Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F22) | 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 (F22) | 36C 4TH C/HELLEN GR | STAFF |
| A survey of ancient Greek civilization from the fourth century BCE through to the Hellenistic period. Focuses on major institutions and cultural phenomena as seen through the study of ancient Greek literature, history, archaeology, and religion. Same as CLASSIC 36C. (IV) | ||
| HISTORY (F22) | 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 (F22) | 12 COMMUNISM | ROBERTSON, J. |
| From the publication of Marx and Engel’s Communist Manifesto in 1848, communism became a specter that haunted not only Europe but the world. Throughout its history this specter has proved a source of passionate debate, inspiring the loftiest hopes as well as the most frightening destruction. How does one write the history of communism as an international phenomenon? How can we tell the story of communism beyond the history of individual communist states – thinking of it as a movement, a theory or a belief system that crossed national borders? How should historians think about the differences and similarities between the communism of an outspoken French novelist, an submissive Soviet bureaucrat, a Vietnamese peasant or an African American sharecropper? This course will introduce students to the history of communism, from its emergence in Europe in the middle of the nineteenth century through to its global rise and sudden collapse over the course of the twentieth. Although we will examine the communist system in power – in the Soviet Union, Yugoslavia, China, Cuba, etc. – we will also consider what it meant to be a communist in the capitalist world. What continued to attract millions of people across the world to the idea of communism even as the horrors of the Soviet purges or the Chinese cultural revolution became more widely known? And what relevance does the communist idea have today, thirty years after the fall of the Berlin Wall? (IV) | ||
| HISTORY (F22) | 114 WORLD WAR I | ROBERTSON, J. |
| Full Course Title: WORLD WAR ONE IN EUROPEAN CULTURE World War One was more than a military event. As the first total war in modern history, it radically transformed the political, cultural, scientific and economic landscape of Europe. Casting doubt on Enlightenment assumptions of rationality, progress and civilization, this war marked a revolutionary rupture in European thought and culture. In the flames of war multi-ethnic empires fragmented into rival nation states. A generation of young men and women, brutalized by the war, turned to new, more radical political ideologies. In Russia and Central Europe, workers’ and peasants’ revolutions overthrew centuries-old monarchies, while in Italy, Germany and France thousands of war veterans were drawn to the violent politics of fascism. In artistic circles, expressionists, dadaists and futurists sought revolutionary, new aesthetic forms to express both enthusiasm for and trauma of the war. And as the wounded returned home, their treatment and reintegration into society challenged medical establishments, forcing physicians and psychologists to rethink key assumptions about the human mind and body. This class introduces students to the radical changes that European societies underwent during and in the immediate aftermath of World War One. We will not be primarily interested in the origins or course of the conflict itself, but will, rather, focus on what effect its novelty – that is, its new strategic logics, technological innovations and its total scale – had on reshaping basic ideas of the self, community, violence and the state. In aiming at these broader intellectual concerns, the class will encourage students to excavate the underlying concepts that animated European culture in the aftermath of the first total war. | ||
| HISTORY (F22) | 60 MAKING MDRN 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 (F22) | 144G MEDIA & US ELECTION | PERLMAN, A. |
| This course will trace the evolving relationships between media history, political communication, and election campaigning in the US across the 20th century and into the 21st century. We will pay particular attention to changes in political journalism, political advertising, and campaign finance reform regulations. We also will examine the impact of new communication technologies (radio, broadcast TV, cable TV, websites, and social media platforms) on the act and practice of running for public office. As this course will take place during the 2022 midterm elections, we will be attentive to how the history of US media and US elections can help contextualize our contemporary political moment. | ||
| HISTORY (F22) | 180 VIETNM WAR ORAL HIS | NGUYEN, D. |
