Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F21) | 190 REV RUSSIA 1917 | MORRISSEY, S. |
| The Russian Revolution of 1917 was a defining moment of the twentieth century that marked the birth of the world's first socialist state and inaugurated the ideological conflict of the Cold War. In fact, several separate revolutions occurred that year, from the overthrow of the monarchy in February through the Bolsheviks' seizure of power in October. This course delves deeply into the revolutionary year itself, exploring the historical context of autocracy, social change, and world war, the complex dynamics of mass social movements, the evolving tactics and platforms of political parties, and the dreams, aspirations, and fears that motivated ordinary people. Finally, we will consider how the Revolution was subsequently remembered and commemorated, especially in film. This course allows students to experience the research process, work as historians, and develop their own mini-research project on a topic of their choice. Our primary focus in bi-weekly seminars will be the discussion and analysis of primary sources in translation from the year 1917, but students will have the final three weeks to work intensively on their projects, which may be a paper (10-12 pages) or a creative option. Possible topics include a close study of a particular event (e.g., February Revolution, Kornilov Revolt), a particular theme or problem (e.g., patriotism, notions of freedom, women’s rights, the death penalty, images of the tsar, violence, film), a particular kind of source (e.g., travel accounts, memoirs, newspaper reports, revolutionary songs), a group (e.g., soldiers, workers, artists). Students will develop their topics in close consultation with the instructor. | ||
| HISTORY (F21) | 190 VTNM WAR ORAL HIST | NGUYEN, D. |
| This overview of the Viet Nam War draws largely on oral history sources and offers a practical opportunity for students to advance their skills in conducting oral-history interviews. Working from spoken testimonies of those who participated in or witnessed historical events, the course illuminated and examined the lives of individuals and communities whose voices and perspectives may be marginalized or neglected in conventional interpretations of the war. Students will explore the art of doing oral history and the use of oral testimony in research and writing the history of war through interviews they conduct, which will be contextualized, interpreted, and presented in digital exhibits as a final course project. | ||
| HISTORY (F21) | 183 WRLD HIST THRU GAME | SEED, P. |
| This course focuses upon a basic history of games introducing historically popular games, their themes, topics, and their mechanisms. Along with the course content, students will develop a historical game from any time period and in any media. | ||
| HISTORY (F21) | 182 TRAVELING THINGS | STAFF |
| Do you use chop sticks? Where do you think they come from and what do they mean? What is their history in the culture from which they emerged? How do objects migrate from one cultural location to another and how does their circulation change their meaning and use? This course introduces students to the development of eighteenth-century commodity chains of global goods and consumption items such as chopsticks, sugar, cotton, and coffee. This class focuses on why the eighteenth century witnessed a freer and faster movement of increasingly diverse goods around the world than had ever existed before. New objects, materials, and consumables traversed oceans and crossed over lands to serve new global marketplaces. These material goods travelled not just from or to, but between global metropoles well outside of Europe, as for example between China and New Spain or India and East Africa. The course will also introduce students to methods in the study of material culture in the context of literary and cultural studies. Works by Beverly Lemire, Daniela Bleichmar, Madeleine Dobie, Maxine Berg, and Mimi Hellman will introduce students to varieties of critical frameworks to study material things. | ||
| HISTORY (F21) | 182 MEDIA,POPULAR,MEMOR | PERLMAN, A. |
| This class will examine how a range of media (television series, films, video games) operate as sites of popular history and collective memory. We will consider not only how the historical context in which a text is produced affects the sort of stories about the past it offers, but we also will interrogate how medium specificity, genre conventions, imagined audience, and exhibition conditions structure how the media tells historical narratives. Some of the texts we may study include: One Night in Miami; Mrs. America; Downton Abbey; Black Messiah and Judas; The Help; Ken Burns' The Vietnam War; JFK Unloaded; Vice. | ||
| HISTORY (F21) | 175G SE ASIA BEFORE 1750 | NGUYEN, D. |
