Fall Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (F19) | 16B WORLD RELIGIONS II | TINSLEY, E. |
| No detailed description available. | ||
| HISTORY (F19) | 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. | ||
| HISTORY (F19) | 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. | ||
| HISTORY (F19) | 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 (F19) | 70C BORDERLANDS:US&MX | ROSAS, A. |
| History 70C: Histories of Violence across the US-Mexico Borderlands introduces students to the diversity of historical actors and moments that have informed the violence framing US border enforcement measures across the US-Mexico Borderlands. Students will investigate and closely read a series of primary sources and learn from interdisciplinary investigative approaches to this history to expand their understanding of the expansiveness of US and Mexican border enforcement priorities in the United States and Mexico. | ||
| HISTORY (F19) | 21A WORLD:INNOVATIONS | RAPHAEL, R. |
| 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. | ||
| HISTORY (F19) | 172F POSTWAR JAPAN | RAGSDALE, K. |
| The full course title is “Postwar and Millennial Japan,” as we will examine events from 1945 to the present. Substantively, we will focus on social issues and popular culture within the larger context of economic change. Methodologically, we will consider how to assess and utilize a wide variety of sources, including academic articles, Japanese films and personal accounts of life in Japan. | ||
| HISTORY (F19) | 170A ANCIENT INDIA | PATEL, A. |
| No detailed description available. | ||
| HISTORY (F19) | 174G SOUTH ASIAN PHOTOGR | PATEL, A. |
| No detailed description available. | ||
| HISTORY (F19) | 150 BLK WOMXN VIOLENCE | MILLWARD, J. |
| HISTORY 150. Topics in African American History. 4 Units. Studies in selected areas of African American history. Topics addressed vary each quarter. Repeatability: Unlimited as topics vary. Same as AFAM 138.HISTORY 150. Topics in African American History. 4 Units. | ||
| HISTORY (F19) | 70B EUROPEAN QUEENS | MCLOUGHLIN, N. |
| European Queens served as models of piety for their people. They also often drew the criticism of religious leaders. Some saved dynasties through their shrewd regencies and some were blamed for leading their countries into destructive civil wars. Sent as vulnerable young girls to be peacemakers in foreign lands, they worked as cultural ambassadors between their birth families and their royal husbands. For many, however, their foreign manners and family connections remained suspect. Only by great fortune and with great care could they ever rule independently and in their own name. As exceptional women, they had access to more power than was available to most of their male contemporaries. At the same time they were forced to work tirelessly to protect their own reputations and to build networks of support and loyalty. By studying several queens, including famous queens (like Elizabeth I of England) and infamous queens (like Catherine de Medici), this class will explore what it meant to occupy such a politically charged and exceptional social position and what the realities of queenship tell us how families, royal institutions, religious ideals, and gender worked together to shape European politics from the early Middle Ages through the early modern period. | ||
| HISTORY (F19) | 147 EDUC & AMERCN DREAM | MALCZEWSKI, J. |
| 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. | ||
| HISTORY (F19) | 100W PROGRESSIVISM | MALCZEWSKI, J. |
| 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. | ||
| HISTORY (F19) | 132B MODERN MIDDLE EAST | LE VINE, M. |
| This course offers a survey of the history of the Middle East and North Africa (MENA) from the nineteenth century till the 1967 war. It starts with a historical and geographic background of the region and proceeds chronologically focusing on the history of the MENA, from Morocco in the West through to Iran in the East, and including the Arab world, Israel, and Turkey along the way. Throughout the semester we will concentrate on some major themes that will tie together the different areas under study, e.g. colonialism and anti-colonial struggle, the rise and consolidation of state power, changing gender relations, and the rise of new socio-economic groups with the attendant rise of new forms of acquiring and accumulating wealth, and new ways of expressing group identity (e.g. local patriotism, Arab nationalism, Islamism, globalization). As important, we will examine how developments in Islamic social and political thought impacted and were influenced by the larger history we examine. Throughout the course, the stress will be on how to put these developments in their respective historical contexts and also to view them using the analytical themes mentioned above. | ||
| HISTORY (F19) | 130F JEWS AND POWER | KOPSTEIN, J. |
| No detailed description available. | ||
| HISTORY (F19) | 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 (F19) | 164A CARIB HISTORY I | JAMES, W. |
