Spring Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (S22) | 100W US FOOD & FOODWAYS | WANKIER, A. |
| This section of 100W will explore the ways Americans have produced, consumed, and marketed food products, and the ways in which food furthered their visionary ideals and identities, beginning in the colonial period and continuing until modern times. Like language, foodways are all around us. And while we may recognize the biological importance of food, and generally enjoy eating it, we seldom recognize the ways in which food was imbued with meaning. Like language, food’s social importance is often obscured by its very ubiquity. In this class we will examine how food – the ways it was used, thought about, and written about – was often a means to express values and beliefs. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (S22) | 169 CENTRAL AM REVOLTNS | TUN TUN, H. |
| Throughout the 1970s and 1980s, civil war and political violence swept the Central American isthmus. In an attempt to understand both the domestic and international factors that contributed to this upheaval, this course will examine the social, political, and economic issues that have shaped Central American history for nearly two centuries. The course emphasizes the interconnectedness of Central America to global and regional histories of economic and political development. A major theme of the course studies the history of United States intervention in Central American nations, including filibusters in the nineteenth century, Teddy Roosevelt and the Panama Canal, the long history of military occupation in Nicaragua, the CIA-backed coup in Guatemala in 1954, the series of violent civil wars in the 1980s, and finally more current issues around the Central American Free Trade Agreement, the global war on drugs, and migration to the United States. In addition, the course emphasizes regional differences and similarities in the area of economic, social, and political history. We examine the distinct history of coffee, race relations, human rights, and political institutions across the region. | ||
| HISTORY (S22) | 182 LATIN AM FILM/TEXT | TUN TUN, H. |
| Through the analysis of film and text, this course explores four contemporary topics in Modern Latin America History: race and gender, Indigenismo, human rights/memory, and globalization. These topics can be explored from many points of view but this course will focus on a Latin American perspective by exposing students to films produced by underrepresented voices in Latin America such as Indigenous communities and Afrodecendants. Students will learn the ways in which films explain, interpret, and define notions of modernity within a historical framework. This is not a course in film theory, and while discussions will normally deal with the representation and meaning of films, we will not focus on theoretical issues related to the semiotics of film. The class will focus on how the films are representations of historical issues of the region. | ||
| HISTORY (S22) | 15A NATIVE AMERICAN HIS | STAFF |
| This course will present a survey of Native American history from pre-contact to the present, examining the consequences of Indigenous interactions with Euro-Americans and Native efforts to adapt to rapidly changing circumstances. The dynamics of contact, conquest, accommodation, assimilation, and resistance is ongoing, and will be examined from both Indian and non-Indian perspectives. The means by which Native Americans have preserved their identities and cultures is the key to the course, rather than emphasizing the many tragic aspects of their histories. Students will also explore methodological and ethical issues pertaining to the research and writing about Native American history. (GE: IV, VII) | ||
| HISTORY (S22) | 149 VETS IN HIST & SOC | STAFF |
| Explores key concepts, issues, and trends in the interdisciplinary field of veterans studies. Students gain a deep understanding of the ways that social scientists and historians have analyzed the identities, experiences, and worldviews of U.S. military veterans. Same as SOC SCI 132. (GE: VII) | ||
| HISTORY (S22) | 100W MAPS AND CULTURE | SEED, P. |
| In this course, students will attain basic writing skills and learn digital tools for editing and writing through an introduction to the history of cartography. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (S22) | 21C WORLD: WAR & NATION | SCHIELDS, C. |
| 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 (S22) | 60 MAKING MDRN SCIENCE | RUSHING, B. |
| 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 GE IV ) | ||
| HISTORY (S22) | 151D LATIN POP CULTURE | ROSAS, A. |
| This course examines the twentieth-century experience and creative expression of Latina/o/e/x people across a diversity of popular culture contexts and fields of inquiry. Using a robust slate of interdisciplinary scholarship, this course will make it accessible for students to identify, consider, and discuss the activism, enterprise, concerns, creativity, representations, and priorities of Latina/o/e/x people invested in thriving as integral and impactful members of U.S. society. | ||
| HISTORY (S22) | 114 20C EASTERN EUROPE | ROBERTSON, J. |
