Web Schedule of Classes

Spring Quarter

Dept	Course No and Title	Instructor
HISTORY (S25)	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 There will be two fifty-minute in-class exams (weeks 4 and 8) involving short answer interpretations of quotes from historical documents.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 (S25)	15A NATIVE AMERICAN HIS	STAFF
Native Americans maintain a deeper history on the North American continent than any other people, but their experience is often erased or distorted in U.S. History. This survey course in Native American History challenges these misrepresentations by centering Native American experiences, perspectives, and agency within—and independent of—the history of the United States. (GE: IV and VII).
HISTORY (S25)	15F WHAT TO EAT AMERICA	CHEN, Y.
“What to eat?” is a question that humans have always asked. For hunters and gatherers living many millennia ago, the question reflected the difficulty of obtaining the basic food to sustain the body. Now, for food writers like Michael Pollan, it has become a question about the choices that many people make in an age of food abundance. Such choices underline the importance of race, class and gender and have profound socioeconomic, environmental, political, and moral implications and consequences. In the US, this question has been shaped by continuous waves of immigration. Topics of this class include the following: key concepts concerning food; shifting patterns of immigration; major US immigration and citizenship policies and their impact on the immigrants and their foodways; the experiences and food traditions of individual groups such as Asians, Mexicans, Italians, Irish, and Jews; and their role in transforming America’s gastronomical and socioeconomic landscape. (GE: (III or IV) and VII )
HISTORY (S25)	16B WORLD RELIGIONS II	GHANBARPOUR, C.
This course is an introduction to the major religions of Asia, through an exploration of the emergence and development of their beliefs, practices, and historical-cultural contexts. We will be exploring the often-overlapping, intertwining, and mutually influential Confucianism, Daoism, Hinduism, Buddhism, and Shintoism, across a broad swathe of territory – an exploration that leads back to us in the here and now, and leads us to see each tradition as related to the others whilst also acknowledging key differences and doctrines that also make them unique. Using a combination of primary materials textual, visual, and aural (art, artifacts, film, music) and secondary texts that analyze them we will explore the histories and cultures of religious practices in Asia, develop the skills to articulate that knowledge and our own views on it, and develop a deeper level of thought concerning “religion” itself. (IV and VIII)
HISTORY (S25)	21B WORLD:EMPIRE&REVOLT	LE VINE, M.
No detailed description available.
HISTORY (S25)	36C 4TH C/HELLEN GR	BRANSCOME, D.
No detailed description available.
HISTORY (S25)	40A COL AM:NEW WORLDS	JEAN-LOUIS, F.
Important themes in the social, economic, political, and cultural development in North America that transformed part of the geographical space into the U.S. Topics include Native Americans, European colonization, African enslavement, borderlands, gender, economic stratification, the American Revolution, the Constitution. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (GE: IV) *Due to demand for this course, we may not be able to accommodate all enrollment requests. It is recommended that you enroll as soon as your enrollment window opens and, if the course is full, check the schedule regularly for openings on the waitlists. Please contact the academic advising office at your school if you have any questions regarding the university requirements. See FAQs at: https://www.humanities.uci.edu/history/undergrad/faq.php.
HISTORY (S25)	40A COL AM:NEW WORLDS	JEAN-LOUIS, F.
Important themes in the social, economic, political, and cultural development in North America that transformed part of the geographical space into the U.S. Topics include Native Americans, European colonization, African enslavement, borderlands, gender, economic stratification, the American Revolution, the Constitution. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (GE: IV) *Due to demand for this course, we may not be able to accommodate all enrollment requests. It is recommended that you enroll as soon as your enrollment window opens and, if the course is full, check the schedule regularly for openings on the waitlists. Please contact the academic advising office at your school if you have any questions regarding the university requirements. See FAQs at: https://www.humanities.uci.edu/history/undergrad/faq.php.
HISTORY (S25)	60 MAKING MDRN SCIENCE	LEE, J.
No detailed description available.
HISTORY (S25)	70A ASIAN HISTORY	STAFF
No detailed description available.
HISTORY (S25)	70D MODERN LATIN AM	TINSMAN, H.
