Expanded Course Descriptions

The Department of History scheduled these undergraduate courses for WINTER QUARTER 2024. This list and descriptions are subject to change, so please check back often.

Registration appointment times available on Schedule Builder and myucdavis.

  • Lower Division
  • HIS 4A: History of Western Civilization (Europe) - Austin Powell
    Lecture—3 hour(s); Discussion—1 hour(s).     Growth of western civilization from late antiquity to the Renaissance. 

    HIS 4C: History of Western Civilization (Europe) - Professor Campbell 
    Lecture—3 hour(s); Discussion—1 hour(s).     Development of Western Civilization from the 18th century to the present.
    Description: This course presents an overview of the major questions of European history from the late 18th century to the present. In the first part of the course, we will investigate the fundamental changes to European life that the French and Industrial Revolutions wrought. In the second, focusing on the 20th century, we will turn to the problems that an increasingly mobile and diverse continent confronted in world wars hot and cold, while tracing the gradual emergence of a new European order. Of particular importance to us will be the theme of violence as a means of both challenging and maintaining Europe’s political and economic systems. Students will be assessed on the basis of short (one-page) weekly writing assignments, a longer final paper, an essay-based final exam, and their participation in weekly discussion.

    HIS 6: Introduction to the Middle East (Middle East) - Professor Anooshahr
    Lecture—3 hour(s); Discussion—1 hour(s).     Survey of the major social, economic, political and cultural transformations in the Middle East from the rise of Islam (c.600A.D.) to the present, emphasizing themes in religion and culture, politics and society.
    Description: This is a introductory survey of Middle East History from the 7th century to the present. We will focus on broad political, social, economic, and religious patterns. Important transitional points and change over time will be emphasized.  

    HIS 7B: History of Latin America, 1700-1900 (Latin America) - Professor Walker
    Lecture—3 hour(s); Discussion—1 hour(s).     Latin America from colony to republic. The nature of Iberian colonialism, the causes for independence, the creation of nation states, the difficulties in consolidating these nations, and the rise of Liberalism and export economies in the 19th century.
    Description: History 7B covers Latin American from 1700 to 1900. Among the topics we will study are slave uprisings, the mass rebellions of the eighteenth century, the wars of independence, nationalism and caudillos, and export economies. The course focuses on social history how different groups lived and shaped these processes.
    Grading: Participation, mid-term and final exams, 2 papers 

    HIS 9C: Korean Culture & Society: From Ancient Three Kingdoms to the Global K-Pop (Asia) - Professor Kim
    Lecture/Discussion—4 hour(s). Evolution of Korean society from Three Kingdoms period (B.C.E 57 to C.E. 676) to the contemporary era emphasizing the perseverance and transformations of traditional social and cultural patterns. (Same course as EAS 88.) 
    Description: History 9C is an introduction to Korean culture and history from the era marked by the first signs of human habitation in the Korean peninsula to the early decades of 21st century. Following the conclusion of the Second World War/Pacific War, South Korea has risen up from the devastations wreaked by that war as well as the extremely destructive and divisive Korean War to become not only an economic powerhouse but also a global exporter of influential popular culture. Meanwhile, North Korea has retained its notoriety as a “rogue state,” virtually the only nation still operating under the Cold War mindset in the world today. Given the critical importance of both Koreas to the security, welfare and progress of the world as we know today, it is important more than ever for an American (or any other country’s) citizen to understand basics of the culture and history of Korea. The topics covered in this course include, among others, formation and development of the distinctive Korean identity in the context of the peninsula’s interactions with other nations and civilizations (including China, Japan and the US), evolution of political systems and worldviews (including but not limited to adaptations and transformations of Buddhism, Confucianism, Christianity, Communism and democracy), encounters with imperialism, compressed modernization and Cold War dynamics, and global success of the South Korean popular culture once derided and denigrated by the elite classes (cinema, K-pop and so on). Hopefully, the participants will be stimulated to learn about both Koreas reaching beyond the shallow caricatures often thrown about in the internet or even mainstream news media. All readings are in English language, and so are class discussions. Prior knowledge of Korean history is not required. Such knowledge may be helpful to a certain extent but does not necessarily guarantee a good grade. This course will not extensively engage with the Korean American experience (although the history of Korean diaspora will be covered to a certain extent), nor with North-South conflict and relations from the viewpoint of political or military science. Those who are interested in these topics are advised to seek out the appropriate courses offered in Asian American Studies or other programs.

