Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F26) | 12 THE VIET NAM WARS | NGUYEN, D. |
| This course surveys modern Vietnamese history, tracing the country's prolonged struggles for independence and national unification against the forces of French colonialism, Japanese occupation, American intervention, and internal division. It covers the historical roots and contemporary contexts of revolution and war, exploring the varied objectives and motivations of Vietnamese participants alongside the enormous human costs borne by its victims. The course further emphasizes the profound transformations these conflicts brought to Vietnamese culture and society, while probing their lasting political, economic, moral, and intellectual legacies in contemporary socialist Viet Nam. (GE: IV) | ||
| HISTORY (F26) | 16B WORLD RELIGIONS II | GHANBARPOUR, C. |
| This course is an introduction to various religious traditions in East Asia. We will discuss major religions as well as new religious movements. Topics include Confucianism, Daoism, Buddhism, Shintô, Japanese New Religions (shinkô shûkyô) such as Mahikari and Soka Gakkai, folk/shamanic beliefs, and Christianity in East Asia. (IV and VIII) Same as Rel STD 5B | ||
| HISTORY (F26) | 21B WORLD:EMPIRE&REVOLT | LE VINE, M. |
| No detailed description available. | ||
| HISTORY (F26) | 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 (F26) | 36B CLASSICAL GREECE | HERNANDEZ, A. |
| No detailed description available. | ||
| HISTORY (F26) | 37B ROMAN EMPIRE | ZISSOS, P. |
| A survey of Roman civilization from Augustus’s consolidation of power following the civil wars of the first century BCE to the crisis of the third century CE. Includes social history, literature, art, architecture, and religion. (IV) | ||
| HISTORY (F26) | 37C THE FALL OF ROME | ZISSOS, P. |
| A survey of Roman civilization from the crisis of the third century CE to the so-called “fall of Rome” in 476 CE. Examines political and social history, as well as literature, art, architecture, and religion. Same as CLASSIC 37C. (IV) | ||
| HISTORY (F26) | 40A COL AM:NEW WORLDS | IGLER, D. |
| This course examines colonial America as part of the English empire, but also in a broader context of empires and forms of colonialism throughout the Americas. As such, it questions the way that American colonial history is usually limited to the “original” thirteen English colonies of North America, which neglects other imperial powers and colonial settings. Specific attention is given to 1) Native American societies, 2) forms of conquest and colonialism, 3) the institution of slavery, and 4) independence movements. *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 (F26) | 40A COL AM:NEW WORLDS | IGLER, D. |
| This course examines colonial America as part of the English empire, but also in a broader context of empires and forms of colonialism throughout the Americas. As such, it questions the way that American colonial history is usually limited to the “original” thirteen English colonies of North America, which neglects other imperial powers and colonial settings. Specific attention is given to 1) Native American societies, 2) forms of conquest and colonialism, 3) the institution of slavery, and 4) independence movements. *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 (F26) | 70B END OF IMPERIAL RUSSIA | MORRISSEY, S. |
| What drives the end of an empire? Rather than following a linear process of decline and fall, the last half-century of Imperial Russia was an era of unprecedented vitality, cultural creativity, and social change alongside growing political and social conflict. This course charts Russia’s contradictory journey into modernity that culminated in the collapse of one empire and the birth of another during the revolutionary year of 1917. We will pay particular attention to such themes as nationalism and imperialism, urbanization and mass culture, rulership and resistance, as well as gender and sexuality. Along the way, we will encounter tsars and revolutionaries, “new women” and peasants-turned-workers, radical students and religious holy men, and world-renowned writers and artists. The assigned readings will focus on the lived experiences of ordinary people from across social classes and religious-ethnic identities: memoirs, short stories and films, revolutionary propaganda, petitions, photographs, posters, and postcards. The ends of empires are interesting times. | ||
| HISTORY (F26) | 70C AFAM HIST:1887-PRES | MALCZEWSKI, J. |
| This course introduces major themes in African American history from Reconstruction to the present, emphasizing how Black communities have exercised political, cultural, and educational agency and, in the process, shaped and navigated changing social, political, and economic landscapes. The course highlights selected moments, debates, and cultural developments that illuminate broader patterns of inequality, resistance, community formation, activism, and creativity. Students will examine Black agency in multiple domains and explore how African Americans have asserted power, shaped their environments, and articulated evolving visions of freedom and equality over time. (GE: IV) | ||
| HISTORY (F26) | 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 (F26) | 100W GALILEO ON TRIAL | RAPHAEL, R. |
| 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. | ||
| HISTORY (F26) | 100W ISLAM&ENLIGHTENMENT | COLLER, I. |
