Krieger Hall
Term:  

Spring Quarter

Dept Course No and Title Instructor
HISTORY (S24)12  CH COMMUNIST PARTYBAUM, E.
The twentieth century saw the rise and fall of multiple communist regimes around the world, from Cuba and the Soviet Union to Cambodia and Vietnam. One of the regimes that has survived into the present is the Chinese Communist Party (CCP). This course will explore the origins, establishment, rise to power, and historical endurance of the CCP. By focusing on certain key actors and crucial inflection points at which the CCP's existence came under threat, the course will grapple with the following questions: Why has the CCP remained in power when so many other communist regimes have not? What explains the CCP's endurance in the face of adverse conditions, including civil war, internecine rivalries, and popular discontent? And given what we've learned about the CCP's history, what predictions can we make about its future?
HISTORY (S24)15F  WHAT TO EAT AMERICACHEN, 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.  For food writers like Michael Pollan, it is a question about the choices that people make in an age of food abundance – choices that also have profound social, political, and moral implications and consequences.  In the United States, the question “what to eat” has been shaped by continuous waves of immigration.  This course discusses shifting patterns of immigration and major US immigration policies.  And it explores the relationship between immigration and changing American foodways.  We will focus on the impact of Asians, Mexicans, Italians, Irish, and Jews, among others, on America’s gastronomical and socioeconomic landscape.  The class will also help students better understand local ethnic communities in California.

(GE: (III or IV) and VII )
HISTORY (S24)16C  RELIGIOUS DIALOGUEMCKENNA, J.
G.E. class and one of three main courses in UCI's world religions series. Two hundred students. No prerequisites. Lots of discussion on ten provocative topics in religion, a different one for every week in the term. The course is event-oriented and requires attendance for all sessions. Absences are discouraged and penalized. Since the word ‘dialogue’ appears in the title of the class and the word ‘discussion’ is appears in discussion section—you’ll be expected to speak and to listen when others speak. Here’s the method: Every Tuesday there’ll be a detailed lecture introducing a new provocative topic. Then every Wednesday there’ll be small-group discussions on the topic with your TA. Then every Thursday there’ll be a full-class discussion on the topic in the lecture hall with many student volunteers going on stage to speak and to receive questions from the audience. And so it will go each week, with a new topic introduced each Tuesday. No topic is ever settled or resolved and there is much disagreement among students. We must learn to manage permanent tensions that exist on matters of religion. Though everyone is asked to speak with absolute candor, it will be our policy to attempt civil, amicable exchanges. Course work is as follows: weekly short readings from the Stanford Encyclopedia of Philosophy (via links; no books to purchase), weekly short written summaries of those readings, weekly short essays on 'thought questions’ pertaining to the week’s topic, and weekly short quizzes concerning the Tuesday lecture. No tests.

Same as REL STD 5C.
(GE: IV, VIII)
HISTORY (S24)21A  WORLD: INNOVATIONSDARYAEE, T.
No detailed description available.
HISTORY (S24)36B  CLASSICAL GREECEHERNANDEZ, A.
A survey of ancient Greek civilization from the Late Archaic period to the Classical period. Focuses on major institutions and cultural phenomena as seen through the study of ancient Greek literature, history, archaeology, and religion.
(GE: IV)
HISTORY (S24)40A  COL AM:NEW WORLDSJEAN-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.

(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 (S24)40A  COL AM:NEW WORLDSJEAN-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.

(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 (S24)60  MAKING MDRN SCIENCEGIBSON, T.
No detailed description available.
HISTORY (S24)70B  EUROPEAN QUEENSMCLOUGHLIN, N.
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 girls 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 fortune and with great care could they ever rule independently and in their own name. As exceptional women, they 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 how families, royal institutions, religious ideals, and gender worked together to shape European politics from the early Middle Ages through the early modern period.

(IV, VIII)
HISTORY (S24)70C  AFR AM HIST TO 1877MILLWARD, 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 (S24)70D  LAT AM:COL&NATIONBORUCKI, A.
There are few original civilizations in world history, so it is noteworthy that the peoples of the Americas would have generated two of them –Mesoamerica in the North, and the Andes in the south. Even before the arrival of the Spanish and the Portuguese, the Americas was a complex amalgam of cultural identities and differences. Imperium –political, religious, and aesthetic –was possible only once the idea of cultural purity was abandoned in Colonial Latin America. This course will cover the rise and fall of the largest and most populated colonial empire of the early modern era –the Spanish monarchy– and then, the nineteenth-century encounters of the new Latin American republics with the rising hemispheric power of the United States, which represented for the now “Latin Americans” a challenge for their new conceptions of sovereignty, freedom, and equality.

