Undergraduate Course Descriptions
Upper Division courses - Fall 2007
This page last updated: Monday, 10-Sep-2007 11:45:27 PDT
| 100.001 - Colonialism and Nationalism in Africa | Kanogo | |
| TuTh 9:30-11 220 Wheeler | ||
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The conquest and colonization of the bulk of Africa started in the last decades of the nineteenth century. This course will examine the process of European colonization of Africa and the effects of colonization on African societies. As well as examining the diverse ways in which Africans negotiated the colonial encounter, the course will also focus on the decolonization process, nationalist movements, and the attainment of independence from colonial rule. Rather than dwell on the minutiae of the period, the course will focus on broad themes and case studies including: colonial conquest and practices of administration; African responses to the imposition of colonial rule; colonial economies; labor migration; introduction and impact of Christianity and western education; women and the colonial state; social change: urbanization, leisure, and social mobility; Africans and the Two World Wars; nationalism and post-1945 politics; case studies of guerrilla liberation movements; women in liberation movements; the colonial legacy. Our inquiry will be guided by secondary and primary sources, novels, media presentations (viewing of documentaries), lectures and discussions. |
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| 100.002 - Nuclear Berkeley, Nuclear World | Carson | |
| MWF 2-3 123 Wheeler | ||
| This course uses a local angle to open up the history of the nuclear age. It starts from California, the San Francisco Bay Area, the city of Berkeley, and the University of California itself. Berkeley's nuclear history extends from launching and managing Los Alamos to sparking impassioned political protest, from maintaining a highly ranked nuclear engineering department to weighing in on problems of sustainability and waste. All these are part of a global nuclear history extending up to the present (and pre-shaping the future). The course will give students the tools to take up a local historical question of personal interest, ending in a research project making an original contribution on any aspect of California or the Bay Area's nuclear history. | ||
| 100.003 - Crime and Punishment in American History, 1776 - present | McLennan | |
| TuTh 2-3:30 110 Wheeler | ||
| This lecture course explores the social, political, and cultural history of crime, criminal law, policing, and punishment in the United States of America, from the Revolution to the present. We will consider the key problems of American criminal justice history, including the historical transformation of the legal and cultural meanings of crime and criminality; the rise and consolidation of a prison-based criminal justice system; social conflict over the means and ends of imprisonment; the relationship between legal and ?extra-legal? forms of policing and punishment (such as lynching) in the South and West; and the impact of the Civil Rights Movement on the American criminal justice system. We will also explore the demise of 1960s' "decarceration" policies and the impact of neo-conservative "law and order" politics on policing and penal practice in the 1970s and 1980s. | ||
| 100.004 - Renaissance Cultures | Elm-V | |
| MWF 12-1 88 Dwinelle | ||
| Veit Elm is interested in the role of religion in modern European culture. His principal area of research is the Enlightenment, which he has studied from the perspective of its heroes and of their enemies in the Christian Churches. He received his doctorate from the Free University Berlin and has held teaching positions at the Free University and Princeton University. | ||
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The Italian Renaissance has been credited with the resurrection of classical antiquity, the reestablishment of the arts and sciences and the discovery of man and the world. By implication it was taken to have led Europe out of the impasse of medieval obscurantism and to have inaugurated modernity. This appraisal did not remain undisputed. 20th century medievalists talk about the Carolingian Renaissance and the Renaissance of the 12th century and point out that Roman law and Greek philosophy were an integral part of medieval culture. 