research interests include European cultural and intellectual history, the Enlightenment, the history of education, histories of the body, and the history of moral, political, and scientific concepts.

Gloria B. Yu
122 Latimer
Tue/Thu 8–9:30am
Class #: 21672
R1B: In the Name of Humanity: The Laws of War in Global History, 1860s to the Present
  • This course satisfies the second half of the Reading and Composition Requirement.
  • This course does not count for credit toward the History Major but may fulfill other requirements.

What are the laws of war and how have they changed since they first appeared on the global stage in the 1860s? How has moral feeling influenced the purview of such laws, and vice versa? What does it mean to wage a lawful war? This course aims to explore these questions. It offers an introduction to the history of attempts to regulate warfare and their current significance. Our explorations will range from the 1864 Geneva Conventions to current attempts to prohibit nuclear weapons; we will ponder law in armed conflict from the American Civil War to U.S. coalition air strikes in reaction to chemical warfare in Syria. Beyond a history of the norms guiding the laws of war, this course surveys the relationship between these norms and concurrent trends: the rise of nation-states and imperial ambition, accelerating technological change, and escalating destructiveness of warfare. Readings for this course include primary source documents as well as secondary historical scholarship. This course satisfies the second half of the university’s reading and composition requirement. We will develop your ability to read critically and write persuasively, skills that are central to a liberal arts education. The course will also introduce you to key concepts of the historian’s craft, including context, causality, change over time, and contingency. The first half of the course will require you to write a diagnostic paper and two brief essays. As a crucial aspect of the course is to familiarize students with the interconnection of thinking, writing, and rewriting, you will be required to revise each of those short essays. In the second half of the course, you will write a longer historical research essay, based on both primary and secondary sources.

Elena Kempf is a PhD Candidate in the History Department. She is broadly interested in Legal History, the History of Human Rights, German History, and the intersection of law, morality, and technology. She is writing her dissertation on the history of weapons prohibitions in international humanitarian law. Elena received her B.A. in History from UC Berkeley in 2014.

Elena V. C. Kempf
121 Latimer
Tue/Thu 8–9:30am
Class #: 21673
4A: Origins of Western Civilization: The Ancient Mediterranean World

This course offers an introductory survey of the history of the ancient Mediterranean world, from the rise of city states in Mesopotamia c. 3000 BCE to the transformation of the Roman Empire in the 4th century CE. The emphasis will be on the major developments in the political and social history of the ancient Near East, Egypt, Greece, and Rome, with special attention to those institutions, practices, ideas, and objects that have had an enduring influence on the development of western civilization. A key theme for the course as a whole will be the changing configurations of power in the ancient Mediterranean world, not only political (cities, states, empires), but also socio-economic (personal wealth and status) and ideological (religion and belief systems). Lectures and textbook readings will provide an essential historical narrative as well as interpretations of central problems, while readings in primary sources (epic poetry, historiography, public documents, biography, etc.) will give students an opportunity in discussion sections to grapple with some of the evidence on which such narratives and interpretations are based.

Carlos F. Noreña
105 North Gate
Tue/Thu 11am–12:30pm
Class #: 21674
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."

Jonathan Sheehan
100 Genetics & Plant Biology Building
Tue/Thu 2–3:30pm
Class #: 31133
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.

Nicolas Tackett
155 Donner Lab
Tue/Thu 9:30–11am
Class #: 21623
7A: The United States from Settlement to Civil War

This course is an introduction to the history of the United States from the beginning of the European colonization of North America to the end of the Civil War. It is also an introduction to the ways historians look at the past and think about evidence. There are two main themes: one is to understand the origin of the "groups" we call European-Americans, Native-Americans, and African-Americans; the second, is to understand how democratic political institutions emerged in the United States in this period in the context of an economy that depended on slave labor and violent land acquisition.