(GE: IV, VIII)
HISTORY (S24)70F  HISTORY OF SPORTSCHATURVEDI, V.
No detailed description available.
HISTORY (S24)100W  HISTORY OF UCIGRIFFEY, T.
No detailed description available.
HISTORY (S24)100W  ENVIRNMNTAL JUSTICEHIGHSMITH, A.
This class explores the history of environmental justice (and injustice) in modern America. Although the term “environmental justice” is of relatively recent origin, campaigns linking environmental quality and social justice have been central features of the American experience of inequality for well over a century. During the late nineteenth and early twentieth centuries—as the United States morphed into a predominantly urban and heavily industrialized nation—African Americans, Native Americans, immigrants, the poor, and other historically marginalized groups often bore the brunt of environmental toxicity. Over time, environmental inequalities came to be embedded in the very fabric of modern American society. Disparities related to polluted air, land, and waterways were no accidents, however. Indeed, they were the products of a host of discriminatory policies and practices established in the spheres of industrial and agricultural development, zoning and land use, health care, employment, and housing, to name but a few. Our primary task in this course is to understand the causes and consequences of such inequities, paying special attention the ways in which victims of environmental inequality have mobilized for justice.

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 (S24)100W  CHICANA/O/X ACTIVSMROSAS, A.
No detailed description available.
HISTORY (S24)114  HOWNATIONSREMEMBERBIENDARRA, A.
No detailed description available.
HISTORY (S24)130c  GREAT BOOKS JEW HISFARAH, D.
The Jewish people have often understood themselves as the “people of the book,” because of the Jewish tradition’s reliance on texts and textual study as a central component of religious culture and practice. This course will take the idea of the book as a starting point for a survey of Jewish history, literature, and culture. Spanning the biblical period to the present, we will read primary texts important to Jewish life and culture as well as scholarship from various disciplines. In doing so, we will learn about the varied communities that produced these texts; the languages they spoke and read; their particular religious and cultural practices; and how they have understood themselves in the context of other social and political communities and movements.
HISTORY (S24)131A  ZOROASTRIANISMCERETI, 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 (S24)131C  MEDIEVAL PERSIASTAFF
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 (S24)132H  SOC MOBILZTN ISRAELBURSTEIN, A.
This course applies the scholarship on collective action and social movements to the case of Israel, providing students with a comprehensive understanding of the social, religious, and ethnic conflicts that have shaped Israeli society and politics through a focus on the diverse movements that drove them. The course is divided into three parts: part one, Introduction to Social Movements and Contentious Politics, provides an overview of the theoretical foundations of social movement theory; part two, Israel: A Movement Society, explores the development of a range of movements which have shaped Israeli society since the pre-state era; and part three, Between War and Peace, involves an examination of the different types of mobilization that have developed around the Israeli-Palestinian conflict. Throughout the course students will be challenged to consider the shared patterns of mobilization reflected across cases, the connections between the development of Israeli social movements past and present, and the cumulative impact of the emergence of these movements on the shape of Israeli political institutions, governance and society. This course has no prerequisites, however students are expected to come to class having done the readings and prepared to actively engage in discussion.
HISTORY (S24)140  US LABOR&GENDERGRIFFEY, T.
No detailed description available.
HISTORY (S24)142A  CALIFORNIA DREAMINGIGLER, 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 (S24)150  19C BLK MOVEMENTSDE 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 (S24)154  AMER URBAN HISTHIGHSMITH, A.
This class explores the history of urban and metropolitan development in the United States, particularly during the twentieth century. The course focuses carefully (though not exclusively) on the ways in which public policies have reshaped the built and lived landscapes of metropolitan America while probing the complex, often hostile relationships among residents of cities, suburbs, and rural areas. Over the past three-quarters of a century, the United States has experienced a major shift from cities and the countryside to suburbs—a mass migration of government resources, jobs, capital, housing, people, and political power as significant as any other in American history. Together, these shifts have transformed the United States into a predominantly suburban nation. Our primary task in this course is to understand the causes and consequences of these developments. Because the fates of cities and suburbs are deeply intertwined, this course addresses urban history, policies, and politics from a metropolitan spatial perspective. Moreover, it seeks to explain and contextualize the impact of suburbanization on both central cities and rural hinterlands. How have public policies at the federal, state, and local levels contributed to suburban migrations and the deindustrialization of central cities? How have race, gender, ethnicity, and sexuality evolved within and shaped the development of metropolitan regions? Given the growing diversity of American suburbs, is it useful to think of cities and suburbs as fundamentally different? How can ordinary people and policy makers create better tools to ameliorate sprawl, racial and class segregation, and the so-called urban crisis? These are only a few of the central questions that this course addresses.
