Spring Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (S26) | 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. 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? How is the label of “terrorism” weaponized by the powerful to pursue their political goals? 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 (S26) | 15C ASAM HISTORIES | QUINTANA, I. |
| No detailed description available. | ||
| HISTORY (S26) | 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 (S26) | 16B WORLD RELIGIONS II | GHANBARPOUR, C. |
| This course is an introduction to various religious traditions in East Asia. We will discuss major religions as well as new religious movements. Topics include Confucianism, Daoism, Buddhism, Shintô, Japanese New Religions (shinkô shûkyô) including Mahikari and Soka Gakkai, folk/shamanic beliefs, and Christianity in East Asia. (IV and VIII) Same as Rel STD 5B | ||
| HISTORY (S26) | 21C WORLD: WAR & NATION | AGUILAR, K. |
| 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 (S26) | 36A EARLY GREECE | BRANSCOME, D. |
| No detailed description available. | ||
| HISTORY (S26) | 36C 4TH C/HELLEN GR | BRANSCOME, D. |
| No detailed description available. | ||
| HISTORY (S26) | 40C MOD AM CLTR&POWER | HIGHSMITH, A. |
| Important themes in U.S. history in the twentieth and early twenty-first centuries. Topics include corporate capitalism, empire, immigration, race, gender, consumer society, World Wars, the Progressive Era, New Deal, Great Society, civil rights, women's movements, Vietnam War, conservative politics, and economic stratification. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (GE:IV) | ||
| HISTORY (S26) | 60 MAKING MDRN SCIENCE | CHEN, R. |
| No detailed description available. | ||
| HISTORY (S26) | 70B MEDIEVAL QUEENS | MCLOUGHLIN, N. |
| Medieval European queens served as models of piety for their people. They also often drew the criticism of religious leaders. Some saved dynasties through their shrewd regencies and some were blamed for leading their countries into destructive civil wars. Sent as vulnerable young brides to be peacemakers in foreign lands, they worked as cultural ambassadors between their birth families and their royal husbands. For many, however, their foreign manners and family connections remained suspect. Only by great luck and with great care could they ever rule independently and in their own name. As exceptional women, some of them had access to more power than was available to most of their male contemporaries. At the same time, they were forced to work tirelessly to protect their own reputations and to build networks of support and loyalty. By studying several queens, including famous queens (like Elizabeth I of England) and infamous queens (like Catherine de Medici), this class will explore what it meant to occupy such a politically charged and exceptional social position and what the realities of queenship tell us about how family alliances, royal institutions, religious ideals, and gender expectations worked together to shape European politics and experience from the early Middle Ages through the early modern period. We will pay particular attention to how the social and political frameworks queens inhabited shaped their experience, how queens used and resisted these frameworks to pursue their own agendas, and the questions about gender and power their example inspired. (IV, VIII) | ||
| HISTORY (S26) | 70D LAT AM: CITIES&RACE | O'TOOLE, R. |
| Professor: Dr. Rachel Sarah O’Toole (she, her, ella) Mondays, Wednesdays, Fridays from 10-10:50 a.m. in Anteater Learning Pavilion (ALP) 2600 History 70D – Spring 2026 From Mexico City to Cusco to Manila to Los Angeles, the Spanish empire imposed an urban racial logic on the Americas. This course explores how the Spanish 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 segregated and caged people of color into compliance. Or not? Nahua architects, Afro-Kongolese militiamen, and Filipino merchants contested Iberian racial colonization, negotiated a place within the Catholic empire, and created their own urban communities. This is also 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 to distinguish and explain how Iberian empires attempted to control inhabitants based on racial categorization, gender discrimination, and sexual exploitation. In turn, we will collect evidence to argue that Indigenous, Black, and Asian peoples with their descendants built their own urban communities that we live in today. Course evaluation will be based on three in-class written exams and discussion participation. (IV and VIII) | ||
| HISTORY (S26) | 70F GLBL ENVRNMNTL HIST | NATH, N. |