Brian DeLay
100 Lewis
Tue/Thu 12:30–2pm
Class #: 21702
8A: Becoming Latin America, 1492 to 1824

This course covers the history of Latin America from the time of Columbus to around 1870. It thus reckons with almost four centuries of encounter, colonization, accommodation, and struggle that frame the ways that Latin America was becoming Latin American. Lectures and a mix of secondary and primary source readings and images produced during the colonial period serve as points of entry for discussion in section meetings.

Margaret Chowning
229 Dwinelle
Tue/Thu 9:30–11am
Class #: 31134
10: Introduction to African History

The history of Africa is extraordinarily complex and rich in both tragedy and achievement. In this course, important issues in African history will be introduced including the following: how and why complex societies formed in Africa; the technological responses of different Africans to environmental changes; how various cultures, religions, and state ideologies helped to organize African social and political life; the effects of the trade in enslaved

Bruce Hall
215 Dwinelle
Mon/Wed/Fri 10–11am
Class #: 25161
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
101 Moffitt
Tue/Thu 2–3:30pm
Class #: 25637
12: The Middle East

An introduction to the history of the widely misunderstood region known today as the “Middle East,” from the 7th century to the present day. Framed by contemporary concerns, the course will trace how a variety of factors like social life, family, gender, sexuality, politics, culture, economy, class and religion interacted over time in a region dominated, yet not necessarily defined by Islam. Students will be challenged to think critically, interpret primary sources and engage with relevant historical methods, learning to discern and craft historical arguments through an engagement with the major debates in the field. Subjects covered include the long-term social and political continuities in the ancient Middle East leading up to the foundation of Islam; the prophet Muhammad and his community; the Rightly- guided Caliphs and the early Arab conquests; the Umayyad and Abbasid Empires; the political fragmentation of the Near East; the Crusades; the Mongol invasions; the rise of the Ottoman and Safavid empires; the formation of the modern Middle East in the nineteenth and twentieth centuries, interrogating the impact of colonialism and capitalism, modern state formation, nationalism, neo-liberalism, and the rise of political Islam in the region at large.

Archana Prakash received her Ph.D. in Middle East History from the University of Illinois at Urbana-Champaign and previously taught courses on the history of the Middle East and Islam at Stanford University. Her research examines how Egyptians transformed European knowledge by implementing it through modern education in Egypt, as well as how Egyptian ideas about education and knowledge evolved over the course of the nineteenth century.

Archana Gubbi Prakash
101 Life Sciences Building Addition
Tue/Thu 9:30–11am
Class #: 32384
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.

2060 Valley Life Sciences Building
Mon/Wed/Fri 12–1pm
Class #: 25164
30: Science and Society

Science as we know is the product of a historical process. In this course, we will explore the emergence of its concepts, practices, goals, and cognitive authority by surveying its roots in their social and cultural setting. We will trace the development of conceptions of the natural world from antiquity through the Scientific Revolution and the Enlightenment and up to the modern age. All the sciences fall within our purview, from their early forms up to today.

In this fall semester, we will focus at the origin of Modern Science.

Massimo Mazzotti
160 Kroeber
Tue/Thu 12:30–2pm
Class #: 21634
88: How does history count?
  • This course does not count for credit toward the History Major but may fulfill other requirements.

In this connector course, we will explore how historical data becomes historical evidence and how recent technological advances affect long-established practices, such as close attention to historical context and contingency. Will the advent of fast computing and big data make history “count” more or lead to unprecedented insights into the study of change over time? During our weekly discussions, we will apply what we learn in lectures and labs to the analysis of selected historical sources and get an understanding of constructing historical datasets. We will also consider scholarly debates over quantitative evidence and historical argument.

