Undergraduate Courses

Spring 2015
R1B.001: Reading and Composition in History: "From Reformation to Revolution: Religion and Early Modern Political Thought"
  • 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.
Maxwell R Staley
MW 4-530P
CCN: 39003
R1B.002: Reading and Composition in History: "Justice in Modern China"
  • 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.
Paulina Hartono
TuTh 330-5P
CCN: 39006
R1B.004: Reading and Composition in History: "Ghosts of the Holocaust: Working through Trauma in Germany, 1945 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.
Jennifer Allen
TuTh 11-1230P
CCN: 39012
R1B.005: Reading and Composition in History: "Jack the Ripper: Gender, Sex, and Violence in the Modern City"
  • 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.
Katharine L. Harper
TuTh 1230-2P
CCN: 39015
4B: Medieval Europe

As a period, the middle ages is puzzling, contradictory, difficult, and endlessly fascinating. It is also profoundly important, because its 1000 years saw the development of principles and institutions fundamental to later European, American, Latin American, and even East Asian societies. The first half of the course begins with the fall of the Roman Empire and the church's role in stabilizing the chaos of the period. We will then turns to the conversion to Christianity of northern pagan society, the evolution of kingship in Anglo-Saxon society, and the creation of a Frankish empire on the continent that gave Europe a lasting belief in its historical destiny. In the second half of the course we will discuss the First Crusade, changing expressions of religious belief and practice (including heresy and the church's responses to it), the rise of states, the appearance of popular rebellion, and the literary culture of the aristocracy. A good deal of attention is also given to the position of women in society and the distinctive social values and religious piety that grew out of women's piety. With the exception of a fairly straightforward textbook, readings are entirely translated primary sources — generally whole works rather than excerpted snippets. Students should note that this year's syllabus is substantially revised from that of 2014, with a different, simpler textbook, the return of Beowulf, and the deletion of some excessively difficult readings.

Geoffrey Koziol
TuTh 2-330P
CCN: 39021
5: European Civilization from the Renaissance to the Present

This course introduces students to European history from around 1500 to the present. During this time, a small, poor, and fragmented Europe became a world civilization, whose political, cultural, and economic power now touch the four corners of the globe. 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: the Renaissance, the epochal expansion of Europe into the new world, the break-up of Latin Christianity into competing religious communities, the construction of the modern state, the formation of overseas empires, the coming of capitalism, the Scientific Revolution, the French Revolution, liberalism and the Industrial Revolution, socialism and the rise of labor, modern colonialism, the world wars, communism and fascism, decolonization, the Cold War, and the European Union. Our readings will include learned treatises in religion, classics in political theory, fiction, and other documents from the past, as well as a textbook. Work in sections centers on reading and discussion of original sources and of lectures, and on the improvement of writing skills. Three hours of lecture and two hours of section (required) per week.

Ethan H. Shagan
390 Hearst Mining
TuTh 11-1230P
CCN: 39042
6B: Introduction to Chinese History from the Mongols to Mao

This survey of early modern and modern Chinese history covers the rise and fall of three major conquest dynasties (the Mongol Yuan, the Chinese Ming, and the Manchu Qing), the ultimate collapse of the dynastic system, and the emergence of the nation-state in the twentieth century (first under the Nationalist Party, then under the Communist Party). Along the way, we will examine encounters between the latter territorial empires and the maritime empires of the West, increasing commercialization and urbanization, and the impact of various social revolutions. Students will be required to attend lectures, take part in discussion sessions, and read up to 150 pages each week in a variety of materials, with a strong emphasis on primary sources in English translation. Graded assignments will include weekly reading responses, active participation in discussion, two short papers, and two exams. There are no prerequisites.

Alexander C. Cook
TuTh 930-11A
CCN: 39063
7B: Introduction to the History of the United States: The United States from Civil War to Present

New Discussion Sections recently added. 

This course is an introduction to the history of the U.S. from the Civil War to the present. It will cover a wide range of topics organized around a few central themes. One: it will examine the changing dimensions of American identity, paying close attention to the roles of race, ethnicity, religion, region, class, politics, ideology, and gender in defining “American-ness.” Two: it will examine American capitalism, looking at it through the lens of industrial growth and decline, labor and immigration, the environment, consumerism, government power, and globalization. And, three: it will examine American power in the world, focusing on its rise in the late 19th century, on its uses from westward expansion through the recent wars in the Middle East, and on its meanings for American culture, politics, and society. To all of these ends, the course will draw upon traditional kinds of historical narratives. Yet, it will also incorporate mass media, technological innovation, popular entertainment, and material culture as a way to provide an updated version of the American history survey. Through lectures, readings, discussions, films, written assignments, and exams, students will not only explore the changing contours of American life, but they will also have the opportunity to develop as writers, researchers, critical thinkers, and problem solvers.

