Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F25) | 12 WORLD 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, a 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 (F25) | 12 ISLAM IN AMERICA | MILLER, R |
| This course explores the development of Muslim communities in the Americas. We will begin with a discussion of the histories of Islam and Muslims in the Atlantic World, exploring the relationship between precolonial West African Muslim societies and the Muslims present throughout the Americas from the 16th - 19th centuries as a result of the trans-Atlantic slave trade. We will then consider the emergence of Muslim communities in the twentieth century, primarily in the US, and the various iterations of Islam and Islamically-oriented movements that developed within Black communities in urban centers. We will also explore the histories of a few Muslim immigrant communities who relocated to the US from various parts of the Muslim world. Throughout the course, we will consider the gendered experiences of Muslims in the Americas, the relationship of Islam to the development of notions of race and systems of racialization in the US, and the relationship between Islam and the development Black social movements. The course will also explore how Muslims have been impacted by, and responded to, issues related to American imperialism, securitization, and the carceral state. | ||
| HISTORY (F25) | 16C RELIGIOUS DIALOGUE | MCKENNA, J. |
| No detailed description available. | ||
| HISTORY (F25) | 21A WORLD: INNOVATIONS | RAPHAEL, R. |
| 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. | ||
| HISTORY (F25) | 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 (F25) | 37A EARLY ROME | ZISSOS, P. |
| A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political and social history, as well as literature, art, architecture, and religion. (GE: IV) | ||
| HISTORY (F25) | 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 (F25) | 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 (F25) | 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 (F25) | 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. (GE: IV) | ||
| HISTORY (F25) | 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 (F25) | 70E RACE GLOBAL ME | LE VINE, M. |
| This course explores the fascinating, consequential yet fraught history of race as a concept and set of practices in the Middle East from the Biblical era through the advent and spread of Islam, into the era of European colonialism, and through to the present day. Questions this course explores include: When did “race” first become conceptually relevant in the Middle East and North Africa? How did and does race intersect and overlap with other categories of identity such as “tribe,” “nation,” “people” and religion? How does slavery in Islam compare with slavery in Christian contexts? What role does skin color play in shaping identities and power relations in Arab/Muslim countries from Morocco to Iran as well as Muslim Sahelian and sub-Saharan Africa? Finally, How has the racialization of Arabs and Muslim through European colonialism, empire and contemporary geopolitics and migration continue to shape lives across the region and in Arab/Muslim diasporas globally? | ||
| HISTORY (F25) | 70F HISTORY OF SPORTS | CHATURVEDI, V. |
| No detailed description available. | ||
| HISTORY (F25) | 100W PROGRESSIVISM | MALCZEWSKI, J. |
| The United States became a modern, urban-industrial society in the late 19th Century. This transformation changed the economic circumstances of many Americans and the broader social structure. It also inspired reformers, who hoped to transform the state to meet the challenges of a modern capitalist society. Crusading men and women sought better city services, protections for workers, environmental conservation, and government regulation of big business. However, their initiatives also reflected deep divisions in society with regard to income, race, ethnicity, and gender, and many seemed to reject modernization altogether. This course will examine America’s transformation between 1890 and 1920 with particular attention paid to the experiences of workers, women, children, and immigrants. 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. Our goal will be to analyze how historians approach a topic, examine evidence, and create arguments and students will demonstrate understanding through written work. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F25) | 100W BLK RADICAL WRITERS | MILLER, R. |
| This course focuses on the major themes and frameworks employed by historians who write on African American Women's History. Topics we will explore include: African American women in Slavery; Black Feminist Theory; African American women and Black Power; violence against African American women; and African American women in the Era of Black Lives Matter. Prior enrollment in History, African American Studies and/or Women and Gender Studies courses are encouraged. History 100W fulfills the upper-division writing requirement for UCI and the historical writing requirement for the History Major. The requirements, set by the school and the department, are absolute. Our goal in this class is to analyze how historians approach a topic, examine evidence, and create arguments. This means that we will be doing several short assignments, each of which will employ a different form of historical writing. | ||
| HISTORY (F25) | 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 (F25) | 112D FRANCE & FILM | COLLER, I |
| France in Film and Media: From Game of Thrones to Assassin’s Creed How did France come to be France? This class investigates five centuries from the late Middle Ages to the French Revolution. In 1300, France was 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, imperial competition, and Enlightenment challenges: 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 video games. Students will gain skills in understanding history and the “genres” we use to tell it, and in developing their own creative representations of the past. | ||
| HISTORY (F25) | 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 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 (F25) | 130C SEPHARDIC WORLDS | BARON-BLOCH, R. |