3205 Dwinelle
Fri 10am–12pm
Class #: 32177
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.

  • For Section 1, Monday, 5–6pm, Use Class #16792
  • For Section 2, Monday, 6–7pm, Use Class #32251
Thomas James Dandelet
3205 Dwinelle
Class #: See Course Description
100AC: Sports and Gender in U.S. History

This course welcomes all students to examine the social and cultural history of men's and women's roles in American sports. From indigenous games through the long history of racially segregated facilities to increasing opportunities for women after Title IX law, we see athletes pressured to model ideology and politics through their very bodies. How have government, media, medical authorities and corporate interests framed winners and losers, masculinity and femininity? Readings, films, guest speakers and discussion will emphasize the history of children's games, coaches, homophobia, fan behaviors, Olympic scandal and wartime teams (such as the AAGBL and the Little League ball played by interned Japanese Americans.). We'll consider the race, class and gender aspects of strength, recreation,body size, mascots, sportswear, toys and sports foods. The course requires one short paper, one midterm essay exam and one longer paper. All cultural perspectives are welcome.

Bonnie Morris earned her Ph.D. in women's history from Binghamton University and has taught Sports and Gender for over 20 years at campuses ranging from Georgetown to Semester at Sea. The author of 16 books, she is also a consultant to the Smithsonian and Disney Animation, and an archivist of feminist music.

Bonnie Morris
105 North Gate
Tue/Thu 12:30–2pm
Class #: 32724
100AP: Slavery in the Roman Empire
  • This course has been cancelled.
Susanna Elm
100B: Europe: Now You See It, …

Modern scholars write of the “making of Europe” and trace its long history, even if the Europeans they describe did not know they were European. In the recent centuries, it has become a real thing, a thing of debate. We will focus on the latter, but the lectures will range more broadly. We will discuss tensions around the creation, loss, re-creation, fragmentation of the idea and the thing in the modern period, since the beginning of the modern period.

David Frick
Dwinelle 209
Tue/Thu 2–3:30pm
Class #: 32747
100D: Calculating Americans: Big Histories of Small Data

The data we collect both reflects our values and shapes them, constraining and defining the questions we ask about our society. This course will use a series of case studies from the history of American data to examine a wide array of political, economic, and cultural issues. We will explore the ways that categories, units of analysis, and practices of instruction and collection both reflect and reshape assumptions about race, gender, labor, and household structure. We will also experiment with the many ways we can use quantitative documents to learn about the past—both through close reading and through aggregation and statistical analysis. Case studies will be drawn from the colonial period to the present.

Caitlin C. Rosenthal
170 Barrows
Tue/Thu 11am–12:30pm
Class #: 31137
100D: Family Plots: Writing about Kinship in U.S. History

Kinship claims, ties, structures, and taboos rank among the most fundamental social and cultural forces, and family units have provided powerful templates for the stories people have told, throughout history, about what it means to be human. But of course the meaning and nature of kinship has varied and evolved, much to the fascination of scholars and critics, and so have the stories people tell about family life. This seminar looks specifically at how families and family life have been represented, celebrated, debated, and criticized in the United States over the past two centuries, especially in literature, popular entertainment, politics, and historical writing.

Most of our work will consist of intensive discussion of texts, images, and films produced in the United States over the past 240 years, though we will also have the opportunity to do some analytical and interpretive writing on the subject and to develop plans for potential creative projects. Requirements include timely completion of weekly reading assignments; active, consistent, and thoughtful participation in seminar discussion; biweekly individual meetings with the G.S.I.; short weekly writing exercises; two longer essays; and one mini-prospectus or proposal.

David Henkin
3205 Dwinelle
Wed 4–7pm
Class #: 31523
100M: Special Topics in the History of the Middle East: Jews and Muslims

This course studies Muslim-Jewish relations as they developed in the Middle East and North Africa from the rise of Islam to the present day. It analyzes how ethnic and religious boundaries were both drawn and transgressed in historical settings including Arabia in the time of Muhammad, Islamic Spain, the Ottoman Empire, and modern Iran, Iraq, Egypt, Morocco, and Israel. It asks how this shared cultural heritage is remembered and mobilized in the contemporary world, shedding light on the current state of Muslim-Jewish relations not only in the MENA but in Europe and the US as well. Films, memoirs, scripture, and historical works form the basis of our inquiry.

