Krieger Hall

Spring Quarter

Dept Course No and Title Instructor
The term “genocide” was coined in 1944 to describe “a crime without a name”: the destruction of a whole people by the Nazi regime. In 1948, faced with the horrors of mass killing in Europe, the whole world came together to sign a United Nations Convention against Genocide. Yet in the 50 years after 1945, the world stayed silent as millions were slaughtered in Cambodia, Bosnia and Rwanda.
Should we intervene to prevent genocide? After the military interventions in Afghanistan, Iraq and Libya, the West has little appetite for invasions. Few solutions have been offered to prevent genocidal murders in Syria or North Africa, now carried out not only by governments, but by terrorist groups like ISIS. Yet the past shows us that ignoring these warnings can lead to catastrophe.

This course will investigate the major instances of genocide since 1945, and why the world failed to intervene. It will explore the notion of Crimes Against Humanity, and ask whether greater attention to these crimes could help to stop genocide before it begins. The course will be focused on understanding the trauma and aftermath of genocide, and on preventing such crimes in the future.

From Catalogue: HISTORY 11. Genocide and Crimes Against Humanity Since WWII. 4 Units.
Investigates instances of genocide since 1945 (including Cambodia, Bosnia, Rwanda, and others); explores the history behind these mass murders; considers why people kill, how victims survive, and questions whether international agreements are enough to prevent crimes against humanity.

This course considers the modern transformation of China and Japan from circa 1600 to 1950 by focusing on the transformation of the leading elite class of the two major countries of East Asia, the gentry and the samurai.  We will discuss the evolution of political institutions, economic patterns, social organizations, and cultural practices of China and Japan in early modern and modern times, and their interactions with Western powers since the 18th century.  We will also pay attention to the transformation of gender constructions in modern China and Japan.  In the process, we will also consider the Western concept of early modern and modernization and its application to East Asian experiences.  Lectures and discussion sessions will cover not only the modern history of China and Japan but also introduce historical debates and historical methods of analyzing East Asia.

Catalogue Listing:

HISTORY 12. Introductory Topics in History . 4 Units.
Introduces methods and premises of historical study. Topics include introductions to cultural, political, economic, social, and religious history.
Repeatability: Unlimited as topics vary.

GE: (IV)
HISTORY 16C. Religious Dialogue. 4 Units.

Lectures and discussion on controversial topics in religion: sexual morality; religious violence; science; treatment of women and girls; religious truth, American Constitutional matters; secularization; the future of religion, and other topics.

Same as REL STD 5C.

This course provides an introduction to some of the most important historical processes making the modern world during the late 19th and 20th century. Topics include imperialism and nationalism, revolution and fascism, decolonization and cold war violence, globalization and local economies. The course pays particular attention to how dynamics of gender, sexuality, class, and race shape historical experience and political struggles in the modern world.

Catalogue Listing:

HISTORY 21C. World: Nation, War, and Rights. 4 Units.
Considers several major currents of modern history: technological change and its social effects; changes in gender relations; totalitarianism; peasant revolutions and the crisis of colonization; international migration; and ecological problems.

GE: (IV and VIII )
HISTORY 36B. The Formation of Ancient Greek Society: Late Archaic and Classical Greece. 4 Units.

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.

Same as CLASSIC 36B.

GE: (IV)
HISTORY 40C. Modern America: Culture and Power. 4 Units.
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, Progressiveness, 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 60. The Making of Modern Science. 4 Units.

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.

Same as LPS 60.

GE: (II or IV)
Harlem has been one of the most remarkable black communities the world has ever known. To many—as the descriptions "Negro Mecca," "Black Capital of the World," and "Negro Metropolis" indicate—Harlem was the premier black community on planet earth. This course is aimed at exploring key aspects of the social, political and cultural history of Harlem. The period under review covers developments from the late nineteenth century, circa 1890, examining the rise of black Harlem through its decline and apparent resurrection at the end of the twentieth century. The course traces the founding of the black community in Harlem, outlines the latter's social and political struggles, and profiles the course of black Harlem's cultural development. A particularly important object of our analysis will be the astonishing and spectacular social, political and cultural ferment of the 1920s which generally goes under the label of "The Harlem Renaissance."