| This course introduces students to the history of Eastern Europe in the twentieth century, from the collapse of multinational empires and creation of nation states after WWI, through the rise and fall of communist systems and up to the eastward expansion of the European Union. The course will consider the overarching problem of Eastern Europe’s experience of global modernity, within which we will reflect on several key themes: the problem of nation-building among ethnically, linguistically and religiously diverse populations; the transition from agricultural to industrial economies and their integration into world markets; how the region’s place at the crossroads of empires left its peoples vulnerable to the violence of war, occupation and genocide. These themes will be explored through readings that bring the political and economic history of Eastern Europeinto dialogue with its literary, artistic and cinematic cultures. | ||
| HISTORY (S22) | 12 HISTORY OF HORROR | ROBERTSON, J. |
| From the spectacles of violent death in the amphitheaters of Ancient Rome to the modern day zombie film, horror continues to exude an intense power to attract and repel. But horror is much more than a genre of entertainment. Throughout history horror has been central for creating ideals of the beautiful; through spectacles of violence it has served to challenge or maintain political regimes; by evoking the figure of the monster it has helped regulate our understandings of normal and abnormal, healthy and pathological, good and evil. Horror, and its uses and abuses, offers us a unique insight into the aesthetics of power. This course will introduce students to a conceptual history of horror in the West. It will focus on the ways in which the aesthetics of horror – and its adjacent categories: the tragic, grotesque, sublime and gothic – have overlapped with and shaped the politics, culture and philosophy of Europe and the United States. Why do we create horror? What functions does it serve? How have its expressions and meanings changed over different historical periods and across cultures? And how can we study it as an object of historical concern? Note: The course will require students to view horror films that by their nature contain scenes or themes of violence, gore, sexuality, the occult, etc. that may be discomforting for some viewers. If you are concerned about this, please contact the instructor in advance to see whether this course would be appropriate for you. (GE: IV) | ||
| HISTORY (S22) | 134C AFRCN ENVRMTL HSTRY | MITCHELL, L. |
| Whose environment? Whose history? This course examines the diverse relationships human communities have formed with the natural world in Africa since 1600. The course aims to put ideas about conservation into conversation with issues of human use, cultural norms, resource extraction, and sustainability. Course material will include film, web-based resources, academic articles, recent journalism, and diverse primary sources. We will engage with eighteenth and nineteenth-century hunting records, African and European descriptions of African resource use, oral histories, and memoirs. All required course materials will be available from the course Canvas site, either as downloadable files or links to stable websites. The course will meet in person. Homework will have an online component via Canvas. There will be an optional field research opportunity in San Diego near the end of the quarter. Find out more about the class here. | ||
| HISTORY (S22) | 190 SLAVE REVOLT S. AFR | MITCHELL, L. |
| What’s new about a slave rebellion that happened almost 200 years ago? You tell me! This seminar is built around an armed uprising that took place on a remote frontier farm in 1825. Thirteen of the insurgents stood trial—a process that produced a detail-rich body of evidence. The admittedly exclusionary colonial legal system preserved, however imperfectly, the voices of African, Asian, European, and mixed-raced laborers, both enslaved and bonded. This class provides students with a structured and supported research experience and the chance to create a project based on solid academic skill building. Professor Mitchell is developing a graphic history from this material. You can write an academic research paper (a useful writing sample if you’re thinking about graduate school) or flex your creativity: audio, video, multimedia, web-based, performance, individual, and collaborative projects are welcome. Students with an interest in alternative forms of storytelling are especially encouraged. This inquiry-driven seminar is a platform for your curiosity, creativity, and academic skills development. I bring the foundational materials and basic background knowledge. You bring an open-mind, inquisitive spirit, an interest in what other people have to say, attention to social justice, and a willingness to sit for a while with uncertainty. Find out more about the class here. | ||
| HISTORY (S22) | 150 SLAVE REBELLIONS | MILLWARD, J. |
| This course investigates slave resistance, agency, and revolution during key “slave rebellions” in the Atlantic World. The main course objective is to provide students with an overview of classic and more recent scholarship on topics presented in the course. Of particular importance is the relationship between individuals vs. community resistance, and forms of resistance available to slaves based upon their locale, gender, and status in the enslaved community. Students will work to isolate criteria as to what makes a “successful” slave rebellion. We will approach slave resistance and rebellion from a Diasporic perspective. Students will develop critical and analytical skills by doing oral and written assignments, some of which will be comparative in nature. The reading assignments promise to provide students with a theoretical overview of classic debates in African American history/studies such as class conflict, gendered experiences, and collective action. This class is designed for students who have taken other African American Studies or History courses as well as those who have a general interest in the course material. | ||
