Krieger Hall

Winter Quarter

Dept Course No and Title Instructor
This course surveys the history of terrorism during the modern era, from its emergence as a distinctive tactic of violence in the nineteenth century through to present-day currents, including white nationalism, fundamentalist Islamism, and state-led “wars on terrorism.” It is driven by a series of interlocked questions: what is terrorism, and why does its definition continue to be disputed today? How and in what contexts did terrorism emerge as a coherent tactic? Why have some people, movements, and actions been labelled “terrorist” and others not? What is the relationship between terrorism and the state? Can states commit acts of terrorism? The goal of the course is threefold: to illuminate the multiple origins and histories of terrorism within the context of revolutionary movements, colonialism, and white supremacy; to explore the various roles of the state in the history of terrorism; and to give students the ability to assess from a critical perspective the highly politicized usages of “terrorism discourse” in the world today. This is a history course geared towards making the present comprehensible.
(GE: IV)
This course is an in-depth analysis of recent Vietnamese history and the struggles for independence and national unification vis-à-vis French colonialism, Japanese occupation, American intervention, and internal divisions. It covers the historical roots and the contemporary contexts of revolution and war, various objectives and motivations of its Vietnamese participants, and the enormous human costs suffered by the wars’ victims. The course emphasizes profound changes brought about in Vietnamese culture and society and probes the wars’ lasting political, economic, moral, and intellectual legacies in contemporary, post-socialist Viet Nam. 
(GE: IV)
This course will present a survey of Native American history from pre-contact to the present, examining the consequences of Indigenous interactions with Euro-Americans and Native efforts to adapt to rapidly changing circumstances. The dynamics of contact, conquest, accommodation, assimilation, and resistance is ongoing, and will be examined from both Indian and non-Indian perspectives. The means by which Native Americans have preserved their identities and cultures is the key to the course, rather than emphasizing the many tragic aspects of their histories. Students will also explore methodological and ethical issues pertaining to the research and writing about Native American history.

This course is an introduction to the major religions of Asia, through an exploration of the emergence and development of their beliefs, practices, and historical-cultural contexts. We will be exploring the often-overlapping, intertwining, and mutually influential Confucianism, Daoism, Hinduism, Buddhism, and Shintoism, across a broad swathe of territory – an exploration that leads back to us in the here and now, and leads us to see each tradition as related to the others whilst also acknowledging key differences and doctrines that also make them unique.
Using a combination of primary materials textual, visual, and aural (art, artifacts, film, music) and secondary texts that analyze them we will explore the histories and cultures of religious practices in Asia, develop the skills to articulate that knowledge and our own views on it, and develop a deeper level of thought concerning “religion” itself.

(IV and VIII)
To an observer in 1500, some of the most stable, powerful, and prosperous political entities in the world were empires with their own intellectual and political traditions located outside what today we recognize as Europe: the Ming Dynasty, the Aztec Empire, and the Ottoman Empire. By the middle of the 19th century, these parts of the world were dominated economically, ideologically, and politically by European nation states who claimed that their own traditions, including science, secularism, and individual liberty, were universal. How do we explain this shift of power? What role did forces like trade, colonialism, slavery, and industrialization play in the rise of this new world order? How did the world come to develop and embrace the values of science and modernity that shape our world today?

This course will introduce students to major themes in early modern world history, with a focus on the interconnections and circulations of people, commodities, and ideas around the globe. Lectures will provide students with historical context to understand how different peoples conceived of the world around them; exchanged goods, technologies, and ideas; and created and subsequently interacted with emerging global forces and ideologies, both liberating and oppressive. Through an examination of primary source documents, students will develop skills in historical interpretation to develop and assess historical arguments.

A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political and social history, as well as literature, art, architecture, and religion.
(GE: IV)
Explores the transformation of American society, economy, and politics during the nineteenth century. Topics include industrial revolution, slavery, antislavery, women's rights, reform movements, Civil War and Reconstruction, immigration and ethnicity, and cultural and social transformation.
Prerequisite: Satisfaction of the UC Entry Level Writing requirement.


