Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F18) | 197 HISTORY INTERNSHIP | CHATURVEDI, V. |
| Students learn to “do history” by working with professionals who work as public historians in settings other than the formal classroom. “Doing history” does not mean memorizing past events but involves research, critical reading, analysis, and presentation of material. This internship program allows students to “do history” in public settings and in dialog with public audiences. It will improve students’ abilities to research and analyze historical questions and then to communicate them effectively in oral, visual, and written forms. Students will select an internship from several partners with which the History Department collaborates. They will each work in this partner institution with professionals who may be archivists, researchers, teachers, project advisers, or exhibit curators. They will also participate in weekly on-campus workshops, where they will interact with their peer group to reflect on the kinds of histories being produced in their internship experience and thereby to deepen their understanding of historical analysis and modes of historical presentation. This course is an elective. Apply at bit.ly/historyintern by Sunday May 6th at 11:59pm. | ||
| HISTORY (F18) | 190 THE AGE OF GLOBALIZATION | ROBERTSON, J |
| This seminar introduces students to the modern history of globalization, focusing on the economic processes and philosophies that have shaped the contemporary world. The course will undertake a careful study of global economic systems from the gold standard of the nineteenth century through to the Bretton Woods system of the post-war era and its gradual unravelling in the 1970s and 1980s. Within this world history we will pay close attention to the ways in which political economic thinkers have sought to make sense of, shape and, occasionally, revolutionize these global systems, debating the pros and cons of rival economic ideologies, from laissez faire capitalism to revolutionary socialism. Over the course of the semester we will ask what the impact of globalization has been on different sectors of the world’s population and consider a range of topical issues: the economics of Third World debt; the increasing instability of global financial markets; the politics of immigration and open borders; and the problems of poverty, inequality and development. | ||
| HISTORY (F18) | 182 CULTR,MONY&GLOBLZTN | LE VINE, M. |
| This course examines the fundamental dynamics of cultural production and consumption under conditions of globalization. Rather than focus on jargony post-modern scholarly analyses of culture (although we'll read some of that too), we will attempt whenever possible to examine the sources ourselves--particularly music, film, literature and architecture--and develop our own hypotheses about how crucial issues, such as identity (race, gender, ethnicity, religion) power, politics and economics are inflected by and impact the production and consumption of culture during the last two decades. | ||
| HISTORY (F18) | 172G MOD JAPAN THRU FILM | RAGSDALE, K. |
| The course traces the history of Japanese film from its beginnings to recent years and examines how particular films expressed the social, economic and political issues of their times. | ||
| HISTORY (F18) | 166D REVOLUTION:LAT AMER | DUNCAN, R. |
| No detailed description available. | ||
| HISTORY (F18) | 160 SEX&CONQUEST LAT AM | O'TOOLE, R. |
| How did the Spanish imagine Aztecs and Incas? This course examines the role of sex, gender, and race in how Europeans conquered the Americas. In turn, we will investigate how the Aztecs in Mexico and the Incas in the Andes challenged conquest from the household to the market place and from the battlefield to the bedroom. The sixteenth-century encounters between Europeans and indigenous peoples of the Americas were riddled with violence and miscommunication as well as negotiation and opportunity. In the first moments of early globalization, Iberians and native Americans defined and defied each other’s gender and racial expectations – to shape past and present identities of Latin Americans. Throughout the quarter, we will analyze primary texts as well as scholarly books and articles to explore questions such as: How did indigenous women and men participate in the Spanish conquest and colonization of the Americas? Did Catholic evangelization completely silence native beliefs? How did competing ideas of masculinity inform the acts of conquest and resistance throughout Latin America? How did gendered hierarchies as well as new racial categories create the clashes of conquest? How did indigenous and Spanish people clash over definitions of sex and sexuality? Evaluation will be based on two essays, one midterm exam, and class participation. (Satisfies pre-1800 Requirement) | ||
| HISTORY (F18) | 151B 20TH C CHICANAS/OS | ROSAS, A. |
| Using an interdisciplinary approach this course considers major developments driving the Chicana/o experience. The ethnic, racial, gender, and class politics characterizing this history within and beyond the national boundaries of the United States are at the heart of this course. | ||
| HISTORY (F18) | 144G TBA | STAFF |
| No detailed description available. | ||
| HISTORY (F18) | 144G US MEDIA&ELECTIONS | PERLMAN, A. |
