Undergraduate Courses

Fall 2015
R1B: The Socialist City: Urban Life in the 20th Century from Havana to Pyongyang
  • Note new room.


In the twentieth century, socialist governments came to power, first in Europe and then in countries throughout the world. From the USSR to China, Cuba to Mozambique, leaders sought to radically transform the daily lives of their citizens. This transformation was to be achieved in large part through urban redevelopment and planning schemes. In this class, we will explore the history of attempts throughout the socialist world to build “socialist” cities, distinct in their appearance, economy, and infrastructure from capitalist urban spaces. We will read and discuss primary sources (including letters, memoirs, and urban plans), secondary sources (written by historians, geographers, and anthropologists), and fiction. In the course we will cover a wide geography, traveling in our readings each week from the streets of Moscow and East Berlin, before moving to other cities, including Havana with its state-owned ice-cream parlors and Dar Es Salaam, home to the world’s only socialist drive-in cinema. Key questions that we will pose throughout the semester include: How did city planners deal with the legacy of pre-socialist urban spaces? How did socialist architecture and plans shape people’s everyday lives in the twentieth century? And how does socialist urban design continue to shape cities today, long after the end of the Cold War?

This course satisfies the second half of the university’s reading and composition requirement. We will focus on developing the basic skills of a liberal arts education: reading critically and writing persuasively. 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. These short writing assignments will ask students to analyze one or more of the assigned texts. In the second half of the course, students will write a longer research essay based on texts of their choosing. At the end of the course students will demonstrate their mastery of the various components of historical thinking in a clearly written essay.

Katherine Zubovich
MW 4-530P
CCN: 39003
R1B: U.S. Cultural History: Domestic and Global Contexts

This course will explore the range of "culture concepts" from artistic expression and consumer consumption, to beliefs and rituals in United States history. Questions involving "Whose culture?" and issues surrounding transnational or global circulation of culture, "Globalization or Americanization?" will also be topics in our discussions and readings. The goal of this course is to learn how to think historically. Thinking historically is a particular type of critical thinking, and it should inform your reading and writing, ultimately helping you to both formulate a thesis (argument) and back up your thesis with evidence derived from primary and secondary sources. Because this is a class on cultural history, learning how to "read" and analyze cultural primary sources such as music, film, commercials, photographs, etc. will be a component of this class.

Kim Nalley
45 Evans
TTh 11-12:30
CCN: 39009
3: Byzantium & Near East

This course is designed as a general introduction to the study of history in general, and the study of Byzantium and the Islamic world in particular. It focuses on the two medieval successors to the Roman empire in Eastern Mediterranean and the Near East, and has three aims: to provide a rough outline of the events that transpired in this geographic area between the 4th and the 15th centuries; to explain how a modern historian can approach and understand medieval sources in order to reconstruct various aspects of the past; to discuss what pre-industrial societies have in common, and therefore how lessons learned in this class can be applied to the study of other time periods and/or geographic locations.

Maria Mavroudi
TuTh 11-1230P
CCN: 39042
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 circa 3000 BC to the emergence of the Byzantine Empire in the sixth century AD.  The course has three main foci.  The first is to survey the major events and developments in the social, economic, and political history of the ancient Near East, Egypt, Greece, and Rome.   The second focus is to consider, very much along the way, the origins and development in the ancient world of ideas, practices, and institutions that have had an enduring influence on the development of western civilization.  These will include the emergence of cities, kingship, organized religion, and written law in the Near East and Mesopotamia; dynastic rule and priestly power in Egypt; tyranny, democracy, citizenship, imperialism, colonization, slavery, freedom, religious persecution and martyrdom in the Greek and Roman worlds.  The third focus will be the Mediterranean itself, for it was on and around its deep waters that all of these developments took place, and it left on each of them its distinctive mark.