Emily Gottreich
166 Barrows
Tue/Thu 12:30–2pm
Class #: 32154
100U: Medieval Sacred Kingship: Embodied Power and the Divine in Europe and Africa c. 500-1500

If contemporary popular culture is any guide, we are fascinated by rulers with super-human abilities: from Black Panther's King T'Challa to Aragorn's foresight and healing power, sovereigns with special gifts loom large in our imaginary realms. This course explores the historical origins of ideas about sacred rulers during the centuries usually called "medieval" (c. 500-1500). It will compare the development of Christian sacred kingship in Western Europe—the idea that sovereigns ruled by "divine right"—with the influence of Islam on ideas and practices of rulership in several African kingdoms. In both cases, the impact of indigenous "tribal" beliefs and practices on the acceptance and development of Abrahamic faiths will be considered. What relations between rulers and the sacred are attested? What kinds of divine powers are attributed to kings and how are they related to their earthly, political authority? How were power and holiness mobilized in the creation of early states? Close reading and analysis of primary sources in translation (such as biographies, letters, chronicles, and traveler's accounts) will be emphasized as well as interpretive frameworks drawn from modern scholarship. Course requirements include brief analytical responses to primary sources; a take-home midterm examination; and a final exam as scheduled by the Office of the Registrar during the university's final examination week.

Maureen C. Miller
108 Wheeler
Tue/Thu 11am–12:30pm
Class #: 25941
105A: Archaic and Classical Greek History

This course will present an overview of the history of the Greek world from the eighth through the fifth centuries BCE. We will consider the political innovations, cultural creativity, social tensions, and economic systems that accompanied the demographic expansion and proliferation of settlements that characterized the Archaic Greek world. We will examine the ways, both competitive and cooperative, in which this multitude of small states interacted with one another and with their non-Greek neighbors—Etruscans, Phoenicians, Egyptians, and Persians. We will study the emergence of democracy in Athens, the Greek defense against a series of Persian invasions, and the seismic effects of that struggle on Greek political ambitions in the fifth century, culminating in the Peloponnesian War, the Spartan-led attempt to break the power of the Athenian empire. Most readings will be in translated primary sources, including Homer, Hesiod, Herodotus, Thucydides, lyric and tragic poetry, and documentary evidence such as laws, treaties, and decrees. There will be two short papers, a midterm, and a cumulative final exam.

Emily Mackil
60 Barrows
Tue/Thu 9:30–11am
Class #: 31138
116D: 20th Century China

This course offers a survey of Chinese history from the turn of the twentieth century to the present. The narrative will focus on the rise of the Chinese party-state, the transformation of social groups and identities, and China’s changing role in the world. Topics include the fall of the Qing dynasty, the new Republic, the rivalry between Communists and Nationalists, the war with Japan, the Cultural Revolution, reform and opening, the 1989 democracy movement, and China’s global rise.

Brooks Jessup
106 Stanley
Mon/Wed/Fri 9–10am
Class #: 21632
117D: Chinese Bodies: Medicine, Health, Sex, and Gender

This thematic course examines notions of the "Chinese body" as they develop over three main time periods: the early empires (4th c. BCE- 4th c. CE), late imperial China, and China today. As its title indicates, the course focuses on four main perspectives that mutually inform each other: (1) gender constructions; (2) understandings of sexual activity; (3) definitions of good health and well-being; and (4) the healing and medical arts. Contrary to the Orientalist stereotypes of "unchanging China," notions of the body and hence the person have changed dramatically over the course of two millennia — so much so that older practices have little in common with contemporary qi gong 氣功 ("breath work") or the so-called TCM ("Traditional Chinese Medicine").

Michael Nylan
60 Barrows
Tue/Thu 12:30–2pm
Class #: 31140
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 racially and ethnically diverse and income and wealth inequality grew, various ideologies developed to justify or critique these changes.

