Krieger Hall

Spring Quarter

Dept Course No and Title Instructor
This course will focus on how struggles over the meaning of historical events have shaped and continue to shape our understandings of the world. The past leads to the present, and on to the future. History provides an evidential basis for understanding how societies function, and in turn, how the future might unfold. Yet historians do not always agree on how to process and understand the past. Debates about the past shape our understanding of contemporary events, our plans for the future, and our conceptions of the social good. The course will provide students with an opportunity to explore debates about the meaning of the past. Students will have an opportunity to hear from a number of faculty in the Department of History who will provide case-studies of struggles over history from different time periods and areas of the world. By the end of this course, students should be able to analyze examples of how history is used to shape the present. As an introductory course in history, students will also be expected to understand and employ disciplinary concepts, including primary and secondary sources, evidence, chronology, and cause and effect.

(GE: IV)

This is a new course. Enrollment in the course will be restricted to History Majors until open enrollment on March 13, 2023.
The term “genocide” was coined in 1944 to describe “a crime without a name”: the destruction of a whole people by the Nazi regime. In 1948, faced with the horrors of mass killing in Europe, the whole world came together to sign a United Nations Convention against Genocide. Yet in the 50 years after 1945, the world stayed silent as millions were slaughtered in Cambodia, Bosnia and Rwanda.
Should we intervene to prevent genocide? After the military interventions in Afghanistan, Iraq and Libya, the West has little appetite for invasions. Few solutions have been offered to prevent genocidal murders in Syria or North Africa, now carried out not only by governments, but by terrorist groups like ISIS. Yet the past shows us that ignoring these warnings can lead to catastrophe.

This course will investigate the major instances of genocide since 1945, and why the world failed to intervene. It will explore the notion of Crimes Against Humanity, and ask whether greater attention to these crimes could help to stop genocide before it begins. The course will be focused on understanding the trauma and aftermath of genocide, and on preventing such crimes in the future.

From 1346-1353, a deadly epidemic spread through the Eurasian continent and North Africa. In Europe, where this epidemic first arrived in 1347, roughly half of the population is now believed to have died in this six-year time frame. Worse yet, this devasting illness did not simply go away. Rather it returned in localized but severe outbreaks every decade or so until 1743 in Europe and 1845 in North Africa. While most scholars now agree that this illness was caused by the same bacteria that caused bubonic plague, the people who suffered through the “Great Mortality” of 1347-1353 and the repeated return of this pestilence did not understand the cause of this sickness or how to best treat it. They had to instead learn how to live with the pandemic and adopt strategies for reducing its effects on their health, their communities, and their culture. Over the centuries, their efforts eventually resulted in an effective response.

This class will primarily focus upon how medieval Europeans coped with the challenge that plague outbreaks posed to their individual health, mental well-being, religious beliefs, social structures, politics, and economic well-being. There will be two fifty-minute in-class exams (weeks 4 and 8) involving short answer interpretations of quotes from historical documents. Students will also participate in a final exam group activity during our regularly scheduled exam time. This activity will give students the opportunity to compare the medieval plague to a modern epidemic or pandemic. The teaching style for this class will promote active learning. Students will be encouraged to think with the assigned course material and arrive at their own independent conclusions both during in-class meetings and as part of their assigned work. Students will be required to attend three lectures a week with the professor and 1 discussion lab meeting a week with the teaching assistant.
(GE: IV)
“What to eat?” is a question that humans have always asked. For hunters and gatherers living many millennia ago, the question reflected the difficulty of obtaining the basic food to sustain the body.  For food writers like Michael Pollan, it is a question about the choices that people make in an age of food abundance – choices that also have profound social, political, and moral implications and consequences.  In the United States, the question “what to eat” has been shaped by continuous waves of immigration.  This course discusses shifting patterns of immigration and major US immigration policies.  And it explores the relationship between immigration and changing American foodways.  We will focus on the impact of Asians, Mexicans, Italians, Irish, and Jews, among others, on America’s gastronomical and socioeconomic landscape.  The class will also help students better understand local ethnic communities in California.