Lectures and textbook readings will provide an essential historical narrative as well as interpretations of central problems. Primary source readings (including epic poetry, songs of labor and lamentation, political propaganda, narrative history, public documents, and biography) will give students an opportunity in discussion sections to grapple with some of the evidence on which our narratives and interpretations are based. There will be two short papers, three map quizzes, a midterm, and a cumulative final exam. Regular attendance and participation in discussion section is required.

Emily Mackil
TuTh 930-11A
CCN: 39057
5: The Making of Modern Europe, 1450 – Present

This course introduces students to European history from around 1500 to the present as an aspect of global history. During this period, a small, poor, and fragmented outcropping of Asia became a world civilization, whose political, cultural, and economic power touched the four corners of the world. Our course will ask how and why this happened. How, in other words, did "modernity" become "western," for better and worse? As we cover this half-millennium, we will look at major landmarks in European cultural, intellectual, social, political, and economic development as they played out on a local and on a global scale: the Renaissance, the epochal expansion of Europe into the new world, the break-up of Latin Christianity into the competing religious communities; the construction of the modern state; the formation of overseas empires and the coming of capitalism; the Scientific Revolution as a claim to universal knowledge; the French Revolution; liberalism and the industrial revolution;  socialism and the formation of the working class; the role of women in various contexts and the rise of feminism; modern colonialism; the world wars; communism and capitalism, decolonization, and the Cold War and the European Union. Our readings will range from learned treatises in religion and classics in political theory to novels and plays and documents from the past to exemplary articles by modern historians.. There will be no textbook. Work in sections focuses on discussions of the readings and on the improvement of writing skills. Three hours of lecture and two hours of section (required) per week.

Thomas W. Laqueur
TuTh 1230-2P
CCN: 39084
6A: History of China: Origins to the Mongol Conquest

This introductory course, designed for lower-division undergraduates with little or no background in Chinese history, celebrates key features of early and middle-period Chinese civilization, including its distinctive writing system, its compelling forms of historiography and philosophy, its construction of the social and heavenly orders, and the density of its urban life in antiquity, partly through the incredibly rich material record revealed by scientific excavations (mainly since 1949) and also through the hallowed literary traditions.  Upon occasion, lectures will contrast the imperial order of early China with that of Rome under Augustus and Hadrian, in order to highlight the diametrically opposed premises on which these two empires operated; sometimes lectures will contrast conditions in early China with those seen in today's China.

Michael Nylan
150 GSPP
MW 4-530P
CCN: 39123
7A: US to the Civil War

This course surveys American history from its first peopling through the Civil War. It approaches this history in part from a continental perspective, mindful of those regions of colonial and early national North America not dominated by English-Speakers. Major themes include the experiences and historic significance of the continent's native peoples; the centrality of African slavery to early American history, and the demographic, economic, and political transformations of the late 18th and early 19th centuries that would have such profound consequences for all the continent's peoples. Aside from the main task of understanding the key events and processes that shaped early American history, students will explore the craft of history, through focused discussion of primary sources and through short research papers based on those sources.

Brian DeLay
MW 4-5:30
CCN: 39144
10: African History

Combining a chronological and thematic approach, this course will examine select themes of African history from the 16th Century to the present. The first four weeks of the semester will be devoted to pre-colonial Africa. The rest of the semester will focus on the colonial and post-colonial periods. Among the topics that the course will explore are: Images of Africa in Western scholarship; pre-colonial social and political organization; economic production and pre-colonial trade. Colonialism was a brief but very intensive interlude in the long history of Africa. Themes in this section include: imperialism and the scramble for colonies; White settler colonies and colonial economies; Africa and the two World Wars; the missionary project, formal education and socio-cultural changes; urbanization; women, gender and colonialism; apartheid, liberation struggles and decolonization. Rather than the euphoria that followed the attainment of independence, the last segment of the course will focus on some of the crises confronting the continent including civil war conflicts and child soldiers; and the HIV/Aids crisis. Grading will be based on section attendance and participation (15%), 2 map quizzes (5%) Midterm (30%), one research paper (20%), and a final examination (30%).

