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
201 WHEELER
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
202 WHEELER
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
201 WHEELER
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
233 DWINELLE
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
101 MOFFITT
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
141 MCCONE
TuTh 930-11A
CCN: 39063
7B: The United States Since the Civil War - Session C

This course is an introduction to American history since the Civil War. It is also an introduction to the way historians think and write. We will cover the major events of the past 150 years, including such topics as the Civil War, industrialization, eugenics, the Great Depression, immigration, the Cold War, the suburbs, human rights, and 9/11. While broadly surveying major developments, we will focus on three major themes. The first theme, Slave Society and Its Consequences,traces how the legacy of slavery and emancipation has shaped American ideas about racial hierarchy, multiculturalism, and model minorities. The second theme, Capitalism and Its Critics, follows the rise of industrial society, the growth of consumer economy, and finally the creation of finance capitalism—and how Americans experienced and managed these transitions. Finally, Dechristianization of America, follows how the United States was understood as a Protestant nation, then a Judeo-Christian one, and, finally, as a post-Christian country. Students will sharpen their analytical and critical thinking skills through their engagement with these three themes in lectures, readings, movies, music, and art.

Gene Zubovich
101 MOFFITT
MWTh 10-12P
CCN: 52505
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
150 WHEELER AUD
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
20 WHEELER
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
3108 ETCHVERRY
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
186 BARROWS
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
N100.001: Special Topics in History: Short Course - "Slavery in the Ancient Greek and Roman World" Session A
  • This course does not count for credit toward the History Major but may fulfill other requirements.
The institution of slavery was deeply embedded in the political, legal, social, economic and cultural framework of the ancient Greek and Roman world.  Among societies that have tolerated or supported the domination and ownership of human beings by other human beings, ancient Greece and Rome stand out as two of the few that can properly be considered “slave societies.”  In order to examine the impact of slavery on state and society in the ancient Greek and Roman, world we will consider a wide range of topics including the origins and maintenance of the slave system, slave labor, family life, resistance and slave rebellions, manumission and freedom, and Greek and Roman ideas about slavery.  Discussion of slavery in the antebellum U.S. South will help us to place ancient slavery in a broad historical and comparative perspective.
 
This is a two-unit course.  There are no prerequisites
Carlos F. Noreña
88 DWINELLE
TuTh 4-6P
CCN: 52530
N100.002: Special Topics in History: Short Course - "Energy: An American History" Session D
  • This course does not count for credit toward the History Major but may fulfill other requirements.
This course will examine how the predominant sources of energy and how the uses of those different types of energy changed over time and across American geographies. We will start by analyzing the diets of hunter-gatherer societies, as well as the domestication of fire, plants, and animals. We will explore the origins and consequences of the dam building frenzy in the first half of the twentieth century, the expansion of the fossil fuel economy, and the social history of electricity and automobiles and their impacts on consumer culture. We will also analyze the ways that WWII and the Cold War created the context for the development of nuclear weapons and nuclear power plants and the controversies and legacies these industries have generated. Finally, we will examine how increased consumption of energies helped contribute to the rise of current controversies over fracking, climate change, and renewable energy projects.
 
This is a two-unit course.  There are no prerequisites
Robert N. Chester
102 Moffitt
MW 8-10AM
CCN: 52535
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
145 MOFFITT
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
102 WURSTER
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
243 DWINELLE
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
229 DWINELLE
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
101 MOFFITT
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
145 MOFFITT
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
130 WHEELER
TuTh 930-11A
CCN: 39494
N106B: N106B: The Roman Empire - Session A

This course offers an introduction to the history of the Roman empire, from the advent of monarchy in Rome in the first century BC to the breakdown of central state authority in the fifth century AD.  Major themes include the overlapping networks of social power in the Roman empire (institutional and personal); the unity and diversity of Roman imperial culture; the changing relationship between state and society; the political economy of the Roman empire; and the geography and ecology of the Mediterranean world.  Lectures will provide an essential historical narrative and interpretations of central problems in Roman imperial history, and discussion sections will give students an opportunity to engage with key texts from or about the Roman empire, from Tacitus to Gibbon.  There are no prerequisites for this course.

Carlos F. Noreña
TBA
TuWTh 1-330P
CCN: 52540
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
145 MOFFITT
TuTh 930-11A
CCN: 39501
N109C: N109C: The Modern Middle East from the 18th Century to the Present - Session D

This course surveys the key processes, events and personalities that have shaped the societies, states and economies of the Middle East since the 18th century. It is designed to help contextualize current developments, to identify various interpretative frameworks for approaching history in general and for understanding the Middle East in particular, and to acquaint students with a variety of useful sources ranging from film to specialized academic articles. Students are expected to attend every class to hear the lecture, ask questions and participate in discussion.

Daniel Strieff
242 DWINELLE
MTuWTh 10-12P
CCN: 52545
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
122 WHEELER
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
220 WHEELER
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
123 WHEELER
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
9 LEWIS
TuTh 330-5P
CCN: 39540
118B: Japan 1800-1900
  • This course has been cancelled.
20 WHEELER
MWF 9-10A
CCN: 39549
N119A: Postwar Japan - Session A

This course considers the history of Japan since Hiroshima--since the atomic bombings and Soviet declaration of war brought "retribution" and cataclysmic defeat to the Japanese empire in 1945. We start with an exploration of the war itself and its complex legacies to the postwar era. Guided by the best recent scholarship and a selection of translated novels, essays, and poetry along with film and art, we then look at the occupation era and the six postwar decades that followed, examining the transformations of Japanese life that those years have brought. We try, finally, to answer the question: has "postwar" itself come to an end? And if it has, how should we characterize the current era?