| This course will trace the shifting relationships between media history, political communication, journalistic practices, election campaigning in the US across the 20th century. We will examine the impact of communication technologies (telephone, radio, motion pictures, television, social media) on political elections broadly. As this course will take place during the 2018 midterm elections, we also will be attentive to continuities and changes in how media matters to political campaigns. | ||
| HISTORY (F18) | 134A AFRICA SOC&CULTURES | MITCHELL, L. |
| Overview This course explores the complexity of African societies and historical events. It is an introduction to the variety of cultures, political organizations, social structures, and artistic expressions created by Africans over a broad time span, beginning with human origins in Africa and ending at the turn of the eighteenth century. This course does not seek to be comprehensive or to construct a complete chronology of events across an entire continent. Instead we will explore a series of issues that highlight themes and processes important for understanding the History of Africa. This course assumes no prior knowledge of Africa and has no prerequisites. Objectives 1. To introduce students to the great time depth and complexity of human history in Africa . 2. To give students a holistic understanding of the historical processes in Africa . 3. To introduce various approaches to analyzing and interpreting past events. This quarter we will pay particular attention to the differences between “popular” and “scholarly” knowledge, and the conduits for distributing that information. 4. To encourage students to engage with the fundamentals of history as a discipline. 5. To enhance critical reading and thinking skills, as well as to acquire new skills for analysis and interpretation. Major Themes 1. What constitutes society? Culture? Does it change over time or across space? 2. What are distinguishing features of Africa societies and cultures? 3. What role do environmental and geographical factors play in society? 4. What connects various regions of the continent? What factors make various regions distinct? 5. Consider the interaction of race, class, gender and generation in social, economic, and political relationships. | ||
| HISTORY (F18) | 131B ANCIENT PERSIA | DARYAEE, T. |
| How does the legacy of human evolution affect our world today? How have technological innovations shaped human societies? How have human societies explained the natural world and their place in it? Given the abundance of religious beliefs in the world, how have three evangelical faiths spread far beyond their original homelands? This class follows the major themes of world historical development through the sixteenth century to consider how developments in technology, social organization, and religion—from the origins of farming to the rise of Christianity—shaped the world we live in today. (Satisfies Pre-1800 Requirement) (IV, VIII) | ||
| HISTORY (F18) | 120D FRANCE:WAR & WORLD | FARMER, S. |
| Topics include the French experience in the Great War, resistance and collaboration during the Second World War, empire and decolonization, immigration, French responses to “Americanization” and globalization. | ||
| HISTORY (F18) | 112D RISE OF SCIENCE | RAPHAEL, R. |
| Modern science had its origins in Europe from 1500 to 1800. This class examines the contributions of important figures like Copernicus, Galileo, Kepler, and Newton, as well as new ways of doing science, from botanical expeditions to experimental academies. We will also consider ways of studying the natural world not considered “science” to us but practiced in the period, including magic, alchemy, and astrology. (Satisfies pre-1800 requirement.) | ||
| HISTORY (F18) | 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 affect 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: One; what is a medieval town and what caused the rapid increase in urbanization historians have observed for the eleventh and twelfth centuries? Two; what was the range of wealth and poverty in a medieval town and how did medieval townspeople grapple with economic disparities? And Three; 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 (F18) | 100W TBA | STAFF |
| No detailed description available. | ||
| HISTORY (F18) | 100W NATIONS & NATIONALISM | ROBERTSON, J |
| Writing in the midst of the European revolutions of 1848, the German philosopher Karl Marx prophesied a future in which Western capitalism would penetrate all corners of the world and all nations and national differences would gradually disappear. His vision turned out to be only partly true: industrial capitalism did spread rapidly, establishing markets around the world and becoming a global economic system, but nations and nationalism did not disappear; on the contrary, they proliferated. From the mid-nineteenth century until today, nationalism has remained one of the dominant modern political ideologies, inspiring acts of sacrifice and solidarity as well as devastating violence and crimes against humanity. But where does the idea of “the nation” come from? How are its borders established? And who gets to determine who is included and who is excluded? This seminar examines the theory and history of nationalism, asking how this political ideology came to thrive in the modern world. Although we will consider examples of nationalism from around the globe, Eastern Europe will be a recurring focus of discussion and study. Through examining the history of nationalism, the seminar will equip students with the skills of historical research and writing. Over the course of the quarter students will be expected to complete work on a detailed research paper, which we will workshop in class. | ||