    HIS 12: Food & History (World) - Professor Reséndez
    Lecture—3 hour(s); Discussion—1 hour(s).     Survey of the ways humans have fed themselves from the dawn of humanity to the present. Transformation of plants and animals into food, cooking into cuisine, and ceremony into etiquette.

    Description: This course will survey how humans have fed themselves from the time they were hunter gatherers to the present and study how new feeding patterns have transformed cultures, economies, and societies. We trace the transformation of plants and animals into food, cooking into cuisine, ceremony into etiquette, and home cooking into national cuisine. In short, the course will examine the social and political implications of food and its consumption on a global scale from pre-history to the twentieth century.
    Required Texts (available in the UCD Bookstore, online, and on reserve at Shields Library):
    - Richard Wrangham, Catching Fire: How Cooking Made Us Human
    - Marcy Norton, Sacred Gifts, Profane Pleasures: A History of Tobacco and Chocolate in the Atlantic World
    - Andrew Coe, Chop Suey: A Cultural History of Chinese Food in the United States
    - Short articles (to be supplied as PDFs) for discussion in section.

    HIS 13: Global Sexualities (World) - Professor Decker and Professor Materson
    Lecture—3 hour(s); Discussion—1 hour(s).     Global history of sexualities, including comparative study of gender, marriage, and fertility before 1800, followed by the modern history of sexualities worldwide as it intersects with imperialism, race, population control, law, and globalization.
    Description: This course offers a survey of the global history of sexualities. We will investigate the theoretical concepts and constructs related to sex, sexuality, gender, marriage, and reproduction. We will also delve into case studies on global sexualities as they intersect with the histories of slavery, imperialism, race, population control, law, and globalization. 
    Readings:
     - Required: Buffington, Luibhéid, and Guy, eds., A Global History of Sexuality: The Modern Era (Wiley-Blackwell, 2014).
     - Optional: Mary Lynn Rampolla, A Pocket Guide to Writing in History Ninth Edition (Bedford/St. Martin’s, 2017)
     - All other readings available on Canvas.


    HIS 17A: History of the United States (United States)- Professor Smolenski
    Lecture—3 hour(s); Discussion—1 hour(s). The experience of the American people from the Colonial Era to the Civil War.
    Description: This course covers American history from the Euro-American Encounter in 1492 through the Reconstruction period following the Civil War. It examines not only the political master-narrative, but also the social, cultural, and intellectual history of the emerging American nation, and includes the experience of Native Americans, Women and African-Americans, among other groups.
    Readings:
     - Murrin. Liberty, Equality, Power: A History of the American People vol. 1 to 1877
     - Hollitz. Contending Voices, vol. 1  
     - Klepp. The Infortunate: The Voyage and Adventures of William Moraley 
     - Hinks. David Walker’s Appeal to the Coloured Citizens of the World 

     

    HIS 17B: History of the United States (US) - Tim Orr
    Lecture—3 hour(s); Discussion—1 hour(s).     The experience of the American people from the Civil War to the end of the Cold War. Not open for credit to students who have completed HIS 017C. 