| HISTORY (S22) | 16C RELIGIOUS DIALOGUE | MCKENNA, J. |
| Lectures once a week on Tuesdays and then small group discussions on Wednesdays and then full-class discussions on Thursdays. We’ll talk about provocative topics in religion: religious diversity; relativism vs. moral absolutes; religious violence; the afterlife; science and religion; sexism and religion; religious truth; sexual morality; 20 options on God; the American Constitution and religion; atheism vs. theism; the future of religion; inter-religious marriage. Readings are via links to the Stanford Encyclopedia of Philosophy (no textbooks to buy). Weekly typed short essays. Weekly typed summaries of the readings. No tests. Attendance is necessary and any absence injures grades. Same as REL STD 5C. (GE: IV, VIII) | ||
| HISTORY (S22) | 130C JEWS OF SPAIN | LEHMANN, M. |
| Spain was once home to the largest Jewish community in Europe. Throughout the Middle Ages, the Iberian Peninsula was a place of coexistence and conflict between Christians, Muslims, and Jews. Then, in 1492, as Spain was emerging as a unified state, defeated the last remaining Muslim kingdom on Iberian soil, and began to build its Atlantic empire, the Jews were expelled. Those Spanish Jews and their descendants, known as Sephardim, found new homes around the Mediterranean and along the Atlantic seaboard. They formed a diaspora within a diaspora – a unique Hispano-Jewish culture within the larger Jewish world – and formed a closely interconnected network, from Italy to North Africa, and from the Ottoman Empire to the Caribbean. This course will explore the history of the Sephardic Jews, from the beginnings in medieval Spain, the Inquisition, and the expulsion of 1492, to the emergence of a global diaspora in the early modern period, all the way to the disruptions and displacements of the age of colonialism, nationalism, and genocide in the twentieth century. | ||
| HISTORY (S22) | 40A COL AM:NEW WORLDS | IGLER, D. |
| 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) *Due to demand for this course, we may not be able to accommodate all enrollment requests. It is recommended that you enroll as soon as your enrollment window opens and, if the course is full, check the schedule regularly for openings on the waitlists. Please contact the academic advising office at your school if you have any questions regarding the university requirements. See FAQs at: https://www.humanities.uci.edu/history/undergrad/faq.php. | ||
| HISTORY (S22) | 40A COL AM:NEW WORLDS | IGLER, D. |
| 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) *Due to demand for this course, we may not be able to accommodate all enrollment requests. It is recommended that you enroll as soon as your enrollment window opens and, if the course is full, check the schedule regularly for openings on the waitlists. Please contact the academic advising office at your school if you have any questions regarding the university requirements. See FAQs at: https://www.humanities.uci.edu/history/undergrad/faq.php. | ||
| HISTORY (S22) | 194 ADV RESEARCH SEM II | HIGHSMITH, A. |
| Second course in a two-quarter advanced research sequence. Allows upper division history majors to undertake significant research and writing under close faculty supervision | ||
| HISTORY (S22) | 15G RACIAL SEG MDRN US | HIGHSMITH, A. |
| In The Souls of Black Folk, a landmark 1903 treatise on the African-American experience in the United States, black intellectual and activist W. E. B. Du Bois offered the following prediction: “The problem of the twentieth century is the problem of the color-line,—the relation of the darker to the lighter races of men in Asia and Africa, in America and the islands of the sea." Writing at a time when white supremacists dominated much of the American social, economic, and political landscape—and in a period in which state and local governments throughout the nation were enacting a raft of laws and policies enforcing rigid racial separation—Du Bois, like many of his peers, looked to the future with a sense of trepidation. His prediction proved to be prophetic, however. In the over one hundred years since Du Bois wrote those famous words, racial segregation—the separation of humans along racial lines—has been a foundational component of American society as well as a central element in the maintenance of social inequality. History 15G sheds light on Du Bois’s forecast by exploring the history of racial segregation in the United States, with a particular emphasis on the period stretching from the late nineteenth century to the present. Because racial segregation affected numerous communities of color throughout the United States during this period, this class addresses the history of the color line from a multiracial perspective. Lectures, films, readings, and other course materials thus focus on the experiences of African Americans, European immigrants, Asian Americans