| This is the first installment of a two-part survey of Southeast Asian history, linked chronologically and thematically. The course introduces the highlights of the region’s civilizations from earliest times to the period before the rise of modernizing indigenous states and Western interventions. It examines political configurations, trade connections, civil and kinship structures, and religious communities and consciences in both continental and insular Southeast Asia as well as the Indian, Chinese, Buddhist, Islamic, and Christian influences in the region during that era. Emphasizing Southeast Asian polities as dynamic and creative actors in their own right this course encourages students to approach historical knowledge in more sophisticated ways. | ||
| HISTORY (F21) | 171E CHINESE 1800-1949 | WASSERSTROM, J. |
| 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. | ||
| HISTORY (F21) | 170B MEDIEVAL INDIA | PATEL, A. |
| This course will explore some of the world’s great religions (Buddhism, Hinduism, Jainism and Islam) and their artistic traditions, challenging modern notions of religious and national identities. Beginning with the Guptas’ aesthetic legacies in the architecture, sculpture and painting of India, Pakistan, Bangladesh and Sri Lanka (South Asia), we will continue with the dissemination of religious ideas and artistic practices in Thailand, Cambodia and Vietnam (Southeast Asia) in the 8th-10th centuries. The course will also examine the dispersal of Islam in South Asia, beginning with the settlement of early Muslim commercial communities in the 8th century, continuing with the Islamic Sultanates of the 12th-15th centuries, and culminating in the magnificence of the Mughal Empire (1526-1857). | ||
| HISTORY (F21) | 169 ENVRNMNT HIS LAT AM | RUBIO, J. |
| This course examines the relationship between environmental transformations and histories of conflict in Latin America. Although this course progresses chronologically from 1492 to the present, each unit introduces a topic in environmental history and an aspect of human conflict. For example, in unit 2 the student will study how the introduction of new crops to the American continent by Europeans was not only a source of environmental change, but also an instrument of colonization and a source racial imagination. In unit 9, students will learn how the process of urbanization across Latin America was tied to fossil-fuel energy revolutions as well as conflicts around labor, marginalization, and pollution. The history of the environment in this course is, therefore, studied through the lens of class conflict, race, and environmental justice. | ||
| HISTORY (F21) | 169 RACE/ETHNC LATAM | DUNCAN, R. |
| This course introduces students to the origins and construction of race with particular attention to how race has helped to shape Latin America from colonial times to the present. This will be a broad analysis of the place that racial and ethnic ideologies have played in national political structures, economic formations, and social movements. We will examine the formation of individual and collective identity in Latin America among Europeans, indigenous groups, blacks, as well as Asians across a variety of historical and geographical settings. Particular attention will focus on the forces that have shaped the context and perceptions of race over time, including nation-building, science, miscegenation (racial mixing), indigenismo, resistance, etc. We will also see how racial ideas relate to class, gender, and even the arts. These issues will be covered through lectures, discussions, videos, and primary/secondary readings. | ||
| HISTORY (F21) | 166D REVOLUTION:LAT AMER | DUNCAN, R. |
| Over the last century, Latin Americans have frequently mobilized and armed themselves to obtain fundamental political, economic, and social reform. Major revolutionary upheavals shook Mexico, Cuba, Bolivia, and Nicaragua while many more outbreaks have erupted albeit unsuccessfully. Non-violent attempts at social change have also occurred most notably in places like Guatemala and Chile. This course will take a comparative approach to the causes, development, and consequences of selected social revolutionary movements. Along the way, we will explore such topics as social justice, state formation, nationalism, leadership, gender, ethnicity, and the role of international affairs. The course will examine these case studies through lectures, discussions, videos, and primary / secondary source readings. | ||
| HISTORY (F21) | 148B CHICANA/O HIST FILM | ROSAS, A. |
| 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 Chicanx experience and how these film productions enrich our historical understanding of the diversity and history comprising the Chicanx experience. | ||
| HISTORY (F21) | 135G LANGUAGE ORIGINS | SCHWEGLER, A. |
