printer friendly pageHISTORY 4N: A World History of Genocide
Reviews the history of genocide from ancient times until the present. Defines genocide, both in legal and historical terms, and investigates its causes, consequences, and global dimensions. Issues of prevention, punishment, and interdiction. Main periods of concern are the ancient world, Spanish colonial conquest; early modern Asia; settler genocides in America, Australia, and Africa; the Armenian genocide and the Holocaust; genocide in communist societies; and late 20th century genocide.
Terms: Win
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Units: 3-5
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UG Reqs: GER:DBSocSci
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Grading: Letter (ABCD/NP)
Instructors:
Naimark, N. (PI)
HISTORY 5S: Disciplining the Colonial Body: Violence, Sex, and Resistance in Europe's Empires, 1830-2011
How did Europe maintain control over its vast empires? Explores how colonial institutions, law, hierarchies of race, class, and sex, and the practice of sciences like anthropology functioned as tools of imperial control. We will use primary sources such as novels, films, maps, memoirs, legal documents, and personal correspondence, as well as theorists of power such as Foucault and Said, to study the effects of imperial violence and control, resistance to it, and its continued importance in contemporary society.
Terms: Spr, offered once only
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Units: 5
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Grading: Letter (ABCD/NP)
Instructors:
Slobodkin, Y. (PI)
HISTORY 8N: How We Remember the Past: Historical, Legal and Artistic Interpretation
Examines the similarities and differences between three different methods to remember (and interpret) the past: historical research, legal proceedings, and culture (mainly literature, cinema and the plastic arts). Looking at theoretical debates first, a historical specific example next (Spanish civil war and dictatorship, 1936-1975), we will ask under which circumstances is each method used to remember the past, and how do the results vary? Why do certain societies prefer one method to others? Does this preference depend on what is being recorded, on the availability of sources, on the conditions of those engaged in examining the past, their aim at doing so, etc.? The goa...
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Examines the similarities and differences between three different methods to remember (and interpret) the past: historical research, legal proceedings, and culture (mainly literature, cinema and the plastic arts). Looking at theoretical debates first, a historical specific example next (Spanish civil war and dictatorship, 1936-1975), we will ask under which circumstances is each method used to remember the past, and how do the results vary? Why do certain societies prefer one method to others? Does this preference depend on what is being recorded, on the availability of sources, on the conditions of those engaged in examining the past, their aim at doing so, etc.? The goal is not to learn about a specific event, time or place, but to think about the past in pluralistic ways. Students will each choose an example of their own to analyze and share with the class. Examples can refer to any moment in the past, or any region or human group as long as the student can locate sufficient information to allow for the writing of a short seminar paper.
Terms: Aut
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Units: 4-5
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UG Reqs: GER:DBHum
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Grading: Letter (ABCD/NP)
Instructors:
Herzog, T. (PI)
HISTORY 9: Human Rights and Humanitarianism: A Global History
(SAME AS HISTORY 109. History majors and others taking 5 units, enroll in HISTORY 109.) Do human beings have certain inalienable rights? Are we obliged to help those in need? Examines the historical origins as well as the political, social, economic, legal, and cultural contexts of ideas about human rights and humanitarianism from the time of the Old Testament to the International Criminal Court. Class time will blend short lectures with town hall style discussions of subjects including slavery, torture, colonialism, genocide, and the work of NGO's.
Terms: Win
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Units: 3
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UG Reqs: GER:DBHum
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Grading: Letter or Credit/No Credit
Instructors:
Daughton, J. (PI)
HISTORY 10A: Europe from Antiquity to 1500
(Same as History 110A. History majors and others taking 5 units, register for 110A.) Focus is on religion and politics. Issues include: the rise of Christianity and its impact on Rome; transformations of Catholicism and its institutions including the impact of barbarian tribes and the struggle between church and state; antisemitism, heresy, Crusades, and inquisition; courtly love; and scholasticism.
Terms: Aut
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Units: 3
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UG Reqs: GER:DBHum
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Grading: Letter (ABCD/NP)
Instructors:
Miner, J. (PI)
HISTORY 10B: Early Modern Europe
(Same as HISTORY 110B. History majors and others taking 5 units, register for 110B.) Survey of early modern European history from the Reformation through the Enlightenment. Topics include sovereignty and the state, courtly life and manners, science and technology, the print and military revolutions, piety and religious practice, popular culture and village life, women and gender, witchcraft and sexual deviance, the rose if international trade, the history of consumption and material things, encounters with non-Western peoples and colonialism, and scholarship and the republic of letters.
Terms: Win
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Units: 3
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UG Reqs: GER:DBSocSci, GER:ECGlobalCom
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Grading: Letter or Credit/No Credit
Instructors:
Fredona, R. (PI)
HISTORY 10C: Introduction to Modern Europe
(SAME as HISTORY 110C. History majors and others taking 5 units, register for 110C.) From the late 18th century to the present. How Europeans responded to rapid social changes caused by political upheaval, industrialization, and modernization. How the experience and legacy of imperialism and colonialism both influenced European society and put in motion a process of globalization that continues to shape international politics today.
Terms: Spr
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Units: 3
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Grading: Letter or Credit/No Credit
Instructors:
Daughton, J. (PI)
HISTORY 10W: Visualizing Evidence
Seeks to advance visual and technical literacy among humanists through direct\n\nengagement with research processes from conception to completion. Students will attend presentations of scholarly work and visualization methods (first class day each week), workshops on the use of visualization tools led by expert faculty and staff (second class day of each week), and engage in hands-on application of research concepts and tools with curated primary source materials in supervised lab time. Concludes with presentations and critique of student projects. Over the course of the quarter, students will be introduced to a broad range of techniques and technologies, including GIS ...
more description for HISTORY 10W »
Seeks to advance visual and technical literacy among humanists through direct\n\nengagement with research processes from conception to completion. Students will attend presentations of scholarly work and visualization methods (first class day each week), workshops on the use of visualization tools led by expert faculty and staff (second class day of each week), and engage in hands-on application of research concepts and tools with curated primary source materials in supervised lab time. Concludes with presentations and critique of student projects. Over the course of the quarter, students will be introduced to a broad range of techniques and technologies, including GIS for geospatial analysis, Tableau for tabular data, and Gephi for network rendering and analysis.
Terms: not given this year
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Units: 1-3
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Grading: Letter or Credit/No Credit
HISTORY 11N: The Roman Empire: Its Grandeur and Fall (CLASSHIS 24N)
Preference to Freshmen. Prerequisite: IHUM 69A. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: not given this year
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Units: 4
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UG Reqs: GER:IHUM3
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Grading: Letter (ABCD/NP)
HISTORY 11NI: The Roman Empire: Its Grandeur and Fall (CLASSHIS 24NI)
Preference to Freshmen. Prerequisite: IHUM 69A. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: Spr
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Units: 4
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Grading: Letter (ABCD/NP)
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