(GE: (III or IV) and VII )
In this class we’ll discuss ten provocative topics that relate to all religions. A new topic is introduced each week at the Tuesday lecture. On Wednesday, you’ll take the conversation on this topic to small-group discussions sections. On Thursday, we’ll have a full-class discussion in the lecture hall with student volunteers. The course has the word ‘dialogue’ in its title and your discussion section has the word ‘discussion’ in its title. And so you must speak to get the higher grades. Attendance is required on all days, and any absence for any reason will adversely affect grades. Weekly writing entails:  (1) a summary of an article from the Stanford Encyclopedia of Philosophy, available online, and (2) a short opinion essay on the week’s topic. There will be one test—a final essay exam on the contents of the ten Tuesday lectures. The course has four goals: (1) To help you think sympathetically but critically about religion. (2) To help you learn about yourself and develop your own opinions on religion. (3) To help you realize the all religious disagreements that emerge in this class reflect permanent tensions in society that will not be resolved or settled. (4) To help you manage these permanent tensions with a well-mannered poise that is suitable for a multi-religious society. The course has no prerequisites. It satisfies G.E. requirements. No books to purchase.

Same as REL STD 5C.
Considers several major currents of modern history: technological change and its social effects; changes in gender relations; totalitarianism; peasant revolutions and the crisis of colonization; international migration; and ecological problems.
(GE: IV and VIII )
A survey of ancient Greek civilization from its origins in the Bronze Age to the mid-Archaic period. Examines political and social history, as well as literature, art, religion, and archaeological remains.

Same as CLASSIC 36A.

A survey of ancient Greek civilization from the Late Archaic period to the Classical period. Focuses on major institutions and cultural phenomena as seen through the study of ancient Greek literature, history, archaeology, and religion.
(GE: IV)
Important themes in U.S. history in the twentieth and early twenty-first centuries. Topics include corporate capitalism, empire, immigration, race, gender, consumer society, World Wars, Progressiveness, New Deal, Great Society, civil rights, women's movements, Vietnam War, conservative politics, and economic stratification.

Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Important themes in U.S. history in the twentieth and early twenty-first centuries. Topics include corporate capitalism, empire, immigration, race, gender, consumer society, World Wars, Progressiveness, New Deal, Great Society, civil rights, women's movements, Vietnam War, conservative politics, and economic stratification.

Prerequisite: Satisfaction of the UC Entry Level Writing requirement.
Surveys the history of science and mathematics since the Scientific Revolution, examining central developments both chronologically and thematically, as well as investigating their significance for contemporary philosophical debates about the role and status of current scientific theories.

Same as LPS 60.

(II or IV )
What will happen to China? Will China continue to enjoy its rapid economic growth in the future or will its economic slowdown pose a legitimacy crisis for the Chinese Communist Party; a political group that has already been troubled by corruption and sex scandals in recent years? This course will try to address this question from a historical perspective, covering China's political, social, and cultural history over the past 200 plus years.
Our main focus will be a new historical and cyclical pattern of reform and revolution that has rocked China through this period. We will review this issue through three lenses; traditional social and political patterns before the coming of the West, the series of crises, partially brought about by foreign incursion, which resulted in various versions of reform and revolutions, and the role of Mao's revolution, its ultimate failure, and the Deng Xiaoping reforms.

This course will provide students with a history of work in 20th and 21st century United States, with particular attention to the role of race, gender, and citizenship status in structuring one's position within the working class. The course will focus on three separate but interrelated topics: the rise and decline of labor unions in the United States, social movement challenges to the segmentation of the working class by race and gender, and the growing role of undocumented workers in the U.S. economy since the 1960s.
(GE: IV)
There are few original civilizations in world history, so it is noteworthy that the peoples of the Americas would have generated two of them –Mesoamerica in the North, and the Andes in the south. Even before the arrival of the Spanish and the Portuguese, the Americas was a complex amalgam of cultural identities and differences. Imperium –political, religious, and aesthetic –was possible only once the idea of cultural purity was abandoned in Colonial Latin America. This course will cover the rise and fall of the largest and most populated colonial empire of the early modern era –the Spanish monarchy– and then, the nineteenth-century encounters of the new Latin American republics with the rising hemispheric power of the United States, which represented for the now “Latin Americans” a challenge for their new conceptions of sovereignty, freedom, and equality.