    HIS 72A: Women & Gender in America, to 1865 (US) - Karen Gettelman
    Lecture—3 hour(s); Discussion—1 hour(s). History of women and gender in America through 1865, emphasizing intersections of gender, race, class, and sexuality. Topics include interracial marriage, slavery, witchcraft, meanings of motherhood, war, domestic labor, moral reform, women’s rights, migrations, the effects of commercialization and industrialization.
  • Undergraduate Seminars
  • HIS 102D-1:  Modern Europe to 1815 (Europe) - Professor Stuart
    Seminar—3 hour(s); Term Paper.     Limited enrollment. Designed primarily for history majors. Intensive reading, discussion, research, and writing in selected topics in the various fields of history. Modern Europe to 1815. May be repeated for credit.
    Topic: “Melancholy is the Devil’s Bath:” Selfhood, Emotions, Madness and Crime in Early Modern Europe
    Description:     Early modern people did not think of themselves as autonomous individuals. They experienced the Self as porous, susceptible to outside influences both divine and demonic. Certain emotions were inherently dangerous. Anger and envy made a person vulnerable to be seduced by the devil into witchcraft. Certain mental states opened a person up to invasion by the devil in the form of demonic possession. Christian churches considered despair in one’s salvation an “unforgivable sin.” People explained all manner of crime, from petty theft to murder, as springing from “the instigation of the devil.” Undisciplined, excessive passions could lead to madness. In this seminar we explore early modern subjectivity and the history of emotions as they intersect with the history of witchcraft, demonic possession, mental illness and crime.  

    Selected readings:
    - Kounine Laura. 2018. Imagining the Witch : Emotions Gender and Selfhood in Early Modern Germany First ed. Oxford United Kingdom: Oxford University Press. 
    - Midelfort H. C. Erik. 1999. A History of Madness in Sixteenth-Century Germany. Stanford Calif: Stanford University Press. 
    - Martin John Jeffries. 2004. Myths of Renaissance Individualism. Houndmills Basingstoke Hampshire: Palgrave Macmillan. https://doi.org/10.1057/9780230535756. 
    - Sabean David Warren. 1984. Power in the Blood : Popular Culture and Village Discourse in Early Modern Germany. Cambridge Cambridgeshire: Cambridge University Press. 


    HIS 102D-2:  Modern Europe to 1815 (Europe) - Professor Harris
    Seminar—3 hour(s); Term Paper.     Limited enrollment. Designed primarily for history majors. Intensive reading, discussion, research, and writing in selected topics in the various fields of history. Modern Europe to 1815. May be repeated for credit.
    Topic: Thinking with Monsters: Monsters and the Monstrous in Sixteenth- and Seventeenth-Century European Culture
    Day/Time:     Wednesdays, 1:10-4:00PM
    Location: Social Sciences Building 2202
    Description: Monsters are good to think with. We tell ourselves stories about zombies, space aliens, and Bigfoot as a way of working through our societal values and anxieties and interrogating the fundamental categories through which we make sense of the world. But the monster stories we tell are not always the same in all times and places – they are historically contingent, changing over time and variable across different cultures and societies. This course examines the monsters imagined by the women and men of sixteenth- and seventeenth-century Europe--the stories of Amazons, giants, cannibals, deformed infants, strange animals, and more--as a way of cracking open early modern European culture to understand it from the inside out. Our readings range from primary sources to recent scholarship. Assignments will include weekly reader response papers as well as a series of short writing assignments, including a primary source analysis and an annotated bibliography, culminating in a term paper that explores aspects of the course topic and questions via a close analysis of an assigned primary source.