Felicia A. Viator
MWF 10-11A
CCN: 39081
8A: Becoming Latin America, 1492 to 1824
This class is an introduction to the key trends, people and events that shaped the emergence of Latin America and the Caribbean. Beginning with a brief treatment  of Amerindian societies and cultures prior to 1492 and the earliest encounters  between Europeans and diverse Amerindian peoples, we will consider the mutual  misunderstandings that characterized these early encounters, the subsequent "conquest"  of complex American civilizations, the establishment of colonial rule, and the formation of diverse colonial societies. How were these colonial societies both inclusive and  exclusive, both rigidly hierarchical and surprisingly flexible, at the same time? How did the actions of Europeans, Native Americans, and Africans shape a New World for all and  help Latin America to “become Latin American”? Our most general concern will be to  understand that while the concept of "conquest" suggests political permanence, intent and  social stability, in many ways colonial "spaces" remained highly contested territories; the processes of establishing colonial governance were heavily negotiated and fraught with tension and uncertainty. By focusing on controversies and multiple perspectives, students will develop a more sophisticated understanding of the complexities associated with early modern colonialism: how societies and cultures take shape because and in spite of disparities in power among all the actors involved.

Kinga Novak
MWF 12-1P
CCN: 39165
12: The Middle East

There was no Middle East one hundred years ago. Neither the regional name nor the countries we associate with it now existed.  Where did the states and identities we hear about in the news come from — and how?  What frameworks and sources have historians and political analysts used to shape their versions of the region’s past?  How have ideologies played a part?  How do those narratives shift when we try to understand the Middle East from the perspectives of its inhabitants?  This course aims to provide students with a general overview into basic themes and issues in Middle Eastern history from the rise of Islam until the 21st century. It explores the nature of state-building, the role of religion, and influence of trade.  By highlighting the circulation of  people, goods and ideas across, into and out of the region, it seeks to further challenge our notion of what constitutes Middle Eastern boundaries of space and time.  The course begins with the spread of Islam, the expansion of the Caliphate and the Mongol invasions.  It continues by exploring Ottoman territorial expansion, the rise of the Safavids, the Ottoman’s alleged decline and Safavid collapse.  What follows is an analysis of European economic and political intervention into Middle Eastern societies, which led ultimately to European colonization.  Lastly, the course examines Middle Eastern and Islamic responses to social, economic and political developments that took place over the twentieth and early twenty-first centuries.  


Megan Dean Farah
MWF 2-3P
CCN: 39180
24: Freshman Seminar: How Wars Begin: Europe and the World, 1789-1991

“How do wars begin? This is perhaps the most constant theme of the historian. Wars make up most of European history. In every civilization, there have been wars. Wars have come in all kinds of ways—wars of conquest, wars of imperial rivalries, wars of family disputes, religious wars.” These words were written by the late British historian, A.J.P. Taylor thirty years ago, and they apply with equal force to the world of today. This course will examine the origins of seven wars—more from an immediate, than from a long-range standpoint, though the latter will be considered as well. The immediate origins of wars, that is, the time when government officials set their hands to the declarations of them, often have little do with the long-range causes. Some examples: accidents of time, personal rivalries between senior officials of a government, mistaken assumptions about the intentions of the enemy. This course will examine the immediate origins of the wars noted by Taylor above, while not ignoring their long-range causes and, above all, the personalities, some of the most striking of all time, of those who brought them on.

David Wetzel
Th 1-2P
CCN: 39210
98BC: Berkeley Connect for Lower Division Students
  • HIST 98BC Section 2, CCN 39254, Mon 5-6pm (lower division) GSI Brandon Schechter
  • HIST 98BC Section 3, CCN 40062, Tues 6-7 (lower division) GSI Javier Cikota
  • HIST 98BC Section 4, CCN 40065, Thurs 5-6pm (lower division) GSI Amanda Buster

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 quizzesBerkeley 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. 

Victoria Frede Montemayor
3205 Dwinelle
100AC: Special Topics in the History of the United States: The United States West, 1789-1915

This course will introduce students to the history of the United States West. The "West" describes both a specific geographic region as well as a process of diverse peoples coming together. Drawing on recent historiography and primary sources, students will explore how peoples who belonged to competing empires, nations, and indigenous political structures navigated this shared space. Themes include race, religion, gender, and the increasing power of the federal government.

