Krieger Hall

Fall Quarter

Dept Course No and Title Instructor
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, including white nationalism, fundamentalist Islamism, and state-driven “wars on terrorism.” 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? 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 assess 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.

From the publication of Marx and Engel’s Communist Manifesto in 1848, communism became a specter that haunted not only Europe but the world. Throughout its history this specter has proved a source of passionate debate, inspiring the loftiest hopes as well as the most frightening destruction.
How does one write the history of communism as an international phenomenon? How can we tell the story of communism beyond the history of individual communist states – thinking of it as a movement, a theory or a belief system that crossed national borders? How should historians think about the differences and similarities between the communism of an outspoken French novelist, an submissive Soviet bureaucrat, a Vietnamese peasant or an African American sharecropper?
This course will introduce students to the history of communism, from its emergence in Europe in the middle of the nineteenth century through to its global rise and sudden collapse over the course of the twentieth. Although we will examine the communist system in power – in the Soviet Union, Yugoslavia, China, Cuba, etc. – we will also consider what it meant to be a communist in the capitalist world. What continued to attract millions of people across the world to the idea of communism even as the horrors of the Soviet purges or the Chinese cultural revolution became more widely known? And what relevance does the communist idea have today, thirty years after the fall of the Berlin Wall?

This class will give students the tools to understand the major issues affecting Asian Americans up through the 1980s, particularly in regards to race, class, gender, ethnicity, community, and nation.  In addition, this class also will enable students to explore how we produce historical knowledge through three major themes, with integrated discussions of different kinds of texts, images, and other sources. 
With the first theme, “Empire and Nation,” we will investigate the relationship of the United States to the Pacific, particularly regarding colonialism, race, class, and the economy. The second theme, “Labor, Migration, and Place” will examine the importance of urban and rural sites for Asian Americans during this era. The third theme, “Whose Voice?  Whose Vision?” will address the importance of community formation and cultural representation through focus on the building of Asian American spaces in the United States.

((III or IV) and VII )
This is a lecture course (with required discussion sections) on monotheistic religions, surveying key historical events, major figures, basic ideas, essential practices, significant texts, notable artifacts, and important trends in scholarship concerning the religions under review. The class presumes no prior knowledge of these traditions and has no prerequisites; it fulfills requirements for the History major, the Religious Studies major and minor, and satisfies General Education categories IV (Arts and Humanities) or VIII (International/Global Issues). Three textbooks (one for each religion) and three essayistic in-class tests (one for each religion).  Weekly short, typed essays to facilitate small group discussions. Note that the study of religion at University is academic, not devotional.

(IV and VIII )
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.

No detailed description available.
This course examines colonial America as part of the English empire, but also in a broader context of empires and forms of colonialism throughout the Americas. As such, it questions the way that American colonial history is usually limited to the “original” thirteen English colonies of North America, often to the neglect of other imperial powers and colonial settings. Specific attention is given to Native American societies, forms of conquests, slavery, gender, and independence movements. The course will also spotlight certain pivotal themes (the environment, sex, race) and moments (Bacon’s Rebellion, the Salem Witch Trials, the Spanish conquest of Alta California). In addition to exams and writing assignments, students are expected to attend all lectures and REQUIRED to participate in their weekly discussion sections.

Surveys the history of science and mathematics since the Scientific Revolution, examining central developments both chronologically and thematically, as well as investigating their significance for contemporary philosophical debates about the role and status of current scientific theories.

(II, IV)
Today, Europe is a land of stark contrasts.  It is a continent proclaiming open borders and the free movement of people and a region marked by growing hostility towards migrants and tightening restrictions on entry.  In recent years, these competing impulses have fractured European politics – but the history of Europe has always been one of movement.  This course explores the history of migration in postwar Europe.  It begins in the immediate postwar period, with millions dislocated as a result of World War II, and continues through to the present, as thousands of migrants and refugees flee political and economic instability across the Mediterranean. While exploring the causes and consequences of these movements, this course is primarily focused on the experiences and voices of migrants themselves.  As an introductory-level course, our key task is to familiarize ourselves with primary documents that tell the diverse stories of migrant lives and their struggles to transform what it means to be “European”: from memoir to music, from oral history interviews to personal ephemera. 

An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of the history of the United States, with an emphasis on developing skills in historical essay-writing.
Repeatability: Unlimited as topics vary.