| This overview of the Viet Nam War draws largely on oral history sources and offers a practical opportunity for students to advance their skills in conducting oral-history interviews. Working from spoken testimonies of those who participated in or witnessed historical events, the course attempts to illuminate the lives of individuals and communities whose voices and perspectives may be marginalized or neglected in conventional interpretations of the war. By examining the war at the personal level, the course emphasizes profound social and cultural changes and lasting political, economic, moral, and intellectual legacies that the war brought about in the postwar era. This course is designed for History majors. Students will not only learn and practice oral history interviewing, but also learn how to interpret and analyze the interviews they create. Students will conduct an oral history interview with individuals of the Viet Nam War generation (American Viet Nam veterans or Vietnamese Americans living in the Orange County). Students will explore the art of doing oral history and the use of oral testimony in research and writing the history of war through interviews they conduct, which will be contextualized, interpreted, and presented in digital exhibits as a final course project. | ||
| HISTORY (F22) | 114 REVOLUTIONARY WOMEN | MORRISSEY, S. |
| No detailed description available. | ||
| HISTORY (F22) | 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 (F22) | 21A WORLD:INNOVATIONS | MITCHELL, L. |
| Treats major themes of world historical development through the mid-seventeenth century, focusing on the Eurasian world, but with secondary emphasis on Africa and the Americas. (IV, VIII) | ||
| HISTORY (F22) | 70C AFR AM HIST TO 1877 | MILLWARD, J. |
| This class serves as a critical introduction to major themes in African American history from arrival to the outbreak of the US Civil War--specifically gender/family, law and power. Questions to be explored include: What was the experience of enslavement and freedom prior to the Atlantic slave trade? How did gender shape the experience of African descended people in the US? How did early African Americans resist and survive enslavement? How did free black communities persist despite mechanisms designed to curtail their success? This course is designed for History majors and students with an interest in African American Studies and/or Ethnic studies. The class will be run as a lecture course with written assignments and take home exams. | ||
| HISTORY (F22) | 150 SLAVE REBELLIONS | MILLWARD, J. |
| Resistance, in the words of Gad Heuman and James Walvin, “is the story of slavery itself.” Despite varied labor regimes, slaves throughout the Atlantic world basin did develop similar survival mechanisms. Strategies included developing families, communities as well as distinct forms of spiritual worship. This course investigates slave resistance, agency and revolution during key “slave rebellions” in the Afro-Atlantic World. The main course objective is to provide students with an overview of classic and more recent scholarship on topics presented in the course. Of particular importance is the relationship between individual vs. community resistance, and forms of resistance available to slaves based upon their locale, gender and status in the community. We will also interrogate how one’s gender contributed to particular forms of resistance. Slave men and women experience slavery differently. The slave population was literally reproduced within the wombs of black women. That said, the complex mutually reinforcing experiences of gynecological reproduction and labor productivity produced an undeniable tension between accommodation, resistance, and revolt. Black women gave birth to slaves who, if they engaged in active revolts and forms of resistance held to potential to dismantle the system of racial slavery entirely. Therefore we will give considerable attention to subtle forms of resistance as well as outright revolt. Finally, students will work to isolate criteria as to what makes a "successful" slave rebellion. | ||
| HISTORY (F22) | 134E AFRICAN DIASPORA | MILLER, R. |
| The concept of Diaspora has played a central role in guiding the identity formations of people of African descent in the Americas, as well as the social, political, and religious movements they constructed from the period of trans-Atlantic slavery to the present. Notions of an African Diaspora have been theorized, articulated, and utilized by Black intellectuals, organizers, and everyday people in a myriad of ways. This class seeks to historicize and examine the idea of an African Diaspora and the movements for Black self-determination it helped to inspire. We will begin by discussing varying theorizations of Diaspora, along with major debates regarding historical, cultural, and political connections between people of African descent around the world and those on the African continent. Subsequent course readings will be organized around several themes including: pan-Africanism, the political economy of the trans-Atlantic and trans-Saharan slave trades, African retentions and transferals, Black religious nationalism, Africans in Asia and the Middle East, Black resistance and Black Power, recent African immigration, and competing notions/meanings of Blackness. All these topics will be examined within a transnational context and with special consideration for the dynamics of class, gender, and national identity. | ||
| HISTORY (F22) | 190 ISLAM,RACE&ATLANTIC | MILLER, R. |
| No detailed description available. | ||
| HISTORY (F22) | 16A WORLD RELIGIONS I | MCKENNA, J. |
