Winter Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (W25) | 5 TRUTH,LIES,&HISTORY | COLLER, I. |
| 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 (W25) | 12 TERRORISM | MORRISSEY, S. |
| 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) | ||
| HISTORY (W25) | 12 MEXICAN HIS IN FILM | AGUILAR, K. |
| No detailed description available. | ||
| HISTORY (W25) | 16A WORLD RELIGIONS I | MCKENNA, J. |
| World Religions I : Judaism, Christianity, Islam This is a G.E. lecture class offered to 200 students on Mondays, Wednesdays, and Fridays. There are no prerequisites for the course. The class offers a survey (not a deep analysis) of Judaism, Christianity, and Islam, with three weeks on each religion. Week ten is given to atheism as part of the theistic story. For each religion, we’ll cover key historical events, major figures, basic ideas, essential practices, significant texts, material culture, and important trends in scholarship. The course approach is academic, not devotional; themes are religious, not political. Attendance at lectures is not taken. But attendance is highly recommended since test performance will come down to students’ note-taking skills, inasmuch as the professor is not publishing his lecture notes. Attendance WILL be taken for the once-a-week small-group discussion sections (meeting even in week one), and an absence from any discussion sections will detract points from your grade. Classwork entails reading from the textbook; and writing brief essays based on weekly ‘thought questions’ that help facilitate discussion sections (even in week one); and taking four in-class essay tests—one on Judaism, one on Christianity, one on Islam, one on atheism. A few test questions for each test will be take-home questions (answers to be written in the test booklets you bring to the in-class tests). For the in-class essay test questions (not the take-home questions), you’ll be permitted to use a ‘cheat sheet’ during the in-class test. For the 4 tests, you’ll need to purchase 4 ‘Large’ Blue or Green test booklets at a campus Zot shop, the UCI bookstore, or Albertsons. There is one required textbook for the class, available in the campus bookstore and elsewhere. (IV and VIII ) | ||
| HISTORY (W25) | 18A JEWISH TEXTS | BARON-BLOCH, R. |
| Jewish thought and practice have developed over millennia as an extended conversation between thinkers and writers in different places and times, their texts both reflecting and shaping the course of Jewish history. In this class, we will be tapping into this conversation. We will consider some of the foremost texts in Jewish history; the questions that have engaged Jewish writers; and how they have built on and responded to one another across centuries and continents. We will wrestle with their ideas, both as universal questions of perennial human concern and as expressions of a particular sense of Jewishness. Throughout, we will reflect on authority and interpretation, controversy and heresy, and will consider how texts have become cultural touchstones whose adaptations and reinterpretations stand as cultural practices in their own right. | ||
| HISTORY (W25) | 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 (W25) | 36B CLASSICAL GREECE | HERNANDEZ, A. |
| No detailed description available. | ||
| HISTORY (W25) | 37A EARLY ROME | SNYDER, R. |
| No detailed description available. | ||
| HISTORY (W25) | 40B 19C US:CRISIS&EXPAN | DE VERA, S. |
| 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. (IV) | ||
| HISTORY (W25) | 40B 19C US:CRISIS&EXPAN | DE VERA, S. |
| 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. (IV) | ||
| HISTORY (W25) | 70B MONSTERS & BORDERS | MCLOUGHLIN, N. |
| History 70B: Problems in History (B=Europe) provides an introduction to the historical problems, the issues of interpretation, the primary source evidence, and the historical scholarship of the history of Europe with an emphasis on developing skills necessary to making a historical argument. This particular iteration of History 70B, Monsters and Borders, will focus upon the historical problem of monsters. Monsters (particularly those perceived to be human-animal or human-demon hybrids) of varying types appear regularly in otherwise serious works of European literature, political polemic, and geography written between c. 450 BCE and 1700 CE (Please note that we will discuss much earlier examples in the first week). In order to better understand the role played by these horrific and fantastic figures in the unfolding of historical events and their recollection in premodern Europe, this class will explore how different European communities used the portrayal of monsters to define the boundaries of their communities, understand the unknown, reinterpret the past, promote religious and/or intellectual reform, and establish hierarchical political orders. Students will practice interpreting primary sources (historical evidence from the time of the event under study) and evaluating published scholarly arguments throughout the quarter. Grades will be based upon three in-class writing assignments, a single-take home written assignment, a group project, in-class participation, and participation in discussion lab. | ||