Tabitha Kanogo
TuTh 2-330P
CCN: 39216
11: India
This course presents an overview of the history of the Indian subcontinent (today’s India, Pakistan, and Bangladesh) over the last 4,500 years. We will concentrate on a number of topics, including the region’s economic and political structures, religious communities and traditions, gender and social hierarchies, links with other parts of the world, and developments in literature, art, and everyday life. As we examine all of these histories, we will also spend some time thinking about how we know what we know, and why people have thought differently about the past.
We will begin in the cities of the Indus Valley Civilization, then move on to examine early states, the formation of great religious traditions, and the subcontinent’s links with southeast Asia. In the medieval period, we will look at a wide range of interactions with people from central and western Asia and at the growth of new religious and regional communities. The early modern period saw the rise of the Mughal empire, which left behind countless remnants, many of which persist today. We will look carefully at India’s colonization beginning in the eighteenth century and, finally, discuss colonial India’s transformation—perhaps incomplete!—into independent countries with intertwined destinies.
David S. Boyk
MWF 10-11A
CCN: 39226
12: The Middle East

The class will introduce students to key concepts, terms, and debates in the history of the modern Middle East, particularly in the 19th and 20th centuries. The first part of the class will briefly present the history of the region since the rise of Islam in the 7th century and up to the modern period. The second and bulk part of the course, will examine chronologically and thematically an array of topics related to the history of the modern Middle East, including the definition of the term Middle East; the debate about when the modern age started in the Middle East; the influence of the West; efforts of modernization in the 19th century; World War I and the end of the Ottoman Empire; the creation of the current borders in the Middle East; Arab nationalism and Pan-Arabism; the Israeli-Arab conflict; the rise of political Islam; women’s status; Bedouins; the oil economy and more.

Yuval Ben Bassat
MWF 9-10A
CCN: 39227
L&S23: The Humanities

"The Humanities" were once considered the core of a liberal arts education, but today they often find themselves forced to justify their very existence. Some fifty years ago, Ronald Reagan, then Governor of California, described "liberal education" as "certain intellectual luxuries that we could do without for a year or two"; "intellectual curiosity," he said, "is not something taxpayers should be subsidizing." How did this sort of thinking come about, and is it valid? What does it mean for the university and for the kind of education it offers? In response to such challenges, the humanities have increasingly endeavored to make themselves more professional and more "scientific." What has been lost and what has been gained in this process? Can we still think of the humanities as aiming at the self-examination of the human by the human?

Through the lens of six representative disciplines (History, History of Art, Anthropology, Archaeology, Religion, and Rhetoric), this course will address these very issues, introducing students to the basic approaches, dilemmas, and vocabularies of current disciplinary research in the humanities at major American research universities like Berkeley. In each two-week block on a separate discipline, the first week employs readings that sketch the history of the discipline itself, including its original and present-day objectives and typical working methods; in the second week, students will find a unit of readings that illustrate and sometimes problematize the work of the some of the most prominent thinkers in that particular discipline. Conversations with faculty, fellow students, and guest lecturers will invite students to sharpen their awareness of the range of disciplines housed within the humanities, so that students may come to recognize themselves as heirs of rich intellectual, artistic, and ethical traditions. The course instructors believe this: The humanities still offer students an entryway into different experiential worlds, for the humanities open our eyes to the distinctive ways that people in different places and in different times, in different cultures and in different groups, have imagined what it means to be human. We welcome you to join the exploration, widening your horizons and inciting your sense of curiosity.

Daniel Boyarin
Michael Nylan
159 Mulford
TuTh 5-6:30p
CCN: 51944
24: Human Rights in Documents
  • This course does not count for credit toward the History Major but may fulfill other requirements.

What are human rights?  Where do they originate?  To whom do they apply?  Human Rights in Documents will explore the evolution and applications of human rights through an examination of primary sources.  From Locke to the Universal Declaration and beyond, this course will invite students to engage with the texts that have created contemporary human rights sensibility.  Readings will be short and will be drawn from a variety of legal, political, cultural, and intellectual sources.

