Winter Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (W27) | 10 THE HOLOCAUST | BARON-BLOCH, R. |
| The Holocaust, the murder of six million Jews by Germans and their collaborators in Nazi-occupied Europe during World War II, is one of the crucial events of modern history. This course examines the origins of the Holocaust, the perpetrators and the victims, and changing efforts to come to terms with this genocide. Students will explore the forces that led to the Holocaust, including the emergence of scientific racism, antisemitism, and the machinery of the modern state. We will consider debates about the implementation of genocide, including the significance of gender and sexuality; the relationship between war and genocide, and racism, colonialism, and anti-Semitism; the meanings of resistance and culpability; and political and philosophical implications of the Holocaust. We will explore how the genocide of European Jewry was intertwined with the targeting of other victims of Nazi rule, including Roma, Slavs, black Germans, the disabled, queer people, and political opponents of National Socialism. In addition to considering how the Holocaust unfolded in Europe, we will examine the ways in which changing political conditions in the post-WWII period have shaped and reshaped memories of this event. | ||
| HISTORY (W27) | 12 PLAGUE & SOCIETY | MCLOUGHLIN, N. |
| From 1346-1353, a deadly epidemic spread through the Eurasian continent and North Africa. In Europe, where this epidemic first arrived in 1347, roughly half of the population is now believed to have died in this six-year time frame. Worse yet, this devastating illness did not simply go away. Rather it returned in localized but severe outbreaks every decade or so until 1743 in Europe and 1845 in North Africa. While most scholars now agree that this illness was caused by the same bacteria that caused bubonic plague, the people who suffered through the “Great Mortality” of 1347-1353 and the repeated return of this pestilence did not understand the cause of this sickness or how to best treat it. They had to instead learn how to live with the pandemic and adopt strategies for reducing its effects on their health, their communities, and their culture. Over the centuries, their efforts eventually resulted in an effective response. This class will primarily focus upon how medieval Europeans coped with the challenge that plague outbreaks posed to their individual health, mental well-being, religious beliefs, social structures, politics, and economic well-being. There will be two fifty-minute in-class exams (weeks 4 and 8) involving short answer interpretations of quotes from historical documents. Students will also participate in a final exam group activity during our regularly scheduled exam time. This activity will give students the opportunity to compare the medieval plague to a modern epidemic or pandemic. The teaching style for this class will promote active learning. Students will be encouraged to think with the assigned course material and arrive at their own independent conclusions both during in-class meetings and as part of their assigned work. Students will be required to attend three lectures a week with the professor and 1 discussion lab meeting a week with the teaching assistant. (GE: IV) | ||
| HISTORY (W27) | 12 MEXICAN HIS IN FILM | AGUILAR, K. |
| This course examines how Mexican history has been understood (and misunderstood) by Mexican and foreign audiences. Throughout the course, we will explore a series of interrelated questions: How did film serve as a medium to highlight the social, cultural, and political changes in Mexico? What is the historical context of these films and what does film do to illuminate or obscure the significance of different historical moments from Mesoamerican civilizations, colonialism, independence, dictatorship, and revolution? To answer these questions, we will read and analyze historical studies related to the time periods to determine the veracity of the films’ narratives. By using motion pictures, documentaries, and cultural artifacts, students will be able to critically interrogate modern representations of historical events in Mexico, discuss and interrogate primary and secondary sources, and to determine the veracity of historically-based films. (GE:IV) | ||
| HISTORY (W27) | 15C ASAM HISTORIES | QUINTANA, I. |
| No detailed description available. | ||
| HISTORY (W27) | 16A WORLD RELIGIONS I | MCKENNA, J. |
| 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 ) Same as Rel STD 5A | ||
| HISTORY (W27) | 21A WORLD: INNOVATIONS | DARYAEE, T. |
| No detailed description available. | ||
| HISTORY (W27) | 36B CLASSICAL GREECE | BRANSCOME, D. |
| No detailed description available. | ||
| HISTORY (W27) | 36C 4TH C/HELLEN GR | BRANSCOME, D. |
| No detailed description available. | ||
| HISTORY (W27) | 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. *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 (W27) | 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. *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 (W27) | 60 MAKING MDRN SCIENCE | MASON, F. |
| No detailed description available. | ||
| HISTORY (W27) | 70A PACIFIC EMPIRES | WASSERSTROM, J. |
