Winter Quarter
| Dept | Course No and Title | Instructor |
|---|---|---|
| HISTORY (W22) | 37B ROMAN EMPIRE | ZISSOS, P. |
| A survey of Roman civilization from Augustus’s consolidation of power following the civil wars of the first century BCE to the crisis of the third century CE. Includes social history, literature, art, architecture, and religion. (IV) | ||
| HISTORY (W22) | 18A JEWISH TEXTS | WILLIAMS, M. |
| Taking a broad definition of texts, this course tours more than two thousand years of history in ten episodes. Each week, through the thorough examination of a key primary text, the course will explore an element of Judaism and Jewish history. Throughout the entire course, attention will be paid closely to both the substance of the course – they key texts and their contexts – as well as to the historical thinking and interpretation skills the class seeks to cultivate. Finally, many classes will have a guest lecturer who is an expert on that particular text or period of exploration. Each class will be divided into a short lecture, an interpretive workshop, a discussion (which, ideally, will be an extension of the one begun on the online forum), and a guest lecture or AMA. (IV and VIII ) | ||
| HISTORY (W22) | 70F THE WORLD IN 1900 | WASSERSTROM, J. |
| How can looking at the events of a single year illuminate questions such as the changing contours of what we now refer to as “globalization,” which has been going on for well over a century even if it was not called that until the 1960s? What countries are powerful now but were powerless six or seven generations ago? What empires were extensive in that era but have now ceased to exist? How did news circulate when telegraph lines were as crucial and novel a technology for moving information around the globe as the Internet would be in the early 2000s? These are the questions we will look at in this course, focusing mainly on events in the United States, Britain, and China during a single eventful year: 1900. (IV, VIII) | ||
| HISTORY (W22) | 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 (W22) | 16B WORLD RELIGIONS II | TINSLEY, E. |
| Please note: TBD, but this course is likely to be online and asynchronous. This course is an introduction to the major religions of Asia, through an exploration of the emergence and development of their beliefs, practices, and historical-cultural contexts. We will be exploring the often-overlapping, intertwining, and mutually influential Confucianism, Daoism, Hinduism, Buddhism, and Shintoism, across a broad swathe of territory – an exploration that leads back to us in the here and now, and leads us to see each tradition as related to the others. Using a combination of primary materials textual, visual, and aural (art, artefacts, film, music) and secondary texts that analyze them we will explore the histories and cultures of religious practices in Asia, develop the skills to articulate that knowledge and our own views on it, and develop a deeper level of thought concerning “religion” itself. Note: Required text: Asian Religions: A Cultural Perspective (Randall L. Nadeau) (Ebook also available, but textbook highly recommended for screen-time eye-rest…). Available at The Hill / online stores etc). (IV and VIII ) | ||
| HISTORY (W22) | 132D ARMENIANS ANC/EARLY | STAFF |
| 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 (W22) | 100W TBA | STAFF |
| No detailed description available. | ||
| HISTORY (W22) | 190 DECOLONIZING EUROPE | SCHIELDS, C. |
| 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. | ||
| HISTORY (W22) | 128C LOVE AND WAR | SCHIELDS, C. |
| In the 1960s, anti-war activists instructed their contemporaries to “make love, not war.” But are love and war, pleasure and violence truly incompatible? This course explores the troubling entanglement between desire and brutality in Europe’s modern era, spanning the violence of European overseas expansion to the scrambling of gender roles and the alleged breakdown of morality in twentieth-century global warfare. Placing gender and sexuality at the center of our study, we will reconsider Europe’s age of catastrophes by examining the eros of violence, the persuasive appeal of gender and sexual politics to varying political ideologies – including liberalism, fascism and communism – and the crises that shaped the intimate lives of European men and women. | ||
| HISTORY (W22) | 100W BLK DGTL HUMANITIES | MILLWARD, J. |
| *The class will meet online in week 1 and week 2. Please contact Professor Jessica Millward at millward@uci.edu if you have any questions. This is a research methods and writing intensive course that exposes students to the vast literature on digital humanities through a specific focus on the study of digital research methods used to catalog African American history. BdH allows the digital to be a tool for reflection on the Black experience, recovery of Black histories and resistance to dominant narratives. According to Jessica Marie Johnson, “black digital practice” results from bringing code-breaking and code-making instruments into archives that “never stopped talking” (2018, 58). Black Digital Humanities reckons with the fact that official archives fail Black people in general, and more specifically, Black Radicals, marking their ideas and lives as unfit for the archive. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (W22) | 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. (IV, VIII) | ||