Daniel Sargent is assistant professor of history at the University of California, Berkeley.  He received his BA from Christ's College, Cambridge in 2001 and his PhD from Harvard University in 2008.  He is the author of A Superpoer Transformed: The Remaking of American Foreign Relations in the 1970s (Oxford University Press, 2015) and a co-author of The Shock of the Global:  The 1970s in Perspective (Harvard University Press, 2010).  Faculty website: http://history.berkeley.edu/people/daniel-sargent.  Lynsay Skiba will in 2015-16 be a PhD graduate of the University of California, Berkeley and a lecturer in the Department of History.  P/NP.

Daniel Sargent, Lynsay Skiba
W 3-4P
CCN: 39243
24: Endangered Children And Youth In Contemporary Africa: Documentaries
  • This course does not count for credit toward the History Major but may fulfill other requirements.

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 contemporary 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. P/NP. Course ends October 6th. Limited to freshmen. Not applicable to the History Major.

Tabitha Kanogo
3205 Dwinelle
Tu 10-12P
CCN: 39242
30: Science and Society

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

Rodolfo John Alaniz
180 TAN
MWF 11-12P
CCN: 39245
39P: Freshman/Sophomore Seminar: Topic TBA
  • This course has been cancelled.
The Staff
MW 2-4P
CCN: 39251
8A: Becoming Latin America, 1492 to 1824
  • This course has been cancelled.
The Staff
101 Moffitt
TTh 12:30-2p
CCN: 39200
100AC: Special Topics in the History of the United States: Defiant Women: Gender, Power, and Violence in American History
  • Note new room.

photo of rosa parks being booked into jail


Taking as its focus diverse groups of women who have shaped the course of North American history, this class will explore the relationship between gender, power and violence from the colonial period to the modern era. We will discuss how women have challenged conventional notions of “womanhood” through their words and their deeds, how their respective communities understood their behavior, and we will contemplate the ways in which these women simultaneously constructed narratives of power that do not conform to contemporary conceptualizations of their lives. Moreover, students will contemplate prevailing narratives of powerlessness which render these women, and their acts, invisible to us and the role gender ideologies played in their construction. Students will read about famous and less well-known cases of “deadly women” and in the process, they will understand how different bodies of law, social customs, and economic systems affected the lives of men and women differently and allocated disproportionate amounts and kinds of power to them. We will evaluate how these hierarchies of power facilitated women’s defiant, revolutionary and sometimes murderous acts. Conversations about the impacts that race, ethnicity, economic class, and religion had upon the lives of these women will be central to the course as well. Themes that will be covered include: involuntary servitude, witchcraft, interracial and same-sex love and relationships, infanticide, prostitution, murderesses, female victims of lynch mobs, and female members of revolutionary, terrorist, and racist/supremacist groups.

Students are not required to purchase textbooks for this class. All materials will be made available via the bCourses site.


Stephanie E. Jones-Rogers
101 Morgan
TuTh 2-330P
CCN: 39318
100B: Yugoslavia

This course considers the emergence and decline of the Yugoslav state (1918 - 1991) from two different but closely related standpoints – that of history and politics, and that of language, literature and culture. Throughout Eastern Europe, but especially in the former Yugoslavia, these two aspects have been so interconnected that it is not possible to understand one without some comprehension of the other. Literature and other means of artistic expression take as their primary topics historical or current politically charged events, major political actions are often precipitated by or at least closely connected with literary events or figures, and conceptions of national identity are so closely entwined with the idea of language as to be inseparable.