    Sample readings (full list under development):  
    - Jeffrey Jerome Cohen, “Monster Culture (Seven Theses),” in Monster Theory: Reading Culture (Minneapolis, 1996).
    - John Mandeville, The Travels of Sir John Mandeville, trans. C.W.R.D. Moseley (New York, 2005).  
    - R. Po-chia Hsia, Trent 1475: Stories of a Ritual Murder Trial (New Haven, 1992).  
    - Surekha Davies, Renaissance Ethnography and the Invention of the Human: New Worlds, Maps and Monsters (Cambridge, 2017).  
    - Karen Harvey, The Imposteress Rabbit Breeder: Mary Toft and Eighteenth-Century England (Oxford, 2020).  
    - Catalina de Erauso, Lieutenant Nun: Memoire of a Basque Transvestite in the New World (Boston, 1996). 
    Content warning: Historical inquiry often requires us to confront and to engage with topics, beliefs, language, and images that, while acceptable and even common in their day, are offensive today. Our examination of monsters and the monstrous in medieval and early modern European culture will necessarily require us to interact frequently with controversial ideas and materials that are violent in their racism, anti-Semitism, Islamophobia, sexism, homophobia, transphobia, ableism, classism, and more. Our readings (especially our primary source readings), videos, and other materials may use offensive language and/or take positions that are offensive. They may also involve engaging with potentially sensitive topics such as child abuse, animal cruelty, pregnancy and childbirth, and others. I have chosen these materials because they offer a window into the past and are thus particularly relevant to our course’s focus. I will do my best to flag especially graphic or intense content and to make our classroom a space where we can engage thoughtfully and empathetically with difficult content.  
    Questions? Contact the instructor at akharris@ucdavis.edu 


    HIS 102E: Europe Since 1815 (Europe) - Professor Zientek
    Seminar—3 hour(s); Term Paper.     Designed primarily for history majors. Intensive reading, discussion, research, and writing in selected topics in the various fields of history. Europe since 1815.
    Topic: The Experience of War in the 20th Century
    Description:     This seminar is concerned with the experience of warfare—both among soldiers and civilians—in the 20th century. It is organized chronologically, divided roughly into two sections. It begins by investigating the experience of fighting in the “conventional” wars of the first half of the twentieth century, focusing on the Western Front of the First World War and Eastern and Pacific fronts during the Second World War. It then moves to the experience of fighting in “unconventional” wars of decolonization and national liberation, focusing on the French-Algerian War, the Bosnian civil war, and the “Global War on Terror.” The course employs a comparative international approach that investigates how specific national modes of thinking about war combined with racial and regional assumptions about the enemy to produce the unrelenting and total violence characteristic of 20th century. Primary sources (e.g. memoirs and semi-autobiographical novels) for each week are paired with secondary sources that provide useful historical context, give examples of various methodological and theoretical approaches, and introduce major themes in the history of warfare. Students are required neither to have any specific training in European social or military history nor the historiography of the fields.
  • Upper Division
  • HIS 133: European Thought & Culture from the Renaissance to the Enlightenment (Europe) - Professor Stolzenberg
    Lecture—3 hour(s); Term Paper. History of European thought on politics, society, science, and religion from 1400 to 1800. Cultural impact of printing press, Protestant Reformation, wars, exploration, and empire.
    Description: TBD
     

    HIS 141: France Since 1815 (Europe) - Professor Zientek
    Lecture—3 hour(s); Term Paper. France since 1815.
    Description: TBD
     

    HIS 142A: History of the Holocaust (Europe) - Claire Aubin
    Lecture—3 hour(s); Term Paper.     Topics include comparative genocide, medieval and modern antisemitism, modern German history, the rise of Nazism, Jewish life in Europe before the Nazi period, and the fate of the Jewish communities and other persecuted groups in Europe from 1933-1945.

