Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F23) | 5 TRUTH,LIES,&HISTORY | MALCZEWSKI, J. |
| 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) | ||
| HISTORY (F23) | 12 THE VIET NAM WARS | NGUYEN, D. |
| 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) | ||
| HISTORY (F23) | 15D HISTORY OF SEX IN THE US | BLOCK, S. |
| This course traces the history of sexuality in the development of the United States from c 1600-1870. You will learn how sexual and sexed-body ideologies were mobilized to create racial, sexed, and class boundaries in a colonial setting. We will explore how women and men in Indigenous, African, and European cultures understood sex in different time periods. You will learn to read and interpret original historical documents and essays written by scholars, and to create your own historical interpreations. Grading will be based on a point system of Credit/No Credit on a wide range of assignments so students can decide how much credit to earn and what final grade to get in the class. | ||
| HISTORY (F23) | 16B WORLD RELIGIONS II | TINSLEY, E. |
| 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) | ||
| HISTORY (F23) | 18A JEWISH TEXTS | STAFF |
| What is Judaism? Who are the Jews? From the Bible to Zionism, this course explores over three thousand years of Jewish history via its primary texts and literature. We will survey an array of intellectual movements throughout Jewish history - highlighting the multiplicity and diversity of ideas throughout the wider Jewish cannon. Finally, by studying the particularisms of Jewish texts and history - we will begin to approach universalistic themes that help us better understand ourselves and the world around us. No previous knowledge of Judaism or Jewish history is required. (IV and VIII ) | ||
| HISTORY (F23) | 21C WORLD: WAR & NATION | TINSMAN, H. |
| This course examines key processes of connection and divergence making the modern world in the late 19th and 20th centuries. Topics include the global economy, imperialism, revolution, world war, decolonization, and nationalism. The course pays particular attention to how dynamics of gender, race, and religion shape struggles around national belonging and citizenship. (GE: IV and VIII ) | ||
| HISTORY (F23) | 36A EARLY GREECE | BRANSCOME, D. |
| 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. (IV) | ||
| HISTORY (F23) | 40C MODERN AMERICA CULTURE & POWER | MILLER, R. |
| Due to the 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: http://www.humanities.uci.edu/history/undergrad/faq.php. | ||
| HISTORY (F23) | 40C MODERN AMERICA CULTURE & POWER | MILLER, R. |
| Due to the 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: http://www.humanities.uci.edu/history/undergrad/faq.php. | ||
| HISTORY (F23) | 60 MAKING MODERN SCIENCE | RAPHAEL, R. |
| 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 ) | ||
| HISTORY (F23) | 70C CIVIL WAR&RECNSTRCT | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 70D MEXICAN REVOLUTION | AGUILAR, K. |
| Along with the Russian, Chinese, and Cuban Revolutions, the Mexican Revolution stands out as one of the most important social upheavals of the twentieth century. However, its origins, duration, and revolutionary character continues to spark intense debate among historians and Mexican citizens. This course will provide an overview of the Mexican Revolution’s trajectory, its global significance, and how it was experienced by everyday people—such as Indigenous people, women, industrial workers, students, and immigrants—not just in Mexico, but also locally in Southern California. (IV, VIII) | ||
| HISTORY (F23) | 70E MODERN MIDDLE EAST | BERBERIAN, H. |
| The course explores the historical roots of the contemporary Middle East, covering the most important themes in the history of nineteenth, twentieth, and twenty-first centuries Middle East within a global context. It will focus on several events -- the partition of the Middle East in the first world war, genocide, the Iranian Revolution to name a few -- that shook and changed the Modern Middle East. The aim is to explore larger concepts and contexts that have shaped Modern Middle Eastern history but to do so through the study of specific key episodes. | ||
| HISTORY (F23) | 100W HISTORY WRITING CRAFT | KONGSHAUG, E. |
| "The Craft of History Writing" will emphasize the teaching of "History Writing" from a writer's rather than from a historian's perspective. Each week we will read one fully-realized historical essay, published in a contemporary, peer-reviewed historical journal and also one chapter from a book-length historical narrative, The Sea Captain’s Wife: A True Story of Love, Race, and War in the Nineteenth Century, by Martha Hodes. And each week, through these works (all drawn from US history), we will focus on a different element of "craft" through which we can approach the different language, argument and research skills necessary to compose a compelling and academically credible essay in historical inquiry. Your own writing will consist of focused reading responses, in-class exercises, and two essays. Your first essay, developed from response drafts, will be based on analyzing elements of craft exemplified by two or several of the class readings; the second essay will be devoted to applying these elements to a historical subject/text/period/area of your own choosing/specialization (which need not be drawn from US History); this second essay will be workshopped, substantially revised and resubmitted for a third grade. History 100W fulfills the upper-division writing requirement for UCI and the historical writing requirement for the History Major with requirements that are set by the school and the department. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F23) | 100W MAPS AND CULTURE | SEED, P. |