John Connelly
MWF 2-3P
CCN: 39339
100D: Crime, Punishment, and Power in US History

This upper division lecture course explores the history of the modern American criminal justice system and the people who have shaped and been shaped by its colossal, life-altering powers. We begin by examining three distinct spaces in which new ideas about crime, policing, race, and punishment were articulated and given material force after the American Revolution: the prison, the city, and the slave plantation. From there, we’ll trace the emergence of a new law enforcement state in the early 20th century, and assess the extent to which earlier ideologies and practices influenced this fledgling system. History is rarely a straight or unbroken line from past to present, and the history of American criminal justice is no exception: we’ll also study alternative practices of policing and corrections that were, if only for a moment, politically viable and even quite popular during America’s “Unfinished Revolution” (Reconstruction), the Progressive Era, and the Long Civil Rights Era. Turning in the last few weeks of the semester to the “post-industrial” era (1970s to the present), we’ll examine the retreat from earlier decarceration policies and the move to mass incarceration, “zero tolerance” policing, and the War on Drugs. Finally, as part of our effort to think historically about crime, punishment, and the possibility of change, we’ll meet two filmmakers whose new documentary, Last Day of Freedom, powerfully draws the historical connections among war, crime, and capital punishment. 


Rebecca M. McLennan
TuTh 11-1230P
CCN: 39342
100U: From Plato to NATO: Great Books, Big Ideas
  • This course has been cancelled.
Janaki Bakhle
141 Giannini
MW 4-5:30p
CCN: 39351
106A: The Roman Republic

This course offers an introduction to the history of the Roman Republic, from the foundation of the city in the 8th century BC to the cataclysmic civil wars that destroyed the Republic in the 1st century BC.  The central theme of the course is Rome’s imperial expansion, first within Italy and then throughout the Mediterranean, with special attention to the political, economic, social, and cultural impact of Roman imperialism, both on conquered territories and on Rome itself.  Lectures will provide an essential historical narrative and interpretations of central problems in Roman Republican history, and primary-source readings will give students an opportunity in discussion sections to engage with key texts and documents from the period.  There are no prerequisites for this course.

Carlos F. Noreña
MWF 11-12P
CCN: 39546
114B: Gandhi's India
  • This course has been cancelled.
Janaki Bakhle
MW 4-530P
CCN: 39624
116D: Twentieth-Century China
  • Note new room.
This course offers a narrative history of China from the first Sino-Japanese War (1894) to the present.  Presentations will be organized in three ways:  a brief chronological history of major events from 1895 to 2015, biographical studies of the lives of major political figures (Sun, Chiang, Mao, Deng, etc.,), and focused examinations of selected major events (such as the Sino-Japanese War and the contestations across the Taiwan Strait in the second half of the 20th century) so as to shed light on China today.  Attention will be focused on the transformation of China from empire to nation in the 1900s, China’s place in East Asia in the first half of the 20th century, and the Chinese challenge in the 21st century to the established regional and global order.
Students are expected to attend lectures and discussion sections and complete the required readings (about two hundred pages each week) on schedule.  Course assignments consist of an hour-long mid-term, three response papers based on the assigned readings, and a final examination. Final course grade will be assigned according to the following formula:  20% for the mid-term, 15% for each paper (3-5 pages) and 35% for the final examination.
Wen-hsin Yeh
TuTh 930-11A
CCN: 39627
120AC: American Environmental and Cultural History

This class examines how diverse human societies and natural environments have shaped one another throughout the history of the United States and the Americas more broadly. We will explore the consequences of the Pleistocene Extinctions, the development of agriculture, indigenous resource management, and the impacts of ecological encounters with European colonists. Our study of European colonization will emphasize the role of exotic diseases in reshaping native demography, how invasive species reconfigured ecology, and the ways that the production of staple commodities restructured relationships between labor, capital, land, race, and ecology from New England to the Caribbean. We will examine the impact of the Louisiana Purchase, the Expansion of the Cotton Kingdom, the rise of industrial manufacturing, and how agriculture contributed to the causes and outcomes of the Civil War. From the Transcendentalists and the Hudson River School to the writings of Marsh, Muir, and Leopold, the course traces the deep intellectual roots that shaped the emergence of conservationist thought. Twentieth Century topics we will explore include: environmental justice and environmental racism; water rights, water law, irrigation, and dams; the unnatural history of “natural” disasters; the role of the federal government in managing public resources and protecting public health; the rise of the environmental movement; the transition to a fossil fuel economy and its economic, environmental, and political consequences; how NGOs have shaped policy debates and pioneered conservation strategies; the changing nature of agriculture through the twentieth century; the causes and consequences of global climate change for the United States and the World.