Keyes 100AC Syllabus 10_8_14.pdf
Sarah Keyes
101 LSA
TuTh 930-11A
CCN: 39255
100AC: Special Topics in the History of the United States: Defiant Women: Gender, Power and Violence in American History

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.

Stephanie E. Jones-Rogers
TuTh 11-1230P
CCN: 39257
100B: Special Topics in European History: Berlin and the Twentieth-Century

There is probably no other city in the world that bears the marks of twentieth-century modernity as much as Berlin. Pivotal site for the collapse of four different Germanies between 1918 and 1989, Berlin has been the capital of Empire, war and revolution, democracy, social, artistic and cultural experimentation, Nazism, genocide and urban warfare, Cold War confrontation, student radicalism in the West and Soviet-style Socialism in the East, and finally re-united Germany, haunted by the presence of the past. While our analysis will be buoyed by close readings of short primary texts (among others, from the collection Metropolis Berlin 1890-1940) and recent scholarship on Berlin’s ruptured twentieth-century history, careful analysis of visual sources (architecture, urban design, film and photography) will be at the heart of this course. As we ourselves journey through Berlin’s history, we will pay close attention to the ways in which contemporaries envisioned modernity as well to the darker side that these visions entailed. There will be two short papers, a mid-term and a final exam, which can be replaced by a research paper. Primary sources and short readings will be available on bCourses. Guest speakers will include Greg Castillo (College of Environmental Design), Deniz Göktürk and Anton Kaes (German Department). In preparation, please purchase a copy of Brian Ladd, The Ghosts of Berlin (1998) and listen to Berlin’s music of the last century from cabaret to techno: http://www.berlin-sampler.com.

Stefan-Ludwig Hoffmann
TuTh 2-330P
CCN: 39258
100B: Special Topics in European History: Gdańsk/Danzig/Gedanu, A City Shaped—Histories and Cultures

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

Course materials will include close examination of maps of the city throughout its existence, coupled with lectures (with a few short readings) on the city’s history.  These will accompany us throughout the course.  The main body of reading material for students will be from novels (1959–2001), both German and Polish (in English translation), produced by citizens of the city; these works deal directly with the city’s topography, social, political, and religious divides, historical memory; and in the Polish case, the problem of inhabiting and making Polish, a city that, for centuries, had not been “ours” in any direct sense.  On the German side, we will read four of the novels of Danziger and Noble Prize winner for literature (1999), Günter Grass.  On the Polish side we will read three novels by writers of the next generation, sons of those who took up residence in the abandoned houses of post-war Danzig/Gdańsk:  Paweł Huelle and Stefan Chwin.  Both Polish writers, in different ways, could be said to be involved in a dialogue in their works with those of Günter Grass.


David Frick
TuTh 1230-2P
CCN: 39260
100D: American Lives, American History: Oral History and the Understanding of Social Change

This course provides an introduction to oral history as a research method generating primary sources with distinctive information about the past.  Primary and secondary readings will help students explore the potential of oral history interviews to augment historical understanding, with focus on how social change marks the lives of those it touches, as reflected in the stories they are willing to share.  We will examine the ways in which memory and identity are continually changing responses to historic events and processes that are always simultaneously personal and collective.  Students will receive training in preparation, conduct, and analysis of interviews.  Students will conduct a short interview for the course and write a brief analysis of what they learned and what the record might contribute to historical understanding.

Richard Cándida-Smith
TuTh 1230-2P
CCN: 40098
100U: Special Topics in Comparative History: The Second World War
  • Note new room.

The Second World War was true to its name. It was not the first war fought on a world scale or to shake the established order among powerful states and their empires. Indeed the second followed the first by less than two decades and is inexplicable without reference to that conflict, including its terms of settlement. But the second, which merged two vast conflagrations in Europe and Asia, was destructive on a scale all its own. This was the first ideological war, not simply about territory, but about conflicting ideas on how governments should organize lives of their citizens. The war tested fascism, socialism and liberal democracy. Because of the furies unleashed, the war harnessed entire populations—men, women, children—in sacrifice, suffering and in some cases profit. It left in its wake the Holocaust, the massive destruction of cities from the air, and the first use of atomic weapons in warfare; it was followed by the liquidation of European and Japanese colonialism, the advent of the Cold War, the undermining of racism in political and public life and the emergence of human rights as a norm in the conduct of international relations.