This class will explore these numerous transformations by focusing on three key themes: (1) Rights Contested, (2) Boundaries, Bridges, and Intersections, and (3) Modern Times. We will particularly study how race, ethnicity, class, gender, citizenship, and place shaped major developments in American history from the end of the Civil War until the onset of World War II. We will structure our study of these themes and factors by dividing the course into three chronological segments: (1) A Time of Rapid Change: From Civil War to New Century, (2) An Age of Reform and Reaction: New Century to World War I, and (3) Building Bridges and Walls: Interwar America.

145 Dwinelle
Tue/Thu 9:30–11am
Class #: 21641
125B: Soul Power: African American History, 1861-1980

This course will examine the history of African Americans and race relations from the Civil War and Emancipation (1861-1865) through the modern African American Freedom Struggle (1954-1980), concluding with the post-Civil Rights-Black Power era (1980-2012). Major social, cultural, political, and economic developments will be emphasized. Possible texts: Tera Hunter, To 'Joy My Freedom: Southern Black Women's Lives and Labors After the Civil War; John Hope Franklin, ed., Three Negro Classics [including: W.E.B. Du Bois, The Souls of Black Folk; Booker T. Washington, Up From Slavery; James Weldon Johnson, The Autobiography of an Ex-Colored Man]; Lisa Levenstein, A Movement Without Marches: African American Women and the Politics of Poverty in Postwar Philadelphia; Joshua Bloom and Waldo E. Martin, Black Against Empire: The History and Politics of the Black Panther Party; Michelle Alexander, The New Jim Crow: Mass Incarceration in the Age of Colorblindness.

Waldo E. Martin
170 Barrows
Tue/Thu 2–3:30pm
Class #: 31142
128AC: California, the West, and the World

Tall tales, mythic claims, and Hollywood films have long shaped the image of California and the American West. The region is often associated with hyperbole and hype, and sometimes the truth has been stranger than fiction, but there is little doubt that the territory, as both a place and a notion, have profoundly influenced the rest of the nation, and at times, even the world. This course surveys the history of California and the American West from the mid-nineteenth century to the dawn of the twenty-first. The course 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. Among other topics, this course will examine race, class, gender, migration, tourism, popular culture, urbanization, politics, and the environment as they have played out on the western stage over roughly the last one hundred and seventy-five years.

Jennifer Robin Terry is a social and cultural historian of United States history. Her research focuses primarily on the intersection of childhood, labor, law, and culture in the twentieth-century. She is currently working on two projects. One examines the ways that culture has influenced agricultural child labor law and practice. The other considers child actors as a class of laborers and interrogates the tension between the rights of children and that of their parents.

Jennifer Robin Terry
160 Kroeber
Mon/Wed/Fri 1–2pm
Class #: 26050
131B: Social History of the United States: Creating Modern American Society from the End of the Civil War

This course examines the transformation of American society since the Civil War. The lectures and readings give special attention to the emergence of city culture and its possibilities for a pluralistic society; the experience and effect of immigration in the nineteenth and twentieth centuries; the revolution in communications and industry; changes in family dynamics, the emergence of modern childhood, schooling, and youth culture; changes in gender relations and sexuality; the problematics of race and the changing nature of class relationships in a consumer society; the triumph of psychological and therapeutic concepts of the self.

Daniel M Robert
4 LeConte
Mon/Wed/Fri 12–1pm
Class #: 32718
141B: Social History of Latin America: Rights, Rebellions, and Revolutions

This course examines the social history of Latin America starting in the late nineteenth century through the early twenty-first. We pay particular attention to the enduring problem of social and racial inequality and ongoing struggles for rights that in some cases became rebellions and revolutions. The protagonists of this course include constituents that historically had limited access to power like enslaved African and African-descended men and women, indigenous peoples, rural populations, and women. We examine how these individuals contended with industrialization and the consolidation of strong central governments and economic hierarchies. Themes covered include nineteenth-century struggles for abolition and independence in Cuba and Brazil, the Mexican Revolution, mobilizations for work and political recognition by Afro-Caribbean peoples, women and children in Chile, race and populism in Argentina, the 1959 Cuban Revolution, everyday revolutions in Chile, gay rights activism in Argentina and Brazil, counterrevolution and resistance in Guatemala, Brazilian samba as community organizing, and indigenous movements in a neoliberal context. Multinational and intentionally comparative, we will consider the resonances and divergences in the various national case studies. Throughout we examine the past to better understand the present. 