    HIS 146B: Europe in the 20th Century  (Europe) - Professor Dickinson
    Lecture—3 hour(s); Term Paper. Survey of the history of Europe since 1939.
    Description: This course will cover the history of Europe in the second part of the twentieth century, from World War II through to the present. Lectures and the course textbook will examine the broad pattern of the evolution of European societies and the European states in these decades, focusing on political, social, and cultural change. The first few weeks of the course will focus on the dramatic events of WWII and its aftermath. The second half of the course will be devoted to the profound processes of transformation that have reshaped European societies since the early 1950s, including in economics, politics, culture, and social life. Our readings--in addition to the textbook--will be drawn from primary documents written during the period, and from scholarly articles examining particular aspects of European social and cultural history. The documents will focus on the daily lives of particular Europeans, on key moments of political conflict, and on key ideas that shaped the thinking and expectations of Europeans in this period. These readings will focus on the ways that individual Europeans' lives "fit into" the broader sweep of history and social development, and on ways in which they experienced and thought about moments of crisis in the development of their societies. The articles we will read will present close analysis of particular aspects of the broader trends and grander events discussed in lectures and in the textbook. Readings from the course will include a textbook, some scholarly articles by historians, and selections from several autobiographies, from several novels and short stories, from a number of scholarly monographs, and from a number of works of political and social philosophy. Each student will be asked to write two short essays (6-8 pages), each worth 35% of the course grade; take a midterm test, worth 10% of the grade; and a final test, worth 20% of the course grade. Each student will also write four ungraded one page thought papers.

    HIS 147C: European Intellectual History: 1920 - 1970 (Europe) - Professor Saler
    Description: Lecture—3 hour(s); Term Paper. European thought and culture since World War I.
    Coverage includes: literature and politics; Communism and Western Marxism; Fascism; Existentialism;
    Structuralism; Feminism. Particular attention to Lenin, Brecht, Hitler, Sartre, Camus, Beckett, Marcuse,
    Foucault, Woolf and de Beauvoir.
    Description: This course is designed to introduce several of the major themes and figures in the intellectual history of Europe between 1918 and 2000. We will examine the general shift in thought from "Modernism" (broadly defined as the search for underlying foundations or essences to reality) to "Postmodernism" (broadly defined as the skepticism that such immutable essences or absolute foundations can be found).

     Within this overarching framework, we will explore several subsidiary themes. These will include the critique by numerous twentieth-century thinkers of Enlightenment concepts of human rationality, subjectivity, and progress; and the concomitant emphasis by many of these thinkers on language and culture as the constitutional basis of "reality" and of the "self." This focus on language and culture in turn will lead us to examine the efforts by thinkers to define their political role as producers and critics of culture, as well as their attempts to come to terms with modern art and mass culture (especially film) and the new forms of "everyday life" represented by consumer commodities and urban living.

    Readings include works by Ludwig Wittgenstein, André Breton, Aimé Césaire, Virginia Woolf, Bertolt Brecht, Jean-Paul Sartre, Simone de Beauvoir, Samuel Beckett, Michel Foucault, Jurgen Habermas, Richard Rorty.



    HIS 161: Human Rights in Latin America (Latin America) - Professor Walker 

    Description: Lecture—3 hour(s); Term Paper.  History of the origins, denial and protection of Human Rights in Latin America. Emphasis on dictatorships, political violence, social resistance, democracy, justice, accountability, truth commissions, memory. (Same course as HMR 161.) 
    Description: This course examines the origin of the concept of human rights globally and its impact and development in Latin America. We will pay particular attention to certain countries (Argentina, Peru, and Guatemala), but students will be allowed to develop their own interests in a final paper. Key topics include the Cold War; violence and memory; environmentalism; and truth commissions and justice.  Students will be asked to write two take-home papers of 3 pages as well as one 5-7-page paper.   Or, students may petition to write a single, 11-13-page paper. There will also be a map quiz, a mid-term, and final.  


    HIS 170A: Colonial America (United States) - Professor Smolenski  
    Lecture—3 hour(s); Term Paper. Colonial society from 1607 to the American Revolution, with emphasis on European expansion, political, social and economic foundations, colonial thought and culture, and imperial rivalry. 
    Description:  This course examines the settlement, growth, and development of European colonial societies in North America from the era of contact and conquest through the Seven Years’ War. Colonial America was a diverse, complex, vibrant, and often violent place; its history contains numerous stories of tragedy and triumph, struggle and survival, cooperation, and coercion. Out of these interactions between Indians, Europeans, and Africans emerged multicultural, creole societies. Over the course of this quarter, we will address many facets of this rich history, exploring such topics as the European “discovery” and conquest of America; the settlement of European colonies; the Indian response to European invasion; the rise of African slavery in the Americas; the evolution of colonial thought and culture; and the rivalry between European imperial powers over the Americas.  The course also means to challenge and develop your abilities to think critically about diverse evidence and to argue persuasively in support of your conclusions. You should not undertake this course unless you are willing and able to attend lectures consistently and to perform the considerable reading and writing assignments punctually. The papers will be critically examined for style as well as content.  