and Pacific Islanders, Native Americans, members of the Latinx community, and others as they navigated the nation’s segregated landscapes. Beginning with the global origins of the color line and the separatist fervor that predominated among whites in the late nineteenth and early twentieth centuries, this class proceeds to explore key themes and topics in the history of American segregation including the legal and policy foundations of the nation’s color lines, nativism and anti-immigration movements, the sanitarian ethos of segregationist thought, white violence, the gendered politics of white supremacy, racial zoning, racially restrictive housing covenants, mortgage redlining, segregated suburbanization, school segregation, environmental racism, public housing policies, desegregation struggles, police brutality and the Black and Brown Lives Matter movements, mass incarceration, and the racial/spatial inequities related to the COVID-19 pandemic. (GE: VII) | ||
| HISTORY (S22) | 36B CLASSICAL GREECE | HERNANDEZ, A. |
| 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. (GE: IV) | ||
| HISTORY (S22) | 70A CHINA:REVLTN &REFRM | GUO, Q. |
| What will happen to China? Will China continue to enjoy its rapid economic growth in the future or will its economic slowdown pose a legitimacy crisis for the Chinese Communist Party; a political group that has already been troubled by corruption and sex scandals in recent years? This course will try to address this question from a historical perspective, covering China's political, social, and cultural history over the past 200 plus years. Our main focus will be a new historical and cyclical pattern of reform and revolution that has rocked China through this period. We will review this issue through three lenses; traditional social and political patterns before the coming of the West, the series of crises, partially brought about by foreign incursion, which resulted in various versions of reform and revolutions, and the role of Mao's revolution, its ultimate failure, and the Deng Xiaoping reforms. (GE: IV, VIII) | ||
| HISTORY (S22) | 190 RLG/INTELLECT CHINA | GUO, Q. |
| This course examines Chinese religious and intellectual history from circa 1000 to 1900 through reading secondary literature. It covers Confucianism, Buddhism, Daoism, and popular religion, and highlights how these religious traditions interacted with each other. We will discuss the gendered expression of Chinese worship and how the history transformed the symbolic order of the religious world and how history was symbolically ordered and reordered in the process. This is a reading-intensive discussion seminar. Two papers will be assigned. | ||
| HISTORY (S22) | 152 ASNAM, U.S. & WAR | FUJITA-RONY, D. |
| No detailed description available. | ||
| HISTORY (S22) | 102B DISASTERS IN E ASIA | FEDMAN, D. |
| East Asia is no stranger to disaster. Earthquakes (and the fires that often accompany them) have leveled Japanese cities from antiquity to the present. Floods have threatened the livelihood of communities along the Yangtze and Yellow Rivers across generations. The COVID-19 pandemic radically upended life in the region, all while rising seas threaten major coastal cities across the globe. Taking interdisciplinary perspectives related to the emerging field of “critical disaster studies,” this course examines key episodes of catastrophe in East Asia from the nineteenth century to the present. Along the way, we will probe the very meaning of disaster—the scales of destruction they exact, the trauma they leave behind, and the risks they create. Related themes will touch on issues of race and gender, power and inequality, community and trauma, nature and society, and the limits of neoliberal governance in preventing and responding to catastrophes. | ||
| HISTORY (S22) | 166C CUBAN SOC & REVOLUT | DUNCAN, R. |
| Explores the causes, development, and legacy of the 1959 Revolution. Themes include economic dependency, democracy, race, gender, culture, and the always volatile relations between Cuba and the United States. | ||
| HISTORY (S22) | 166 US INTRVNTN:LAT AM | DUNCAN, R. |
| 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. Same as POL SCI 142J, INTL ST 177D, CHC/LAT 150. | ||
| HISTORY (S22) | 70D AFRO-MEXICO 19C-NOW | DELGADILLO, J. |
| How did Africans who had their own forms of identification begin to identify themselves as blacks in Mexico and the Americas? How did people who bore social labels like negro, mulato, or morisco for centuries stop using these in official records? And what was the relationship between this process and the elision of Afro-Mexicans from the historical imaginary of the nation over time? This course is an exploration of these and other pressing questions regarding Afro-Mexicans’ relentless struggle for equality, about the social invisibility they have been subjected to, about their recent attempts to be recognized as a group, and of scholars’ efforts to recover their historical contributions to Mexican society and culture. We will begin the class with a few lectures about the historical antecedents of Afro-descendants in Mexico. Then, we will read an array of works answering these questions coming from a variety of disciplines and points of view. (GE: IV, VIII) | ||
| HISTORY (S22) | 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) | ||
| HISTORY (S22) | 70E MODERN IRANIAN HIST | DARYAEE, T. |
| (GE: IV, VIII) | ||