| Exploration of the history of the archipelago from pre-Columbian times to the end of slavery; examining the impact of European colonization, decimation of the indigenous populations, African slavery, resistance and emancipation; the unity and diversity of experience in region. | ||
| HISTORY (F19) | 40A COL AM:NEW WORLDS | IGLER, D. |
| 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. | ||
| HISTORY (F19) | 154 AMER URBAN HIST | HIGHSMITH, A. |
| This class explores the history of urban and metropolitan development in the United States, particularly during the twentieth century. The course focuses carefully (though not exclusively) on the ways in which public policies have reshaped the built and lived landscapes of metropolitan America while probing the complex, often hostile relationships among residents of cities, suburbs, and rural areas. Over the past three-quarters of a century, the United States has experienced a major shift from cities and the countryside to suburbs—a mass migration of government resources, jobs, capital, housing, people, and political power as significant as any other in American history. Together, these shifts have transformed the United States into a predominantly suburban nation. Our primary task in this course is to understand the causes and consequences of these developments. Because the fates of cities and suburbs are deeply intertwined, this course addresses urban history, policies, and politics from a metropolitan spatial perspective. Moreover, it seeks to explain and contextualize the impact of suburbanization on both central cities and rural hinterlands. How have public policies at the federal, state, and local levels contributed to suburban migrations and the deindustrialization of central cities? How have race, gender, ethnicity, and sexuality evolved within and shaped the development of metropolitan regions? Given the growing diversity of American suburbs, is it useful to think of cities and suburbs as fundamentally different? How can ordinary people and policy makers create better tools to ameliorate sprawl, racial and class segregation, and the so-called urban crisis? These are only a few of the central questions that this course addresses | ||
| HISTORY (F19) | 190 US HLTH INEQUALITY | HIGHSMITH, A. |
| This course explores the history of public health inequities in the United States with a special emphasis on the twentieth century. Employing insights, theories, and methodological tools from a variety of different academic disciplines, the class traces the complex and constantly evolving historical relationships among disease, health, and social inequality. Lectures, readings, and other course materials will focus carefully on the ways in which societal inequities relative to race, ethnicity, class, gender, and sexual orientation have led to persistent public health disparities. What are the human costs of social inequality, and how have those costs changed over time and across space? To what extent did public policies and programs designed to improve living standards and increase human longevity ultimately undermine Americans’ health? How did the growth of consumer capitalism and the spatial reorganization of metropolitan areas transform the politics of health and wellness? In what ways does an emphasis on the body as a site of historical inquiry change the narrative of modern American history? These are the central questions driving this class. | ||
| HISTORY (F19) | 130C HEBREW BIBLE | GROSS, S. |
| This course has been cancelled for Fall 2019. | ||
| HISTORY (F19) | 15C ASAM HISTORIES | FUJITA-RONY, D. |
| No detailed description available. | ||
| HISTORY (F19) | 169 LATIN AMER RELIGION | DUNCAN, R. |
| No detailed description available. | ||
| HISTORY (F19) | 169 LATIN AMERICA&CARIB | DUNCAN, R. |
| No detailed description available. | ||
| HISTORY (F19) | 100W EUROPE & ISLAM | COLLER, I. |
| No detailed description available. | ||
| HISTORY (F19) | 11 GENOCIDE SINCE WWII | COLLER, I. |
| 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. | ||
| HISTORY (F19) | 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 profound social, political, and moral implications and consequences. In the United States, the question “what to eat” has been shaped by continuous waves of immigration. This course discusses shifting patterns of immigration and major US immigration policies. And it explores the relationship between immigration and changing American foodways. We will focus on the impact of Asians, Mexicans, Italians, Irish, and Jews, among others, on America’s gastronomical and socioeconomic landscape. The class will also help students better understand local ethnic communities in California. Midterm and final exam. | ||
| HISTORY (F19) | 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 for elective credit only and does not satisfy a major requirement. Apply at bit.ly/historyintern by Sunday, May 5th | ||
| HISTORY (F19) | 132D ARMENIANS ANC/EARLY | BERBERIAN, H. |
| 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. | ||
| HISTORY (F19) | 100W REVOLUTIONS | BERBERIAN, H. |
| No detailed description available. | ||