| HISTORY (F18) | 100W HISTORY WRTNG CRAFT | KONGSHAUG, E. |
| "The Craft of History Writing" will emphasize the teaching of "History Writing" from a writer's rather than from a historian's perspective. Each week we will read one fully-realized historical essay, published in a contemporary, peer-reviewed historical journal and also one chapter from a book-length historical narrative, The Sea Captain’s Wife: A True Story of Love, Race, and War in the Nineteenth Century, by Martha Hodes. And each week, through these works (all drawn from US history), we will focus on a different element of "craft" through which we can approach the different language, argument and research skills necessary to compose a compelling and academically credible essay in historical inquiry. Your own writing will consist of focused reading responses, in-class exercises, and two essays. Your first essay, developed from response drafts, will be based on analyzing elements of craft exemplified by two or several of the class readings; the second essay will be devoted to applying these elements to a historical subject/text/period/area of your own choosing/specialization (which need not be drawn from US History); this second essay will be workshopped, substantially revised and resubmitted for a third grade. | ||
| HISTORY (F18) | 70E 3 RELIGNS 3000 YRS | LEHMANN, M. |
| This course explores the history of Jerusalem, a holy city for Jews, Christians, and Muslims alike, from ancient Biblical times to the present. In a sense, this is a global history of Western culture on a small scale, and we will be looking at the religious and political history of Jews, Christians, and Muslims and their encounter with one another, focusing on a specific place but pursuing the story over a long period of time. Topics will include the role of Jerusalem in the Bible, the Second Temple Period and Jerusalem under Roman rule; the birth of Christianity, the incorporation of Jerusalem into the Islamic world, and the period of the Crusades; Jerusalem under Ottoman rule and the British mandate; and, finally, the history of Jerusalem since the establishment of the State of Israel and the Israeli-Palestinian conflict. Final grades will be based on a midterm and final exam, a final paper, as well as participation and short assignments in the discussion section. We will use Karen Armstrong, Jerusalem: One City, Three Faiths, as our text book. Primary source readings will be made available on EEE. (IV, VIII) Satisfies Pre-1800 Requirement | ||
| HISTORY (F18) | 70B MONSTERS & BORDERS | MCLOUGHLIN, N. |
| Problems in History (Europe) provides an introduction to the historical problems, the issues of interpretation, the use of primary sources, and the historical scholarship of the history of Europe with an emphasis on developing skills in historical essay-writing. This particular iteration of History 70B, Monsters and Borders, will focus upon the historical problem of monsters. Monsters (particularly human-animal or human-demon hybrids) of varying types appear regularly in otherwise serious works of European literature, political polemic, and geography written between c. 450 BCE and 1700 CE. In order to better understand the role played by the horrific and fantastic in the unfolding historical events and their recollection, this class will explore how different European communities used the portrayal of monsters to define the boundaries of their communities, understand the unknown, reinterpret the past, promote religious and/or intellectual reform, and establish hierarchical political orders. (IV, VIII) (Satisfies Pre-1800 Requirement) | ||
| HISTORY (F18) | 70A JAPANS MODERN REVS | FEDMAN, D. |
| In the century and a half since Commodore Matthew C. Perry arrived in Japan to “open” the country, what was an obscure archipelago has become the first non-Western nation to industrialize and the second largest economy in the world (a status it maintained until recently). This remarkable transformation brought modernization as well as social dislocation, democracy as well as imperialism, affluence as well as devastating war. This course examines how ordinary men and women experienced these extraordinary changes and contradictions that shaped Japan’s dynamic transformation as well as its relationship to Asia and the wider world. The assigned readings will focus on the lived experience of individual Japanese across social classes and regions, from a farmer drafting Japan’s constitution in a remote mountain village and a young girl working in a thread mill in the late nineteenth century, to a salaryman living the miracle as well as the malaise of post-war Japanese economy. We will explore these narratives as they have been construed by historical actors and by historians, and examine modern Japanese history as an on-going debate and process in which Japan has constantly renovated itself while inventing new traditions. (IV, VIII) | ||
| HISTORY (F18) | 60 MAKING MDRN SCIENCE | RAPHAEL, R. |
| Science and technology are ever-present in today’s world, defining not only how we live our daily lives but also shaping our conceptions and evaluations of modernity, civilization, and progress. How did science become so important and pervasive to the modern world? This course is intended as an introduction to the history of modern science from the Enlightenment to the present. Our focus will be on the Western World (Europe and North America). However, we will also make comparisons across cultures to explore how science and technology shaped notions of what counts as “Western” and “modern.” The class will address the significance of scientific developments to contemporary philosophical debates about the role and status of current scientific theories. In addition to learning about key developments in the history of science, from Darwin's theory of evolution to Einstein’s theory of relativity, we will address larger themes, including the relationship between science and religion and the role of science and technology in war and empire. (GE II or GE IV) | ||