| HISTORY (S22) | 100W ENLIGHTENMENT&ISLAM | COLLER, I. |
| The long eighteenth century is crucial for understanding modern relations between “Islam” and the “West”. In 1683, the armies of the Ottoman Empire besieged the Austrian capital of Vienna, and seemed poised to extend Islamic empire across central Europe. This moment coincided with the end of the religious wars in Europe and the beginning of what some scholars have called the “Crisis of the European Mind”. European travel and trade was spreading across the world, bringing new knowledge of other human systems into societies transformed by capitalism and social mobility. The new scientific, social and religious ideas that have come to be known as the “European Enlightenment” sat alongside brutal systems of slavery and colonization. The failure of the 1683 siege ended Ottoman expansion in Europe and created a new set of conditions in which Muslims and Europeans entered a globalizing world system. How did European men and women come to understand Islam differently in this moment, and how did Muslims respond to the changes taking place in Europe and beyond? Was their relationship primarily cooperative, neutral or conflictual? Was the Enlightenment a purely European phenomenon? Did Muslims have their own “Enlightenment”? How did this moment of possibility come to an end? In this class students will build historical reasoning skills around the analysis of primary and secondary sources, and work collectively on developing advanced writing techniques. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (S22) | 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 reflected 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. (GE: (III or IV) and VII ) | ||
| HISTORY (S22) | 132H SOC MOBILZTN ISRAEL | BURSTEIN, A. |
| This course applies the scholarship on collective action and social movements to the case of Israel, providing students with a comprehensive understanding of the social, religious, and ethnic conflicts that have shaped Israeli society and politics through a focus on the diverse movements that drove them. The course is divided into three parts: part one, Introduction to Social Movements and Contentious Politics, provides an overview of the theoretical foundations of social movement theory; part two, Israel: A Movement Society, explores the development of a range of movements which have shaped Israeli society since the pre-state era; and part three, Between War and Peace, involves an examination of the different types of mobilization that have developed around the Israeli-Palestinian conflict. Throughout the course students will be challenged to consider the shared patterns of mobilization reflected across cases, the connections between the development of Israeli social movements past and present, and the cumulative impact of the emergence of these movements on the shape of Israeli political institutions, governance and society. This course has no prerequisites, however students are expected to come to class having done the readings and prepared to actively engage in discussion. | ||
| HISTORY (S22) | 114 FAKENEWS FRENCH REV | BHATTACHARYA, M. |
| ​​In recent years, Internet giants Google, Twitter, and Facebook have faced enormous criticism for their failure to halt the spread of fake news and misinformation on their services. Many scholars argue that the supposedly neutral platforms help usher in a “post-truth” world, where people base their opinion on passion and prejudice. This fake-news problem also existed in eighteenth-century France. For example, the last Queen of France, Marie Antoinette never said "Let Them Eat Cake" when she heard that there was a widespread bread shortage. A version of this quote originally came from the autobiography of Jean-Jacques Rousseau, who mentioned that a princess had said it. The famous phrase was later attributed to Antoinette. But at the time Rousseau recalled hearing it, Antoinette would have been just 14 years old and living in Austria, making it highly unlikely she would be the princess to whom he referred. This quarter we will study the notion of fake news in 18th century France, and the way that media regimes have represented, transmitted, and preserved the early modern, through a close engagement with pamphlets, one of the most spectacular information projects in European history. We will inquire into the ways digital and other media have made the revolution of 1789 endure, and the relationship between the site, media, and national identity. By connecting texts to their context we will also establish an appreciation for how "literary" and "non-literary" writing are related as rhetorical forms. We will study works by Marc Bloch, Georges Lefebvre, Andrew D. M. Pettegree, Jeffery A. Smith, and Robert Darnton, historians of Revolutionary France. | ||
| HISTORY (S22) | 142B AMER RELIGIOUS HIST | BAILEY, J. |
| This course is a survey of religion in America from the pre-colonial era to the present. We will explore particular moments and important themes in American religious history that have shaped the development of the nation. The course moves chronologically, examining traditions such as Native American and African American religions, the Puritans, new religious movements like the Jehovah’s Witnesses and the Mormons, and analyzing contemporary and enduring concerns in American society such as church/state issues and religious “cults. | ||