Robert N. Chester
MWF 1-2P
CCN: 39648
124A: The United States from the Late 19th Century to the Eve of World War II

There is no period in American history quite like the first half of the 20th century, when the country as a whole transformed so rapidly and so dynamically. Within just a few decades, the United States became a modern industrialized nation, emerging as a new economic empire. It became a beacon for immigrants from all over the globe and, relatedly, home to some of the most cosmopolitan and densely populated cities in the world. This period in American history marked the rise of mass entertainment, mass religion, mass migrations, and mass politics. It ushered in new conceptions of gender and sexuality, race, class, and citizenship. It brought dramatic transformations in work and leisure, significant shifts in the relationship between the American government and its people, great economic boom times, and historic depressions. And during this era, the nation fought in its first world war and stood on the threshold of its second. Throughout this course, we will explore the fabric of this –– the “modern era” of American history –– by sorting through many of its most important economic, political, cultural, and social changes along with the various ways in which people and institutions responded to them. Assignments will include two 5 - 7 page papers, a midterm, and a comprehensive final exam.    

Gene Zubovich
MWF 10-11A
CCN: 39681
125B: Soul Power: African American History 1861-1980
  • Note new room.

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. There will be two exams -- a midterm and a final -- and two short response papers.

Waldo E. Martin
TuTh 930-11A
CCN: 39696
130: U.S. 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
TuTh 330-5P
CCN: 39716
131B: US Social History from Civil War to Present

This course provides an introduction to American social and labor history from the Civil War to the present day.  It will focus on the experiences of ordinary people, addressing various aspects of how American life changed during this period. We will stress inclusion and exclusion from participation in American political and economic life. Major themes include the creation and destruction of a mass middle class, the establishment of a welfare state and the subsequent political backlash that it provoked, and the reconstitution of gender norms and race relations.

Christopher W. Shaw
TuTh 1230-2P
CCN: 39738
138: History of Science in the U.S

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

James D. Skee
MW 4-530P
CCN: 39759
138T: History of Science in the U.S. CalTeach

The course covers the history of science in the U.S. from the colonial period up to the present. We will be focusing on the unique situation of the sciences within the changing U.S. context, emphasizing debates over the place of science in intellectual, cultural, religious, and political life. As we examine the mutual shaping of national experience and scientific developments, we will also trace the emergence of institutions for the pursuit of scientific knowledge, with special attention to the relationships between science and technology and between science and the state. We will explore a large number of local examples (California geology, Ernest Lawrence, Silicon Valley, and lots on UC Berkeley). The course is aimed at students of all majors; no scientific knowledge is presupposed. Basic familiarity with U.S. history will be helpful, as the course is as much about U.S. history as about the history of science. Students interested in teaching elementary or secondary school science and math and who plan to take this course as part of the Cal Teach program (History 138T) will be attending a supplemental section. This section will focus on the techniques, skills, and perspectives necessary to apply the history of science in the juvenile and adolescent science classroom. For more information about Cal Teach, go to http://calteach.berkeley.edu/.

James D. Skee
MW 4-530P
CCN: 39762
140B: Modern Mexico

This course surveys Mexican history from the end of the colonial period to the present. Students interested in Mexican problems and issues will come away with a deeper understanding of how present-day Mexico came to be. Students interested in historiographical issues should also find the course interesting, as lectures pay regular attention to problems of interpretation-the different ways that historians have tried to come to grips with Mexico's past. Finally, students needing to burnish their research and writing skills will find the course appropriate, since we will be working with primary documents and using them in writing exercises. Requirements: One 10-12 page paper based on course readings, midterm, final.