20th century modernists tend to equate the beginning of modern culture with the emancipation from the models of classical antiquity in the 18th century. The study of the reception of antiquity has shown that ancient Greek and Roman culture remained present throughout European history and that concepts like Renaissance and Humanism need to be seen in a wider context. Rather than telling yet another story of the Renaissance, the course will focus on the turning points in the reception of antiquity from the first humanist's turn from gothic modernity to classical antiquity up to modern neohumanism. The course will follow the humanist's exploration of antiquity and will analyze their impact on art, science and politics in the city-states of 14th and 15th century Italy and the early modern monarchies of France, Britain and Germany. It will address the emancipation of the arts from the models of antiquity in the 18th century, revolutionary neoclassicism and Nietzschean superhumanism. We will talk about institutions of learning and the social function of art, literature and science. Following up on classical humanism's claim that only the study of antiquity can lead the individual to the higher realms of humanity, the course will concentrate on putting individuals such as Petrarca, Lorenzo and Catherine de' Medici, Leonardo da Vinci, Machiavelli, Calvin, Marguerite de Navarre, Montaigne, Shakespeare, Corneille, Voltaire, Herder, Goethe, Burckhardt and Nietzsche in the context of different Renaissance cultures. One of the questions which will be at the center of the course will be to what extent the referral to antiquity constituted an alternative to dominant culture and in what ways the presence of conflicting traditions, i. e. the biblical and the classical, contributed to cultural innovation. Students will be asked to produce several responses to primary sources and two short papers. |
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| 105A - Ancient Greece: Bronze Age and Archaic Until ca. 500 B.C. | Pafford | |
| MWF 1-2 102 Moffitt | ||
| This course satisfies the pre-modern requirement for the History Major. | ||
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The beginnings of organized activity in Greek cities. A more detailed description is forthcoming. Please check back. ----- Isabelle Pafford holds MA degrees in both Classics and Museum Studies from San Francisco State University and she completed her Ph.D. at Berkeley. In addition to interest in the Greek historians, especially Herodotus, Dr. Pafford's research focuses on the role of money in Greek sanctuaries. Dr. Pafford has been teaching at San Francisco State University since 2005. |
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| 111C - Political and Cultural History of Vietnam | Zinoman | |
| TuTh 9:30-11 88 Dwinelle | ||
| This course provides an introduction to Vietnamese history from the mythic origins of the Vietnamese people to the end of the Vietnam War in 1975. Special emphasis will be placed on "modern" developments from the late 18th century. Topics include Sino-Vietnamese political and cultural relations; the status of Vietnamese women; the history of Vietnamese Buddhism, Confucianism and Catholicism; the rise and fall of the Ly, Tran, Ho, and Le dynasties; the Nguyen/Trinh Wars and the origins of Southern Vietnam; the Tay Son Rebellion; the emergence of the Nguyen Dynasty, French imperialism and colonial conquest; the development of colonial capitalism; the growth of anti-colonialism, radicalism, nationalism, and communism; World War II and Japanese Occupation; the August Revolution; the first Indochina War, Dien Bien Phu and the Geneva Accords; the formation of separate post-colonial states in northern and southern Vietnam; American Intervention and the Second Indochina War. Readings will be drawn from a range of secondary scholarship and primary historical documents as well as from literature, memoirs and poetry. | ||
| 113B - Modern Korean History | Kim | |
| MW 4-5:30 219 Dwinelle | ||
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In this course, we survey political, socioeconomic and cultural developments in the last 150 years of Korean history, from the decline and collapse of the Yi Dynasty (Choson) Korea to today. Main topics examined in the course include: socioeconomic and political changes in late nineteenth-century Korea; growth of nationalism and reform movements; modernization under Japanese colonialism in the first half of 20th century; decolonization and the Korean War; postwar economic growth and effects of the Cold War; the impact of globalization and "successes" of Korean popular culture in the East Asian market. The class consists of lectures, interspersed with audio-visual presentations of such materials as slides, audio CDs and film clips, and section discussions of the reading materials. These discussions are mandatory and will be competitively graded. Depending on the class size, the discussions will be led by either TAs or undergraduate volunteers. Requirements are one midterm, one final examination and two papers (each 5 pages or longer). The second paper can be a longer research paper (over 12 pages), written on a topic to be approved by the instructor. Grades will be based on performances on the examinations, papers and class participation evaluations. |
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| 114B - Modern South Asia, 1700-2000 | Irschick | |
| MW 2-3 160 Dwinelle | ||
| 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. | ||