| As an introduction to global environmental history, this course maps the dynamic ways in which the environment has shaped human history and human history has shaped the environment. Specifically, this course evaluates how global geographical sites and processes- from mines and plantations to dams and pesticides- have remade society and ecology around the world from 1500 to the present. By doing so, this course contextualizes the roots of contemporary social and ecological crises, including the climate crisis, within global histories of colonialism and capitalism (IV, VIII) | ||
| HISTORY (S26) | 70E MODERN MIDDLE EAST | BERBERIAN, H. |
| Full title: End-of-Empire to Uprising in the Middle East The course explores some of the most important events in the Middle East during the twentieth and twenty-first centuries, from the end of empire and genocide to revolutions and uprisings, that shook the region. | ||
| HISTORY (S26) | 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. Prerequisite: Lower Division Writing | ||
| HISTORY (S26) | 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 (S26) | 114 HISTORY OF ATHEISM | MCKENNA, J. |
| The course is upper level and conducted like a seminar—a weekly conversation on topics arising from the reading of primary sources (from 600 BCE to now). No tests. But there is weekly reading and weekly writing. You’ll compose written summaries of the readings (to prove you read it) and you’ll compose short ‘thought’ essays about ideas in the readings that set in motion your further thinking on the matter. Your short thought essays become topics we all can discuss in class. Note: there is reading and writing due the first day of class (see assignments on Canvas). In addition to reading and writing, you must talk (and listen) in our class discussions, and obviously you must show up for that. An absence in a once-a-week class is a whole week of absences. You are graded 50% each on writing and speaking (with an absence losing all speaking points for that week). The primary sources you’ll read represent only a tiny portion of a vast literature of religious skepticism, a literature that no one gets exposed to in their educational career, from kindergarten through the Ph.D. (Why do you think that is?) There is one textbook available via PDF and possibly in the UCI bookstore: “Varieties of Unbelief from Epicurus to Sartre,” edited by J.C.A. Gaskin. Same as Rel Std 103 | ||
| HISTORY (S26) | 114 LIB EQUAL FRTN NEG | JEAN-LOUIS, F. |
| Liberty, Equality, Fraternity, and Negritude draws its inspiration from the French revolutionary slogan, Liberté, Égalité, Fraternité to draw into relief the experience of people of African descent in the French colonial project. It departs from the position that from the onset French claims of universalism were undermined by the presence of enslaved Africans in their colonies. The course will demonstrate how people of African descent in the colonies or in the metropoles demanded that France meet these claims of freedom to all from the colonial period through the 21st century. The course will cover demands for full citizenships made by enslaved people, colonized people, and French citizens living in the hexagon and the ways in which the French government and its people reacted, either limiting rights (politically or socially). The course will turn to the words of people of African descent directly making students familiar with the writings of Afro-francophone intellectuals and activists. The readings will be multi-disciplinary in nature and the lectures will be bolstered by documentaries and films. | ||
| HISTORY (S26) | 114 GERMANY & JAPAN | BROADBENT, P. |
This upper-division course is a three-part exploration of Germany’s perceptions of Japan from the late 19th century to the present. We will analyze the myriad ways Germany imagined, depicted, and represented Japan to German audiences in the media, film, literature and contemporary culture. In the first section, we begin the course comparing the development of both Germany and Japan into unified nation-states and their transformations into global powers and empires between 1884 and 1935. We then look at the military alliance between Nazi Germany and Imperial Japan and how the consequences of that alliance shaped postwar German identity and memory culture. In the final section of the course, we explore how representations of Japan today are still shaped by 19th century orientalist narratives and conclude by examining how that dynamic is reversed in contemporary Japanese culture. | ||
| HISTORY (S26) | 123D SPANISH CIVIL WAR | AGUILAR, K. |
| This course explores the global implications of one of the most significant conflicts of the twentieth century—the Spanish Civil War (1936-1939). Often characterized as a prelude to World War II, the Spanish Civil War’s impact expanded far beyond the reaches of Europe, with volunteers traveling from the United States, Latin America, the Middle East, Africa, and Asia to join the ranks of republican, revolutionary, and fascist forces throughout Spain. This course examines the origins of the conflict while also tracing the reasons why it affected such diverse groups of people throughout the world. | ||