Margaret Chowning
TuTh 330-5P
CCN: 39768
141B: Social History of Modern Latin America

What causes people to finally say, “¡ya basta!”? How has Latin America’s long history of social inequality played out in the twentieth and twenty-first centuries? How have Latin American governments reacted to and contributed to protests, strikes, and revolutions? This course explores the historical trajectories of various Latin American uprisings, and traces the conditions leading up to social unrest in a number of countries, including Mexico, Brazil, Cuba, Guatemala, Peru, Chile, and Argentina. We will examine the political, economic, and cultural forces at work that compelled ordinary people in these countries to rebel against their government and the status quo. In addressing these issues, we will emphasize the themes of nationalism, state formation, imperialism, agrarian reform, and citizenship. The goal of this class is for you to acquire a more complex understanding of the nature of exploitation and oppression in Latin America and the continuing struggles for social justice. The class will focus on the themes of political ideology, peasants and land, urban services and the right to the city, identity and social groups, and the use of media across these movements. Students will come away with an understanding of the historical contexts shaping various revolutionary and other social movements, and will be asked to think comparatively in order to assess how and why revolutionary strategies and outcomes in one country resembled or differed from those in another.

Sarah Selvidge
MWF 12-1P
CCN: 39783
156C: The Justice of the State in the Middle Ages

This course has two purposes, both suggested by its ambiguous title. It is in part a history of state formation in the later middle ages (1100–1400), concentrating on the judicial systems of France, England, and northern Italian cities, and on contemporary ideas about justice and just rule. More important, it is also an opportunity to think about the justice of the state that was being formed and the justice of the process of its formation. Was the medieval state just? Was a just (or even a more just) state created out of an unjust one? If it was just or became so, how did this happen, and what do we mean by "justice"? If it was not and never was, what good is the state at all? Readings will be varied: some medieval treatises on the state; some narratives of politics; some case studies of justice in action; some legal treatises from the middle ages; and a number of secondary sources on English, French and Italian communal justice

Geoffrey Koziol
TuTh 1230-2P
CCN: 39825
C157: The Renaissance and the Reformation

This course focuses on one of the most dynamic and transformative periods in the history of Europe. Covering the centuries from roughly 1350 to 1650, we will first be analyzing the dramatic rise or "rebirth" of painting, architecture, poetry, political theory and learning that first emerged in the Italian cities of Florence, Venice, Rome, and Naples, and then spread in varying degrees to other parts of Europe. We will then look at the intellectual and religious movements that arose both as products of and reactions against this Renaissance, namely the Protestant and Catholic Reformations. Most of our reading will be from primary sources that include artists, poets, philosophers, novelists and political essayists. Requirements include a midterm exam, a final exam, and an optional final paper of roughly 10-15 pages.

Thomas James Dandelet
TuTh 2-330P
CCN: 39828
159B: European Economic History

History 159B is a survey course about the European economy during the long nineteenth century. The focus of the course is the industrial revolution, its origins in Britain during the last part of the eighteenth century and its uneven spread before the outbreak of World War 1. During the semester, we will grapple with several big questions: What was revolutionary about industrialization? Why did some regions far from Britain, like North America and Japan, industrialize sooner and more successfully than some regions closer to Britain, such as Russia and the Balkans? How did industrialization contribute to globalization, to the creation of an international monetary system, the gold standard, and to the emergence of “underdevelopment” in colonial empires? How did newly industrializing countries like Germany overtake pioneers like Britain during the so-called second industrial revolution, and why did the liberal order that industrialization supposedly promulgated collapse so abruptly with the July crisis in 1914?

There are no formal prerequisites for enrollment, although a general background in economics and world history is helpful.