| 118A - Culture and Society in Premodern Japan: Court, Shogunate, and Popular Politics Until 1600 | Berry | |
| Updated May 7, 2007 | ||
| This course has been CANCELLED. | ||
| An exploration of society and ecology from the period of earliest settlement until the construction of the Tokugawa shogunate c. 1600. Includes the development of the classical imperial state, the formation of the medieval warrior governments, and the experience of mass civil war during the 16th century. We are concerned with the complex sources of power-land and food control, violence, family and class structures, literacy and knowledge, social contracts. We are also concerned with the complex expression of culture-in buildings and material objects, Shinto and Buddhist belief, myth and historical writing, poetry and fiction, drama and popular storytelling. The course draws on a rich variety of original texts (such as Tales of the Heike and The Tale of Genji) and includes extensive visual evidence. Two very short essays, one longer essay, a mid-term and a final examination. No prerequisites, all welcome. | ||
| 120AC - American Environmental and Cultural History | Merchant | |
| Updated May 7, 2007 | ||
| This course satisfies the American Cultures Requirement. | ||
| This course has been CANCELLED. Also listed as ESPM 160AC | ||
| History of the American environment and the ways in which different cultural groups have perceived, used, managed, and conserved it from colonial times to the present. Cultures include American Indians and European and African Americans. Natural resources development includes gathering-hunting-fishing; farming, mining, ranching, forestry, and urbanization. Changes in attitudes and behaviors toward nature and past and present conservation and environmental movements are also examined. | ||
| 124A - The Recent United States: The United States from the Late 19th Century to the Eve of World War II | Postel | |
| MW 4-5:30 145 Dwinelle | ||
| This course satisfies the American Cultures Requirement. | ||
| NEW COURSE ADDED! | ||
| Powerful social, cultural, and political movements shaped the United States as it emerged as a modern country. This course explores this history from the Gilded Age to the rise of the New Deal on the eve of World War II. It will focus on the expansion of corporate and state power, farm and labor protest, women’s rights and feminism, race and immigration, fundamentalism and culture wars, radicalism and reform, and the consequences of America’s wars abroad. The requirements for the course include an eight-page essay, a mid-term, and a final exam. | ||
| 127AC - California and the West | Klein | |
| TuTh 2-3:30 105 Stanley | ||
| This course satisfies the American Cultures Requirement. | ||
| This course traces the history of California from the Paleo-Indian past to the postindustrial present. What, though, is California? Bumperstickers tell us "California is a State of Mind." Is California a collective hallucination? Is it just so many lines on a map? A simple collection of whatever lunatics are here at the moment? Or is California greater than the sum of its parts? We will use such questions to help us understand California as both place and process. The course will consist of two papers, each six to eight pages in length, and a comprehensive final examination. The readings should be completed prior to the week for which they are assigned. | ||
| C129 - Children Through History: Social Practices and Social Welfare | Fass | |
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A version of this course is being offered as L&S 140B: "Children Through History: American Childhoods 1600 to the Present." See lsdiscovery.berkeley.edu for details. History majors can use this ofering of L&S 140B to fulfill a major requirement. |
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| C132B - U.S. Intellectual History, Mid-19th Century to the Present | Candida-Smith | |
| TuTh 3:30-5 101 Morgan | ||
| Also listed as American Studies C132B | ||
| In this course we will examine key developments in U.S. thought since the middle of the nineteenth century, roughly beginning with the reception of Darwin in the 1860s. The story told in the class weaves together the history of science, the arts and popular culture, philosophy, and education. Our goal is to trace the effects that ideas--whether they are dominant, challenging, or nostalgic--have had on how Americans live together. The sciences and the arts have provided raw material for an on-going reconstruction of how to understand and interpret the world. They have inspired legislation and regulatory policies. We will consider how intellectual theories have contributed to the growing power of the U.S., to inequality and injustice, and to efforts to reform the nation. Key topics to be addressed include nineteenth-century revolutions in science and religion; the emergence of pragmatism, the first original contribution to philosophy developed within the United States; early twentieth-century debates about modernity, urbanization, economic development, democracy, and pluralism; the impact of psychoanalysis, other new theories of psychological development, and existentialism on U.S. life and thought after World War II; debates over the linguistic turn, feminism, multiculturality, gay rights, new developments in science and how contemporary issues relate to earlier debates covered in the class. | ||