| A large lecture class, three times a week, with a required discussion section once a week (even week one). A survey of Judaism, Christianity, and Islam—three weeks on each (with week 10 on secularism). We’ll cover key historical events, major figures, basic ideas, essential practices, significant texts, and important trends in scholarship. No prerequisites. One textbook. Weekly short essays to facilitate discussion sections. Four essay tests. Lectures will be published on Canvas. The class fulfills requirements for majors and minors in History and in Religious Studies and satisfies General Ed IV and VIII. (IV and VIII ) | ||
| HISTORY (F22) | 70E ISLAMIC HISTORY | LE VINE, M. |
| No detailed description available. | ||
| HISTORY (F22) | 132B MODERN MIDDLE EAST | LE VINE, M. |
| No detailed description available. | ||
| HISTORY (F22) | 130F JEWS AND POWER | KOPSTEIN, J. |
| Examines the relationship between the Jewish people and political power over a 3500 year period. How have Jews preserved their communal interests and personal safety? How have they defined the proper relationship of the people to political authority. Same as POL SCI 154J, REL STD 130F | ||
| HISTORY (F22) | 100W HISTORY WRTNG 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. Restriction: History Majors have first consideration for enrollment. | ||
| HISTORY (F22) | 40A COL AM:NEW WORLDS | JEAN-LOUIS, F. |
| Important themes in the social, economic, political, and cultural development in North America that transformed part of the geographical space into the U.S. Topics include Native Americans, European colonization, African enslavement, borderlands, gender, economic stratification, the American Revolution, the Constitution. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (IV) *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: https://www.humanities.uci.edu/history/undergrad/faq.php. | ||
| HISTORY (F22) | 40A COL AM:NEW WORLDS | JEAN-LOUIS, F. |
| Important themes in the social, economic, political, and cultural development in North America that transformed part of the geographical space into the U.S. Topics include Native Americans, European colonization, African enslavement, borderlands, gender, economic stratification, the American Revolution, the Constitution. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (IV) *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: https://www.humanities.uci.edu/history/undergrad/faq.php. | ||
| HISTORY (F22) | 154 AMER URBAN HIST | HIGHSMITH, A. |
| This class explores the history of urban and metropolitan development in the United States, particularly during the twentieth century. The course focuses carefully (though not exclusively) on the ways in which public policies have reshaped the built and lived landscapes of metropolitan America while probing the complex, often hostile relationships among residents of cities, suburbs, and rural areas. Over the past three-quarters of a century, the United States has experienced a major shift from cities and the countryside to suburbs—a mass migration of government resources, jobs, capital, housing, people, and political power as significant as any other in American history. Together, these shifts have transformed the United States into a predominantly suburban nation. Our primary task in this course is to understand the causes and consequences of these developments. Because the fates of cities and suburbs are deeply intertwined, this course addresses urban history, policies, and politics from a metropolitan spatial perspective. Moreover, it seeks to explain and contextualize the impact of suburbanization on both central cities and rural hinterlands. How have public policies at the federal, state, and local levels contributed to suburban migrations and the deindustrialization of central cities? How have race, gender, ethnicity, and sexuality evolved within and shaped the development of metropolitan regions? Given the growing diversity of American suburbs, is it useful to think of cities and suburbs as fundamentally different? How can ordinary people and policy makers create better tools to ameliorate sprawl, racial and class segregation, and the so-called urban crisis? These are only a few of the central questions that this course addresses. | ||
| HISTORY (F22) | 100W ENVIRNMNTAL JUSTICE | HIGHSMITH, A. |
| This class explores the history of environmental justice (and injustice) in modern America. Although the term “environmental justice” is of relatively recent origin, campaigns linking environmental quality and social justice have been central features of the American experience of inequality for well over a century. During the late nineteenth and early twentieth centuries—as the United States morphed into a predominantly urban and heavily industrialized nation—African Americans, Native Americans, immigrants, the poor, and other historically marginalized groups often bore the brunt of environmental toxicity. Over time, environmental inequalities came to be embedded in the very fabric of modern American society. Disparities related to polluted air, land, and waterways were no accidents, however. Indeed, they were the products of a host of discriminatory policies and practices established in the spheres of industrial and agricultural development, zoning and land use, health care, employment, and housing, to name but a few. Our primary task in this course is to understand the causes and consequences of such inequities, paying special attention the ways in which victims of environmental inequality have mobilized for justice. 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. Restriction: History Majors have first consideration for enrollment. | ||