| HISTORY (F18) | 50 GLOBAL CRISES | WASSERSTROM, J. |
| How can knowing about the past help us make sense of the confusing news events that dominate the headlines and drive discussions of international politics on the web? What patterns continually appear when people who live in different parts of the world look at and try to understand the same outburst of violence or non-violent protest? Are there techniques, such as playing accounts of the same event written by different sorts of authors off of one another, which can make one a more critical and careful consumer of news about the world? These are the kinds of questions we will explore together in this class, which will include many presentations by specialists in the study of different parts of the world, as well as a librarian working on strategies for differentiating "fake news" from factual reports. We will begin with a look back at how people living through some past crisis tried to make sense of what was occurring by focusing on how what they were experiencing was similar to and different from things that had happened before. We will then concentrate for much of the quarter on trying to put whatever crises are in the news into perspective. (IV, VIII) | ||
| HISTORY (F18) | 40A COL AM:NEW WORLDS | STAFF |
| This course examines the history of North America from its colonial origins through the 1790’s. The survey focuses on the major themes, ideas, attitudes, institutions, and elements that are part of the early American national development. We will study the combustible mixing of three cultural groups–Indian, European, and African–in these early centuries and trace their influences on the formation of a single country that emerged in 1776. Special emphasis is given to the multiple experiences of the various people living in early America, and the numerous narratives of colonial American history. Students are expected to attend lectures and required to participate in weekly discussion sections conducted by teaching assistants. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (IV) | ||
| HISTORY (F18) | 36A EARLY GREECE | STAFF |
| No detailed description available. | ||
| HISTORY (F18) | 21A WORLD:INNOVATIONS | DARYAEE, T. |
| How does the legacy of human evolution affect our world today? How have technological innovations shaped human societies? How have human societies explained the natural world and their place in it? Given the abundance of religious beliefs in the world, how have three evangelical faiths spread far beyond their original homelands? This class follows the major themes of world historical development through the sixteenth century to consider how developments in technology, social organization, and religion—from the origins of farming to the rise of Christianity—shaped the world we live in today. (Satisfies Pre-1800 Requirement) (IV, VIII) | ||
| HISTORY (F18) | 16A WORLD RELIGIONS I | MCKENNA, J. |
| No detailed description available. | ||
| HISTORY (F18) | 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 reflects 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 a 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 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 the local communities in California. Midterm and final exam. In fall 2018, this class will be taught in close collaboration with the demonstration kitchen of UCI Campus Recreation. Students will have the opportunity to participate in food tastings and discussions, which are designed to explore how the idea of common humanity has been promoted through principles of tolerance, respect, hospitality, stewardship, justice, and care for the other. These cocurricular opportunities are part of “The Virtuous Table,” a “Combatting Extremism” project funded by the Office for Inclusive Excellence. ((III or IV) and VII ) | ||
| HISTORY (F18) | 15C ASAM HISTORIES | WU, J. |
| No detailed description available. | ||
| HISTORY (F18) | 12 TERRORISM | MORRISSEY, S. |
| What is terrorism? Why has it become such a defining feature of our world? Far from being a purely contemporary phenomenon, terrorism has a long history stretching back many centuries and emerging in its modern incarnations during and after the French Revolution of 1789. Yet its very definition remains disputed. Approaching terrorism as a contested and politicized category, this course surveys its history during the modern era, focusing on the late-nineteenth century through the present day. Using case studies from around the world, we will explore rationales and causes, programs and tactics, the role of state violence (including the history of “wars on terrorism”), and the functions of modern mass media – newspapers, fiction, films, the internet. Some of the specific contexts to be considered include revolutionary and national liberation movements, racialized violence in the US, colonial and post-colonial struggles, reactionary and rightist currents, and religion. In addition to a textbook (Randall Law, Terrorism: A History, 2nd edition, 2016), we will be discussing a wide range of primary sources, including manifestos, memoirs, and movies. (IV) | ||