| 137AC - The Repeopling of America | Kang | |
| MWF 9-10 105 North Gate | ||
| Updated June 4, 2007 | ||
| This course satisfies the American Cultures Requirement. | ||
| Note New Instructor. | ||
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The United States has been termed a "nation of immigrants." And indeed, following the massive depopulation of the native populations, people from five continents over four centuries have moved to America. This course will provide an overview of that migration beginning with the colonial migration which brought the free and unfree to a less developed colonial region. It will follow the migration as the United States became a source of agricultural livelihoods and later an industrial power which exploited the labor of millions of industrial migrants in the late-19th and early-20th centuries. Finally, the course will conclude with the "post-industrial" migrations which have recently brought refugees and service workers to the United States. In the course, we will focus on questions of antagonism and conflict between "Americans" and immigrants and between immigrant groups, the process of acculturation and "Americanization," and the strategies used by immigrants to cope with a strange new world. The course readings will include novels and historical monographs of the immigrant experience. S. Deborah Kang received her Ph.D. in United States History and her M.A. in Jurisprudence and Social Policy from the University of California at Berkeley. During the 2006-2007 academic year, she was a Research Fellow at the Clements Center for Southwest Studies at Southern Methodist University where she completed a historical study of passport and border crossing policies for publication in a forthcoming volume, Bridging National Borders in North America. At present, she is revising a book manuscript, The Legal Construction of the Borderlands: The INS, Immigration Law, and Immigrant Rights on the U.S.-Mexico Border, 1917-1954. The study brings together her interests in legal, immigration, and western history to provide one of the first accounts of the Immigration and Naturalization Service and its operations on the nation's southern border. |
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| 139D - Liberal Superpower: Reform and Political Economy in Postwar U.S. History | Frydl | |
| TuTh 12:30-2 126 Barrows | ||
| How did the United States reconcile the Cold War Leviathan with its admiration for traditional liberalism--natural rights to liberty and property protected by limited government--and its more contemporaneous redefinition to mean a measure of public obligation to maintain the welfare of the people? The broad sweep and projection of especially military power abroad affected more than just Americans' awareness of geography. The military, ideological, and cultural competition engaged in by the United States with the Soviet Union transformed the context in which other issues were placed and understood. This course will examine the fate of previously important political ideals and distinctive institutional configurations under the restructuring regime of the Cold War, in a sense asking ourselves whether it is a paradox in need of unraveling or an artfully constructed falsehood to describe the postwar United States as a "liberal superpower." | ||
| 140B - Modern Mexico | Read | |
| TuTh 3:30-5 145 Dwinelle | ||
| This course begins with the independence of Mexico and ends with the election of Felipe Calderon in 2006. Many angles of the Mexican past will be considered, including the struggle to find and define an independent nation, the political and economic instability of the nineteenth century, the costs and benefits of early modernization, the long shadow cast by the United States, the legacy of single-party politics in the twentieth century, and the opening of democracy since the 1990s. Students will focus on the Porfiriato, the Mexican Revolution, and the history of Mexican immigration to the American Southwest. We will consider when and how multiple Mexican identities were created by examining the role of indigenous, the elite, and Mexicoís rich history of rural revolt. This class ends where it began, with a cycle of modernization and struggle, suggesting the constant dialogue between past and present. | ||
| 141B - Social History of Latin America | Lewin | |
| TuTh 2-3:30 180 Tam | ||
| Note NEW ROOM! | ||