Andrej Milivojevic
MWF 2-3P
CCN: 39843
162A: Europe and the World: Wars, Empires, Nations 1648-1914

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

David Wetzel
MW 4-530P
CCN: 39870
166B: Old Regime and Revolutionary France

How did France come to attain political and cultural dominance of Europe during the reign of Louis XIV? How did eighteenth-century developments weaken the political structure of Europe's cultural and military hegemony? By 1800, the political and social structure that nourished France's former dominance had disappeared in a democratic Revolution. The new France remained a European paradigm, but as a democratic challenge to other European states. This course will examine the transition from the "Old Regime," the monarchical state of the later Bourbons, to the "New Regime,";the equally monarchical state that crystallized under Napoleon and his Bourbon successors. In examining the origins and consequences of the French Revolution, the course will look into economic, social, political, intellectual, and cultural factors that made French men and women believe that it was possible -- and indeed to attempt to create a new society. Course requirements will include informed participation based on completion of assigned reading, short reading quizzes, and attendance at lectures, as well as three short (< 3 pg) essays, and a final examination.

Tyler C. Lange
MWF 3-4P
CCN: 39887
167C: Germany in the 20th Century

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

Michael Dean
180 TAN
MWF 12-1P
CCN: 39896
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 Russian national identity in a multi-ethnic empire. We will also study Russian social thought, including debates on human nature, populism, the "women question," the nature of progress, and the rise of anarchism and Marxism. Finally, we will study debates on religion: the pertinence of Orthodox Christian faith in social and political thought, including early twentieth century religious rebuttals to Marxism. Attendance and participation are mandatory (10% of the total grade). Students will submit two papers: the first worth 15% and the second worth 30% of the overall grade. They will further take a midterm (20%) and a final (25%)

Victoria Frede
MWF 11-12P
CCN: 39902
177A: Armenia from Ethnogenesis to the Dark Ages

This survey course will cover close to three millennia of Armenian history, from the process of ethnogenesis to the almost complete destruction of the Armenian "feudal" system by the end of the fifteenth century. Much as this course is based on the broad framework of Armenian political history and institutions (kingship, nakharar system, the church, etc.), it also emphasizes economic development, social change, and cultural transformations. We will reflect upon a number of themes. For instance, how could a small nation survive whose homeland was located both at the crossroads of major invasions and population movements and along the fault planes of powerful empires? What did it mean to be Armenian in Antiquity or the Middle Ages? What impact did the adoption of Christianity by the Armenian state make on the fate of this nation? The more specific topics to be covered will include the following: the ethnic origins of the Armenian people; the subsequent formation of the Armenian nation; the Yervanduni, Artashesian, Arshakuni, and Bagratuni dynasties; the transformation of a tribal society into a particular kind of "feudal";society; the Christianization of Armenia and the development of an early medieval literate culture; Armenian historiography and self-perception; trade and cities; the Cilician kingdom; and the impact of Turkic, Mongol, and Turkoman invasions on Armenian social, political, and cultural life.

Stephan H. Astourian
TuTh 11-1230P
CCN: 39920
185B: The History of Christianity in the Early Modern and Modern World
  • This course has been cancelled.
The Staff
TuTh 330-5P
CCN: 39941
C187: The History of Human Rights

What are human rights? What institutions, norms, and practices have people used to advance them, and what have been the effects? In this course, we will examine the processes through which human rights have been conceptualized, defined, violated, and vindicated. With a focus on the last two centuries, and especially the mid-twentieth century to the present, “The History and Practice of Human Rights” offers historical perspective on some of today’s most challenging issues, from state violence, military intervention, and international justice, to inequality and corporate abuse. Much of our analysis of these topics will center on the law, but we will also consider how the media and the arts have influenced the development of human rights thought and practice around the world.

Lynsay Skiba received her JD and PhD in history from UC Berkeley. Her research examines the globalization of human rights law in the Americas and beyond. Previously, Lynsay worked as a human rights lawyer at a California NGO focused on prison issues. 

Lynsay Skiba
TuTh 2-330P
CCN: 39963