This new lecture course invites students to think through the Second World War in three stages, considering first its causes, then the course of conflict in all its theaters, and finally its consequences, into our day. Readings will include major works of historical synthesis along with selected documents, literary treatments, oral histories, and films.

Andrew E. Barshay, John Connelly
TuTh 1230-2P
CCN: 39273
100U: Special Topics in Comparative History: Big History
  • Note new room.

A growing body of interdisciplinary scholarly work has begun to attempt an integrated history of the universe from the Big Bang to the 21st century. Varieties of “big history” or deep history” have been especially influential among scholars working across the humanities and various physical sciences. Since the physical sciences have generally devoted themselves to the non-human past, and since most historians have confined themselves to the study of human events, we will be paying special attention to the difficulties that the interaction of human and natural environments have posed for theory and research. This course will introduce students to current debates by tracing the intellectual history of “big history” from the heyday of Universal History in the 18th and 19th centuries to its newfound popularity today. The course will be divided between lecture and class discussion of weekly materials. Students will be responsible for discussions, two brief papers, and a final blue-book exam.

Kerwin L. Klein
210 Dwinelle
MW 4-530P
CCN: 39276
101: Seminar in Historical Research and Writing for History Majors

See http://history.berkeley.edu/undergraduate/history-101-faq for full listings.

The Staff
104: The Craft of History
History 104 is a course designed for history majors, or prospective majors, to master the skills necessary to succeed in their chosen discipline and to enhance their understanding of the nature of historical inquiry.   By taking this course, you will improve your ability to meet the challenges of upper level history courses and prepare yourself for the advanced research and writing expected in History 103 and 101, the senior honors thesis sequence.   History 104 is taught in one lecture and two section meetings per week, emphasizing hands-on learning. There will be no exams, and the reading assignments are relatively light, in order to give you time to work with the professor and GSIs on evaluating historical arguments, asking historical questions, finding research topics, locating and organizing primary and secondary source materials, developing an argument, experimenting with various forms of writing, and crafting a polished essay.  Grading will be based on section participation and a series of writing assignments building toward a 10-12 page original historical essay.
Brian DeLay
M 4-530P
CCN: 39480
105A: Archaic and Classical Greek History

This course will represent an overview of the history of the Greek world from the Bronze Age to the end of the Peloponnesian War in 404BC. Major themes will include: the ecology of the Meditteranean; the emergence of communities and states; the expansion of Greek settlement abroad; tyranny and democracy; religion; warfare; agriculture and commerce; interstate relations; the Persian wars; Sparta and the Peloponnesian League; Athens and 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 (5-7pp), a midterm, and a cumulative final exam.

Emily Mackil
TuTh 930-11A
CCN: 39494
108: Byzantium
This course surveys the political, economic, social, and intellectual history of the Eastern Roman empire (Byzantium) from the fourth to the fifteenth centuries. 
Maria Mavroudi
TuTh 930-11A
CCN: 39501
111B: Modern Southeast Asia
This introductory course surveys major themes of modern Southeast Asian history. Lectures will be organized topically and chronologically with an emphasis on cross-country comparisons. Starting with a consideration of pre-colonial political and economic legacies, we will examine local responses to imperial conquest and colonial state formation, the impact of capitalist penetration, the transformation of indigenous elites, the growth of "plural societies," anti-colonial resistance and the development of nationalism, war and Japanese occupation, decolonization and the erection of post-colonial regimes. Emphasis will be placed on the region's largest and most populous countries: Thailand, Burma, Vietnam, Indonesia and the Philippines. Requirements include class attendance, participation in discussion sections, several short essays, a mid-term and a final.
Peter B. Zinoman
TuTh 11-1230P
CCN: 39519
112C: Colonialism and Nationalism in Africa
n the last quarter of the 19th century, a small number of European nations invaded most of Africa. In so doing, they transformed the 2nd largest continent and birthplace of humanity, with its myriad autochthonous polities and overlapping cultures into a cartographic parody of Europe that reflected the ownership rights of the conquering nations. Yet, Africans did not passively acquiesce. Below the surface of occupation, Africans responded by fomenting strong liberation movements throughout the continent. Just over a century later, “Africa” — as a community of 55 nations - had broken free of this overt domination. This independence, so filled with hope, was, and continues to be problematic.
This course asks students to critically engage with the following themes: the meta-politics of interdependency that colonialism rested upon, which in one way or another, continue to prevail today under globalisation; colonial conquest and practices of administration; the imposition of colonial ‘development’ (industrialization, labor migration, Christianity and education upon vernacular modes of production, land, gender and African bodies); the diversity of African responses and alternatives to the imposition of European rule; the hot and cold wars of liberation; socialist and nationalist alternatives; civil wars and post-colonial conflicts; the specificity of apartheid; the colonial legacy today. The course will reveal the intimate connection between events in Africa and the rise of the modern world, establishing an enduring dialectic that continues today. With one in four people expected to be African by the year 2050, understanding African history is of great importance for the 21st century.
Leopold Podlashuc
MWF 3-4P
CCN: 39530
114B: Modern South Asia