| This course examines three case studies of social change in Mexico, Brazil, and Cuba, from the 1880s to the 1980s, using the contrasting historical contexts of revolutionary and counterrevolutionary societies. Case studies pay central attention to the impact of the national state on issues of race, gender, and class. Readings draw on history, anthropology, ecology, and fiction. Mexico's agrarian revolution, as the first case study, is examined in terms of L·zaro C·rdenas' policies, indÌgenismo, the "green revolution" that accompanied the "miracle of Mexican growth," and, finally, to changing patterns of world trade that by the 1990s underlay the Zapatista Rebellion in Chiapas. The second case study considers twentieth-century urban Brazil, by focusing on two populations historically denied citizenship, slaves and women, and examines the efforts of both to gain civil rights, legal emancipation, and the vote in the Vargas years (1930-1954). Contrasting case studies, taken from S„o Paulo and Bahia, reveal historical patterns of inequality based on color. The third case study, Cuba, focuses on the social forces that emerged in the independence struggle with Spain and generated expectations of racial equality, legal emancipation for women, and a trade union movement. Central attention will be paid to those long-term goals of social equality and the radical legacy of three generations of Cubans that eventually resulted in the 1959 Cuban Revolution. | ||
| 151B - Britain and the Creation of the Modern World (1660-1851) | Ussishkin | |
| MW 4-5:30 20 Barrows | ||
| Updated May 10, 2007 | ||
| New Course ADDED. | ||
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The course introduces students to the two centuries that spanned between the English Restoration and the Great Exhibition, to which Britons were invited to gaze at the material manifestations of their rise as a great power and as the first industrial nation. During the course, we will examine questions such as (not in that order): political stability and financial systems; coffee-houses, newspapers, and the growth of a new 'public sphere,' we will visit pleasure-gardens, institutions of the art, discuss other questions relating to the 'Pleasures of the Imagination' in Britain's new commercial culture, and learn about the supposed threats they posed to the new sociable and rational self. Not all was rosy: crime, enclosures, riots and crowds; corruption and its radical critique; the commercial wars with France, and above all, the creation of the British Empire and the institution of slavery (until its abolition). The course ends with the industrial revolution and the paradoxical ways some of its consequences were conceived by contemporaries. During those two centuries Britons came to think of themselves as "British;" their lives were radically transformed and came to mark what we today call modern; and they created an empire that exacted wealth and labor from other parts of the globe and that lasted until after the Second World War. It was a tumultuous period, and in many ways it still lives with us today. Course requirements: engaged reading, active participation, a short paper based on the material we read in class, a mid-term, and a final. |
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| 155B - Europe in the Late Middle Ages | Urbanski | |
| MWF 11-12 102 Moffitt | ||
| Updated May 6, 2007 | ||
| NEW COURSE LISTING! This course satisfies the pre-modern requirement for the History Major. | ||
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This course will examine the profound economic, social, intellectual and spiritual changes that occurred in Western Europe during the High and Late Middle Ages. The themes to be explored include the Crusades, Christian kingship and the papacy, heresy, Mendicancy, the acceleration of commercial activity, the rise of towns, social change, the effects of pandemics and disease, culture and learning. Charity Urbanski completed her PhD at Berkeley under Professor Koziol. Her teaching and research interests include power and kingship, political ideology, historiography, women and gender, material culture, and heresy. She has taught undergraduate courses at Berkeley for six years. |
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| 158C - Europe 1914-Present | Adamthwaite | |
| TuTh 12:30-2 145 Dwinelle | ||
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A survey of the main trends and forces in the history of Europe from 1914 to the present. The course stresses the interaction of political, economic and socio-cultural changes and explores the relationship between domestic and international politics. Topics discussed include the two world wars, the rise and fall of fascism and communism, imperialism, European integration, the cultural revolution of the 1960s. As well as reading the assigned texts we will explore some twentieth century novels and movies. Assigned reading Harold James, Europe Reborn, Longman Paper Milan Kundera, The Book of Laughter and Forgetting, Harper Paper Virginia Woolf, A Room of One's Own, Harvest books Robert Graves, Goodbye to all that, Anchor books Hanif Kureishi, My son the fanatic,faber and faber paper George Orwell, Burmese Days, Harvest paper Timothy Garton Ash, The Magic Lantern, Vintage paper Janine di Giovanni, Madness Visible, Vintage paper Movies: (reserved Moffitt media resources) Black Skin, White Mask video/c:4459 Triumph of the Will, video/c: 5429 A Self-Made Hero, video/c:999:3451 Hitler and Stalin: Twin Tyrants |