| The long eighteenth century is crucial for understanding modern relations between “Islam” and the “West”. In 1683, the armies of the Ottoman Empire besieged the Austrian capital of Vienna, and seemed poised to extend Islam across central Europe. This moment coincided with the end of the religious wars in Europe and the beginning of what some scholars have called the “Crisis of the European Mind”. European travel and trade was spreading across the world, bringing new knowledge of other human systems into societies in transformation by capitalism and social mobility. The new scientific, social and religious ideas that have come to be known as the “European Enlightenment” sat alongside brutal systems of slavery and colonization. The failure of the 1683 siege ended Ottoman expansion in Europe and created a new set of conditions in which Muslims and Europeans entered a globalizing world system. How did European men and women come to understand Islam differently in this moment, and how did Muslims respond to the changes taking place in Europe and beyond? Was their relationship primarily cooperative, neutral or conflictual? Was the Enlightenment a purely European phenomenon? Did Muslims have their own “Enlightenment”? How did this moment of possibility come to an end? In this class students will build historical reasoning skills around the analysis of primary and secondary sources, and work collectively on developing advanced writing techniques. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F26) | 114 HISTORY OF ATHEISM | MCKENNA, J. |
| This is a documentary history of atheism in that we chronologically trace and read primary sources over the centuries. It’s is an upper-level, once-a-week, three-hour class conducted as a seminar—with weekly conversations arising from our reading of various authors from 500 BCE to modernity. These primary writings represent only a tiny portion of a very large literature of religious skepticism in the West, a literature that (almost) no one gets exposed to in their educational career, from kindergarten through a Ph.D. (Why is that?) There is considerable weekly work to do. Weekly assignments include reading and then writing short summaries of that reading (to prove you read it) and then composing a short ‘thought essay’ about some idea of your choosing from the reading. To pass the class, you must talk in our weekly discussions, and obviously you must show up for that. You are graded weekly on your writing and speaking, with an absence resulting in the loss of speaking points for that week. There will be a cumulative test at the end of the term. The principal required textbook is “Varieties of Unbelief from Epicurus to Sartre,” edited by J.C.A. Gaskin—available for free as a PDF, for purchase or for renting in the UCI bookstore and other online sites, and for borrowing at UCI’s Langson Library Reserves. There will be a few PDFs of other authors, and possibly a second required book called “The Quotable Atheist” by Jack Huberman. Same as Rel Std 103 | ||
| HISTORY (F26) | 126B WORLD WAR II ERA | FARMER, S. |
| 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. | ||
| HISTORY (F26) | 130C SEPHARDIC WORLDS | BARON-BLOCH, R. |
| No detailed description available. | ||
| HISTORY (F26) | 132H MIDEAST WOMN&WRKRS | LE VINE, M. |
| No detailed description available. | ||
| HISTORY (F26) | 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 (F26) | 135E LIFEWORLD OF ENERGY | SCHIELDS, C. |
| How do energy systems shape our social and cultural worlds? How does coal, oil, or natural gas determine our sense of self, our desires and aspirations, our forms of governance and belonging? While histories of energy are often told in technical terms, this course instead takes energy as a cultural phenomenon, examining the lived worlds, or lifeworlds, that energy systems produce and sustain. Drawing on scholarship in history and anthropology, we move across cases and regions to ask how energy has become not just a resource but a way of life: from coal towns in Appalachia to oil enclaves in the Niger Delta, from the politics of extraction to the intimacies of domestic energy use. The course proceeds from a core conviction: altering fossil fuel use requires more than new technology. It demands a reimagination of the lifeworlds that fossil capitalism has made. Students will develop skills in reading primary sources across genres (diaries, film, novels), analyzing the relationship between infrastructure and culture, and writing argumentatively about energy as a social and cultural phenomenon. Class sessions center discussion and group work; consistent engagement with the readings is essential. | ||
| HISTORY (F26) | 137 SURVIVING EPIDEMICS | IMADA, A. |
| Crosslist with Med Hum 137 Border control, incarceration, the burning of tenements, and movements for accessible work and living conditions – these are some outcomes of epidemics in the United States and its territories. Surviving Epidemics contextualizes the COVID-19 pandemic in relation to prior social, cultural, and political responses to epidemics and global pandemics, including influenza, tuberculosis, HIV/AIDS, and polio. Rather than placing physicians, scientists, and lawmakers at the center of epidemic stories, the course focuses on everyday survivors and the caregiving, community organizing, and creative activities that emerged to reshape society. Materials draw from History, Indigenous Studies, Disability Studies, and primary sources such as first-person accounts, art, letters, and music. In-class meetings are an active learning environment with collaborative activities (e.g., problem-solving in small groups; discussions; oral presentations). | ||
| HISTORY (F26) | 140 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 2026 election, we will be attentive to how the history of US media and US elections can help contextualize our contemporary political moment.< Back to Courses | ||
| HISTORY (F26) | 144G US CONSPIRACIES | GRIFFEY, T. |
| Course Title: US CONSPIRACIES: COLD WAR TO 9/11 This course will explore the popularization of “conspiracy” as a cultural frame for understanding US politics from the Cold War to 9/11. Topics will include anticommunism, political assassinations, illegal government activities, and terrorist attacks. Topics may also include media propaganda and various forms of “secret” governance. Students will be provided with intellectual tools to evaluate the relationship between political history and its representation in film and television. Drawing on the work of political historian Kathryn Olmsted, the course does not seek to prove or disprove “conspiracies” so much as link their proliferation in popular culture to the growth of the US national security state. | ||