    HIS 179: Asian American History, 1850-Present (United States) - Professor Tsu
    Lecture—3 hour(s); Term Paper. Historical experience of people of Asian ancestry in the United States from the mid-19th century to the present. Migration, labor, community formation, race relations, women and gender, popular culture.
    Description: This course surveys the historical experience of people of Asian ancestry in the United States from the mid-nineteenth century to the present. We will explore the experiences of Asian immigrants and Asian Americans within the broader context of immigration and race relations in U.S. history. Major questions framing the course will be: What are the arguments for a common Asian American experience? What are the limits of a shared Asian American experience? What does the history of Asian America tell us about America? How have Asian Americans resisted and struggled to define their identity, livelihood, and a sense of “home” in America?

    HIS 190C: Middle Eastern History III: The Ottomans, 1401-1730 (Middle East) - Professor Tezcan
    Lecture—3 hour(s); Extensive Writing. Middle Eastern history from the foundation of the Ottoman Empire on the borderlands of Byzantine Anatolia through its expansion into Europe, Asia, and Africa, creating a new cultural synthesis including the Arab, Greek, Islamic, Mongol, Persian, Slavic, and Turkish traditions.
    Description: This course focuses on Middle Eastern history from the foundation of the Ottoman Empire on the borderlands of Byzantine Anatolia through its expansion into Europe, Asia, and Africa, creating a new cultural synthesis including the Arab, Greek, Islamic, Mongol, Persian, Slavic, and Turkish traditions. The course starts with offering a background on the history of the Middle East before the Ottomans. The chronological survey of the period takes the first two weeks, leaving the rest of the term for the exploration of three interrelated themes: pre-modern imperialism, pre-modern identities, and the development of the early modern self and society. With the feudal economic and legal structures it inherited, the Ottoman Empire was a perfect example of a pre-modern empire. The second part of the course will examine these structures and certain aspects of Ottoman imperialism in the Middle East, North Africa, the Mediterranean, Europe, and the Indian Ocean. How the Ottomans projected their imperial image to their rivals and subjects will be one of the questions we will address. Last but not least, we will discuss the limits of pre-modern imperialism in the face of the rise of merchant capitalism in northwestern Europe. The third part of the course will concentrate on pre-modern identities. The Ottoman Empire presents one of the most diverse social entities of the pre-modern times, with its Christian, Jewish, and Muslim communities which were sub-divided into further religious communities, such as the Gregorian and the Orthodox Christians, or ethnic groups, such as the Arabs, Kurds, and Turks. Needless to say, the people of the empire were also differentiated by their gender and socio-economic status. What makes this diversity of identities most fascinating in the pre-modern times is the ease with which one could cross most of their boundaries. Finally, the last part of the course will focus on the development of the early modern self and society. A critical approach to the historical question of the Ottoman decline will lead us to new ways of looking at the history of the Ottoman Empire in the sixteenth and seventeenth centuries. One of the paths we take will make us observe that this period witnessed a proliferation of public spaces in Ottoman cities. Another venue we will follow is early individuation, that is to say the first stages in the development of the modern self. At the end, we will all re-consider the question of the impact of the West on the East as far as the question of modernization is concerned.
    Textbook: None; students are expected to read the assigned pieces uploaded on Canvas.
    Grading: Lecture participation: 10%; first paper (5-7 pages): 25%; second paper (5-7 pages): 30%; final