This course is designed as a survey course in modern Indian history from 1757-1947. Modern Indian history is inextricable from British colonial rule over India, and for that reason the early part of the course will address the decentralization of the Mughal Empire (1526-1858) in the late 18th century, the history of the East India Company (founded in 1600), the Company’s activities in India prior to its establishment of a colonial state, and the beginning of empire starting with its first major military victory in 1757. The course will introduce students to Mohandas Karamchand Gandhi and his profound and complex contribution to Indian (and Pakistani) nationalist politics. Gandhi was born in an India under colonial rule; he became a vocal critic of “Western modernity” and a powerful advocate for non-violent non-cooperation as the *only* justifiable means of struggle against British colonialism. In this course, we shall place Gandhi’s various personal and political writings including his autobiography, My Experiments with Truth, alongside the larger social, political, economic, and nationalist history of India. We shall also engage with the key political players with Gandhi in the struggle for Indian independence, including those who held radically different views such as B.R. Ambedkar, E.V.R. Naicker, Mohammed Ali Jinnah, and Vinayak Damodar Savarkar. In addition, we shall read primary sources as well as scholarly works in both history and historiography that analyze and evaluate British colonialism’s impact on modern India and Gandhi’s role in the same. The objective of this course is to present a portrait of an extraordinary world historical political leader, but also to present him in conversation with other South Asian political figures of equal importance. Successful completion of this course should prepare students for more intensive work on South Asian history.

Janaki Bakhle
TuTh 930-11A
CCN: 39531
116D: Topics in Twentieth-Century China: Mao

116D will turn into 116M after final course approval in October.

Paper tigers, running dogs, and the spiritual atom bomb: the world of Chairman Mao Zedong (Mao Tse-tung) is colorful, confusing, and above all controversial. This course opens multiple and sometimes contradictory perspectives on the infamous leader of China’s socialist revolution. We will navigate the tumultuous twentieth century of Chinese and global history, taking the Great Helmsman himself as our guide; lectures provide orientation and course corrections along the way.

Alexander C. Cook
TuTh 330-5P
CCN: 39540
118B: Japan 1800-1900
  • This course has been cancelled.
MWF 9-10A
CCN: 39549
121A: Colonial US
  • Note new room.

This course explores the history of the Americas from the age of Columbus to the era of the Seven Years War, 1756-63.  We will take an integrative and comparative approach to understanding the transformation of South, Central, and North America and the Caribbean in this roughly 250-year period, examining the indigenous societies of the hemisphere, the sources and patterns of European overseas expansion, and the developing connections between Europe, West Africa, and the Americas.  Topics for discussion will include the demographic and ecological changes brought on by migration, disease, and conquest, the transformation of indigenous societies and the development of new “settler” societies and economies, the rise of the slave trade and the plantation complex, the development of hybrid religious cultures, the growth and expansion of European empires in the Americas and inter-imperial warfare.  

Mark A. Peterson, Elena A. Schneider
TuTh 1230-2P
CCN: 39552
124B: The United States from World War II to the Vietnam Era
This course examines how American society has changed since World War II.  The second half of the century saw the emergence of an international superpower, a new economy, suburbanization, the sunbelt, the civil rights movement, a political backlash, shifting gender roles, the decline of labor unions, and novel cultural forms. We will address all of these issues and more, while paying particular attention to how the experience of Americans living in the middle of the twentieth century was different from that of Americans living fifty years later.
Christopher W. Shaw
MWF 1-2P
CCN: 39558
125A: The History of Black People and Race Relations, 1550-1861
  • This course has been cancelled.

Professor Martin will instead teach History C139C: Civil Rights and Social Movements in U.S. History.