HISTORY 70C. Problems in History: United States. 4 Units.
This is a topics-vary course. 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.

GE: (IV)
This course will compare and contrast the history of two distinct medical cultures: Chinese medicine and Western (bio)medicine. We will ask questions such as: Are there certain traits that define the theory and practice of these respective medical cultures? How and why have these cultures changed over time? Are Chinese and Western medicine entirely divergent, or do they share certain commonalities? With an emphasis on primary sources readings, this course will ultimately aim to get students thinking critically about the relationship between medical practice and social, political, economic, and intellectual contexts across time and place.

This is a topics-vary course. From Catalogue: 
HISTORY 70F. Problems in History: Transregional History. 4 Units.
An introduction to the historical problems, the issues of interpretation, the primary sources, and the historical scholarship of transregional history, with an emphasis on developing skills in historical essay-writing.

Repeatability: Unlimited as topics vary.

This course is an introduction to both Latin American history and literature with an emphasis on the experience of Africans and their descendants. Primary and secondary sources will allow students to analyze the writing of history and the construction of biographical accounts as a research method. Exploring questions of agency, race and ethnicity, this course draws on the rich written culture of the colonial era to supplement black narratives produced during the modern period. The goals of this course include guiding students in the collection, classification and analysis of evidence as well as helping them in the writing process.
The phenomenon first became noticeable during the First World War, but during the 1920s it was clear for all to see: the “New Negro” had arrived. Located mainly within the large urban centers of the North, such as Chicago, Philadelphia, Pittsburgh and especially New York City’s Harlem, the “New Negro” was described by contemporaries as that segment of the black population that was more self-confident, more vocal and articulate in airing the grievances of “the race,” and more militant in the defense of his or her rights as a citizen than the “Old Negro” was. The self-styled “New Negroes” described themselves in identical terms. New journals, magazines and newspapers emerged that articulated this new outlook in urban black America. The Messenger, the Crusader, the Negro World, the Chicago Defender were the most widely read and well-known of these organs.

The course is primarily concerned with the making of the “New Negro.” It begins with an examination of the place of black people within American society at the turn of the century, analyses the profound changes brought about by the First World War, the epic movement of African Americans from the South (known as the “Great Migration”) and Afro-Caribbeans from the islands, and follows the “New Negro” movement to the end of the 1920s, the eve of the Great Depression. Throughout the course, attention will be paid to the inter-relationship between culture and politics, and in particular, how these two phenomena influenced and conditioned each other. The course aspires to place the remarkable black cultural outpouring of the 1920s, especially that of the “Harlem Renaissance,” within its proper political, economic and social contexts.
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: HISTORY 12 or HISTORY 15A or HISTORY 15C or HISTORY 15D or HISTORY 16A or HISTORY 16B or HISTORY 16C or HISTORY 18A or HISTORY 21A or HISTORY 21B or HISTORY 21C or HISTORY 40A or HISTORY 40B or HISTORY 40C or HISTORY 60 or HISTORY 70A or HISTORY 70B or HISTORY 70C or HISTORY 70D or HISTORY 70E or HISTORY 70F. Satisfactory completion of the Lower-Division Writing requirement.