No detailed description available.
One of the great transformations in European and American life in the nineteenth and twentieth centuries was the shift, for many people, from the countryside to cities and suburbs.  This course starts with a memoir of migration from rural Ireland to the United States. We then consider the rise of the industrial city in Great Britain and the European origin of suburbs before moving closer to home to examine the urban and suburban history of southern California. The theme tying our class together is the various abodes and forms of dwelling we encounter in the weeks’ readings. Students will encounter, search out and write about a range of historical sources (memoirs, scholarly articles, film, primary sources from Special Collections at Langson Library--and more!).
This course focuses on the major themes and frameworks employed by historians who write on African American Women's History. Topics we will explore include: African American women in Slavery; Black Feminist Theory; African American women and Black Power; violence against African American women; and African American women in the Era of Black Lives Matter. Prior enrollment in History, African American Studies and/or Women and Gender Studies courses are encouraged. History 100W fulfills the upper-division writing requirement for UCI and the historical writing requirement for the History Major. The requirements, set by the school and the department, are absolute.  Our goal in this class is to analyze how historians approach a topic, examine evidence, and create arguments. This means that we will be doing several short assignments, each of which will employ a different form of historical writing.
The aim of this class is to help students do two things. First, develop skills in reading and evaluating narratives about the past, exploring how historians use sources, make arguments, and craft stories. Second, develop the ability to put those skills to use in their own writing. We will begin by reading and discussing an array of varied but all in some regards exemplary essays and books by historians, including works by authors who will join the class long distance to talk about their approaches and answers questions from the professor and from students. We will also during this part of the quarter read some reviews of books written for different sorts of periodicals. During this part of the quarters students will be required to write reviews of individual books or pairs of books with varied venues in mind. The last weeks of the quarter will be spent writing and workshopping drafts of a work of history. The professor will help students select several primary sources to be used as a basis for the project, which could be anything from letters available online to newspapers or government documents, and then frame a manageable yet interesting short writing plan that uses those documents to make arguments and tell a factually based but stylistically engaging story about the past.
HISTORY 100W is an upper-division writing course. History & Public Health is offered in the wake of the Covid-19 global pandemic. Students will learn how to write as historians of health, and to consider the challenges and learn the skills of writing for audiences at the intersection of history, health, and global publics. No background is required, but some interest in medicine, science, and public health, as well as curiosity about global politics, are welcome. Writers we will study include both historical and health experts. You will learn writing skills specific to the history of medicine and public history.
The United States became a modern, urban-industrial society in the late 19th Century. This transformation changed the economic circumstances of many Americans and the broader social structure. It also inspired reformers, who hoped to transform the state to meet the challenges of a modern capitalist society. Crusading men and women sought better city services, protections for workers, environmental conservation, and government regulation of big business. However, their initiatives also reflected deep divisions in society with regard to income, race, ethnicity, and gender, and many seemed to reject modernization altogether. This course will examine America’s transformation between 1890 and 1920 with particular attention paid to the experiences of workers, women, children, and immigrants. 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.  Our goal will be to analyze how historians approach a topic, examine evidence, and create arguments and students will demonstrate understanding through written work.
Modern science had its origins in Europe from 1500 to 1800.  This class examines the traditional story of a Scientific Revolution involving contributions of well-known figures like Copernicus, Galileo, Kepler, and Newton and the rise of new ways of doing science.  In the second half of the class, we examine how historians have revised this notion of a “Scientific Revolution” by situating European science in a global context and expanding its scope to include ways of studying the natural world not considered “science” to us but practiced in the period, including alchemy.
World War One was more than a military event. As the first total war in modern history, it radically transformed the political, cultural, scientific and economic landscape of Europe. Casting doubt on Enlightenment assumptions of rationality, progress and civilization, this war marked a revolutionary rupture in European thought and culture.
In the flames of war multi-ethnic empires fragmented into rival nation states. A generation of young men and women, brutalized by the war, turned to new, more radical political ideologies. In Russia and Central Europe, workers’ and peasants’ revolutions overthrew centuries-old monarchies, while in Italy, Germany and France thousands of war veterans were drawn to the violent politics of fascism. In artistic circles, expressionists, dadaists and futurists sought revolutionary, new aesthetic forms to express both enthusiasm for and trauma of the war. And as the wounded returned home, their treatment and reintegration into society challenged medical establishments, forcing physicians and psychologists to rethink key assumptions about the human mind and body.