*Due to demand for this course, we may not be able to accommodate all enrollment requests. It is recommended that you enroll as soon as your enrollment window opens and, if the course is full, check the schedule regularly for openings on the waitlists. Please contact the academic advising office at your school if you have any questions regarding the university requirements. See FAQs at:
Today, Europe is a land of stark contrasts.  It is a continent proclaiming open borders and the free movement of people and a region marked by growing hostility towards migrants and tightening restrictions on entry.  In recent years, these competing impulses have fractured European politics – but the history of Europe has always been one of movement.  This course explores the history of migration in postwar Europe.  It begins in the immediate postwar period, with millions dislocated as a result of World War II, and continues through to the present, as thousands of migrants and refugees flee political and economic instability across the Mediterranean. While exploring the causes and consequences of these movements, this course is primarily focused on the experiences and voices of migrants themselves.  As an introductory-level course, our key task is to familiarize ourselves with primary documents that tell the diverse stories of migrant lives and their struggles to transform what it means to be “European”: from memoir to music, from oral history interviews to personal ephemera.

The Spanish and Portuguese empires attempted to sort the peoples of the Americas, Africa, and Asia into taxable categories for imperial profit. Race, therefore, organized colonialism. Yet, from Manila to Mexico City and from Luanda to Lima, colonized peoples and their allies refused colonialism, enslavement, and its terminologies. This course examines how clergy, merchants, and magistrates attempted to impose colonial order on Indigenous people, enslaved and free Africans, and Asians of colonial Latin America and beyond. In turn, employing primary sources including Inquisition cases, songs, clothing, paintings, lawsuits, royal orders, music, and dance, this course asks students to analyze how peoples of the Americas resisted, shaped, and negotiated colonialism’s racial impositions. Together, we will ask how did Mexican Nahua women resist predatory priests with their Catholic piety? Why did the famous Black Brazilian Quilombo of Palmares set up a separate state? How did Filipino and Chinese artisans influence Mexican luxury consumption? Evaluation will consist of participation in lecture, discussion section, and varied weekly assignments.

Arriving in the New World for the first time, Europeans encountered scores of different people and cultures that they had never imagined even existed. The course traces the history of first contacts from 1492 through present-day rendezvous with inhabitants of remote areas including Brazil and Papua New Guinea.
In 1633, Galileo was brought before the Inquisition in Rome.  He was forced to recant, his most recent publication was put on the Index of Forbidden Books, and he spent the rest of his life under house arrest.  Why was Galileo condemned?  We will answer this question by exploring the events leading up to and following Galileo's condemnation, as well as historians'' assessments of Galileo's encounters with the Inquisition.
Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
This course introduces students to critical academic reading and writing practices through an introduction to the history of the U.S. Federal Bureau of Investigation (FBI) relationship with the black freedom movement from the 1940s-1970s. Students will learn to critically read and evaluate historical articles and monographs, write succinct and effective review essays, and develop original historical arguments based in close readings of primary sources. They will also briefly study essential elements of the history of the FBI and the black freedom movement, then spend roughly half of the quarter reading and writing about FBI documents about the black freedom movement obtained by the instructor through the Freedom of Information Act (FOIA).

Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
One of the great historical transformations in the nineteenth and twentieth centuries was the shift, for many people, from the countryside to cities and suburbs. This course studies this development close to home by examining the urban and suburban history of southern California. We will look at the physical form of the city of Los Angeles and Orange County suburbs and the forces that shaped the ways in which they were laid out and inhabited, paying attention to geography, economic factors, class, and experience.
The purpose of the 100W for historians is for students to develop skills essential the study and writing of history. We will analyze and practice how historians approach a topic, examine evidence, formulate questions, and create arguments. For example, when reading secondary sources, we will learn to recognize the historical argument being made. A key goal of this class is for you to identify a historical question, having to do with cities and suburbs, that you find interesting. The assignments for this class, week by week, are designed to lead you there. The final project is to formulate a research question and propose sources and an approach for answering it.
The literature of religious skepticism is very old and persistent—from 2600 BCE till today, and it is a provocative and well-written body of work. And yet, almost no one gets exposed to this literature in formal education, from the kindergarten 'diploma’ to the Ph.D.  You, on the other hand, will read numerous primary sources from antiquity to the present. The course will be conducted like a seminar, a weekly conversation on topics arising from the reading. (I won’t lecture but I’ll have plenty to say in class discussions.)  To get a high grade, you must speak in every class, and attendance is required because a given discussion in a particular week cannot be replicated at some later time, and it’s a three-hour class once a week: so missing once is like missing an entire week of class.  No tests.  But there will be weekly reading; weekly writing of summaries of that reading; and weekly writing of short opinion pieces based on the reading. You are graded on your speaking and your writing. Two or three textbooks to buy.  Usually under 30 students in the class.
In the 1960s, anti-war activists instructed their contemporaries to “make love, not war.” But are love and war, pleasure and violence truly incompatible? This course explores the troubling entanglement between desire and brutality in Europe’s modern era, spanning the violence of European overseas expansion to the scrambling of gender roles and the alleged breakdown of morality in twentieth-century global warfare. Placing gender and sexuality at the center of our study, we will reconsider Europe’s age of catastrophes by examining the eros of violence, the persuasive appeal of gender and sexual politics to varying political ideologies – including liberalism, fascism and communism – and the crises that shaped the intimate lives of Europeans.
This course offers a survey of the history of the Middle East and North Africa (MENA) from the nineteenth century till the 1967 war. It starts with a historical and geographic background of the region and proceeds chronologically focusing on the history of the MENA, from Morocco in the West through to Iran in the East, and including the Arab world, Israel, and Turkey along the way. Throughout the semester we will concentrate on some major themes that will tie together the different areas under study, e.g. colonialism and anti-colonial struggle, the rise and consolidation of state power, changing gender relations, and the rise of new socio-economic groups with the attendant rise of new forms of acquiring and accumulating wealth, and new ways of expressing group identity (e.g. local patriotism, Arab nationalism, Islamism, globalization). As important, we will examine how developments in Islamic social and political thought impacted and were influenced by the larger history we examine. Throughout the course, the stress will be on how to put these developments in their respective historical contexts and also to view them using the analytical themes mentioned above.
Previous number HIST 144G