| HISTORY (F26) | 151C LATINAS 20TH CEN US | Rosas, A. |
| No detailed description available. | ||
| HISTORY (F26) | 152 ASIANAM LIFEWRITING | WU, J. |
| How many historically significant Asian Americans can you identify? This racialized group has been represented as the yellow peril and the model minority. How might historical and creative approaches to research and narration give us insight into the lived experiences and the identities of Asian Americans of diverse ethnic and generational backgrounds? (same as AsianAm111) | ||
| HISTORY (F26) | 164B CARIB HISTORY II | SCHIELDS, C. |
| Often heralded as the birthplace of modernity, the Caribbean has long stood at the crossroads of global transformation. This course traces the history of the Caribbean from the post-emancipation period to the present. Key themes include the struggles of formerly enslaved communities to define freedom; large-scale migrations to Central America, the United States, and Europe; and the Caribbean’s contributions to global culture, politics, and economy. We examine how colonial legacies of race, gender, and labor shaped the region; the rise of anti-colonial and nationalist movements; and the political and cultural assertion of self-determination (in its varied forms). Particular attention is given to the region’s enduring entanglement with global capitalism, including its vulnerability to climate change, the environmental costs of extractive industries, and the impact of neoliberal policies on social and economic life. Through historical scholarship, primary sources (ranging from treatises to song), and cultural works (novels and film), this course provides a critical perspective on the Caribbean’s past and its crucial role in shaping the modern world. | ||
| HISTORY (F26) | 166D REVOLUTION:LAT AMER | 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 (F26) | 169 RACE/ETHNC LATAM | 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 (F26) | 174G RELION & COLONIALISM IN SOUTH ASIA | NATH, N. |
| This course introduces students to the history of South Asia through the politics of religion. South Asia is the birthplace of major world religions, including Jainism, Buddhism, Sikhism, Sarnaism, and Hinduism, and is also home to some of the world’s oldest and, in some cases, largest, populations of Muslims, Zoroastrians, Jews, and Christians. Why have scholars argued that mutually exclusive religious identities and religious antagonisms primarily emerged after colonial rule in the nineteenth century? The course will refute narratives that portray South Asian history as one indelibly shaped by religion and religious conflicts. We will assess the ways that colonialism remade religious boundaries and contributed to the causes of the Partition of India and Pakistan. In particular, we will ask how inequalities of caste, gender, and class shaped the making of religious “majorities” and “minorities.” Lastly, we will consider how religion has served both as the grounds for nationalist movements and as a terrain of anti-caste struggle in post-colonial South Asia. Course materials include translated poetry and literature, oral histories, and film. | ||
| HISTORY (F26) | 178 VIETNM WAR ORAL HIS | NGUYEN, D. |
| This course provides an overview of the Viet Nam War through the lens of oral history, offering students a hands-on opportunity to develop and refine their interviewing skills. Drawing on the spoken testimonies of those who participated in or witnessed the war firsthand, the course illuminates the lives of individuals and communities whose voices and perspectives are often marginalized or overlooked in conventional historical narratives. By examining the war at a personal level, students explore the profound social and cultural transformations it produced, as well as its enduring political, economic, moral, and intellectual legacies in the postwar era. Designed for History majors, this course integrates theory and practice in oral history methodology. Students will learn to conduct, interpret, and analyze oral history interviews, applying these skills through direct engagement with members of the Viet Nam War generation — including American Viet Nam veterans and Vietnamese Americans living in Orange County. The course culminates in a digital exhibit in which students contextualize and present their interviews, demonstrating both their research capabilities and their understanding of oral testimony as a vital tool for writing the history of war. | ||
| HISTORY (F26) | 183 KEYWORDS | SEED, P. |
| Certain words are key to understanding modern times-- globalization, modernity, free trade--and others help us understand the past--Renaissance, medieval, early modern. We will discover who first used these words and why they did so. Words are the subject of this new course. | ||
| HISTORY (F26) | 184 TRUTH,LIES&HISTORY | COLLER, I. |
| History 184 is for Project Lifted students only. | ||
| HISTORY (F26) | 190 HIGHER ED&COLD WAR | MALCZEWSKI, J. |
| This course explores the evolving relationship between U.S. higher education and the federal state after World War II. Through readings and discussion, students will examine how colleges and universities helped meet the political, social, military, and scientific priorities of the Cold War state, and how these relationships contributed to the expansion and transformation of American higher education. While the seminar focuses primarily on the United States, it also includes comparative attention to the Soviet Union, particularly in fields such as science and technology, to explore how Cold War competition in areas like the space race influenced state initiatives and higher education in both nations. | ||
| HISTORY (F26) | 190 ISLAM,RACE&ATLANTIC | MILLER, R. |
| No detailed description available. | ||
| HISTORY (F26) | 197 HISTORY INTERNSHIP | O'TOOLE, R. |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | IGLER, D. |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | NATH, N. |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | MITCHELL, L. |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||