printer friendly pageHISTORY 263D: Junipero Serra
Why is Junipero Serra considered a representative figure of California? How have assessments of Serra evolved over the last 200 years? Why does his name appear so often on our campus? In this course we will consider these and other questions in terms of Spanish empire, Native American history, California politics of memory and commemoration, among other approachs. Requirements include weekly reading, class discussion, a field trip to Carmel Mission, short writing assignments, and a formal debate on the ethics naming university or public buildings after historical figures with contested pasts. Taught in English.
Last offered: Autumn 2016
| UG Reqs: WAY-EDP, WAY-SI
HISTORY 265G: African-American Independent Film- On Both Sides of the Camera (AFRICAAM 265G, HISTORY 365G)
From D. W. Griffith's controversial "Birth of A Nation" (1915) to Nate Parker's also controversial "Birth of a Nation" (2016), Black Americans have played roles in Hollywood movies while also seeking to define how they are depicted in these movies. This course will introduce students to this history by featuring works of pioneering black filmmakers who challenged Hollywood racial stereotypes and created alternative images of the African-American experience.
Terms: Win
| Units: 5
Instructors:
Carson, C. (PI)
HISTORY 268C: Poverty in America (AMSTUD 268C, CSRE 268C, HISTORY 368C)
During the twentieth century, Americans launched numerous bold efforts to reduce poverty in the United States. Federal welfare policy, community-based programs, academic research, philanthropic charity, and grassroots activism committed time and resources to the cause, but poverty-- and inequality-- have persisted. Why? This seminar considers the origins, implementation, and consequences of these remedies, noting in particular how race, gender, citizenship, family composition, and geography have shaped the lives of those in poverty and the public and private responses to it.
Terms: Win
| Units: 5
| UG Reqs: WAY-EDP, WAY-SI
Instructors:
Dunning, C. (PI)
HISTORY 272D: Teaching Mexican American History in High School (CHILATST 272A, CSRE 272A)
The purpose of the course is two fold: 1) to expose students to salient historical themes and topics in Mexican American history, and 2) to establish a mentoring project with students currently enrolled in Mexican American history courses at Luis Valdez Leadership Academy (LVLA) high school in San Jose. Students will gain a broad understanding of Mexican American history, especially since the early twentieth century, with a particular focus on the Chicano Movement of the 1960s and 1970s. Students must also commit to enrollment in Hist 272F in spring quarter.
Terms: Win
| Units: 5
Instructors:
Camarillo, A. (PI)
HISTORY 272F: Teaching Mexican American History in High School, Part II (CHILATST 272B, CSRE 272B)
Prerequisite:
HISTORY 272D. This course is the second part of a continuing course about teaching Mexican American history in high school. In addition to continuing the mentoring work with students at Luis Valdez Leadership Academy, the spring quarter course will focus on the conceptualization, design, and development of a website that will provide resources for U.S. history teachers who seek information about Mexican American history. Students will identify primary sources, bibliographies, lesson plans, and other materials for use by high school teachers.
Terms: Spr
| Units: 5
Instructors:
Camarillo, A. (PI)
HISTORY 273C: Caribbean Migration to the United States (AFRICAAM 273C, CSRE 273, HISTORY 373C)
The course will explore the history of Caribbean migration to the United States.
Terms: Aut
| Units: 5
Instructors:
Minian Andjel, A. (PI)
HISTORY 274G: Public Space, the Private Sphere, and Dictatorship in Latin America
Recently, questions about the use of force, the state's monopoly on violence, and freedom of expression have taken on a new importance in the US. In Latin America, these issues were a focus of activism in the 1960s and 1970s. This course will consider everyday life and artistic interventions in urban space as acts of resistance, focusing on the idea that public space is central to the expression of freedom, paying special attention to the role of women.
Terms: Spr
| Units: 5
| UG Reqs: WAY-A-II, WAY-SI
Instructors:
Selvidge, S. (PI)
HISTORY 275B: History of Modern Mexico (AMSTUD 275B, CHILATST 275B, CSRE 275B, HISTORY 375C)
Surveys the history of governance, resistance, and identity formation in Mexico from the nineteenth century to the present. Explores Mexico's historical struggles to achieve political stability, economic prosperity, and social justice and examines how regional, class, ethnic, and gender differences have figured prominently in the shaping of Mexican affairs. Topics include Mexico's wars and their legacies, the power of the state, violence and protest, debates over the meaning of "Mexicanness," youth culture, and the politics of indigenismo.
Last offered: Winter 2016
| UG Reqs: WAY-SI
HISTORY 276K: The Nature State: Latin American Conservation in Global Perspective (HISTORY 376K)
This colloquium studies the history of conservation as a way to understand (territorial) state formation. It examines Latin America from a global perspective by comparing case studies from around the world. It examines how various political arrangements allowed for nature protection, the creation and functioning of institutions and bureaucracies in charge of protected areas, what these developments tell us about citizenship, the role of science in state formation, and the implications of different environments in the building of national territories.
Terms: Win
| Units: 4-5
Instructors:
Leal Leon, C. (PI)
HISTORY 278D: Race, Ethnicity, and the Environment in Latin America (HISTORY 378D)
In a long sweep from the late eighteenth century to today, this seminar explores how race, ethnicity and the environment intersect in Latin American history, with emphasis on Colombia. It will inspect the meaning of the concepts of race and ethnicity and examine how the histories of black and indigenous peoples are better understood by taking the environment --both materially and symbolically-- into account. We will read a variety scholarly works, as well as primary sources.
Terms: Spr
| Units: 4-5
Instructors:
Leal Leon, C. (PI)
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