No other raw commodity has transformed our lives quite like oil. Cheap energy has facilitated the seemingly limitless growth of the economy, yet it has also been the most controversial. This course explores the human-centered history of oil. It charts the racialized and gendered labor that transformed oil into wealth, the mobile practices of oil companies that segregated workers by logics of race and nation, and the struggles to control oil wealth that shaped individuals, social classes, and states. Engaging secondary and primary sources produced in oil fields and booming company towns, students will work individually and in groups to develop – through a series of writing assignments – the craft of historical analysis and argumentation.
In this course, students will attain basic writing skills and learn digital tools for editing and writing through an introduction to the history of cartography.

Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
This class addresses the history of the Second World War within the context of its origins in Europe. The course will discuss some of the many wars that made up this global conflict, such as the civil wars between collaborators and resistance movements in Nazi-occupied Europe, the Allied bombing war that targeted civilians, the Nazi war against the European Jews. The course will highlight the moral dimensions of World War II that appeared in the daunting choices faced by both individuals and groups. We will examine the attempts, at the war's end, to administer justice and address questions of memory and of loss.
This course is a survey of Iranian history in the context of Late Antique and Medieval Islamic History. We shall attempt to present a view that Iranshahr (Realm of Iranians), could be studied as a separate cultural center amidst the Islamic world. We will begin with the rise of the last great Sasanian king of kings, Khusro I in the 6th CE to through the Mongol conquest and the Il-Khanid settlement in the 14th century CE. During this time period Iranshahr went through much political and religious upheaval and changes which is usually studied in the context of Medieval Islamic history. The aim of this course is to focus on the Perso-Islamicate world which includes the modern countries of Central Asia (Afghanistan, Uzbekestan, Tajikestan) and the Caucasus (Armenia, Georgia, R. of Azarbijan), as well as Mesopotamia (Iraq)
This course applies the scholarship on collective action and social movements to the case of Israel, providing students with a comprehensive understanding of the social, religious, and ethnic conflicts that have shaped Israeli society and politics through a focus on the diverse movements that drove them. The course is divided into three parts: part one, Introduction to Social Movements and Contentious Politics, provides an overview of the theoretical foundations of social movement theory; part two, Israel: A Movement Society, explores the development of a range of movements which have shaped Israeli society since the pre-state era; and part three, Between War and Peace, involves an examination of the different types of mobilization that have developed around the Israeli-Palestinian conflict. Throughout the course students will be challenged to consider the shared patterns of mobilization reflected across cases, the connections between the development of Israeli social movements past and present, and the cumulative impact of the emergence of these movements on the shape of Israeli political institutions, governance and society. This course has no prerequisites, however students are expected to come to class having done the readings and prepared to actively engage in discussion.
No detailed description available.
This course will provide a comprehensive overview of captivity practices in early America from the first colonial exchanges in the sixteenth century to the year 1865, with special emphasis on the long histories of slavery around Spanish, French and British North America. Some of the topics we will discuss will include indentured servitude, the encomienda system in New Spain, and indigenous practices of captivity, the early penitentiary system in the early U.S., the environment and captivity, and the development of ideas about personhood, race, class, and gender within the context of carceral practices in the United States through changing ideas about who was capturable. Every week, students will analyze primary and secondary sources to interrogate questions about how captive people negotiated power, freedom, and autonomy in a variety of spaces. Students will learn about creating arguments, interventions in historiographies, and complete their own primary and secondary source analysis around themes related to captive people’s experiences, negotiations with power and autonomy, and definitions of freedom.
California is the “Great Exception.”  California is the “Leading Edge” State.  California is an Island or it’s a center of Global Trends.  The Land of Sunshine.  The Golden State, Gold Mountain, gam saan, Alta California, the Eastern Pacific.  These and many other designations carry great cultural weight in California history.  This course examines the history of California as a state, but it places the state within the broader context of the American West, the nation, and the world.  Lectures, discussions, movies, and other visual material will explore this history, spotlighting pivotal events and issues.
Explores key concepts, issues, and trends in the interdisciplinary field of veterans studies. Students gain a deep understanding of the ways that social scientists and historians have analyzed the identities, experiences, and worldviews of U.S. military veterans.