Beginning in 1810, Latin American societies declared independence from European powers and formed some of the world’s first national republics. This course examines how hierarchies between (and among) men and women shaped the formation of citizenship, government, economy, and political culture as Latin Americans fashioned themselves into nations. It likewise considers how ideas about race and organizations of labor transformed concepts of gender and modernity as Latin American states emancipated enslaved people, “pacified” indigenous communities, incorporated large numbers of European and Asian immigrants into expanding capitalist economies, and pursued projects of development and democracy in the 20thcentury. Case studies include readings on Colombia, Peru, Argentina, Chile, Mexico, Guatemala, Cuba, and Brazil. Graded work includes weekly written assignments.
HISTORY (S25)	70F GLBL ENVRNMNTL HIST	NATH, N.
No detailed description available.
HISTORY (S25)	100W HISTORY OF UCI	GRIFFEY, T.
This course will provide an introduction to writing history by using local archives related to the history of Orange County and UC Irvine. It will assist students with developing their own original historical arguments using such sources as newspapers, oral histories, physical objects, and more. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
HISTORY (S25)	100W BLACK LATIN AMERICA	BORUCKI, A.
This course is an introduction to both Latin American history and literature with an emphasis on the experience of Africans and their descendants. Primary and secondary sources will allow students to analyze the writing of history and the construction of biographical accounts as a research method. Exploring questions of agency, race and ethnicity, this course draws on the rich written culture of the colonial era to supplement 20th Century Black narratives. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement.
HISTORY (S25)	100W DRESDEN TO DRONES	FEDMAN, D.
This writing-intensive course explores the history of bombing from its origins in colonial policing through the rise of air power to its current status as the preferred method of waging war in the 21st century. Along the way, students will explore a wide range of texts that shed light on the social, technological, and cultural forces shaping the evolution of bombing. The course is less concerned with the evolving tactics and strategies of aerial warfare than their social impact and lived experience. Each student will produce an original research essay on a historical episode of bombing of their choosing.
HISTORY (S25)	100W JEWS & PHOTOGRAPHY	BARON-BLOCH, R.
No detailed description available.
HISTORY (S25)	100W HISTORY WRTNG CRAFT	KONGSHAUG, E.
No detailed description available.
HISTORY (S25)	110D MEDIEVAL TOWNS	MCLOUGHLIN, N.
Beginning around the year 1050, medieval Europe experienced a rapid increase in trade, population and urbanization. As more and more people moved from the countryside to trade centers, new towns formed and existing towns outgrew their walls. Town governments evolved and people formed voluntary associations for the purpose of regulating the practice of their trades and/or organizing their religious devotions. This economic, political, and cultural experimentation had a profound effect upon European society as a whole. In this course we will investigate this exciting development in medieval history, paying careful attention to three aspects of medieval urban life: 1)What is a medieval town and what caused the rapid increase in urbanization historians have observed for the eleventh and twelfth centuries? 2) What was the range of wealth and poverty in medieval towns and how did medieval townspeople grapple with economic disparities?3)What types of urban identities were available to medieval townspeople and what strategies did people employ to confirm their own position and status? (Satisfies Pre-1800 Requirement)
HISTORY (S25)	114 HOWNATIONSREMEMBER	BIENDARRA, A.
Just as different nations have individual histories, they select and organize what they want to remember about their pasts in different and often specific ways. This seminar takes a comparative look at models of remembrance and the memorialization of specific historical and political events, mostly of the 20th century, in various countries and regions (Germany, France, Poland, and South Africa). We will ask how these events are represented in political discourse, public art works and museums, as well as in literature and film. What happens when different historical and political perspectives and memories confront each other in the public sphere? How can different groups stake their own claims for recognition and justice within a given national and political framework? What role do memorials, museums and public artworks play in the process, and how democratic are they?
HISTORY (S25)	130C SEPHARDIC WORLDS	BARON-BLOCH, R.
This course explores the rich history, literature, and culture of Sephardic Jews from medieval Iberia across the Mediterranean to the Americas, the Ottoman Empire, and beyond. We will begin with medieval Sephardic life in al-Andalus and follow the routes of Sephardic Jews as they settled and created global networks that spanned continents and centuries. We will consider the cultural production that reflected these historical transformations. In examining a wide range of sources, including newspapers and letters, rabbinic responsa and photography, music and memoirs, we will learn to read and think deeply, analyze texts, formulate interpretations, and communicate insights. Throughout, we will attend to questions of language and translation; oral and written genres; culture and power; gender and sexuality; changing conceptualizations of Sephardic identity; and memory and mythology.