| HISTORY (S26) | 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 (S26) | 131D MODERN IRAN | STAFF |
| No detailed description available. | ||
| HISTORY (S26) | 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 (S26) | 132H MINORTYNMUSLIM WRLD | FITOUSSI, M. |
| Minorities in the Muslim World This seminar explores minoritized populations in the Muslim world, with a focus on the Middle East and North Africa. It will examine the politicization of religious difference and its relationship to the state, citizenship, and secular equality. Beginning with the early modern period, this course follows the trajectories of minoritized populations from Morocco in the west to Iran in the east—Copts, Druze, Armenians, Bahá’í, and Jews, among others. We look at how European imperialism impacted religious minorities. For instance, imagine, from one year to the next, being defined as French, when just last week you were Jewish and Algerian. How did minoritized populations navigate the challenges of modernity including the creation of artificial borders, economic exploitation, and the imposition of European cultural and legal systems? How did new ideas about equality and belonging change the legal status of those living under Islamic rule as well as how did the rise of Zionism and Arab nationalism change the social and political landscape? Through cinematic, literary, anthropological, and historical texts, this course examines broader questions of changing notions of difference, shifting social hierarchies, language, ethnicity, belonging, and mobility. Same as Rel Std 130 | ||
| HISTORY (S26) | 140 AFAM HIS/CLTR N CIN | JEAN-LOUIS, F. |
| African American History and Culture in Cinema explores the history of people of African descent in the United States from the colonial period through the present. It will explore the Black Freedom movement as continual from 1619 onward and move in generalities to describe historical moments. The curriculum will explore periods in general and zoom in on moments of particular inflection. The class is designed to take an intersectional approach to African American history exploring how race along with gender, class, and sexuality have informed experience. It uses films by African American authors to punctuate the historical arch. Moreover, it will explore those films to draw into relief the cultural currents they express to chronicle the development of African American culture. The course will cover the period of enslavement, Emancipation, the Jim Crow era, the Great Migration, the New Negro Renaissance, Civil Rights Movement, and the post-Civil Rights Era. The readings will be drawn from a cross-disciplinary selection of materials selected to support the lecture and nuance understanding of the films. The readings will be drawn from academic and literary texts. Ultimately, we will explore how African Americans have captured their history and revealed their culture through the medium of film. | ||
| HISTORY (S26) | 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 (S26) | 150 19C BLACK MOVEMENTS | DE VERA, S. |
| This course explores Black organizing traditions that continue to inform movements today. Students will familiarize themselves with the strategies employed by nineteenth-century Black activists, organizers, enslaved and formerly enslaved people to undermine slavery, challenge racist legal codes, sustain their communities, and mobilize politically. By looking at insurrections, emigration, vigilance and equal rights committees, the Colored Conventions movement, Black women’s clubs, and many more, this course highlights how the Black radical tradition shaped the long nineteenth century. | ||
| HISTORY (S26) | 151C LATINAS 20TH CEN US | ROSAS, A. |
| The history of Latinas in the United States from 1900 to the present. This course centers on the experiences, creativity, writings, and contributions of Latinas across generations and regions of the United States. (same as 61115 Chc/Lat 135) | ||
| HISTORY (S26) | 151D LATIN POP CULTURE | ROSAS, A. |
| This course examines the twentieth-century experience and creative expression of Latina/o/e/x people across popular culture contexts and moments and fields of inquiry. Using a robust slate of interdisciplinary scholarship, this course will make it accessible for students to identify, consider, and discuss the activism, enterprise, concerns, creativity, representations, and priorities of Latina/o/e/x people invested in thriving as integral and impactful members of U.S. society. (same as 61090 Chc/Lat 121) | ||
| HISTORY (S26) | 166 US INTRVNTN:LAT AM | DUNCAN, R. |
| Explores political, economic, social, and cultural ties that bind Latin America to the United States. Focuses on U.S. intervention and Latin American response from early nineteenth century to present day. Case studies include Mexico, Guatemala, Cuba, Chile, and Central America. (same as 61137 Chc/Lat 150, Dis 2; 64482 Intl St 177D, Dis 2; and 67272 Pol Sci 142J, Dis 2) | ||