This class introduces students to the radical changes that European societies underwent during and in the immediate aftermath of World War One. We will not be primarily interested in the origins or course of the conflict itself, but will, rather, focus on what effect its novelty – that is, its new strategic logics, technological innovations and its total scale – had on reshaping basic ideas of the self, community, violence and the state. In aiming at these broader intellectual concerns, the class will encourage students to excavate the underlying concepts that animated European culture in the aftermath of the first total war.
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.
No detailed description available.
History 132D explores the history of Armenia and Armenians from ethnogenesis to the early modern period at the end of the 1700s within a regional and global context, which takes into account interactions and encounters with the empires and peoples that encompassed their orbit. It focuses on a number of key moments in the Armenian past that are crucial to understanding contemporary Armenian culture, identity, and memory: the politics of national identity and “ethnogenesis,” conversion to Christianity, invention of the Armenian script, the battle of Vardanank, the development of the global Armenian diaspora, print culture, national revival, early liberation movements, as well as relations between Armenians and their neighbors: Persians, Romans, Muslims, and others.
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. It examines the problems and impact of imperialism, revolution, and genocide on the development of the history of Armenians. 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 recent Velvet Revolution and its impact. 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.
This course will trace the evolving relationships between media history, political communication, and election campaigning in the US across the 20th century. We will pay particular attention to changes in political journalism, political advertising, and campaign finance reform regulations. We also will examine the impact of new communication technologies (radio, broadcast TV, cable TV, websites, and social media platforms) on the act and practice of running for public office. As this course will take place during the 2020 election, we will be attentive to how the history of US media and US elections can help contextualize our contemporary political moment.
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.
This course is taught from a Chicana feminist perspective. It introduces students to the dynamically generative relationship between a careful consideration of the creative inclusivity and ingenuity of film productions that center on the Chicana/o experience and how these film productions enrich our historical understanding of the diversity and history comprising the Chicana/o experience.
No detailed description available.
The sixteenth-century encounters between Europeans, Africans, 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, Africans, Iberians, and indigenous Americans defined and defied each other’s gender and racial expectations – to shape the past and present identities of all Latin Americans.
Throughout the quarter, we will analyze primary texts from the colonial period. 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 and African beliefs? How did competing ideas of masculinity inform the acts of conquest and resistance throughout Latin America? How did indigenous, African, and Spanish people clash over definitions of sex and sexuality?
This course examines the role of sex, gender, and race in the imagination of Spanish and Portuguese colonizers in the Americas. In turn, we will investigate how indigenous and African-descent communities (in Mexico, the Andes, and Brazil) challenged European conquest from the household to the market place, and from the battlefield to the bedroom. Evaluation will be based on two essays, one final exam, and class participation.
Post-emancipation and anti-colonial struggles ending with political independence for most of the region. Examines social, political, economic, cultural dimensions of post-emancipation period, including large-scale migration to Central America, the U.S., and Britain; the region's global cultural and political contribution.
No detailed description available.
No detailed description available.
How was the Qing Empire (1644-1912) similar to and different from other major political units of its time? Why did the Opium War (1839-1842) break out? Why is the crisis that affected China and the world in 1900 called the "Boxer Rebellion"--when the participants in it did not exactly "box" and were not exactly "rebels"--and why was it an event that gripped the attention of newspaper readers across the planet? Which revolution changed China most dramatically, that which transformed an empire into a nation in 1911 or that which brought the country under Communist Party rule in 1949? These are some of the questions this class will explore. In the process, students will learn about a range of interesting specific individuals, from emperors and empresses to the cross-dressing female revolutionary Qiu Jin to Generalissimo Chiang Kai-shek. One theme throughout the class will be the importance of keeping in mind the varied ways that the stories of major events in China's past have changed over time and been put to varied political uses in different places, in different periods, and by people with different political agendas. It is, in other words, both a class about events that took place and the varied ways that stories about those events have been told.
Modern history, science fiction, and film illustrate ways in which technological change has provoked expressions of utopia and dystopia; instilled euphoria and panic; inspired business and art. Was the telegraph too fast for truth? Could electricity animate the dead?
Will robots will take our jobs? These concerns seemed ludicrous to some, and plausible to many. How can we understand these beliefs in their historical and social context? How might the histories of gender, political economy, and colonialism impact our understanding of such technological anxieties? Surveying the effects of technology on social practice from the eighteenth century to the present, our particular focus will be on social theories of difference (addressing gender, race, class, and nation), and their embedding in histories of science and technology.
No detailed description available.