| No detailed description available. | ||
| HISTORY (F25) | 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 (F25) | 147 EDUC & AMERCN 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 (F25) | 150 BLK WOMXN VIOLENCE | MILLWARD, J. |
| No detailed description available. | ||
| HISTORY (F25) | 152A ASIANAM LABOR | FUJITA-RONY, D. |
| No detailed description available. | ||
| HISTORY (F25) | 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 (F25) | 165A REV&MEMORY LATIN AM | O'TOOLE, R. |
| No detailed description available. | ||
| HISTORY (F25) | 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 (F25) | 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 (F25) | 172G JAPANESE HIST | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 172G ATOMIC BOMB MEDIA | PITT, J. |
| This course examines the web of media that documented, speculated about, and dealt with the aftermath of the invention of the atomic bomb. We will discuss the history of the atomic bomb from its development in Los Alamos, New Mexico (in partnership with the University of California) to its use in Japan at the end of World War II, and ultimately trace the legacy of the bomb into the 21st century in relation to the nuclear meltdown at the Fukushima Daiichi Nuclear Reactor in 2011. We will critically engage with the question of how the atomic bomb and its lingering radioactive effects have been visualized and narrated across the decades since 1945, and how both the development and use of the bomb affected not only human beings, but the natural world as well. How have both the top-secret Manhattan Project and the catastrophic bombings of Hiroshima and Nagasaki been depicted in media ranging from feature films to anime, from manga to novels and poetry? We will read and watch both US and Japanese media related to the atomic bomb. No Japanese language skills are required. | ||
| HISTORY (F25) | 174G S ASIA ENVRNMTL HIS | NATH, N. |
| No detailed description available. | ||
| HISTORY (F25) | 180 PUBLISH GLOBAL PAST | MITCHELL, L. |
| This course introduces students to many of the ways historical interpretations circulate, with particular attention to characteristics of scholarly and public spheres. The course will interrogate the role of academic journals by putting that form of communication in conversation with other forms of interpretation and consumption of historical information. In this comparative context, students will engage with the questions, best practices, and ethical considerations at the heart of scholarly editorial work. Students will develop foundational skills that are applicable to careers in publishing and professional communications. Class meetings are a mix of presentation, discussion, demonstration, and hands-on workshops. Assignments consist of summary and analysis of texts and video; weekly journal exercises to prepare for in-class discussion; practice exercises in proofreading, copy editing, style editing, citation checking, and fact checking; and a final reflection paper. After taking this course, you will have the opportunity to put your skills into practice through an internship at the Journal of World History. | ||
| HISTORY (F25) | 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 (F25) | 183 WRLD HIST THRU GAME | SEED, P. |
| This course focuses upon a basic history of games introducing historically popular games, their themes, topics, and their mechanisms. Along with the course content, students will develop a historical game from any time period and in any media. | ||
| HISTORY (F25) | 190 WIKI FREE BLACK LAT | O'TOOLE |
| Full Title: Wikipedia & Rewriting African Diaspora Freedom in Latin America This ten-week undergraduate seminar explores how enslaved Black men and women of Latin America negotiated, purchased, legalized, maintained, and defended their freedom – before the twentieth century. Among other research endeavors, we will edit, add content, or write new articles to free, public-facing digital encyclopedia Wikipedia. Therefore, our seminar will be driven by two interrelated questions of how freedom was made and how history is made. We will ask how enslaved and freed people defined freedom. We will conduct research in secondary sources—peer-reviewed articles, chapters, and books—and primary sources such as travel narratives, paintings, trials, laws, letters, maps, and other documents from the period to ask: How did enslaved men and free men of color make masculine claims in courts and in battlefields? How did enslaved and freed women defend their honor, in public and domestic places, against and within the dictates of slaveholders? What were the political goals of rebellions publicly led by African Diaspora men but openly supported by women? We will examine the history of Wikipedia to explore who and what is silenced in this contemporary maker of history. Combined with our seminar discussions, we will explore who contributes to scholarship and produces historical knowledge, or historiography. We will develop accessible language to write for a public audience. We will extensively research the scholarship as well as the primary source material to write clear, accessible, readable, accurate, and fully cited Wikipedia articles. We will employ the materials from our seminar including assigned articles, chapters, and audiovisual material. Students who wish to write their own research papers will also be accommodated. Evaluation will be based on seminar participation and submission of weekly assignments as well as the final Wikipedia entry or research paper. Restriction: Upper-division students only. History Majors have first consideration for enrollment. | ||
| HISTORY (F25) | 190 LATINA/O/X MEMOIR | ROSAS, A. |
| No detailed description available. | ||
| HISTORY (F25) | 197 HISTORY INTERNSHIP | NATH, N. |
| 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/NWgpAuJYNtmPrtPY8. Contact Undergraduate Program Administrator, Kayla Ratliff, at kyratlif@uci.edu regarding application. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | ROBERTSON, J. |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | NATH, N. |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (F25) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||