| HISTORY (S26) | 166B REV&REACT IN LAT AM | TINSMAN, H. |
| This class explores major transformations in Latin American society in the second half of the 20th century, a period shaped by polarizations over socialism, capitalism, and the meaning of democracy. In Latin America, the cold war was never “cold.” Global competition between superpowers and U.S. determination to contain communism in the Western hemisphere fueled extraordinary violence: armed revolution, civil war, military coups, and dictatorship. At the same time, these were years of utopian experimentation and radical democracy: redistributions of land and wealth, challenges to imperialism, and vibrant social movements by women, workers, students, and Indigenous people. The terms “modernization,” “social justice,” and “democracy” invited passionate debate and lasting transformation. Thematic topics include: Guatemalan democracy and U.S. intervention; the Cuban Revolution; socialist democracy in Chile; South American military regimes; Human Rights in Argentina; liberation theology and civil war in Central America. | ||
| HISTORY (S26) | 166C CUBAN SOC & REVOLUT | DUNCAN, R. |
| No detailed description available. | ||
| HISTORY (S26) | 171E CHINESE 1800-1949 | BAUM, E. |
| This course will introduce students to major themes in the social, cultural, political, and economic history of China since 1800, with a focus on key events including the Opium Wars and Boxer Uprising, the 1911 Revolution and overthrow of the Qing dynasty, the Second World War, and the rise to power of the Chinese Communist Party. Themes include political and ideological change from the late imperial period to the communist takeover; changing gender roles; urbanization and rural development; foreign imperialism and popular resistance; and the growing pressure to "modernize" China's politics and culture. | ||
| HISTORY (S26) | 173G TWO KOREAS | FEDMAN, D. |
| As seen today, the Korean peninsula is home to two starkly different societies: a pop-culture powerhouse and a geopolitical pariah; a plugged-in innovator in consumer electronics and a closed-off authoritarian regime; a democratically elected government and a military dictatorship. These striking contrasts, however, belie a shared history and heritage. Taking the long view of the emergence and divergence of both polities, this course explores Korea’s remarkable transformation over the twentieth century, a period that witnessed colonial liberation as well as devastating war, political repression as well as cultural efflorescence, economic vitality as well as crushing famine. Among the topics examined are colonial collaboration and resistance, Korea in the Cold War order, ethnic nationalism, postwar industrial and economic reforms, and the global consumption of Korean culture. These topics will be examined through a wide range of sources (including films, memoirs, diaries, art, and scholarly assessments) that reflect the diversity of experiences of Koreans across social, class, and regional lines. (same as 23012 EAS 130, Lec A) | ||
| HISTORY (S26) | 190 RUSSIA REVOLUTION | MORRISSEY, S. |
| The Russian Revolution of 1917 was a defining moment of the twentieth century that marked the birth of the world's first socialist state and inaugurated the ideological conflict of the Cold War. In fact, several separate revolutions occurred that year, from the overthrow of the tsar in February through the Bolshevik Party’s seizure of power in October. This course delves deeply into the revolutionary year of 1917, exploring the impact of World War I, the collapse of the monarchy, the dynamics of mass social movements, the evolving tactics and platforms of political parties, and especially the dreams, aspirations, and fears that motivated ordinary people. We will immerse ourselves in the ephemera of revolution - songs, manifestos, letters, proclamations, photographs, news reports – in order to explore revolution as lived experience. At the end of the quarter, we will watch one of the classic revolutionary films about 1917 in order to consider how the revolution was subsequently remembered and commemorated. Restriction: Upper-division students only. History Majors have first consideration for enrollment. | ||
| HISTORY (S26) | 190 19C BLK INTELLECT | DE VERA, S. |
| No detailed description available. | ||
| HISTORY (S26) | 194 ADV RESEARCH SEM II | FARMER, S. |
| 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. | ||
| HISTORY (S26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (S26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (S26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (S26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||
| HISTORY (S26) | 199 INDEPENDENT STUDY | STAFF |
| No detailed description available. | ||