| HISTORY (W22) | 114 HISTORY OF ATHEISM | MCKENNA, J. |
| The literature of religious skepticism is very old and persistent—from 2600 BCE till today, and it is a provocative and well-written body of work. And yet, almost no one gets exposed to this literature in formal education, from the kindergarten 'diploma’ to the Ph.D. You, on the other hand, will read numerous primary sources from antiquity to the present. The course will be conducted like a seminar, a weekly conversation on topics arising from the reading. (I won’t lecture but I’ll have plenty to say in class discussions.) To get a high grade, you must speak in every class, and attendance is required because a given discussion in a particular week cannot be replicated at some later time, and it’s a three-hour class once a week: so missing once is like missing an entire week of class. No tests. But there will be weekly reading; weekly writing of summaries of that reading; and weekly writing of short opinion pieces based on the reading. You are graded on your speaking and your writing. Two or three textbooks to buy. Usually under 30 students in the class. | ||
| HISTORY (W22) | 183 CAPT COOK'S VOYAGES | MARCUS, G. |
| 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 (W22) | 182 CULTR,MONY&GLOBLZTN | LE VINE, M. |
| This course examines the fundamental dynamics of cultural production and consumption under conditions of globalization. Rather than focus on jargony post-modern scholarly analyses of culture (although we'll read some of that too), we will attempt whenever possible to examine the sources ourselves--particularly music, film, literature and architecture--and develop our own hypotheses about how crucial issues, such as identity (race, gender, ethnicity, religion) power, politics and economics are inflected by and impact the production and consumption of culture during the last two decades. | ||
| HISTORY (W22) | 114 LIBERTY EQUAL FRA | JEAN-LOUIS, F. |
| The curriculum for "Liberté Egalité, Fraternité et Négritude" is designed for students of the African Diaspora as well as students studying French or European history. The course will begin with French constructions of race from the wars against the Moors of Spain, into the enslavement of Africans on the plantations of the Caribbean beginning in the 17th century, through the colonization of Africa in the 19th century, into the interwar period of the twentieth century that witnessed the reunion of the Afro-descended people in the metropole, into Négritude and decolonization, and into Créolité and current realities. | ||
| HISTORY (W22) | 169 THE MAKING OF HAITI | JEAN-LOUIS, F. |
| The course explores the people and cultures that shaped the early history of the country of Haiti. It will look at the lifeways and culture of the indigenous cultures who thrived on the island of Ayiti Quisqueya (now Hispaniola) before the arrival of Columbus. It will emphasize their resistance to Spanish domination and show the ways they helped the enslaved Africans and transferred their knowledge of the island. It will navigate the colonial histories- the Spanish inflicted genocide of the indigenous population and the geopolitics that ceded the western third of the island to France. From there it will explore the plantation culture that made Saint Domingue the richest colony in the world. It will look at the culture of the Africans who arrived enslaved in the colony and emphasize the ways their cultural practices sustained them in the colony. It will look at the culture of the Europeans and the social, political, and economic currents that led them to colonize the lands, decimate the populations they found there, and enslave people. The course will engage the revolt of the enslaved African population and how that produced the first independent Black republic, and the second republic in the Americas. Finally, it will explore the first 40 years of Haitian independence culminating with the overthrow of Jean-Paul Boyer in 1844. | ||
| HISTORY (W22) | 144G AMERICAN WEST | IGLER, D. |
| This course explores the histories of the many groups who have inhabited the “American West” over the past few centuries. Special attention is focused on indigenous, environmental, and social history as well as the role of the West in the nation’s imagination. The workload consists of weekly reading, writing, and viewing of film and documentary material. | ||
| HISTORY (W22) | 142A CALIFORNIA DREAMING | IGLER, D. |
| 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. | ||
| HISTORY (W22) | 193 ADV RESEARCH SEM I | HIGHSMITH, A. |
| This advanced research seminar for History majors focuses on the close reading of texts, the mechanics of writing various forms of history, archival and online research techniques, research topic development, and how to structure a meaningful research proposal. By the end of Winter quarter each student will complete a well-grounded project proposal; in Spring quarter (History 194) students will complete their archival research and article-length essay suitable for submission to a peer-reviewed history journal. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. Restriction: Upper-division History Majors. Non-History Majors will be considered on a case-by-case basis. Apply at https://forms.gle/KRGxTh49qmCKL7u38. Contact Undergraduate Program Coordinator, Michelle Spivey, at spiveym@uci.edu regarding application. | ||