| Throughout modern times, some countries that have exerted power beyond their original borders have had leaders who boasted of ruling empires. This was the case with Japan from the late 1800s through the mid-1900s. Other countries that look like empires to outsiders have often been led by people who prefer to downplay the imperial reach of their country or even deny that t he word “empire” can be applied to those countries. The United States and the People’s Republic of China are cases in point. In this course, we will compare and contrast the three countries just mentioned, all of which border the Pacific Ocean. Moving from 1776 up to 2026, we will look at various ways that these countries vied with each other, as well as at times with empires based in Europe, to exert control over other places. Playing on the title of Daniel Immerwahr’s book How to Hide an Empire: A History of the Greater United States, we will look at strategies that governments have used to cover up or distract attention from their imperial projects (something even the Japanese Empire did for a time with talk of a “Greater East Asian Co-Prosperity Sphere”). We will also look at just how many forms nation-states and empires have taken and still are taking in North America and Asia. While partly about political history, it will also engage with social and cultural history via discussion of revolutionary struggle and protests and the portrayal of empires and the clashes between them in film and fiction. (IV, VIII) | ||
| HISTORY (W27) | 70D LAT AM: CITIES&RAC | O'TOOLE, R. |
| Rebel Cities? Race, Gender, and Empire in Latin America This course asks: how did the Iberian empires impose a repressive racial and gendered logic? How did the people of the Americas, Africa, and Asia rebel? The Spanish and the Portuguese urbanized and colonized Indigenous, Black, Chinese, and Muslim inhabitants into a compliant labor force. Called “the lettered city” by the Uruguayan scholar Ángel Rama and the “city of inmates” by UCLA historian Dr. Kelly Lytle Hernández, cities of the Spanish empire were designed to segregate and cage people of color into compliance. Or not? From Mexico City to Cusco to Manila to Los Angeles, Nahua architects, Afro-Kongolese diplomats, and Filipino merchants contested Iberian racial colonization, negotiated governance within the Catholic empire, and demanded rights for their own urban neighborhood. Come join the course and develop your own argument! This is an introductory course to the history of Latin America and the practices of history. Each week we take on a new city while advancing our historical skills. We will identify and articulate historical arguments. We will employ evidence from the primary and the secondary sources provided in the readings, lectures, and discussions. Your goal will be to gather evidence to distinguish and explain how Iberian empires attempted to control inhabitants based on racial categorization, gender discrimination, and sexual exploitation. Or explain how Indigenous, Black, and Asian peoples with their descendants built their own urban communities that we live in today. Evaluation for the course will be based on participation in lecture and discussion section, and weekly assignments. Questions? Concerns? Comments? Please email Dr. Rachel O’Toole at rotoole@uci.edu, visit me during my office hours Mondays 2 to 6 pm, or make an appointment here. (GE: IV, VIII) | ||
| HISTORY (W27) | 70F HISTORY OF SPORTS | CHATURVEDI, V. |
| No detailed description available. | ||
| HISTORY (W27) | 100W RACE&VIO AFR FRANCO | JEAN-LOUIS, F. |
| This course explores Afro-Francophone history from the Caribbean plantations through the decolonial period at the intersection of race and violence. Gender and sexuality are also intersectional categories that inform our analysis. The curriculum argues that black people were subjected to violence as a fundamental imposition of the colonial order and, in turn, used violence to resist their subjugation. 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 (W27) | 100W COMMODITES IN CARIB | SCHIELDS, C. |
| No detailed description available. | ||
| HISTORY (W27) | 110D MEDIEVAL TOWNS | MCLOUGHLIN, N. |
| No detailed description available. | ||
| HISTORY (W27) | 114 MADE IN GER/CHINA | BROADBENT, P. |
| No detailed description available. | ||
| HISTORY (W27) | 128C REVOLUTIONARY WOMEN | MORRISSEY, S. |
| Why have women become revolutionaries? What kind of experiences did they have? How did sex and gender become part of revolutionary politics? How were they represented and understood within their societies? How did class and race intersect with gender and politics, including socialism, nationalism, and anti-colonial movements? Are there broader patterns that cross time and space? This course examines these questions through close study of several revolutionary moments in which women took prominent roles as activists and leaders. We will begin by considering the longer history of women’s activism and revolutionary traditions, but our main focus will be on selected case studies from the late 19th to the mid-20th century, including Russia, Ireland, Algeria, and Palestine. Our sources will range from memoirs and autobiographies to letters, revolutionary tracts, works of fiction, and film, including The Battle of Algiers. | ||