HISTORY (S24)165A  REV&MEMORY LATIN AMO'TOOLE, R.
The course asks how did inhabitants of Latin America and the Americas revolutionize and remember? The eighteenth century, or the Age of Revolution well into the nineteenth century witnessed a series of rebellions, revolts, and revolutions including, in Peru, the Túpac Amaru Rebellion and, in Cuba, the Aponte Rebellion. This course compares how Indigenous Andeans resurrected leaders of the defeated indigenous empire, the Inca, to contest the Spanish empire with how enslaved Africans with their descendants recalled their leaders in an ongoing battle to defeated Spanish colonial rule in what would become the Cuban nation. By examining how Peruvians and Cubans today remember these revolutionary movements or engaged in memory work, this course asks how everyday people created national identities, contested the state, and created new political agendas.
HISTORY (S24)166  US INTRVNTN:LAT AMDUNCAN, 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 POL SCI 142J, INTL ST 177D, CHC/LAT 150.
HISTORY (S24)166C  CUBAN SOC & REVOLUTDUNCAN, R.
Explores the causes, development, and legacy of the 1959 Revolution. Themes include economic dependency, democracy, race, gender, culture, and the always volatile relations between Cuba and the United States.
HISTORY (S24)170B  MEDIEVAL INDIAPATEL, A.
Begins with the Gupta period's aesthetic legacies in South Asia's architecture, sculpture, and painting. Explores the dispersal of Islam throughout South Asia, including the Muslim communities of southern India.
Same as ART HIS 155B, REL STD 123.
Concurrent with ART HIS 255B.
HISTORY (S24)172G  JP HIST POP CULTREGHANBARPOUR, C.
This class is an overview of Japanese popular culture from the Tokugawa era (1600-1868) to the present, with an emphasis on contemporary (post-1945) popular culture. We will study changes in Japanese culture through movies, anime (animated cartoons), comic books, music, and other artifacts, focusing on the experiences of women and men in the production, use, and patronage of specific genres. Topics include the role of mass media, the globalization of Japanese pop culture, and changing ideas of race, gender, and society in Japan.
HISTORY (S24)174G  S ASIA ENVRNMTL HISNATH, N.
This course examines the environmental history of nineteenth and twentieth century South Asia within the context of the contemporary climate crisis. The South Asian subcontinent is bearing some of the worst impacts of the climate crisis, from historic droughts and floods to melting glaciers. What role did colonial capitalism play in transforming the forests and farmlands of the South Asian subcontinent? How did Partition and the post-colonial occupation of regions like Kashmir impact the subcontinent’s rivers that feed half a billion people? How does environmental racism across the Global North and South most severely impact religious minorities, Indigenous communities, and the caste-oppressed urban poor? To answer these questions, we will collectively analyze colonial archives, literature, film, and music.
HISTORY (S24)180  HISTORY OF DEVILMCKENNA, 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 (S24)183  GERMANY & ASIABROADBENT, P.
No detailed description available.
HISTORY (S24)190  RACE LBR GILDED AGEDE VERA, S.
The American Gilded Age was a period of immense wealth accumulation and unprecedented innovations, but what did this era look like from the perspective of someone sitting in a windowless tenement home? This course centers the experiences of laborers—miners, domestic workers, peddlers, and factory hands from various racial backgrounds. Despite tensions, toil and exploitation bound their histories together. This course will explore the world paved by the Civil War, the legacies of slavery in a rapidly industrializing society, the rise of the super wealth, and the labor and reform movements that resisted capitalism’s stranglehold.
HISTORY (S24)190  ACUPUNCTUREBAUM, E.
Acupuncture is a medical treatment that involves the insertion of thin needles at strategic "acupoints." Although archaeological evidence suggests that the technique originated in China over a millennium ago, it is now a global medical practice, one that is typically classified in the United States as "complementary" or "alternative." This class will explore the history of acupuncture, its introduction to the United States in the twentieth century, and more recent debates about its efficacy and mechanism of action. As an upper-division seminar, the class will involve the close reading of primary and secondary sources, engaged discussion, and weekly writing assignments. The culmination of the course will involve a detailed research proposal for a potential project on the history of acupuncture.
HISTORY (S24)194  ADV RESEARCH SEM IIMILLWARD, J.
Second course in a two-quarter advanced research sequence. Allows upper division history majors to undertake significant research and writing under close faculty supervision.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.
HISTORY (S24)199  INDEPENDENT STUDYSTAFF
No detailed description available.