| This course explores the many cultures and eras when people the world over created maps on all kinds of materials. Students will develop their individual writing skills and learn digital tools for editing and writing. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F23) | 100W US FOOD & FOODWAYS | WANKIER, A. |
| This section of 100W will explore the ways Americans have produced, consumed, and marketed food products, and the ways in which food furthered their visionary ideals and identities, beginning in the colonial period and continuing until modern times. Like language, foodways are all around us. And while we may recognize the biological importance of food, and generally enjoy eating it, we seldom recognize the ways in which food was imbued with meaning. Like language, food’s social importance is often obscured by its very ubiquity. In this class we will examine how food – the ways it was used, thought about, and written about – was often a means to express values and beliefs. | ||
| HISTORY (F23) | 112D FRANCE & FILM | COLLER, I. |
| France in Film: Game of Thrones to Assassin’s Creed How did France come to be France? This class investigates five hundred years in the history of France from the late Middle Ages to the French Revolution. In 1300, France was little more than a middle-range kingdom in a warring region. After the Hundred Years War, the French monarchy began to expand in the shadow of more powerful empires. Torn apart by a century of brutal religious conflict, and by the uprising of nobles against the monarchy, France would forge from this disorder a new model of European absolutist monarchy under Louis XIV. By the eighteenth century, France was the cultural powerhouse of Europe, and a global colonizing power built on the backs of millions of indigenous people and enslaved Africans. But that power was threatened by internal inequality, British competition, and Enlightenment challenges to the tenets of absolute rule: forces that would play a part in the great shift of the French Revolution. We will trace the cultural and political shaping of France across these centuries, through representations in television, film and media. Students will gain skills in historical thinking and writing, and in analyzing representations of the past in creative ways. | ||
| HISTORY (F23) | 114 20C EASTERN EUROPE | ROBERTSON, J. |
| This course introduces students to the history of Eastern Europe in the twentieth century, from the collapse of multinational empires and creation of nation states after WWI, through the rise and fall of communist systems and up to the eastward expansion of the European Union. The course will consider the overarching problem of Eastern Europe’s experience of global modernity, within which we will reflect on several key themes: the problem of nation-building among ethnically, linguistically and religiously diverse populations; the transition from agricultural to industrial economies and their integration into world markets; how the region’s place at the crossroads of empires left its peoples vulnerable to the violence of war, occupation and genocide. These themes will be explored through readings that bring the political and economic history of Eastern Europeinto dialogue with its literary, artistic and cinematic cultures. | ||
| HISTORY (F23) | 123D SPANISH CIVIL WAR | AGUILAR, K. |
| This course explores the global implications of one of the most significant conflicts of the twentieth century—the Spanish Civil War (1936-1939). Often characterized as a prelude to World War II, the Spanish Civil War’s impact expanded far beyond the reaches of Europe, with volunteers traveling from the United States, Latin America, the Middle East, Africa, and Asia to join the ranks of republican, revolutionary, and fascist forces throughout Spain. This course examines the origins of the conflict while also tracing the reasons why it affected such diverse groups of people throughout the world. | ||
| HISTORY (F23) | 130C JEWS OF THE MODERN MIDDLE EAST AND NORTH AFRICA | FARAH, D. |
| Jews have been part of Middle Eastern and North African (MENA) societies for thousands of years. They flourished at times and experienced hardship at others, but they have participated in every significant social and cultural transformation of the region. This course explores the religious, cultural, political, and social facets of Middle Eastern and North African Jewish life from the nineteenth century to today. Through a critical examination of primary and secondary sources, the course will help students assess entrenched narratives about MENA Jews. It follows a chronological and thematic order and examines Jewish history in conjunction with global and interregional processes. We move through topics that include Jewish identity and culture in Islamic contexts, the impacts of colonialism, westernization, and nationalism, the Holocaust, Jewish-Muslim relations, and the experiences of MENA Jews in Israel. | ||
| HISTORY (F23) | 130D ANTISEMITISM | LEHMANN, M. |
| No detailed description available. | ||
| HISTORY (F23) | 132H IRAN AND ITS MINORITIES IN THE MODERN ERA | FARAH, D. |