TuTh 2-330P
CCN: 39561
127AC: California

After explaining how people have viewed California throughout its history, this course explores the unique environmental diversity of the region. Then, we examine the settlement of distinct regions of California and the particular indigenous communities that emerged in these places. Students will also explore the motives for and consequences of Spanish exploration, colonization, and the establishment of missions. From the arrival of the Spanish through the end of the nineteenth century, changes in the treatment and demography of the California Indians figure prominently. From the hide and tallow trade and the Mexican-American War to the Gold Rush, this course explores the expansive influence of Americans and how they conquered, dispossessed, exploited, and persecuted the region's old and new inhabitants. We will study the ways that the Gold Rush transformed, and students then learn how railroads, agriculture, immigration, and populist and progressive political movements continued to shape California and the nation. This course also examines the growth of San Francisco and Los Angeles in the first half of the twentieth century with special emphasis on the importance of water and the rise of Hollywood. The Great Depression and World War II also reflected periods of rapid change with the ";Okie"; migration, the Bracero Agreement, the Zoot Suit Riots, and the explosion of war industries jobs and urban populations. After World War II, we will turn our attention to the tensions between opportunity and exclusion, as demonstrated by the Watts Riots, the rise of the Chicano movement and the UFW, the impact of propositions on politics, and the causes and consequences of the Los Angeles Riots of 1992. Assigned readings include selections by Stephen Hackel, Louise Amelia Knapp Smith Clappe, Lawson Fusao Inada, Judy Yung, Elizabeth Armstrong, and D.J. Waldie.

Robert N. Chester
MWF 11-12P
CCN: 39576
C139B: The American Immigrant Experience
Cross-listed with Demography 145AC section 1.  The history of the United States is the history of immigration (and migration). This course covers the growth and evolution of the North American population from its beginning (about 20,000 years BC) until the present. Most of our effort will be concentrated on the period after the American Revolution, the colonial and pre-contact eras will get far less attention from us than they deserve.
Major themes of this course include:
The evolution of racial/ethnic categories and the inclusion of successive immigrant groups into the mainstream
Demography as both cause and effect of long term change
Interaction between technological and economic change and immigration
Religion and intolerance
Law and public policy
This course will try to present a survey of American History emphasizing the role of immigrants and of immigration. We define immigrant broadly enough to include the enslaved and at times those who probably walked across a land bridge from Asia 20,000 years ago. However, our main focus will be on Africans and Europeans during the 19th Century and Asians and Latin Americans during the 20th and 21st Centuries.
This course includes three lab assignments which will be done in small groups. The labs will require the use of a spreadsheet program, groups may choose to use other software tools as well. The data for the labs are drawn from the US Census; each lab will require effort both in performing the required analysis and in interpreting the results. No computing experience -- other than with a spreadsheet program -- is expected.
Please see the course website for more information  http://www.demog.berkeley.edu/145
A complete syllabus can be found at http://www.demog.berkeley.edu/145/syllabus.pdf
Carl Mason
TuTh 11-1230P
CCN: 39588
C139C: Civil Rights and Social Movements in U.S. History

Beginning with the onset of World War II, America experienced not a sigular,unitary Civil Rights Movement -- as is typically portrayed in standard textbood accounts and the collective memory -- but rather a variety of contemporaneous civil rights and their related social movements. This course explores the history, presenting a top-down (political and legal history), bottom-up (social and cultural history), and comparative (by race and ethnicity as well as region) view of America's struggles for racial equality from roughly World War II until the present. Also listed as American Studies 139AC.

Lisa Cardyn
TuTh 2-330P
CCN: 39596
143: Brazil

This course explains how Atlantic capitalism and cultural circulation created a society based on both slavery and miscegenation called Brazil, and how this Portuguese colony became first an independent Empire, then a Republic, and finally Latin America’s largest democracy, its most powerful (and deeply unequal) economy, and the fabric of much of the world’s best football and music. Key themes include Brazilian forms of religiosity, racial ideologies, urbanism, gender relations, populism, developmentalism, popular culture, and authoritarianism in the past two centuries. We will also discuss contemporary issues such as the Workers Party administrations, Brazilian diplomacy and trade with Africa, Latin America and the BRICS, and the transformation of Amazonia. Analysis of films and music will have an important role. Midterm, Final, and a short paper.