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| 164A - Social History of Western Europe: European Society Before the Industrial Revolution | Kaborycha | |
| This course has been CANCELLED | ||
| 167A - Early Modern Germany | Lehmann | |
| MW 4-5:30 156 Dwinelle | ||
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From the period of the Protestant Reformation to the era of enlightened despotism and the French Revolution, German history was characterized by severe conflicts and problems unresolved: Lutherís attempt to reform the church resulted in a split of society into different confessional camps. The attempt of the peasants to gain a certain degree of political participation led to their complete defeat. While the estates lost most of their power in almost all German territories, the sovereigns began to rule in an absolutist manner. In the late sixteenth century a severe change of climate caused a series of social and economic crises; some people reacted by hunting witches, others believed in the Second Coming in the near future. The Thirty-Years-War brought misery and hardship. Even after 1648 it took a long time before the iron regime of war, hunger and plague could be overcome. In the second half of the seventeenth century, while French armies invaded parts of the Empire from the West, the Turks attacked from the East. Since the 1690s, both Pietism and Enlightenment promised a better future, but the rivalry between Austria and Prussia resulted in renewed warfare. Before any one of the older conflicts could be overcome, the French Revolution posed a new challenge, renewing hope for some, but endangering the lives of many. Early Modern German history therefore contains many lessons concerning the relationship of war and peace, of violence and toleration, of reform and renewal and the rejection of any change, of Baroque splendor and widespread misery, of some progress and much disappointment, in short: of a most complicated legacy for future generations. Two papers; map quiz; emphasis on class participation and class discussion. |
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| 167B - The Rise and Fall of the Second Reich: 1770-1918 | Anderson | |
| TuTh 9:30-11 160 Dwinelle | ||
| This course provides the essential foundation for understanding the catastrophic history of Germany in the 20th Century, as well as some of its successes. A central theme is the struggle to define and impose a single national identity on socially, culturally, and religiously diverse peoples in an age of Great Power conflict. Although the region now known as Germany will be the focus of our investigation, considerable attention will also be paid to the Hapsburg Empire, for until 1866 Austria was officially a part of "Germany" and remained, for nearly a century thereafter, culturally and in popular consciousness a part of a "Greater Germany." Some of the topics discussed will be: the Prussia of the Soldier-King, Frederick the Great; the culture in the Enlightenment and Romantic eras; the revolutions of 1848; Bismarck's wars and state-building; religious and ethnic conflict (especially anti-Catholicism and antisemitism); cultural effervescence and political crisis in fin de siËcle Vienna; the rise of radical nationalism and of the most powerful Socialist movement in Europe; and the origins and course of the First World War--which brought the defeat of both Habsburg and Hohenzollern Empires. Readings include biography, memoirs and other contemporary documents, short stories, a novel, as well as political, military, and diplomatic analyses. We will also spend some time analyzing painting and architecture. In addition to a mid-term and final, two short papers on the assigned reading, attendance and participation in discussions is required. | ||
| 171A - Russia to 1700 | Kollmann | |
| TuTh 12:30-2 205 Dwinelle | ||
| COURSE JUST ADDED! This course satisfies the pre-modern requirement for the History Major. | ||
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This course examines the forces that molded Russian culture, society, and politics from earliest times to the 18th century. Lectures and readings touch upon multiple disciplines, including politics, society, economics, art, architecture, religion, and literature. We will address major questions about early modern Russian history: What was the impact of the Vikings, the Mongol/Tatars, and the adoption of East Orthodox Christianity? What enabled Muscovy (the principality of Moscow) to dominate all other East Slavic principalities and city-states? Was 16th-century Tsar Ivan IV really "Terrible"? What was the great cultural synthesis achieved by Muscovite Russia in the 15th-16th centuries? What forces challenged that synthesis in the 17th century? How are we to assess the reign of Peter the Great (1682-1725), which some historians have labeled "revolutionary"? Finally, we will watch and discuss classic Russian/Soviet historical movies and analyze their interpretation of Russia's past. Course requirements: reading logs, attendance, participation in discussion; map quiz; take-home midterm and final exams. |