| HISTORY (W27) | 131A ZOROASTRIANISM | CERETI, C. |
| Zoroastrianism is one of the world’s oldest religions and has been the religion of the Persian Empire throughout antiquity. It has influenced immensely the development of other religions attested in Asia and the Mediterranean in the pre-modern period. Unlike other faiths professed in the ancient world, Zoroastrianism has survived to this day, and Zoroastrian communities exist in India and Iran, as well as in Europe and North-America. In fact, many believers in the Best Religion now live in Southern California. Zoroastrian religious tenets developed in constant dialogue with other traditions, during our classes we will see how this happened in the various historical periods. The aim of the course is to introduce the history of the Zoroastrian community from beginnings to the present day while discussing its religious beliefs seen from an historical point of view. The main text that will be used is Mary Boyce’s Zoroastrians. Their Religious Beliefs and Practices. Other points of view will be introduced in class. | ||
| HISTORY (W27) | 131C MEDIEVAL PERSIA | DARYAEE, T. |
| This course is a survey of Iranian history in the context of Late Antique and Medieval Islamic History. We shall attempt to present a view that Iranshahr (Realm of Iranians), could be studied as a separate cultural center amidst the Islamic world. We will begin with the rise of the last great Sasanian king of kings, Khusro I in the 6th CE to through the Mongol conquest and the Il-Khanid settlement in the 14th century CE. During this time period Iranshahr went through much political and religious upheaval and changes which is usually studied in the context of Medieval Islamic history. The aim of this course is to focus on the Perso-Islamicate world which includes the modern countries of Central Asia (Afghanistan, Uzbekestan, Tajikestan) and the Caucasus (Armenia, Georgia, R. of Azarbijan), as well as Mesopotamia (Iraq) (Satisfies Pre-1800 Requirement) | ||
| HISTORY (W27) | 134C PAN-AFRICAN THOUGHT | MILLER, R. |
| This course examines the development of Pan-Africanism beginning in the late nineteenth century and unfolding over the course of the twentieth century. The course explores some of the major intellectual currents within Pan-Africanist discourse, and the contributions of various intellectuals whose ideas have helped shape Pan-Africanist traditions. We will begin by considering some of the pre-colonial encounters between African and European societies during the era of American chattel slavery. The course will then examine the writings of Black intellectuals and organizers in the Americas who helped lay the foundation for Pan-Africanism in the late nineteenth and early twentieth centuries. We will then return to the African continent and consider the ideas of theorists and political leaders associated with numerous African independence movements during the era of decolonization. The course will also consider expressions of Pan-Africanism articulated by African-American women and men who organized through political formations like the Black Panther Party and the Republic of New Afrika. It will end with a discussion of more recent expressions of Pan-Africanism including the emergence of the Alliance of Sahel States. Throughout the course, we will consider how race, class, gender, religion, coloniality, notions of African Diasporic connectivity, struggles for self-determination, and third-world solidarities have all helped shape conceptions of Pan-Africanism over time. (All readings will be made available through canvas. Students will not be expected to purchase any books for the course. Page numbers for assigned readings are subject to change at any time during the quarter. Students will be given advanced notice of any such changes.) | ||
| HISTORY (W27) | 150 BLK WOMXN VIOLENCE | MILLWARD, J. |
| 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. Same as AFAM 138 | ||
| HISTORY (W27) | 152 JPN AM INTERMNT WW2 | FEDMAN, D. |
| This course is for Project Lifted students only. | ||
| HISTORY (W27) | 152 KOREAN ADOPTION | LEE, J. |
| No detailed description available. | ||
| HISTORY (W27) | 169 THE EARLY CARIBBEAN | JEAN-LOUIS, F. |
| The Early Caribbean will explore the history of the Caribbean from the arrival of humans 8,000 years ago through the abolition of slavery in the 19th century. The course will explore the arrival and evolution of indigenous cultures, the colonization by Europeans and the economic and racial systems that emerged as a result. It argues that the Caribbean is the birthplace of the colonial project that would come to envelop the globe. The class will show how for several centuries the Caribbean was at the center of European economics and geo-political rivalries. It will explore the lived experiences of slavery, resistance to the institution, and abolition. It will chronicle the ways in which people of African descent resisted racial subjugation and built cultures based on their African ancestry and the new environments where they were transplanted. We will also study the experience of Black, White, and Indigenous women during the birth and expansion of the colonial project. The curriculum will draw into relief the ways in which people across all levels of society resisted colonial impositions in efforts to craft new lives in the Caribbean. Students will be presented with primary documents that highlight the ways in which the people who lived in period conceived of the Caribbean and understood themselves within its structures. | ||