Pablo Palomino
MWF 10-11A
CCN: 39600
149B: Medieval Italy: Italy in the Age of Dante (1000-1350)

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

Maureen C. Miller
MWF 10-11A
CCN: 39603
151A: Tudor Stuart Britain, 1485-1660

This course explores the history of early modern Britain from the late fifteenth century to the early eighteenth century. The main focus will be political and religious history, with particular attention to the Renaissance, the Reformation, the English Revolution, economic developments, and the birth of the modern state. We will also examine many other issues, including: religious violence, cross-cultural encounters, gender politics, the rise of empire, developments in science and medicine, changing legal traditions, political philosophy, court scandal and intrigue, and the socio-economic realities of early modern life. This course will also involve discussion of early modern sources, and we will regularly examine and utilize visual, audio, and digital tools and sources.

Robert L. Harkins
MWF 12-1P
CCN: 39606
160: The International Economy of the 20th Century
The twentieth century witnessed both international integration through market-based exchange as well as numerous experiments, left and right, at economic independence from reigning financial superpowers. National governments, and the international organizations they created, alternatively relied on market mechanisms and on planning to spur economic growth, raising the living standards of millions in some instances but also fueling mass unemployment, famine, environmental degradation and even genocide in other instance. Topics include the Gold Standard, the Great Depression, the economics of the two World Wars, decolonialization, and post-war financial crisis.
Andrej Milivojevic
MW 4-530P
CCN: 39645
162B: War and Peace: International Relations since 1914

This course investigates the spectacular and devastating geopolitical shifts of the twentieth century, including the world wars, Communist revolutions, imperialism and decolonization, and the global Cold War and its aftermaths. Lectures and readings will emphasize the influence of human belief and strategy, and their relation to structural factors, on the unfolding of international history. While our actors and institutions will range widely— from Gandhi to Gorbachev, from the Comintern to the EU— we will keep our eyes throughout on the interplay between European crisis, U.S. foreign policy, and conflict and upheaval in Asia, Africa, and the Americas.

Amanda Behm
MWF 1-2P
CCN: 39648
166C: Modern France

This course surveys the history of France from the end of the Old Regime and the French Revolution to the present.  How did the French monarchy of the Old Regime become France, the paradigmatic nation-state of the modern world?  How was the “nation,” proclaimed in 1789, constructed and contested by the ruling classes, but also the peasants, artisans, workers, women, immigrants, and others of France?   This course focuses on the political history and tradition of revolution (from 1789 to 1968) and the social and economic history of industrialization and post-industrialization in France. It uses popular autobiographies (alongside other cultural artifacts) to study how these world historical transformations effected the lives of ordinary people over two centuries. 

Mark Sawchuk
TuTh 2-330P
CCN: 39654
170: History of the Netherlands; The Lowlands from the Earliest Times to the 18th Century
This course will offer a survey of the main historical developments of The Netherlands with special attention to its two “Golden Ages”, namely the economic and cultural efflorescence of the late medieval Low Countries and the seventeenth-century Dutch Republic. It will situate these developments in a comparative European context.  The course will focus on several questions of historical interpretation, including the broader meaning of the Dutch Revolt, the modernity of the economy during the Dutch Golden Age, the character and limitations of religious toleration as well as the relations between economy and the social and cultural sphere. 
Frederik Buylaert studied medieval and early modern European history at the universities of Ghent, Leiden and Columbia and obtained a PhD at Ghent University in 2008 with a dissertation on the urban and rural elite formation in the 14th and 15th centuries. As of 2011, he is appointed lecturer in late medieval and early modern history at the Vrije Universiteit Brussel. His research focuses on urban society in the pre-modern Low Countries, with a particular interest in elite social mobility and historiography.
Buylaert, F
TuTh 330-5P
CCN: 40107
171C: The Soviet Union 1917 to the Present

An introductory survey of Russian history from the revolutions of 1917 to the present. Marxism-Leninism, War Communism, and Real Socialism; the Great Transformation and the Great Terror; family and nationality; state and society; Russian versus Soviet; Gorbachev versus the past, Russia versus the world. A midterm and a final; no term paper.

Yuri Slezkine
TuTh 330-5P
CCN: 39657
174B: Poles and Others: Living Together, Apart? Jews, Christians and Coexistence in Modern Poland