Elizabeth Schwall earned her Ph.D. in Latin American and Caribbean History from Columbia University (2016) and held a Mellon Dance Studies Postdoctoral Fellowship at Northwestern University (2016-2018). Her book manuscript examines dance and politics in twentieth-century Cuba, and her larger research interests include Cold War Brazil. She values students as co-creators of knowledge and looks forward to learning with them.

Elizabeth Schwall
166 Barrows
Tue/Thu 5–6:30pm
Class #: 32721
142: Cuba in World History

This course surveys Cuban history, culture, and politics from the fifteenth century to the present. We will examine both the outsized role the island has played in world history and the dramatic ways world history has refracted through the island’s turbulent past. Over this long timespan, Cuba has had relationships of colonial status with Spain, a client role with the United States, and dependency with the Soviet Union. Today it struggles to build a new post-Cold War relationship with the United States. Throughout its history, the island has played a critical part in global flows of capital, goods, people, and ideas that have profoundly altered world politics, economics, demographics, and cultures. How has Cuban history and culture been shaped by its unique position in global geopolitics, at the crossroads of Europe, the Americas, and Africa? How have inhabitants of Cuba struggled against recurring and ongoing relationships of colonialism and dependency with foreign powers? And finally, how have inhabitants of Cuba defined what it means to be Cuban both because of and in spite of these global forces? In answering these questions, we will draw on a wide array of texts (historians’ interpretations, contemporary accounts, speeches, literature, art, music, dance, and film) from long before the famous Revolution of 1959 to well after. Our goal will be to interrogate the broad sweep of Cuba’s past and the ongoing and fiercely contested process of its interpretation.

Elena A. Schneider
219 Dwinelle
Tue/Thu 11am–12:30pm
Class #: 32991
151C: Britain, 1750 to the present

For many years Britain was seen as the crucible of the modern world. This small, cold, and wet, island in northern Europe was credited with inventing representative politics, the idea of the individual, an industrial economy, sustaining the rapid growth of a predominantly urban population, mass culture, the nuclear family, and, of course, an empire upon which the sun famously never set. And yet, despite this precocious modernity, imperial Britain remained a deeply traditional society that failed to rid itself of ancient institutions like the monarchy, the aristocracy and the established church.

The class seeks to explain this paradox through an account of the rise, fall and reinvention of a ‘liberal’ political economy that prescribed how markets, governments, empires, and even people, should work. Thus we explore everything from the creation of the Gold Standard and the creation of the monarchy as an imperial spectacle to the history the urinal and the mutual orgasm. In doing so the class tries to challenge the old imperial conceit that Britain made the modern world by showing how Britain was also the product of imperial and global processes she often claimed to have produced.

A brilliant and relatively cheap textbook, written by me, will support the lectures and discussion sections. Assessment will be based upon bi-weekly quizzes (30%), section participation (30%) and a final examination or short research paper of 10 pages (40%).

James Vernon
102 Wurster
Tue/Thu 9:30–11am
Class #: 32141
C157: The Renaissance and the Reformation

Covering the period from roughly 1350 to 1650, this course focuses on one of the most transformative and dynamic periods in the history of Europe and in the making of modernity. Beginning in fourteenth century Italy in the midst of crisis and the Black Death, we will study the dramatic “rebirth” of painting, architecture, poetry, political thought, and learning that first emerged in the cities of Florence, Venice, Rome, and Naples and its subsequent spread across Europe. In turn, we will look at the intellectual and religious movements that arose within and in response to this Renaissance, the Protestant and Catholic Reformations. Political, social, and economic developments during this transitional period will be examined in conjunction with the major texts, art, and intellectual figures of these movements.

