printer friendly pageHISTORY 28S: Napoleon
This course examines the life and times of Napoleon Bonaparte. For twenty years, Napoleon commanded and captivated Europe, evoking fascination and fear in equal measure and profoundly shaping the course of the modern world. In this course we follow the arc of his career, from revolutionary to emperor to exile, with each week devoted to a different theme of his life and the age in which he lived. Topics include politics, warfare, revolution, colonialism, gender, popular culture, and the arts. The course has no prerequisites and all readings are in English.
Last offered: Winter 2020
| UG Reqs: WAY-SI
HISTORY 31Q: Resistance and Collaboration in Hitler's Europe (JEWISHST 31Q)
What is resistance and what did it entail in Nazi-occupied Europe? What prompted some to resist, while others accommodated or actively collaborated with the occupiers? How have postwar societies remembered their resistance movements and collaborationists? This seminar examines how Europeans responded to the Nazi order during World War II. We will explore experiences under occupation; dilemmas the subject peoples faced; the range of resistance motivations, goals, activities, and strategies; and postwar memorialization. Select cases from Western, Eastern, and Mediterranean Europe.
Terms: Win
| Units: 3-4
| UG Reqs: WAY-ER, WAY-SI
Instructors:
Batinic, J. (PI)
HISTORY 32S: Utopian Dreams, Dystopian Nightmares: Visions of the Ideal Society in Early Modern Britain
Visions of the ideal society are a mainstay in the European imagination, from Plato¿s Republic to Charles Fourier¿s phalanstère. Yet utopianism has always been maligned as idealistic, impracticable, or naïve, while its proponents accused variously of hypocrisy, totalitarianism, and abject failure. Nowhere more so has the utopian impulse been felt than in early modern Britain during the age of imperial, scientific, and industrial revolution. This course asks how British writers imagined better futures, starting with Thomas More¿s genre-defining Utopia and ending with the utopian socialists and communitarian experiments of the early nineteenth century. We will ask what utopias can tell us about the societies which imagined them, and appraise their lasting legacies in political thought, social science, and critical theory. Covering themes such as empire, capitalism, gender, enlightenment, and socialism, we will engage with a range of primary sources, including literary texts, cartographic images, political and scientific tracts, and letters, aided by secondary literature from the history of political thought, literary history, the history of science, and theory.
Last offered: Spring 2021
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 33A: Blood and Roses: The Age of the Tudors
(Same as
HISTORY 133A. 33A is 3 units; 133A is 5 units.) English society and state from the Wars of the Roses to the death of Elizabeth. Political, social, and cultural upheavals of the Tudor period and the changes wrought by the Reformation. The establishment of the Tudor monarchy; destruction of the Catholic church; rise of Puritanism; and 16th-century social and economic changes.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-SI
Instructors:
Como, D. (PI)
HISTORY 34A: European Witch Hunts
(Same as
HISTORY 134A. History majors and others taking 5 units, register for 134A.) After the Reformation, in the midst of state building and scientific discovery, Europeans conducted a series of deadly witch hunts, violating their own laws and procedures in the process. What was it about early modernity that fueled witch hunting? Witch trials and early modern demonology as well as historians' interpretations of events to seek answers to this question.
Last offered: Summer 2021
| UG Reqs: GER:DB-Hum, WAY-SI
HISTORY 37D: Germany's Wars and the World, 1848-2010 (HISTORY 137D)
(
History 37D is 3 units;
History 137D is 5 units.)This course examines a series of explosive encounters between Germans, Europe, and the world. Starting with the overlooked revolutions of 1848 and ending with the reunification of West Germany and East Germany after the Cold War, the course will explore a range of topics: capitalism, communism, imperialism, nationalism, diplomacy, antisemitism, gender, race, and the Holocaust, among others. We will also consider competing visions of Germany its borders, its members, its enemies.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
Instructors:
Press, S. (PI)
;
Olson, J. (TA)
HISTORY 38S: All That Glitters is not Gold: The Country House in Modern Britain
The country house is more than just the setting for period dramas starring Maggie Smith; its story, from construction to demolition, is also that of modern Britain. This class is a biography of the country house, told each week as a chapter of historical methodology. From palace to military hospital to 'heritage' property of the National Trust, we will use the country house--its occupants, decor, and collections--to see how this symbol of class hierarchy came to be a national rallying point for Brexiteers.
Last offered: Autumn 2022
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 39: Modern Britain and the Empire, 1688-2016
(
History 39 is offered for 3 units;
History 139 is offered for 5 units.) This course surveys British history from the Glorious Revolution to Brexit. We will integrate the stories of Britain and its empire as we examine key topics, including the rise of the modern British state and economy, imperial expansion and contraction, the formation of class, gender, and national identities, mass culture and politics, the world wars, and racial politics in contemporary Britain. We will focus particularly on questions of decline, the dynamic fortunes and contradictions of British liberalism in an era of imperialism, and the weight of the past in contemporary Britain. Readings focus on primary sources from the period covered as well as a few scholarly works.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI
Instructors:
Satia, P. (PI)
;
Fine, J. (TA)
HISTORY 39Q: Were They Really "Hard Times"? Mid-Victorian Social Movements and Charles Dickens (ENGLISH 39Q)
"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard T
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"It was a town of red brick, or of brick that would have been red if the smoke and ashes had allowed it." So begins Charles Dickens description of Coketown in Hard Times. And it only seems to get more grim from there. But the world that Dickens sought to portray in the novel was a hopeful one, too. And that tension is our starting point. The intent of this class is to more closely examine mid-Victorian Britain in light of Dickens' novel, with particular focus on the rise of some of our modern social movements in the 19th century. While things like the labor movement, abolitionism, feminism, and environmentalism, are not the same now as they were then, this class will explore the argument that the 21st century is still, in some ways, working out 19th century problems and questions. At the same time, this is also a course that seeks to expand the kinds of sources we traditionally use as historians. Thus, while recognizing that literary sources are particularly complex, we will use Hard Times as a guide to our exploration to this fascinating era. We will seek both to better understand this complex, transitional time and to assess the accuracy of Dickens' depictions of socio-political life.Through a combination of short response papers, creative Victorian projects (such as sending a hand-written letter to a classmate), and a final paper/project, this course will give you the opportunity to learn more about the 19th century and the value of being historically minded.As a seminar based course, discussion amongst members of the class is vital. All students are welcome
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI, WAY-ER
Instructors:
Wolfenstein, G. (PI)
HISTORY 40: World History of Science: From Prehistory through the Scientific Revolution
(
History 40 is 3 units;
History 140 is 5 units.) The earliest developments in science, the prehistoric roots of technology, the scientific revolution, and global voyaging. Theories of human origins and the oldest known tools and symbols. Achievements of the Mayans, Aztecs, and native N. Americans. Science and medicine in ancient Greece, Egypt, China, Africa, and India. Science in medieval and Renaissance Europe and the Islamic world including changing cosmologies and natural histories. Theories of scientific growth and decay; how science engages other factors such as material culture and religions.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
Instructors:
Proctor, R. (PI)
;
Deschamps, N. (TA)
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