| This course explores minority status in modern Iran. What does it mean to be Jewish, Baha’i, or Zoroastrian in a country where most citizens are categorized religiously as Shi'i Muslims? How have ethnic and racial minority groups figured into Iran's nationalist rhetoric? Focusing on religious, ethnic, racial, and sexual minority groups in Iran from the early twentieth century to today, this course will grapple with these questions. Major themes under examination will include the involvement of minorities in political movements, the impact of westernizing efforts on minorities, how the shift from a monarchy to an Islamic Republic affected minorities, and the Iranian diaspora. In addition, we will explore how minorities interacted with one another and with the “dominant” culture. By examining a wide variety of primary and secondary sources, this course will develop students' critical and historical thinking, reading, and writing skills. | ||
| HISTORY (F23) | 132H ISRL IN COMP PSPCTV | BURSTEIN, A. |
| No detailed description available. | ||
| HISTORY (F23) | 134D SOUTH AFRICA | MITCHELL, L. |
| No detailed description available. | ||
| HISTORY (F23) | 135A SCIENTIFIC REVOLUTN | RAPHAEL, R. |
| No detailed description available. | ||
| HISTORY (F23) | 140 CULTURE WARS | PERLMAN, A. |
| Throughout the late 1980s and into the 1990s, debates raged in the United States over the meaning and impact of the changes initiated in the 1960s and 1970s. Dubbed the “culture wars,” these fights pointed to cleavages in American society premised on different definitions of the nation and competing moral understandings of civic virtue. This course will historicize and analyze the culture wars and explore contemporary expressions of these debates. We both will interrogate the history of the culture wars and examine how history itself was a culture war battleground. Topics may include: multiculturalism in school curricula; public funding of the arts; affirmative action programs; LBGTQ rights; feminism and shifting gender roles in the public and private spheres. | ||
| HISTORY (F23) | 147 EDUCATION & THE AMERICAN DREAM | MALCZEWSKI, J. |
| The “American Dream” was first conceptualized by James Truslow Adams in 1931, who said that life should be better and richer and fuller for everyone, regardless of social class or circumstances of birth. Many Americans have accepted this ethos as central to our democracy and believe that education is the basis for achieving it. This class will examine the relationship between public schooling and the promotion of democratic ideals in American society over the past two centuries. Students will explore the historiographical debates about the central goals and purposes of American public education and will consider whether those goals promote or contradict those of particular groups who seek to benefit from it. | ||
| HISTORY (F23) | 148B CHICANA/O HISTORICAL FILM | ROSAS, A. |
| This course is taught from a Chicana feminist perspective. It introduces students to the dynamically generative relationship between a careful consideration of the creative inclusivity and ingenuity of film productions that center on the Chicanx experience and how these film productions enrich our historical understanding of the diversity and history comprising the Chicanx experience | ||
| HISTORY (F23) | 150 IDEA OF AMERICA I | CHANDLER, N. |
| 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. Modern slavery, and then too modern imperialism, modern colonialism, and the coming of the great modern revolutions are central references. The central or guiding question of the course is the doubled matter of the dignity and the denigration of the “human.” The course aims to cultivate a perspective that is at once historical and “cultural,” and thus also comparative, in all of its practices. | ||
| HISTORY (F23) | 160 SEX&CONQUEST LAT AM | O'TOOLE, R. |
| No detailed description available. | ||
| HISTORY (F23) | 166D REVOLUTION: LATIN AMERICA | DUNCAN, R. |
| Over the last century, Latin Americans have frequently mobilized and armed themselves to obtain fundamental political, economic, and social reform. Major revolutionary upheavals shook Mexico, Cuba, Bolivia, and Nicaragua while many more outbreaks have erupted albeit unsuccessfully. Non-violent attempts at social change have also occurred most notably in places like Guatemala and Chile. This course will take a comparative approach to the causes, development, and consequences of selected social revolutionary movements. Along the way, we will explore such topics as social justice, state formation, nationalism, leadership, gender, ethnicity, and the role of international affairs. The course will examine these case studies through lectures, discussions, videos, and primary / secondary source readings. | ||
| HISTORY (F23) | 169 RACE/ETHNICITY IN LATIN AMERICA | DUNCAN, R. |
| This course introduces students to the origins and construction of race with particular attention to how race has helped to shape Latin America from colonial times to the present. This will be a broad analysis of the place that racial and ethnic ideologies have played in national political structures, economic formations, and social movements. We will examine the formation of individual and collective identity in Latin America among Europeans, indigenous groups, blacks, as well as Asians across a variety of historical and geographical settings. Particular attention will focus on the forces that have shaped the context and perceptions of race over time, including nation-building, science, miscegenation (racial mixing), indigenismo, resistance, etc. We will also see how racial ideas relate to class, gender, and even the arts. These issues will be covered through lectures, discussions, videos, and primary/secondary readings. | ||