This course explores the histories of the many groups who have inhabited the “American West” over the past few centuries.  Special attention is focused on indigenous, environmental, and social history as well as the role of the West in the nation’s imagination.  The workload consists of weekly reading, writing, and viewing of film and documentary material.
The Very Idea of America II – Historiography, Literature, Political Philosophy – 1808-1915
Employing a multidisciplinary approach to the understanding of American society, culture and history, from the 15th century to the early 20th century, this course will provide a new introduction to the very idea and the founding history of America. With touchstone attention to Asia (notably India, Japan, and China) in the idea of America, the diverse sources of its people, African, European, Native American, and more, this course takes the history of matters African American as a central guide. The aftermath of the American Reconstruction, as itself the aftermath of the great modern revolutions, is the central reference. The matter of "citizenship" is a key problematic. The course aims to cultivate a perspective that is at once historical and “cultural,” and thus also comparative, in all of its practices.
This class explores major transformations in Latin American society in the second half of the 20th century, a period shaped by polarizations over socialism, capitalism, and the meaning of democracy.  In Latin America, the cold war was never “cold.”  Global competition between superpowers and U.S. determination to contain communism in the Western hemisphere fueled extraordinary violence:  armed revolution, civil war, military coups, and dictatorship. At the same time, these were years of utopian experimentation and radical democracy: redistributions of land and wealth,  challenges to imperialism, and vibrant social movements by women, workers, students, and Indigenous people.  The terms “modernization,” “social justice,” and “democracy” invited passionate debate and lasting transformation. Thematic topics in this class include:  Guatemalan democracy and its 1954 overthrow; the Cuban Revolution; socialism and dictatorship in Chile;  liberation theology and Central American civil wars;  women and human rights; Indigenous activism; student movements in Mexico.
Mexico is an enigma—from tropical rainforests to searing deserts, pinnacles of wealth to depths of despair, it is a land of extremes. On the verge of collapse more than once, Mexico now boasts one of the world’s largest economies. This course introduces students to the story of Mexico’s formation and evolution from colonial times to the present. This will be a broad analysis of the place that history has played in national political structures, economic formations, and social movements. We will examine the indigenous roots of pre-Columbian Mexico, the impact of conquest and colonization, the struggle of nation-building, revolution, reconstruction, and development. Particular attention will focus on the forces—both internal and external—that have contributed to shaping a Mexican identity. These issues will be covered through lectures, videos, and primary/secondary readings.
As seen today, the Korean peninsula is home to two starkly different societies: a pop-culture powerhouse and a geopolitical pariah; a plugged-in innovator in consumer electronics and a closed-off authoritarian regime; a democratically elected government and a military dictatorship. These striking contrasts, however, belie a shared history and heritage. Taking the long view of the emergence and divergence of both polities, this course explores Korea’s remarkable transformation over the twentieth century, a period that witnessed colonial liberation as well as devastating war, political repression as well as cultural efflorescence, economic vitality as well as crushing famine. Among the topics examined are colonial collaboration and resistance, Korea in the Cold War order, ethnic nationalism, postwar industrial and economic reforms, and the global consumption of Korean culture. These topics will be examined through a wide range of sources (including films, memoirs, diaries, art, and scholarly assessments) that reflect the diversity of experiences of Koreans across social, class, and regional lines.
A History of Global India will consider the interpretations of the concepts of “global” and “India” through studies of the Indian Ocean World—from ancient history to modern history.  It will also examine the movement of people from South Asia across the world and the impact on politics, religion, language, history, and culture.  Specific topics that will be covered include the global history of curry, the making of Indo-Chinese food, the impact of Asian electronica on politics in Britain, the expulsion of Indians from East Africa, the importance of Little Indias around the world.
This course examines the fundamental dynamics of cultural production and consumption under conditions of globalization. Rather than focus on jargony post-modern scholarly analyses of culture (although we'll read some of that too), we will attempt whenever possible to examine the sources ourselves--particularly music, film, literature and architecture--and develop our own hypotheses about how crucial issues, such as identity (race, gender, ethnicity, religion) power, politics and economics are inflected by and impact the production and consumption of culture during the last two decades.
This course traces the three famous voyages of Captain Cook in the Pacific Ocean during the later 18th century and through their contacts with diverse island peoples provide a perspective on how islands came to be occupied through technologies of sailing and navigation, how these people formed their own cultures, and how ocean and island ecologies affect their character even up to the present day.
This seminar will explore recent contributions to the histories of radicalism in Latin America, the Caribbean, and the U.S.-Mexico borderlands. The course will provide a hemispheric overview of the circulation of radical ideas, activists, and struggles that transcended borders and seas throughout the nineteenth, twentieth, and twenty-first centuries. Students will read recently published monographs on topics such as Black peasant rebellions in revolutionary Haiti, maritime labor organizing in the Southern Cone, Indigenous social movements in Mexico, worker struggles in Puerto Rico, and transnational feminist movements. This course will help students learn to interpret, critique, and engage with “histories from below” while also discussing the role that historical writing plays in contemporary social, cultural, and political struggles.
No detailed description available.
This advanced research seminar for History majors focuses on the close reading of texts, the mechanics of writing various forms of history, archival and online research techniques, research topic development, and how to structure a meaningful research proposal.  By the end of Winter quarter each student will complete a well-grounded project proposal; in Spring quarter (History 194) students will complete their archival research and article-length essay suitable for submission to a peer-reviewed history journal.

Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
Restriction: Upper-division History Majors. Non-History Majors will be considered on a case-by-case basis.
Apply at Contact Undergraduate Program Coordinator, Michelle Spivey, at regarding application.
No detailed description available.
No detailed description available.
No detailed description available.
No detailed description available.
No detailed description available.
No detailed description available.
No detailed description available.