    HIS 190D: Middle Eastern History IV: Safavids Iran, 1300-1720 (Middle East) – Professor Anooshahr 
    Lecture—3 hour(s); Term Paper. Middle Eastern history focusing on Safavid Empire (present-day Iran, Iraq, Afghanistan, up to Georgia), beginning with the origins of the dynasty as a powerful religious family, to the establishment of the Empire, focusing on Social, Religious, Economic, and Political History. 
    Description: TBD

    HIS 196B: Modern India (Asia) - Professor Sen
    Lecture—3 hour(s); Discussion—1 hour(s). Survey of cultural, social, economic, and political aspects of South Asian history from arrival of the British in the 18th century to formation of new independent states-India, Bangladesh, and Pakistan in the 20th century.
    Description: What was the state of the Indian subcontinent during the decline of the Mughal Empire? How did the East India Company, through trade and military conquest, succeed in expanding the frontiers of the British Empire in India? How did the British Raj emerge after the great uprisings of 1857, and how did it create the conditions for the rise of the Indian National Congress? What were the consequences of the non-violent movement led by Mahatma Gandhi? What were the circumstances of the Partition of 1947, and the creation of the modern nation-states of India and Pakistan? This survey of the cultural, social, economic, and political history of South Asian history charts the history of the region from the early 18th to the mid-20th century. 

  • Graduate Seminars

  • HIS 201I: Sources & General Literature of History: Latin America Since 1810 - Professor Reséndez
    Seminar—3 hour(s); Term Paper. Designed primarily for students preparing for higher degrees in history. Latin America since 1810.
    Topic: Mexico
    Description:     The historiography of Mexico rightly showcases a unique nation, but it can also be too inward looking at times. This graduate seminar will survey Mexico’s long and tumultuous history in a global context. It will examine Mexico’s colonization by the most powerful European empire of the early modern era, its close ties to Asia across the Pacific from the sixteenth through the nineteenth centuries, its fluid relations with Native American societies across North America, its continent-shaping war with the United States in 1846-48, the “secret war” waged from the United States and Europe that Mexico endured in the course of the revolution of 1910-1920, and its vibrant student movement of 1968 similar to what occurred in other countries but that ended in a massacre. Mexico’s history was both local and global, as it occurred everywhere else.
    Required Texts: 
    - Matthew Restall, When Montezuma Met Cortés
    - Diego Javier Luis, The First Asians in the Americas
    - Joaquín Rivaya-Martínez, Indigenous Borderlands: Native Agency, Resilience, and Power in the Americas (portions)
    - Peter Guardino, The Dead March
    - Friedrich Katz, The Secret War in Mexico
    - Ana Raquel Minian, Undocumented Lives
    - Jaime Pensado, Rebel Mexico

    HIS 201I: Sources & General Literature of History: Latin America Since 1810 - Professor Schlotterbeck
    Seminar—3 hour(s); Term Paper. Designed primarily for students preparing for higher degrees in history. Latin America since 1810.
    Topic: Historiography of 20th-century Latin America
    Description:     This reading intensive course introduces graduate students to the historiography about Latin America in the twentieth century. Topics include: modernization and industrialization; U.S Empire and sovereignty in the Caribbean; mass politics and populism; the Cuban Revolution; the national security state; Central American revolutions; gender and sexuality; identity, ethnicity and “race”; and the social and economic impact of neoliberalism. Much of the scholarship produced in the last three decades has taken up “old” questions (land, labor, politics, social relations, economic development, external pressures) but applied new conceptual frameworks (such as gender, race/ethnicity, subaltern studies, etc.) and/or methodological approaches (oral history, post-structural and discursive analysis, etc.) to produce works that question the conventional assumptions about periodization, agency, and interpretation. In addition to gaining a basic familiarity with the region’s historiography, students will begin identifying possible dissertation topics and locating their emerging research interests within the larger paradigms and turning points that have shaped Latin American history. Students from all disciplines are encouraged to enroll. This course is required for any graduate student completing a preliminary exam or minor field in 20th-century Latin America.