Restriction: History Majors have first consideration for enrollment.
Has France always been France? France may seem to have a distinctive and eternal character: romantic, self-confident, chic. This class will ask how and when this France came into being. Medieval France was little more than a middle-range kingdom in a warring region that has been drawn upon for model in shows like Game of Thrones. The Renaissance saw a French monarchy expanding in the shadow of more powerful empires: the Spanish and Holy Roman, the Ottoman, the Portuguese. France was torn apart by brutal religious conflicts between Catholic and Protestant that lasted more than a century, and then by the Fronde uprising of nobles against the monarchy. Yet somehow, from this disorder, a new French model of European absolutist monarchy arose in the figure of Louis XIV. By the eighteenth century, France was the cultural powerhouse of Europe, and an imperial power across the globe. But British domination of the oceans threatened French military predominance, and the Enlightenment questioned the tenets of absolute rule. Those forces would play a part in the great shift of the French Revolution that even today is re-imagined in films and video games. We will trace the cultural and political shaping of France across these centuries, through the ways it has been represented in film and media.
This course examines the political and social history of modern Iran. Topics will include reformist ideas in the 19th century Qajar society, the Constitutional movement of the early 20th century, nationalism, formation and development of the Pahlavi state, anatomy of the 1979 revolution, and a survey of the Islamic Republic. Further attention will be given to certain political, social, and intellectual themes in 20th century Iran and their impact on the revolution, as well as discussions on the reception of (and response to) Western ideas in diverse areas such as political ideologies and legal theory. We shall also discuss major currents after the revolution, such as social change, debates on democracy and electoral politics, reform movement, conservative consolidation, and Iran’s regional and international positions.
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 is an introduction of the history of Africa through the lens of the transatlantic slave trade from the sixteenth to the nineteenth century. This traffic was one of the main crossroads of the history of Africa’s long and troubled relationship with both Europe and the Americas. The course’s primary goal, however, lies not in investigating the slave trade but in studying the political, economic, social, and cultural histories of a number of African societies that participated in the trade. Given the large number and vast diversity of African societies, the course cannot possibly present a comprehensive survey.
Instead, it zooms in from broad questions such as the connections of Africans with Europeans, the role of Africans in making this traffic, and the interrelated political and cultural landscapes to the specifics of regionally grounded histories.
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.
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 examines the twentieth century experience of Chicana/os in the U.S. Southwest. Using a robust archive of Chicana/o experiences and writings, this course will make it accessible for students to identify, consider, and discuss the activism, enterprise, concerns, and priorities of Chicana/os invested in thriving as integral and impactful members of U.S. society.
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.
Presents a comparative analysis of the causes, development, and consequences of selected revolutionary movements, focusing on outbreaks in Mexico, Bolivia, Cuba, Chile, Nicaragua, and Grenada. Explores topics of state formation, economic nationalism, social justice, ethnicity, and role of international affairs.
This course traces the three famous voyages of Captain Cook in the Pacific Ocean during the later 18th century and through their contacts with diverse island peoples provide a perspective on how islands came to be occupied through technologies of sailing and navigation, how these people formed their own cultures, and how ocean and island ecologies affect their character even up to the present day.
HISTORY 185. Special Studies in Social Theory. 4 Units. Studies in selected areas of social theory. Topics vary. In SPRING 2019, History 185 focuses on social theories of work influenced by technological change.

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.
Certain words are key to understanding modern times-- globalization, modernity, free trade--and others help us understand the past--Renaissance, medieval, early modern. We will discover who first used these words and why they did so. Words are the subject of this new course.
In the decades after World War II, more than eighty nations achieved independence from colonial rule.  This momentous shift transformed life not only in former colonies, but also in the erstwhile center of colonial power: continental Europe. This course explores the impact of decolonization on the cultures, boundaries and politics of Europe.  Throughout, we will chart the intersections among gender, sexuality, race and class in post-colonial constructions of European citizenship and nationalism, the activism of post-colonial migrants and other Europeans of color, and contemporary struggles over the charged remembrance of the colonial past.

An upper level research seminar, this course engages the means and methods of historical inquiry, including in-depth reading and discussion of articles and book chapters as well as analysis of the raw materials of history: textual sources, film, images and music produced at the time under study.  Evaluation will be based on students’ enthusiastic participation in discussion, weekly assignments, and a research paper related to the course theme.
This research colloquium will teach research & writing skills through the History of the Mexican Revolution. 
History 190 is a specialized course dealing primarily with close reading and analysis of primary and secondary works; required reports and papers. Each colloquium reflects the instructor's intellectual interests and is conducted as a discussion group. Limited to 18 students.

Restriction: Upper-division students only. History Majors have first consideration for enrollment.
Second course in a two-quarter advanced research sequence. Allows upper division history majors to undertake significant research and writing under close faculty supervision.