| HISTORY (F23) | 169 CONSUMPTION IN LATIN AMERICA | LETELIER, J |
| What we consume on a daily basis plays a crucial role in our lives and reflects our collective history. Consequently, studying consumption becomes imperative for comprehending society and its historical development. The objective of this course is to delve into the modern history of Latin America by analyzing the evolving patterns of consumption throughout time. By broadening the scope of consumption to encompass various practices, the course aims to demonstrate the intricate connection between consumption and society, shedding light on its historical significance. Additionally, the course will emphasize the influence of gender, examining how it has shaped the promotion and enactment of consumption. | ||
| HISTORY (F23) | 171E CHINESE 1800-1949 | STAFF |
| How was the Qing Empire (1644-1912) similar to and different from other major political units of its time? Why did the Opium War (1839-1842) break out? Why is the crisis that affected China and the world in 1900 called the "Boxer Rebellion"--when the participants in it did not exactly "box" and were not exactly "rebels"--and why was it an event that gripped the attention of newspaper readers across the planet? Which revolution changed China most dramatically, that which transformed an empire into a nation in 1911 or that which brought the country under Communist Party rule in 1949? These are some of the questions this class will explore. In the process, students will learn about a range of interesting specific individuals, from emperors and empresses to the cross-dressing female revolutionary Qiu Jin to Generalissimo Chiang Kai-shek. One theme throughout the class will be the importance of keeping in mind the varied ways that the stories of major events in China's past have changed over time and been put to varied political uses in different places, in different periods, and by people with different political agendas. It is, in other words, both a class about events that took place and the varied ways that stories about those events have been told. | ||
| HISTORY (F23) | 175G PRE-MODERN SOUTH EAST ASIA | NGUYEN, D. |
| This is the first installment of a two-part survey of Southeast Asian history, linked chronologically and thematically. The course introduces the highlights of the region’s civilizations from earliest times to the period before the rise of modernizing indigenous states and Western interventions. It examines political configurations, trade connections, civil and kinship structures, and religious communities and consciences in both continental and insular Southeast Asia as well as the Indian, Chinese, Buddhist, Islamic, and Christian influences in the region during that era. Emphasizing Southeast Asian polities as dynamic and creative actors in their own right this course encourages students to approach historical knowledge in more sophisticated ways. | ||
| HISTORY (F23) | 183 CAPT COOK'S VOYAGES & PACIFIC PEOPLES | MARCUS, G. |
| 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. | ||
| HISTORY (F23) | 190 LATIN AMERICAN FEMINISMS | TINSMAN, H. |
| This course explores histories of women’s movements and feminist projects in modern Latin America. Case studies include women’s participation in revolutionary struggles in Mexico, Cuba and Central America; women and labor movements; Eva Peron and populism; gender and consumption; and feminist challenges to military dictatorship in Brazil, Chile, and Argentina. | ||
| HISTORY (F23) | 190 MIDDLE EAST WOMEN'S MOVEMENT | BERBERIAN, H. |
| This course explores women's movements and women in movements in the Middle East and North Africa. It will cover movements from the late nineteenth-century struggles for equal rights and freedoms to twenty-first-century case studies, such as the Arab Spring and Women, Life, Freedom in Iran. Students will engage with both classical and recent scholarship as well as primary sources in translation produced by women participants and activists in these movements. | ||
| HISTORY (F23) | 197 HISTORY INTERNSHIP | MITCHELL, L. |
| Students learn to “do history” by working with professionals who work as public historians in settings other than the formal classroom. “Doing history” does not mean memorizing past events but involves research, critical reading, analysis, and presentation of material. This internship program allows students to “do history” in public settings and in dialog with public audiences. It will improve students’ abilities to research and analyze historical questions and then to communicate them effectively in oral, visual, and written forms. Students will select an internship from several partners with which the History Department collaborates. They will each work in this partner institution with professionals who may be archivists, researchers, teachers, project advisers, or exhibit curators. They will also participate in weekly on-campus workshops, where they will interact with their peer group to reflect on the kinds of histories being produced in their internship experience and thereby to deepen their understanding of historical analysis and modes of historical presentation. This course is for elective credit only and does not satisfy a major requirement. Apply at https://forms.gle/jaQ6NGGaWYiRYy9HA. Contact Undergraduate Program Coordinator, Michelle Spivey, at spiveym@uci.edu regarding application. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F23) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||