    Learning Objectives and Outcomes:
    - Identify the major problems and debates in 20thcentury Latin American history by participating in class and writing weekly reading responses.
    - Summarize and critically evaluate historical monographs in terms of sources, clarity of argument, interpretative framework and place in the historiography through oral presentations and written assignments.
    - Demonstrate comprehensive knowledge of Latin American historiography by writing a final 15-page historiographical review essay that synthesizes the methodological, conceptual, and interpretive trends on a particular topic.

    Required Texts: 
    - Carmen Soliz, Fields of Revolution: Agrarian Reform and Rural State Formation in Bolivia, 1935-1964 
    - Jessica Graham, Shifting the Meaning of Democracy: Racial Inclusion as a Strategy of the U.S. and Brazilian States, 1930-45 
    - Lara Putnam, The Company They Kept: Migrants and the Politics of Gender in Caribbean Costa Rica, 1870-1960 
    - Eduardo Elena, Dignifying Argentina: Peronism, Citizenship and Mass Consumption 
    - Vanni Pettiná, A Compact History of Latin America’s Cold War 
    - Michael Bustamante, Cuban Memory Wars: Retrospective Politics in Revolution and Exile 
    - Lina Britto, Marijuana Boom: The Rise and Fall of Colombia's First Drug Paradise  
    - Greg Grandin, The Last Colonial Massacre: Latin America in the Cold War.  
    - Rachel Nolan, Until I Find You: Disappeared Children and Coercive Adoptions in Guatemala 
    - Jennifer Adair, In Search of the Lost Decade: Everyday Rights in Post-Dictatorship Argentina 

    HIS 202H: Major Issues in Historical Interpretation: United States - Professor Tsu
    Seminar—3 hour(s); Term Paper. Fundamental issues and debates in the study of history. United States. Readings, papers, and class reports.
    Topic: Readings in Twentieth-Century U.S. History
    Description:     This seminar provides an introduction to the historiography of the United States in the twentieth century, focusing on the theme of state and society in modern America. We will cover social, economic, cultural, and political changes related to the growth and transformation of the American state over the twentieth century, primarily on the domestic front but also involving the nation’s expansion abroad. Topics include: labor, immigration, racial formation, the role of government, reform and social movements, foreign policy, gender and sexuality, suburbanization, and deindustrialization. This course is designed for students interested in preparing for comprehensive examinations and researching or teaching twentieth-century U.S. history.

    Required Texts:
    - Margot Canaday, The Straight State: Sexuality and Citizenship in Twentieth-Century America
    - Lizabeth Cohen, Making a New Deal: Industrial Workers in Chicago, 1919-1939
    - Linda Gordon, Pitied But Not Entitled: Single Mothers and the History of Welfare, 1890-1935
    - Michael Hunt and Steven Levine, Arc of Empire: America’s Wars in Asia from the Philippines to Vietnam
    - Andrew Needham, Power Lines: Phoenix and the Making of the Modern Southwest
    - Peggy Pascoe, What Comes Naturally: Miscegenation Law and the Making of Race in America
    - Barbara Ransby, Ella Baker and the Black Freedom Movement: A Radical Democratic Vision
    - Kristina Shull, Detention Empire: Reagan’s War on Immigrants and the Seeds of Resistance
    - Gabriel Winant, The Next Shift: The Fall of Industry and the Rise of Health Care in Rust Belt America 

    HIS 203B: Research Seminar - Professor Campbell
    Seminar 3 hour(s), Tutorial 1 hour(s). Designed for students preparing for higher degrees in history. Individual research and analysis resulting in substantial research paper of publishable quality. Completion required of all Ph.D. candidates. The three courses must be taken in continuous sequence, ordinarily during second year.
    Prerequisite(s): HIS 203A.