| HISTORY (W22) | 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 (W22) | 171D CHINSE HIST TO 1800 | GUO, Q. |
| History 171D surveys the development of Chinese civilization from high antiquity through the eighteenth century. Lectures will focus on political, intellectual, economic, and socio-cultural changes. They will be organized chronologically, but emphasize certain important topics and large patterns in traditional Chinese history, including the emergence of a distinctive form of bureaucratic absolutism, the development of Confucian ideology and other classical age philosophies, the introduction and spread of Buddhism, the evolution of a hierarchical but fluid social structure, the great commercial booms in the tenth and sixteenth centuries, the growth of autocracy in the later imperial era, the rise of neo-Confucian orthodoxy, civil service examination culture and the rise of the gentry, the elaboration of the Confucian gender system, the development of folk religion, and the interaction between elite and popular cultures. ​(Satisfies Pre-1800 Requirement) | ||
| HISTORY (W22) | 40B 19C US:CRISIS&EXPAN | GRIFFEY, T. |
| Explores the transformation of American society, economy, and politics during the nineteenth century. Topics include industrial revolution, slavery, antislavery, women's rights, reform movements, Civil War and Reconstruction, immigration and ethnicity, and cultural and social transformation. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (IV) For enrollment questions, please see FAQs on United States history—HISTORY 40A, HISTORY 40B, HISTORY 40C. | ||
| HISTORY (W22) | 40B 19C US:CRISIS&EXPAN | GRIFFEY, T. |
| Explores the transformation of American society, economy, and politics during the nineteenth century. Topics include industrial revolution, slavery, antislavery, women's rights, reform movements, Civil War and Reconstruction, immigration and ethnicity, and cultural and social transformation. Prerequisite: Satisfaction of the UC Entry Level Writing requirement. (IV) For enrollment questions, please see FAQs on United States history—HISTORY 40A, HISTORY 40B, HISTORY 40C. | ||
| HISTORY (W22) | 15C ASAM HISTORIES | FUJITA-RONY, D. |
| This class will give students the tools to understand the major issues affecting Asian Americans up through the 1980s, particularly in regards to race, class, gender, ethnicity, community, and nation. In addition, this class also will enable students to explore how we produce historical knowledge through three major themes, with integrated discussions of different kinds of texts, images, and other sources. With the first theme, “Empire and Nation,” we will investigate the relationship of the United States to the Pacific, particularly regarding colonialism, race, class, and the economy. The second theme, “Labor, Migration, and Place” will examine the importance of urban and rural sites for Asian Americans during this era. The third theme, “Whose Voice? Whose Vision?” will address the importance of community formation and cultural representation through focus on the building of Asian American spaces in the United States. ((III or IV) and VII ) | ||
| HISTORY (W22) | 70A JPN:SAMURAI-POKEMON | FEDMAN, D. |
| In the century and a half since Commodore Matthew C. Perry arrived in Japan to “open” the country, what was an obscure archipelago has become the first non-Western nation to industrialize and the second largest economy in the world (a status it maintained until recently). This remarkable transformation brought modernization as well as social dislocation, democracy as well as imperialism, affluence as well as devastating war. This course examines how ordinary men and women experienced these extraordinary changes and contradictions that shaped Japan’s dynamic transformation as well as its relationship to Asia and the wider world. The assigned readings will focus on the lived experience of individual Japanese across social classes and regions, from a farmer drafting Japan’s constitution in a remote mountain village and a young girl working in a thread mill in the late nineteenth century, to a salaryman living the miracle as well as the malaise of post-war Japanese economy. We will explore these narratives as they have been construed by historical actors and by historians, and examine modern Japanese history as an on-going debate and process in which Japan has constantly renovated itself while inventing new traditions. (IV, VIII) | ||
| HISTORY (W22) | 190 WAR MEMORY E ASIA | FEDMAN, D. |
| Although seventy-five years have elapsed since Japan’s surrender in WWII, East Asia’s so-called “history wars” persist into the present. Involving non-state actors and government ministries, history textbooks and comic books, shrine visitations and annual commemorations, conflicting representations of the experiences of colonialism and war continue to roil geopolitics across East Asia. What sustains these conflicts? What is the role of history—and the responsibility of historians—in shaping the present? What are the limits and possibilities of the historical evidence upon which these disputes rest? How can the countries of East Asia work towards mutual understanding in historical representation? This course probes the politics of memory in Japan, both Koreas, China, and the United States through an analysis of the distinctive ways in which the Asia-Pacific War has been remembered, memorialized, curated, and forgotten. Each week we will delve into a different historical dispute in order to provide a broad overview of the fault lines in the region’s conflicts over the past. To do so, we will examine a wide range of materials including primary sources, scholarly analyses, contemporary journalism, and mass media coverage. | ||