| HISTORY (F22) | 190 HEALTH INEQUALITY | HIGHSMITH, A. |
| This course explores the history of public health inequities in the United States with a special emphasis on the twentieth century. Employing insights, theories, and methodological tools from a variety of different academic disciplines, the class traces the complex and constantly evolving historical relationships among disease, health, and social inequality. Lectures, readings, and other course materials will focus carefully on the ways in which societal inequities relative to race, ethnicity, class, gender, and sexual orientation have led to persistent public health disparities. What are the human costs of social inequality, and how have those costs changed over time and across space? To what extent did public policies and programs designed to improve living standards and increase human longevity ultimately undermine Americans’ health? How did the growth of consumer capitalism and the spatial reorganization of metropolitan areas transform the politics of health and wellness? In what ways does an emphasis on the body as a site of historical inquiry change the narrative of modern American history? These are the central questions driving this class. | ||
| HISTORY (F22) | 15C ASAM HISTORIES | FUJITA-RONY, D. |
| This class will give students the tools to understand the major issues affecting Asian Americans up through the 1980s, particularly in regards to race, class, gender, ethnicity, community, and nation. In addition, this class also will enable students to explore how we produce historical knowledge through three major themes, with integrated discussions of different kinds of texts, images, and other sources. With the first theme, “Empire and Nation,” we will investigate the relationship of the United States to the Pacific, particularly regarding colonialism, race, class, and the economy. The second theme, “Labor, Migration, and Place” will examine the importance of urban and rural sites for Asian Americans during this era. The third theme, “Whose Voice? Whose Vision?” will address the importance of community formation and cultural representation through focus on the building of Asian American spaces in the United States. ((III or IV) and VII ) | ||
| HISTORY (F22) | 173G THE TWO KOREAS | FEDMAN, D. |
| 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. | ||
| HISTORY (F22) | 120D FRANCE:WAR & WORLD | FARMER, S. |
| Topics include the French experience in the Great War, resistance and collaboration during the Second World War, empire and decolonization, immigration, French responses to “Americanization” and globalization. | ||
| HISTORY (F22) | 169 GLOBAL LATIN AMER | DUNCAN, R. |
| Religion has deeply influenced the course of Latin American society and culture. It has served not only as a source of individual identity, but as a basis for a collective one as well. This course will survey the development of religious thought and practice over five centuries of Latin American history. Lectures will examine the clash of diverse religious traditions beginning with the great “encounter” between Europeans, indigenous peoples, and Africans in the New World. An analysis will follow of the fundamental—and sometimes controversial—role of the Catholic Church in the region as well as non-Christian faiths. Themes will include indigenous religious practice, Christianization efforts, the role of religion in politics and revolution, liberation theology, Afro-Latin American faiths, Judaism, and the recent rise of Pentecostal denominations. Students are expected to attend lectures and complete all assigned readings. Videos and primary source materials will supplement the lectures. | ||
| HISTORY (F22) | 169 RELIGION:LATIN AMER | DUNCAN, R. |
| No detailed description available. | ||
| HISTORY (F22) | 131B ANCIENT PERSIA | DARYAEE, T. |
| How does the legacy of human evolution affect our world today? How have technological innovations shaped human societies? How have human societies explained the natural world and their place in it? Given the abundance of religious beliefs in the world, how have three evangelical faiths spread far beyond their original homelands? This class follows the major themes of world historical development through the sixteenth century to consider how developments in technology, social organization, and religion—from the origins of farming to the rise of Christianity—shaped the world we live in today. (Satisfies Pre-1800 Requirement) | ||
| HISTORY (F22) | 131C MEDIEVAL PERSIA | DARYAEE, T. |
| No detailed description available. | ||
| HISTORY (F22) | 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 (F22) | 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) | ||