Raphael Murillo
126 Barrows
Tue/Thu 12:30–2pm
Class #: 32720
159B: European Economic History, 1750-1914

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.

Andrej Milivojevic
88 Dwinelle
MWF 9–10am
Class #: 32693
162B: A Century of Struggle: International Relations 1914-1989

Following the collapse of Soviet communism, it appeared to many Western observers that capitalist liberal democracy had slain its last viable foe. From this perspective, the “short twentieth century” from 1914-1991 was a triumphant emergence from the barbarism of two total wars, and an evolution towards a stable and enduring international order. But throughout that short century, states and people around the world imagined and fought for a very different future. It was in fact these struggles that shaped today’s world, both in its admirable achievements and its increasingly obvious failings and fragility.
This course investigates the spectacular and often traumatic geopolitical movements of the twentieth century, including the world wars, Communist revolutions, imperialism and decolonization, and in particular, the global Cold War. Lectures and readings will emphasize the influence of human beliefs, and their relation to political structures, on the unfolding of this international history. While our actors, institutions and perspectives will range widely, we will keep our eyes throughout on the evolution and interplay of capitalist and socialist ideologies, in European crises and in U.S.-Soviet relations, as well as in the conflicts and upheavals of decolonization in Asia, Africa, and the Americas.

Joseph Kellner
145 Dwinelle
MWF 12-1pm
Class #: 32695
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
170 Barrows
Mon/Wed/Fri 11am–12pm
Class #: 31145
166C: Modern France

This course explores modern France and its place in the world. We begin with the French Revolution, one of the truly earth-shaking events in history, and then we follow French history through a series of monarchical, authoritarian, and democratic regimes. In the process, we will also trace the emergence, expansion and decline of a great colonial empire. Issues of focus include French cultural and intellectual life; empire as a way of life not only for colonists but also for those living in mainland France; religion; immigration; battles over “who is French”; and dramatic changes in French economy and society during the past two centuries.

Ethan Katz
12 Haviland
Tue/Thu 3:30–5pm
Class #: 32199
171B: 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’état, 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?

Victoria Frede
60 Barrows
Tue/Thu 11am–12:30pm
Class #: 25178
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.

John Connelly
219 Dwinelle
Mon/Wed/Fri 2–3pm
Class #: 25746
175B: Jews in the Modern World

This course will examine the impact of modern intellectual, political, cultural, and social forces on the Jewish people since the eighteenth century. It is our aim to come to an understanding of how the Jews interpreted these forces and how and in what ways they adapted and utilized them to suit the Jewish experience. In other words, we will trace the way Jews became modern. Some of the topics to be covered include Emancipation, the Jewish Enlightenment, new Jewish religious movements, Jewish politics and culture, antisemitism, the Holocaust, and the state of Israel.

John M. Efron
9 Lewis
Tue/Thu 9:30–11am
Class #: 32994
177B: Armenia: From Pre-modern Empires to the Present

This survey course will cover the period from the incorporation of most of the Armenian plateau into the Ottoman Empire to the present. Throughout most of this period Armenians lived in three pre-modern empires: the Persian, the Ottoman, and the Russian. As these political entities shaped Armenian life significantly, they will also serve as geographic subdivisions for the lectures of this course. In the twentieth century, two key events and their consequences will draw our attention. First, as a result of the Armenian Genocide, no Armenian population lives any more on most of the Armenian plateau and the size and characteristics of the pre-existing Armenian diaspora have changed dramatically. Second, the reluctant proclamation of a short-lived, independent republic on some parts of eastern Armenia in May 1918 laid the foundation for the subsequent Armenian Soviet Socialist Republic and the current Republic of Armenia.