HISTORY (S25)	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 (S25)	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)
HISTORY (S25)	132H ISRAEL/PALESTINE	LE VINE, M.
No detailed description available.
HISTORY (S25)	140 US LABOR&GENDER	GRIFFEY, T.
No detailed description available.
HISTORY (S25)	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 (S25)	151B 20TH C CHICANAS/OS	ROSAS, A.
This course examines the twentieth century experience of Chicana/os in the U.S. Southwest. Using a robust archive of Chicana/o experiences and writings, this course will make it accessible for students to identify, consider, and discuss the activism, enterprise, concerns, and priorities of Chicana/os invested in thriving as integral and impactful members of U.S. society.
HISTORY (S25)	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 (S25)	166 US INTRVNTN:LAT AM	DUNCAN, R.
No detailed description available.
HISTORY (S25)	166C CUBAN SOC & REVOLUT	DUNCAN, R.
No detailed description available.
HISTORY (S25)	169 LATAM PWR,SEX&GENDR	LANDE, S.
Why and how can we use the history of gender and sexuality to engage in particular readings of Latin American societies? Across disciplines, gender and sexuality have emerged as key ways of understanding how power is constructed, disseminated, and resisted. Gender and sexuality gesture toward the active and participatory ways in which a range of people—including students, workers, women, revolutionaries, and indigenous people—engage in political and cultural production, make sense of the world, and create new meanings and ideas. A view across time and space of Latin American history through the lens of gender and sexuality will dispute stereotypes that have emerged about Latin American sexuality in general, and also show how local experiences are often more illuminating than continental-wide narratives. Throughout the course, students will gain greater knowledge of the role that gender and sexuality has played in constructing and contesting power structures, as well as how various peoples have understood these categories throughout the history of Latin America.
HISTORY (S25)	180 HISTORY OF DEVIL	MCKENNA, J.
The course offers the history of an idea and the effects of that idea in history. Students will see very clearly how a single idea begins, how it evolves, and how it affects culture over thousands of years. We start by identifying a general devil-ish idea in world cultures, and then we trace the development of the specific devil mythos in Zoroastrian, Jewish, Christian, and Islamic texts and contexts. We will then look at the ill effects of the devil idea in medieval Christian anti-Semitism and in the early Modern witch-hunts and in the persecution of heretics. We will also study the uses of the devil idea in folklore and literature. We will then trace the iconography of the devil in eighty or so images from 1500 years of Western art. We will view select movies with devil themes from over 130 years of film making. We might even listen to modern Scandinavian Death Metal music. The course work is as follows: weekly required readings, weekly required writing, weekly class discussions, and a final comprehensive exam. Inasmuch as the class meets once a week for three hours, any absence is tantamount to missing a week of class and therefore grades will suffer for an absence. Note: the class is not an examination of or promotion of the occult.
HISTORY (S25)	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 (S25)	190 ISLAM,RACE&ATLANTIC	MILLER, R.
This course explores the construction of racial and religious identities in the Atlantic World. We will consider how centering the experiences of Black Muslims can help us better understand the processes by which the multiethnic Muslim American community has been racialized in historical and contemporary contexts. We will begin with a discussion of premodern notions of ethnic difference and how the emergence of an Atlantic World economy characterized by the trans-Atlantic slave trade gave rise to new forms of racialization. We will consider the alternative geographies and political solidarities associated with Islam’s growing popularity among Black Americans during the twentieth century, as well as the contestations of Black American intellectuals who challenged the compatibility of Islam with Black American cultural sensibilities and political interests. We will close with a discussion of more recent Muslim immigrant communities and consider how the racialization of Muslims has changed in the post 9-11 context.
HISTORY (S25)	190 THE AMERICAN WEST	IGLER, D.
No detailed description available.
HISTORY (S25)	194 ADV RESEARCH SEM II	SCHIELDS, C.
Second course in a two-quarter advanced research sequence. Allows upper division history majors to undertake significant research and writing under close faculty supervision. Prerequisite: HISTORY 193. Satisfactory completion of the Lower-Division Writing requirement. Restriction: Upper-division students only. History Majors only.