Same as SOC SCI 132.
This course examines how Indigenous and African-descent communities throughout the Spanish Americas challenged the European conquest of their sexual imaginations and gendered labor from the household to the marketplace, and from the battlefield to the bedroom. We start with an investigation of the legacy, history, and implications of how the translator Malintzin survived the sexual assault of Spanish invaders. Next, we explore how the Spanish Crown and the Catholic Church attempted to control its empire by regulating the sex practices of enslaved and free Afro-Latin Americans, Indigenous people, and their descendants. By examining primary sources, scholarly books and articles along with paintings, songs, dances, and testimonies, together we will explore whether or not the Spanish empire was successful in colonizing the erotic creativity and social reproduction of those who would call themselves Latin American/peoples of the Americas. Assignments will include two papers and eight reading/lecture quizzes.

Same as ANTHRO 140, CHC/LAT 150A, GEN&SEX 171A.
Explores political, economic, social, and cultural ties that bind Latin America to the United States. Focuses on U.S. intervention and Latin American response from early nineteenth century to present day. Case studies include Mexico, Guatemala, Cuba, Chile, and Central America.

Same as POL SCI 142J, INTL ST 177D, CHC/LAT 150.
Explores the causes, development, and legacy of the 1959 Revolution. Themes include economic dependency, democracy, race, gender, culture, and the always volatile relations between Cuba and the United States.
This class focuses on the experiences of women and men during Japan’s transformation from a post-nuclear wasteland to the world’s second largest economy in roughly four decades’ time, from 1945 to 1989. How did the roles and positions of women and men change in this time period, what were their problems, and how did they interact with each other and with the institutions and traditions that changed so markedly after the war? We will study women's and men's economic, social, political, and cultural roles, looking particularly at changes in sexuality, consumption, and entertainment; artistic and political movements, including women’s movements; and the legacy of World War II. This course is designed for students interested in Japanese history and culture and those interested in gender studies.
This course explores the history of the Indian subcontinent from the advent of the Mughal Empire in 1526 until the partition of the subcontinent in 1947. Following a brief introduction on the formation of an Indo-Islamic culture prior to the arrival of the Mughals in the sixteenth century, the course proceeds chronologically to investigate some of the major political, social, religious and cultural developments within the early modern and colonial periods. The first part of this course focuses on the rise, consolidation and disintegration of the Mughal Empire—from Babur, the founder of the empire, until Aurangzeb, the last great Mughal emperor. The second part explores how the British East India Company came to gradually dominate the subcontinent after the famous battle of Plassey in 1757 and how they eventually established their colonial rule during the nineteenth century. In the final part of this course, we will consider the aftermath of the Indian Rebellion of 1857, the various reform movements, the new woman, the emergence of Indian nationalist and anti-colonial movements, communal violence, Gandhi and the path to independence.
Asian peoples have long shaped Latin American societies but have been marginalized within studies of Latin America and the very conceptualization of “Latin America” as a region.  This course surveys new historical scholarship on Chinese and Japanese diasporas in Cuba, Mexico, Brazil, and Peru in the late 19th and early 20th centuries.  Assigned readings pay particular attention to Asian workers, who often arrived in the Americas as coerced contract-laborers on plantations, as well as to shop-keepers, merchants, and bi-cultural families who worked in other capacities.  This literature considers the importance of Asians to political struggles within Latin America and to debates over race, gender, and nation. As a whole, the class explores how Latin American history is transformed when Asian Latin Americans are centered.
This research seminar will examine many of the strands and expressions of feminism in the US in the 1970s. Drawing on a mix of primary sources (essays, manifestos, literature, art, film, TVshows, legislation, court decisions) and scholarly works, we will unpack how diverse communities understood the stakes, causes, and solutions to gender-based discrimination in this historical moment. Students will conduct original research over the course of the quarter and will have the opportunity to have their work published on a public digital humanities project about the 1977 National Women's Conference in Houston.
Second course in a two-quarter advanced research sequence. Allows upper division history majors to undertake significant research and writing under close faculty supervision