| Language is a universal attribute of humankind. There are between 5,000 to 8,000 languages across the globe. How do these languages compare, and how are they historically connected? Was there a single “original” language from which our modern tongues all evolved? This course first explores today’s language families across the world, and the methods by which linguists attempt to make valid comparisons and reconstructions of ancient tongues. It then addresses a set of major questions: is our language faculty inborn (i.e., genetically encoded) or acquired? Where and how did human language originate? How did it spread around the globe? Did speech evolve and “progress” over time, so that only the fittest languages managed to survive (cp. Darwinism)? And why are there so many languages in the world? Linguists have been able to formulate plausible but so far unproven answers to these questions. Recently, however, advances in research on (1) population genetics (DNA) and (2) brain imaging have given great stimulus to re-examining them. This course pre-sents new and old evidence, and weighs up the prospects for success in unlocking one of the great mysteries of human evolution. | ||
| HISTORY (F21) | 132H ISAREL&PALESTINE | LE VINE, M. |
| No detailed description available. | ||
| HISTORY (F21) | 132E ARMENIANS MODERN | BERBERIAN, H. |
| This course covers the most important themes in the history of Armenians and Armenia in the nineteenth, twentieth, and twenty-first centuries and does so within a regional (i.e., Middle East and Caucasus) and global context. 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 Velvet Revolution, and most recently the war over Artsakh/Karabakh. As we explore this history, we will focus on Armenians as imperial and national subjects in ancestral lands as well as transimperial and transnational subjects in a diaspora that has had a complex relationship with the idea and reality of homeland. | ||
| HISTORY (F21) | 131C MEDIEVAL PERSIA | REZAKHANI, K. |
| 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 (F21) | 126B WORLD WAR II ERA | FARMER, S. |
| This class addresses the history of the Second World War within the context of its origins in Europe. The course will discuss some of the many wars that made up this global conflict, such as the civil wars between collaborators and resistance movements in Nazi-occupied Europe, the Allied bombing war that targeted civilians, the Nazi war against the European Jews. The course will highlight the moral dimensions of World War II that appeared in the daunting choices faced by both individuals and groups. We will examine the attempts, at the war's end, to administer justice and address questions of memory and of loss. | ||
| HISTORY (F21) | 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 (F21) | 102B ENVRNMENT IN ANTQTY | GIANNOPOULOU, Z. |
| This course aims to raise questions about the prospects and challenges involved in bringing ancient Greek and Roman culture into dialogue with ecocritical approaches and perspectives. Although there is a risk of anachronism in ascribing environmental consciousness to the Greeks and Romans, ancient accounts of the relations between humans and the environment resonate with prominent ecocritical themes, such as challenges to the anthropocentric thinking about distinctions between human and more/other-than-human agency and the relative ease with which ancient literature tends to combine local and global perspectives. | ||
| HISTORY (F21) | 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 Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F21) | 100W GALILEO ON TRIAL | RAPHAEL, R. |
| In 1633, Galileo was brought before the Inquisition in Rome. He was forced to recant, his most recent publication was put on the Index of Forbidden Books, and he spent the rest of his life under house arrest. Why was Galileo condemned? We will answer this question by exploring the events leading up to and following Galileo's condemnation, as well as historians'' assessments of Galileo's encounters with the Inquisition. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F21) | 100W HIST NARRATIVES | WASSERSTROM, J. |
| How is the past narrated in different genres, ranging from newspaper articles, diaries, and letters written just after something has occurred, to instant histories of events completed a bit later, to memoirs and studies penned much later? This class will explore these issues and have students experiment with writing about the same events in different ways. It will do this by reading and discussing texts from two dramatic years that were marked by global crises of different sorts: 1900 and 2020. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (F21) | 70F FIRST ENCOUNTERS | SEED, P. |
| Arriving in the New World for the first time, Europeans encountered scores of different people and cultures that they had never imagined even existed. The course traces the history of first contacts from 1492 through present-day rendezvous with inhabitants of remote areas including Brazil and Papua New Guinea. (GE: IV, VIII) | ||
| HISTORY (F21) | 70D LAT AM:COL&NATION | BORUCKI, 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 have been 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 arch between the rise and fall of the largest and most populated European colonial empire of the early modern era –the Spanish monarchy– and 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 freedom and equality. (GE: IV, VIII) | ||