Andrew E. Barshay
223 DWINELLE
MTuW 930-12P
CCN: 52550
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
126 BARROWS
TuTh 1230-2P
CCN: 39552
N122A: 122AC: Antebellum America: The Advent of Mass Society - Session D
HIST122 examines the period in which the United States became a continental nation and contributed to the escalating tensions that would precipitate the Civil War. As a broad overview of the this era, the class emphasizes the consequences of the War of 1812, the democratization of American politics, the rise of industrial manufacturing and the creation of transportation infrastructure, the dispossession and marginalization of Native Americans, the growth of slavery and the lives of slaves, changes in the lives of women, and the ways that religion and reform reshaped American society during these years.The course starts by examining what historian Edmund Morgan has famously illuminated as an American paradox: the symbiotic relationship between American freedom for white men and the enslavement of African-Americans. Beginning with Jeffersonian conceptions of liberty and republicanism, we will continually explore how an expanding conception of equality amongst white men during the first half of the nineteenth century remained dependent on the exclusion, exploitation, and subordination of women, American Indians, and African-Americans. After examining the hierarchical and white supremacist ideology of the Herrenvolk Democracy during the Jacksonian period, we will explore debates about the interplay between Indian, African, and Mexican racial inferiority and white economic opportunity. This theme is vividly displayed by analyzing the Cherokee Removal, American infiltration of Texas, the U.S. war with Mexico, and finally the conflict between the North and the South over the expansion of African slavery and the dignity of free white labor. 
 
The course will also focus on the central importance of the War of 1812 in the lives of Americans during the first quarter of the nineteenth century. In addition to the multiple ways that the war shaped the daily lives and long-term fates of indigenous communities throughout the United States and Canada, the significance of the so called second war for American independence has remained obscured by a lack of sufficient scholarly attention and its chronological positioning between the American Revolution and the Civil War. We will examine how fortunate Americans were that the war ended the way it did and how Americans explained and remembered these events in romanticized ways that transformed what actually was at best a military draw into a great American victory. In terms of how Americans continued to elaborate a national narrative that suited their political ambitions, we will later explore Manifest Destiny as a cynical but pervasive ideology that allegedly explained not only the westward expansion of the United States but why white Americans repeatedly prevailed over disappearing inferior races. We will also examine the potency of myth and how it has shaped historical memory in the case of Andrew Jackson’s iconic status as a champion of the common man. Of course, both Thomas Jefferson and Andrew Jackson made frequent use of their association with producer ideology and criticized luxury and the corruption of the rich. However, both men indulged throughout their lives in luxury and both also did things politically that contradicted the lofty ideals and practical goals they promoted.
Robert N. Chester
234 DWINELLE
TuWTh 2-430P
CCN: 52555
N124A: The United States from the Late 19th Century to the Eve of the World War II - Session A

During the half-century before World War II, the United States became an industrialized, urban society with national markets and communication media. This class will explore some of the most important changes of this period and how they were connected. We will also examine how these changes elicited a variety of responses, from optimism to anxiety, from experimentation to conservatism. Among the topics addressed: the institution of Jim Crow, population movements and efforts to control immigration, conflicts between Capital and Labor, reform campaigns, territorial expansion, popular and high culture trends, and shifting conceptions of citizenship and self-hood.

Gabriel Milner
TBA
MTuWTh 12-2P
CCN: 52560
N124B: The United States from World War II to the Vietnam War Era - Session D
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
3109 Etcheverry
MTuWTh 12-2PM
CCN: 52565
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
100 LEWIS
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.

3 LECONTE
TuTh 2-330P
CCN: 39561
127AC: California History - Session D
The Staff
103 GPB
Mon.Tues.Wed.Thurs 12-2PM
CCN: 52570
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
100 LEWIS
MWF 11-12P
CCN: 39576
N131B: Social History of the United States: 1914-Present - Session A
This course provides an introduction to American social and labor history from World War I 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
109 DWINELLE
MTuWTh 2-4P
CCN: 52575
136AC: Gender Matters in 20th Century America - Session A
  • A complete description is forthcoming. Please check back.
The Staff
182 DWINELLE
MTuWTh 10-12P
CCN: 52580
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
200 WHEELER
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
141 MCCONE
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
102 WURSTER
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
209 DWINELLE
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
140 BARROWS
MWF 12-1P
CCN: 39606
N158C: Where Have All the Soldiers Gone? Europe 1914 to the Present - Session C

The twentieth century was the most devastating in the history of Europe. This course surveys the major developments that led to the wars and revolutions for which the century is famous. It stresses the supreme importance of the commanding actors on the political stage as the century unfolded--Lenin and Stalin, Mussolini and Hitler, Churchill and de Gaulle, Walesa and Thatcher and Gorbachev, and focuses on the differing approaches to European relations taken by American presidents from Wilson to George W. Bush. The course will seek to squeeze every ounce of drama out of the century's most famous -- and infamous -- events: Europe's last summer -- the incredible days of July 1914; the slaughter of World War I; the rise of Communism, Fascism, and Nazism; Munich; the Nazi-Soviet Pact of 1939; the decimation of World War II; the bombing of London and Dresden; the destruction of the European Jewry; the German invasion of Russia; D-Day, the suicide of Hitler, the origins and development of the Cold War; the fall of the Berlin Wall; the revolutions of 1989; the disintegration of the Soviet Union; the collapse of Yugoslavia; and the first and second Gulf wars. All this and more we will explore through books, documents and, not least, films and documentaries.

David Wetzel
219 DWINELLE
TuWTh 330-530P
CCN: 5258