| HISTORY (W27) | 169 MIGRATN& EXCLUSN LA | AGUILAR, K. |
| This course examines the movement of people to and from Latin America from the pre-colonial era through the twenty-first century. It explores the personal and structural motivations for migration and how such movements informed notions of human rights, national identity, and exclusion in Latin America over time. The course will focus on the regional migration of Indigenous peoples, the various waves of European migration to the Americas, the transatlantic slave trade, as well as the ongoing movement of people caused by political, economic, and environmental factors during the nineteenth, twentieth, and twenty-first centuries. The course will juxtapose these histories with Latin American migration to other parts of the world, with special attention to the United States. Using primary and secondary source materials, the course will analyze migration regimes to determine why they emerged, how they impacted everyday people, and how such histories inform contemporary calls for migrant and refugee justice throughout the Americas. | ||
| HISTORY (W27) | 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 (W27) | 172G GENDER & PREMOD JPN | GHANBARPOUR, C. |
| This course focuses on the experiences of women and men from roughly the end of the Heian period (794-1185) to the end of the 16th century. How did the roles and positions of women and men change in this time period, what were their problems, and how did they interact with each other and with the institutions and traditions that changed so markedly in the tradition from imperial to warrior rule? We will study women's and men's economic, social, political, and cultural roles, looking particularly at changes in women’s status, the spread of Buddhism, political movements and upheavals, warfare, entertainment, art, literature, and poetry. Same as EAS 155 (23030); and Rel STD 120 (31165 ) | ||
| HISTORY (W27) | 175G MODERN SE ASIA | NGUYEN, D. |
| No detailed description available. | ||
| HISTORY (W27) | 183 CAP COOK&PACIF PPLE | MARCUS, G. |
| This course traces the three famous voyages of Captain Cook in the Pacific Ocean during the later 18th century and through their contacts with diverse island peoples provide a perspective on how islands came to be occupied through technologies of sailing and navigation, how these people formed their own cultures, and how ocean and island ecologies affect their character even up to the present day. Same as Anthro 169 | ||
| HISTORY (W27) | 190 US FEMINISM: 1970S | PERLMAN, A. |
| No detailed description available. | ||
| HISTORY (W27) | 190 RESIST & COLLAB | FARMER, S. |
| OCCUPIED FRANCE, 1940-45: COLLABORATION, RESISTANCE, AND MEMORY This seminar addresses an episode in European history fraught with dilemmas that raise questions of how we understand, and later judge, the choices, and actions of individuals under pressure. When the Nazi army invaded France in May 1940, it quickly defeated the French forces and directly occupied 60 percent of mainland France. The rest of continental France, and the French colonial empire, came under control of a collaborationist French regime. French individuals faced choices, for some stark and for some ambiguous, about how to respond to foreign occupation. This course aims to have you think about the nature of historical sources and the different kinds of materials we use to find out about the past. How do nations choose to remember or try to forget shameful episodes in their history? These issues are at the forefront of current debates about the uses of history and also what happens when public heroes become villains. | ||
| HISTORY (W27) | 193 ADV RESEARCH SEM I | TINSMAN, H. |
| This advanced research seminar for History majors focuses on the close reading of texts, the mechanics of writing various forms of history, archival and online research techniques, research topic development, and how to structure a meaningful research proposal. By the end of Winter quarter each student will complete a well-grounded project proposal; in Spring quarter (History 194) students will complete their archival research and article-length essay suitable for submission to a peer-reviewed history journal. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. Restriction: Upper-division History Majors. Non-History Majors will be considered on a case-by-case basis. Apply at: https://forms.gle/N1cDzpSc5zW3dBc3A Contact Undergraduate Program Administrator, Kayla Ratliff at kyratlif@uci.edu regarding application. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | BAUM, E. |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | CHATURVEDI, V. |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | MITCHELL, L. |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | MITCHELL, L. |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (W27) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||