We will reflect upon a number of themes. First, what was the status of the Armenians in the pre-modern empires and how did it shape the rise of modern Armenian national consciousness? Second, what were the roots of the Armenian-Turkish polarization that put an end to centuries of cohabitation? Third, what are the legacies of the independent republic of 1918-20 and of Soviet Armenia for the current Armenian state? Fourth, how did the dispersion shape the culture, mentalities, socioeconomic development, and political culture of the Armenian people? Fifth, what does it mean to be Armenian in the modern period, especially in the twentieth century? In other words, is there such a thing as a single Armenian identity uniting, say, a Soviet Armenian, an American Armenian, and a Lebanese Armenian? Finally, we will take advantage of this survey to reflect on the main characteristics of modern Armenian culture, institutions, and political life.

Stephan H. Astourian
130 Wheeler
Tue/Thu 9:30–11am
Class #: 31146
180: The Life Sciences since 1750

This course will survey the development of the sciences of living nature from the mid-18th to the late-20th century. Topics include scientific and popular natural history, exploration and discovery, Darwin and evolution, cell theory, the organizational transformation of science, physiology and experimentalism, classical and molecular genetics, and the biomedical-industrial complex. Emphasis is on the formation of fundamental concepts and methods, long-term trends toward specialization, institutionalization, professionalization, and industrialization, and the place of the life sciences in modern societies. Many lectures are illustrated by slides.

Angelo Matteo Caglioti
141 McCone
Tue/Thu 8–9:30am
Class #: 32696
180T: History of the Life Sciences Since 1750 (Cal Teach)

This course is a parallel course to 180, intended for students interested in teaching elementary or secondary school science and math. Students in the "T" course will attend the regular 180 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.

Angelo Matteo Caglioti
141 McCone
Tue/Thu 8–9:30am
Class #: 32697
C182C: Introduction to Science, Technology, and Society

"In Fall 2018, this course explores how data science is entangled with diverse human contexts (histories, institutions, and material bases) and ethics (domains of value-laden choice). We will bring historically-grounded perspectives as well as frameworks and methods from Science, Technology, and Society (STS) (such as cross-national comparison, co-production, and controversy studies) to bear on topics that include: Doing ethical data science amid shifting definitions of human subjects, consent, and privacy; the changing relationship between data, democracy, and law; the role of data analytics in how corporations and governments provide public goods such as health and security to citizens; sensors, machine learning and artificial intelligence and changing landscapes of labor, industry, and city life; and the implications of data for how publics and varied scientific disciplines know the world.

Note: This class has been proposed to meet the Human Contexts and Ethics requirement of the proposed Data Science major.

Cathryn Carson
145 Dwinelle
Mon/Wed/Fri 1–2pm
Class #: 31147
185B: History of Christianity from 1250

This course follows 185A as the 2nd of two semesters on the History of Christianity. It treats the history of (principally Western) Christianity between the High Middle Ages and the present in Europe and in the rest of the world. The course's main theme is Christianity and the encounter of cultures. Its core readings range from Thomas a Kempis, Martin Luther, and St. Teresa of Avila to Simone Weil and Dietrich Bonhoeffer. The lectures will treat social, cultural, and intellectual topics, such as ecclesiastical authority institutions, forms of piety, revivalism, evangelization, theological speculation, Biblical scholarship, and philosophical arguments for and against religion.

Thomas James Dandelet
102 Wheeler
Tue/Thu 2–3:30pm
Class #: 31148
C187: The History and Practice of Human Rights

A required class for students in the human rights minor (but open to others), this course examines the development of human rights. More than a history of origins, it explores the relationships between human rights and other crucial themes in the history of the modern era. As a history of international trends and an examination of specific practices, it will ask students to make comparisons across space and time and to reflect upon the evolution of human rights in both thought and action.

Stefan-Ludwig Hoffmann
4 LeConte
Tue/Thu 11am–12:30pm
Class #: 31149
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.

  • For Section 1, Tuesday, 5–6pm, Use Class #16790
  • For Section 2, Tuesday, 6–7pm, Use Class #16791
Thomas James Dandelet
3205 Dwinelle
Class #: See Course Description