| HISTORY (W22) | 169 MEXICO:PAST&PRESENT | DUNCAN, R. |
| Mexico is an enigma—from tropical rainforests to searing deserts, pinnacles of wealth to depths of despair, it is a land of extremes. On the verge of collapse more than once, Mexico now boasts one of the world’s largest economies. This course introduces students to the story of Mexico’s formation and evolution from colonial times to the present. This will be a broad analysis of the place that history has played in national political structures, economic formations, and social movements. We will examine the indigenous roots of pre-Columbian Mexico, the impact of conquest and colonization, the struggle of nation-building, revolution, reconstruction, and development. Particular attention will focus on the forces—both internal and external—that have contributed to shaping a Mexican identity. These issues will be covered through lectures, videos, and primary/secondary readings. | ||
| HISTORY (W22) | 112D FRANCE & FILM | COLLER, I. |
| France in Film: Game of Thrones to Assassin’s Creed How did France come to be France? This class investigates five hundred years in the history of France from the late Middle Ages to the French Revolution. In 1300, France was little more than a middle-range kingdom in a warring region. After the Hundred Years War, the French monarchy began to expand in the shadow of more powerful empires. Torn apart by a century of brutal religious conflict, and by the uprising of nobles against the monarchy, France would forge from this disorder a new model of European absolutist monarchy under Louis XIV. By the eighteenth century, France was the cultural powerhouse of Europe, and a global colonizing power built on the backs of millions of indigenous people and enslaved Africans. But that power was threatened by internal inequality, British competition, and Enlightenment challenges to the tenets of absolute rule: forces that would play a part in the great shift of the French Revolution. We will trace the cultural and political shaping of France across these centuries, through representations in television, film and media. Students will gain skills in historical thinking and writing, and in analyzing representations of the past in creative ways. | ||
| HISTORY (W22) | 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. (III, VIII) | ||
| HISTORY (W22) | 174G HIST GLOBAL INDIA | CHATURVEDI, V. |
| A History of Global India will consider the interpretations of the concepts of “global” and “India” through studies of the Indian Ocean World—from ancient history to modern history. It will also examine the movement of people from South Asia across the world and the impact on politics, religion, language, history, and culture. Specific topics that will be covered include the global history of curry, the making of Indo-Chinese food, the impact of Asian electronica on politics in Britain, the expulsion of Indians from East Africa, the importance of Little Indias around the world. | ||
| HISTORY (W22) | 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 https://forms.gle/YnZvtBLxyLHNPAVa8. Contact Undergraduate Program Coordinator, Michelle Spivey, at spiveym@uci.edu regarding application. | ||
| HISTORY (W22) | 100W BLACK LATIN AMERICA | BORUCKI, A. |
| 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 20th Century Black narratives. Prerequisite: Satisfactory completion of the Lower-Division Writing requirement. | ||
| HISTORY (W22) | 21B WORLD:EMPIRE&REVOLT | BAUM, E./RAPHAEL, R. |
| To an observer in 1500, some of the most stable, powerful, and prosperous political entities in the world were empires with their own intellectual and political traditions located outside what today we recognize as Europe: the Ming Dynasty, the Aztec Empire, and the Ottoman Empire. By the middle of the 19th century, these parts of the world were dominated economically, ideologically, and politically by European nation states who claimed that their own traditions, including science, secularism, and individual liberty, were universal. How do we explain this shift of power? What role did forces like trade, colonialism, slavery, and industrialization play in the rise of this new world order? How did the world come to develop and embrace the values of science and modernity that shape our world today? This course will introduce students to major themes in early modern world history, with a focus on the interconnections and circulations of people, commodities, and ideas around the globe. Lectures will provide students with historical context to understand how different peoples conceived of the world around them; exchanged goods, technologies, and ideas; and created and subsequently interacted with emerging global forces and ideologies, both liberating and oppressive. Through an examination of primary source documents, students will develop skills in historical interpretation to develop and assess historical arguments. (IV, VIII) | ||