| HISTORY (F21) | 70C US LABOR HISTORY | GRIFFEY, T. |
| This course will provide students with a history of work in 20th and 21st century United States, with particular attention to the role of race, gender, and citizenship status in structuring one's position within the working class. The course will focus on three separate but interrelated topics: the rise and decline of labor unions in the United States, social movement challenges to the segmentation of the working class by race and gender, and the growing role of undocumented workers in the U.S. economy since the 1960s. (GE: IV) | ||
| HISTORY (F21) | 70A GENDER MODERN JAPAN | GHANBARPOUR, C. |
| This class focuses on the changing definitions of femininity and masculinity in Japan from 1600 to the present. We will examine how women’s and men’s roles were traditionally defined, how and why they began to change, and the ways in which contemporary men and women define, redefine and challenge gender roles today. Among the questions we will discuss are: how have Japanese people defined gender in relation to biological sex? How have men’s and women’s social roles changed over time? Lastly, how do men and women both accept and contest the boundaries of what was/is considered “normal” for their respective sexes in different time periods and social contexts? (GE: IV, VIII) | ||
| HISTORY (F21) | 40C MOD AM CLTR&POWER | MILLER, R. |
| 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 (F21) | 40C MOD AM CLTR&POWER | MILLER, R. |
| 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 (F21) | 37A EARLY ROME | SNYDER, R. |
| A survey of the development of Roman civilization from its eighth century BCE beginnings to the civil wars of the first century BCE. Examines political and social history, as well as literature, art, architecture, and religion. (GE: IV) | ||
| HISTORY (F21) | 21A WORLD:INNOVATIONS | MITCHELL, L. |
| Treats major themes of world historical development through the mid-seventeenth century, focusing on the Eurasian world, but with secondary emphasis on Africa and the Americas. (GE: IV, VIII) | ||
| HISTORY (F21) | 16A WORLD RELIGIONS I | MCKENNA, J. |
| Lecture three times a week with a required discussion section once a week. Survey of Judaism, Christianity, Islam—three weeks on each: key historical events, major figures, basic ideas, essential practices, significant texts, and important trends in scholarship. No prerequisites. One textbook. Weekly short essays to facilitate discussion sections. Three in-class essay tests. One take-home test on the textbook at the end of the term. Fulfills requirements for majors and minors in History and Religious Studies and satisfies General Ed IV and VIII. The approach is academic, not devotional. (GE: IV and VIII ) | ||
| HISTORY (F21) | 15D HISTORY SEX IN US | BLOCK, S. |
| History 15D traces the history of sexuality in the United States from c.1600-1860s. We will look at how Americans understood sex in different time periods and how their beliefs reflected race and gender ideiologies. Readings include original historical documents and essays written by historians. Grading will allow for student choices in areas such as class participation, online discussions, creative written assignments (most 1- 2 pages) completed throughout the term. There will be a final project and no in-class exams or quizzes. Note: Students should be prepared to talk, read, and hear about sexual beliefs, sexual practices, sexual violence, LGBTQ+ history, childbirth, abortion, sex and gender identities, as well as other sex-related topics. (GE: IV, VII) | ||
| HISTORY (F21) | 12 TERRORISM | MORRISSEY, S. |
| This course surveys the history of terrorism during the modern era, from its emergence as a distinctive tactic of violence in the nineteenth century through to present-day currents, including white nationalism, fundamentalist Islamism, and state-led “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 explore the various roles of the state in the history of terrorism; and to give students the ability to assess from a critical perspective the highly politicized usages of “terrorism discourse” in the world today. This is a history course geared towards making the present comprehensible. (GE: IV) | ||
| HISTORY (F21) | 10 THE HOLOCAUST | LEHMANN, M. |
| The Holocaust, the Nazi state’s attempt to murder all European Jews, is a defining moment in modern history. How do we comprehend the incomprehensible? Can we make sense of such a horrifying event? Does it defy explanation? Is it unique or can we compare it with other forms of genocide? In this course, we will explore these questions by learning about the nature of Jewish communities in Germany before the Holocaust; considering other forms of genocide that preceded the Holocaust; and analyzing the Nazi rise to power and the Nazi state’s move toward the “final solution. Readings will consist primarily of historical primary sources. (GE: IV, VIII) | ||