| HISTORY (W25) | 70C US LABOR HISTORY | GRIFFEY, T. |
| This course will provide students with a history of work in 20th and 21st century United States, with particular attention to the role of race, gender, and citizenship status in structuring one's position within the working class. The course will focus on three separate but interrelated topics: the rise and decline of labor unions in the United States, social movement challenges to the segmentation of the working class by race and gender, and the growing role of undocumented workers in the U.S. economy since the 1960s. (GE: IV) | ||
| HISTORY (W25) | 70D LAT AM:COL&NATION | BORUCKI, A. |
| There are few original civilizations in world history, so it is noteworthy that the peoples of the Americas would have generated two of them –Mesoamerica in the North, and the Andes in the south. Even before the arrival of the Spanish and the Portuguese, the Americas was a complex amalgam of cultural identities and differences. Imperium –political, religious, and aesthetic –was possible only once the idea of cultural purity was abandoned in Colonial Latin America. This course will cover the rise and fall of the largest and most populated colonial empire of the early modern era –the Spanish monarchy– and then, the nineteenth-century encounters of the new Latin American republics with the rising hemispheric power of the United States, which represented for the now “Latin Americans” a challenge for their new conceptions of sovereignty, freedom, and equality. (GE: IV, VIII) | ||
| HISTORY (W25) | 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 (W25) | 100W PERSONAL HISTORIES | IGLER, D. |
| This writing seminar will feature historical non-fiction of a "personal" nature. We will read short works by academic historians, essayists, and historical figures themselves. How does a writer's personal experience contribute to their accounts of the past? What makes writing "personal"? Students will have weekly writing assignments and also complete a longer essay for the final project. | ||
| HISTORY (W25) | 100W WHAT IS KNOWLEDGE? | RAPHAEL, R. |
| No detailed description available. | ||
| HISTORY (W25) | 100W BK WMN DGTL ARCHIVE | MILLWARD, J. |
| Over the next ten weeks we will learn historical methods by utilizing Black Digital Humanities—that is Digital Humanities with a Black Diasporic emphasis. This course asks and answers: How can Black Digital Humanities (BdH) (Johnson 2018; Johnson 2018a; Johnson 2018b) preserve historical documents that would otherwise be lost in the evolving world of online databases, open access and for profit library packages? BdH allows the digital to be a tool for reflection on the Black experience, recovery of Black histories and resistance to dominant narratives. According to Jessica Marie Johnson, “black digital practice” results from bringing code-breaking and code-making instruments into archives that “never stopped talking” (2018, 58). Black Digital Humanities reckons with the fact that official archives fail Black people in general, and more specifically, Black Radicals, marking their ideas and lives as unfit for the archive. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (W25) | 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 (W25) | 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 (W25) | 132E ARMENIANS MODERN | BERBERIAN, H. |
| This course covers the most important themes in the history of Armenians and Armenia in the nineteenth, twentieth, and twenty-first centuries and does so within a regional (i.e., Middle East and Caucasus) and global context. This course will have a strong thematic approach as we proceed from imperial rule in the nineteenth century through twentieth-century genocide, brief independence, sovietization, and independence again, culminating in the Velvet Revolution, and most recently the war over Artsakh/Karabakh. As we explore this history, we will focus on Armenians as imperial and national subjects in ancestral lands as well as transimperial and transnational subjects in a diaspora that has had a complex relationship with the idea and reality of homeland. | ||
| HISTORY (W25) | 140 PROGRESSIVISM | MALCZEWSKI, J. |
| In the decades following the Gilded Age, the country emerged as a modern, urban-industrial society that encompassed states from the Atlantic to the Pacific, with profound implications for the social order. American political institutions and state capacities developed to meet the challenges of a modern capitalist society and reformers embarked on a bold effort to remake America by legislating behavior, modernizing state and local governance, and calling on the federal government to regulate big business. This course will explore this reform impulse, which reflected deep concerns in society about modernization and deep divisions with regard to income, race, ethnicity, and gender. | ||
| HISTORY (W25) | 142A CALIFORNIA DREAMING | IGLER, D. |