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| 171B - Imperial Russia: From Peter the Great to the Russian Revolution | Frede | |
| Updated May 5, 2007 | ||
| This course has been CANCELLED. | ||
| In 1721 Peter the Great chose the title of Emperor for himself, and declared that Russia would be 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. Yet, the reigns of almost all the Romanov Emperors were marked by coups d'etat, peasant rebellions, and, later, assassination attempts. Russia's expanding boundaries and growing population made it even more difficult to rule. This course will focus heavily on political history and political thought. Given the many factors that were tearing Peter's Empire apart, it will ask, what held it together for so many years? Students are encouraged to work on essay writing skills. They will submit two papers: a first of 4-5 pages (15% of final grade) and second of 6-7 pages (25 % of final grade). All students should feel free to meet with me and show me an essay outline before papers become due. Students will also take a midterm (20%) and a final (30%). Participation in class is strongly encouraged (10%). | ||
| 177B - Armenia | Astourian | |
| This course has been cancelled. | ||
| 178 - History of the Holocaust | Efron | |
| TuTh 2-3:30 101 Morgan | ||
| 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 two main parts: (1) the historical background up to 1939; and (2) the destruction of European Jewry, 1939-1945. | ||
| 180 - The Life Sciences | Lesch | |
| MWF 11-12 103 Moffitt | ||
| 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. Two midterms and a final examination. A paper may be substituted for part of the final examination. | ||
| C192 - History of Information | Staff | |
| MW 4-5:30 213 Wheeler | ||
| Instructors: Geoffrey Nunberg and Paul Duguid Also listed as Info C103, Cognitive Science C103, and Mass Communications C103 | ||
| This course explores the history of information and associated technologies, uncovering why we think of ours as "the information age." We will select moments in the evolution of production, recording, and storage from the earliest writing systems to the world of Short Message Service (SMS) and blogs. In every instance, we'll be concerned with both what and when and how and why, and we will keep returning to the question of technological determinism: how do technological developments affect society and vice versa? | ||
| 200X - The Bancroft Library Press Room Course: "The Hand Printed Book in its Historical Context" | Ferriss | |
| Fri 1-5 Off Campus | ||
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A one-semester, two-unit course open to both graduate and undergraduate students. There are no prerequisites but enrollment is by consent of the instructor and is limited to six students because of the small press room space. Interested students may email the instructor: lesferriss@earthlink.net and should attend the first class meeting. The Bancroft Library is undergoing renovation, and the class will meet in the Press Room in the Bancroft's temporary quarters on Allston Way, between Oxford and Shattuck. Under the guidance of the instructor, students examine and discuss original printed books from the Bancroft collections ranging in date from the 15th century to the present. Approximately one half of the class time is devoted to a study of the design and production of books from the hand press period. The course also presents a historical perspective on the various technologies involved in the production of printed books: type founding, paper making, binding, illustrations, and the evolution of the printing press itself. Students will also learn to set type by hand, design and lay out a substantial pamphlet, and print and bind at least 35 copies by the last class meeting. The texts for these pamphlets are selected from the manuscript collections of The Bancroft Library with input from class members. In some cases, editorial work is required. By combining actual printing with a historical overview, students gain a practical as well as theoretical appreciation of the art and technology that has dominated communication in the western world for over five centuries. The class also points out the limitations and problems inherent in hand printing. The instructors, Lester Ferriss and Peter Koch, teach in alternate semesters. Both are professional printers with a strong interest in the history of books and printing. |
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