Every study of Jewish life in the Polish lands invariably harbors assumptions regarding integration. Did Jews and non-Jews living in early modern times share a cultural framework and linguistic sphere?  Could social interactions transcend ghetto walls? Did edicts and legal reforms emancipating Jews engender integration during the modern period?  When we speak about the "Polish Jews" across space and time, scholars must decide how and to what extent Jews raised families, ate, worked, shopped, spoke and died with (or simply alongside) their non-Jewish neighbors.  Did Jews and non-Jews truly live together? Or did they exist in parallel spaces while spending the majority of their lives apart? This seminar uses autobiographies, letters, official reports, memoirs, poetry, fiction and film to explore how “Jews” and “Poles” lived together and apart in the early modern and the modern period, from the Polish-Lithuanian Commonwealth, through the partitions of Poland, the First World War, the reconstituted Polish Republic, the Second World War, throughout the communist period and beyond 1989. Especially since the publication of Jan Gross’ book Neighbors: The Destruction of the Jewish Community in Jedwabne, Poland, the issue of Polish-Jewish relations has become a topic of historical, historiographical and popular intrigue.  Students will approach this particular during the course of our seminar while learning more about modernization, nationalism, socialism, communism, urbanization, fascism, war, the Holocaust and memory in the east European context. 

Sarah Cramsey
MWF 2-3P
CCN: 39671
C175B: Jewish Civilization: Modern Period

This course will examine the impact of modern intellectual, political, economic, 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.  Some of the topics to be covered include Emancipation, Haskalah, new Jewish religious movements, Jewish politics and culture, antisemitism, the Holocaust, and the state of Israel.

John M. Efron
TuTh 11-1230P
CCN: 39672
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. The characteristics of the post-Soviet Armenian Republic will constitute the last topic to be dealt with. 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
MW 4-530P
CCN: 39681
180: The Life Sciences since 1750
  • A complete description is forthcoming. Please check back.

Naturalists ventured beyond the routine identification of plants and animals during the Enlightenment. Many of them began the systematic investigation of laws of the biological world. This change in the life sciences occurred amidst political revolution, imperial conquest, industrialization, and widespread social unrest. The new science of biology was no less revolutionary. Its principles shaped modern society and even caused people to question humanity's role in the cosmos. This course examines the individual choices that these biologists made while venturing into this new study of life. What was at stake? What questions did they ask? When faced with competing explanations for the natural world, why did they choose the explanations that gave us modern biology today? Special attention will be paid to concepts of generation, the history of evolutionary theories, and the emergence of modern molecular biology.

Alaniz, R
TuTh 330-5P
CCN: 40110
180T: History of the Life Sciences since 1750 (Cal Teach)
  • A complete description is forthcoming. Please check back.
Alaniz, R
CCN: 39682
C182C: Science, Technology, and Society

Cross-listed with Interdisciplinary Studies Field Maj C100G section 1 and Science and Technology Studies C100 section 1

Be it bugs, buildings, or bits, what humans imagine and construct is tightly interconnected with the societies they live in. This course provides an overview of the field of Science and Technology Studies (STS) as a way to study how our knowledge and technology shape and are shaped by social, political, historical, economic, and other factors. We will learn key concepts of the field (e.g. how technologies are understood and used differently in different communities) and apply them to a wide range of topics including geography, history, environmental and information science, and others. Questions this course will address include: how are scientific facts constructed? How are values embedded in technical systems? Can non-humans have agency? Is it possible to dissociate science and politics? What is scientific evidence and how do we use it?

Davis Winickoff
Massimo Mazzotti
TuTh 930-11A
CCN: 39683
C191: Death, Dying, and Modern Medicine: Historical and Contemporary Perspectives

his course is jointly offered by a physician and a historian. We will discuss contemporary questions of policy and practice: medical definitions of death; the "right to die;" how we die, and how we say we want to die; the role of the hospital and hospice; the functions of the state in mediating between various views about the end of life; the role of doctors, family and others at the end of life, for example. We will also consider questions in the social and cultural history of death: how and in what numbers people have died before and after the demographic revolution; whether some cultures were more successful at assuaging the pain of death than others, whether there really has been a secularization of death; where bodies have gone and how they have been remembered; what the relationship is between the history of life and death.

Thomas W. Laqueur
TuTh 200-330P
CCN: 39689
198BC: Berkeley Connect in History


  • HIST 198BC Section 2, CCN 39716, Mon 6-7pm (junior transfers) GSI Brandon Schechter
  • HIST 198BC Section 3, CCN 40068, Tue 5-6pm (junior transfers) GSI Javier Cikota
  • HIST 198BC Section 4, CCN 40071, Wed 5-6pm (upper division) GSI Adrianne Francisco
  • HIST 198BC Section 5, CCN 40074, Thur 6-7pm (upper division) GSI Amanda Buster
  • HIST 198BC Section 6, CCN 40077, Wed 6-7pm (upper division) GSI Adrianne Buster

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 quizzesBerkeley 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. 


Victoria Frede Montemayor
3205 Dwinelle