| California is the “Great Exception.” California is the “Leading Edge” State. California is an Island or it’s a center of Global Trends. The Land of Sunshine. The Golden State, Gold Mountain, gam saan, Alta California, the Eastern Pacific. These and many other designations carry great cultural weight in California history. This course examines the history of California as a state, but it places the state within the broader context of the American West, the nation, and the world. Lectures, discussions, movies, and other visual material will explore this history, spotlighting pivotal events and issues. | ||
| HISTORY (W25) | 150 BLK WOMXN VIOLENCE | MILLWARD, J. |
| Black Women and Violence, History 150/Af-Am 138. This class focuses on the long history of violence against African American women and their bodies in the United States. For African American women questions about the rights to their own bodies did not end with the abolition of slavery. Rather African American women endured acts of intimate violence during their long journey to “freedom.” Often, relying on only themselves and other women in their communities, African American women faced down these forms of oppression. In doing so, they forged a legacy and developed strategies that were often radical and liberatory. This class investigates this complicated history by using the words, actions, and change brought on by Black women from slavery to the present. | ||
| HISTORY (W25) | 160 SEX&CONQUEST LAT AM | O'TOOLE, R. |
| No detailed description available. | ||
| HISTORY (W25) | 169 MEXICO:PAST&PRESENT | DUNCAN, R. |
| 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. | ||
| HISTORY (W25) | 171G TOPIC IN CH HIST | SPIVEY, B. |
| Modern China from the Periphery This course examines the history of modern China through research on China’s borderland regions and non-Han people—the people and places typically peripheral to China’s main historical narratives. This seminar will provide students with a historical understanding of the process through which China’s ethnic minorities were “minoritized.” This course will cover the Qing dynasty’s expansion, the transformation of the Qing dynasty’s borders into the idea of the nation of “China”, and the development of the PRC as a self-consciously multiethnic state. Students will learn how some better-known groups like the Mongols, Manchus, Tibetans, Uyghurs and some lesser-known non-Han groups from China’s peripheral regions contributed to, resisted, and experienced their incorporation into the People’s Republic of China. We will consider how Han settlers in these regions and writers from outside them have made sense of their relationship to China. To conclude we will see how distinct forms of Han identity have developed more recently in places like Taiwan and Hong Kong. | ||
| HISTORY (W25) | 182 CULTR,MONY&GLOBLZTN | LE VINE, M. |
| 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 | ||
| HISTORY (W25) | 183 WRLD HIST THRU GAME | SEED, P. |
| No detailed description available. | ||
| HISTORY (W25) | 190 CRUSADING EUROPE | MCLOUGHLIN, N. |
| In 1095, Pope Urban II called upon the military elite of Western Europe to undertake an arduous journey to rescue their fellow Christians and the holy city of Jerusalem from Muslim rule. His words marked the beginning of a crusade movement which resulted in the temporary establishment of Western European Christian colonies in the eastern Mediterranean. This course will explore how the resulting prolonged and violent contact among European crusaders, Jews living in Europe and the eastern Mediterranean, Byzantine Christians, and Muslims living in southern Europe and in the eastern Mediterranean profoundly shaped interfaith relations among all involved parties and influenced all aspects of Western European society, such as the development of institutions, collective memory, and gender relations. We will primarily focus on the long period when Europe was actively engaged in crusading (1099 to 1700) although students may write about how the medieval crusades have been remembered and deployed in more recent times for their final papers. This upper-division History seminar involves substantial reading. Students are expected to attend all seminars, write in-class reading responses, and give oral presentations about the assigned reading in addition to writing two short papers and one longer paper (8-10 pages). | ||
| HISTORY (W25) | 190 RACE AND CASTE | NATH, N. |
| This course offers an introduction to theoretical and historiographical approaches to the study of race and caste. As ascriptive systems of social differentiation, race and caste have shaped the course of social history globally. How can historians analyze the social construction of race and caste? How have race and caste been constructed, by whom, and to what end? Why must the study of race and caste evaluate intersections of gender and class? This course evaluates how historians, activists, and social scientists have considered these questions. Each week will focus on a specific thematic and conceptual approach to the study of race and caste. | ||
| HISTORY (W25) | 193 ADV RESEARCH SEM I | SCHIELDS, C. |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | MITCHELL, L. |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||