2024
Early Modern History
Name: Early Modern History
Code: HIS02443L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
History
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Presentation
This curricular unit provides a broad overview of Early Modern History, mainly focusing on socioeconomic and cultural areas.
Sustainable Development Goals
Learning Goals
The Early Modern History I program was planned in conjunction with the Early Modern History II program. Its main purpose is to provide students with a comprehensive, diachronic and complementary view of this period around major problems of social, economic and cultural history.
Knowledge:
-To know the population dynamics and the fundamentals of socioeconomic organization
- To know the process of the market creation and of consumer society
- To know the main cultural phenomena and their social impacts
- To know the historiographical debates on the topics under study
- To understand and correctly use the appropriate concepts
Skills:
- To develop historical thinking, taking into account the conjunctures and changes
-To master the conceptual vocabulary used in the various subject areas
-To know the basics of the current situation regarding recent historiographical issues
Skills:
-To develop knowledge autonomously
-To develop writing and oral presentation skills
Knowledge:
-To know the population dynamics and the fundamentals of socioeconomic organization
- To know the process of the market creation and of consumer society
- To know the main cultural phenomena and their social impacts
- To know the historiographical debates on the topics under study
- To understand and correctly use the appropriate concepts
Skills:
- To develop historical thinking, taking into account the conjunctures and changes
-To master the conceptual vocabulary used in the various subject areas
-To know the basics of the current situation regarding recent historiographical issues
Skills:
-To develop knowledge autonomously
-To develop writing and oral presentation skills
Contents
1. Why should we study Early Modern History? Problems, major issues, and periodization.
2. Europe between the end of the 14th century and the end of the 18th century: strengthening the political center's intervention capacity.
3. Population and social structures in the Ancien Régime. Characterization of social hierarchy. Social mobility processes. Ethnic minorities and marginal groups.
4. The economy of the Ancien Régime: permanencies and changes. European expansion and the first economic impacts. The new geographic and commercial framework. Regional inequalities.
5. Renaissance, Humanism, religious movements (Reformation and Catholic Reformation), and the age of discoveries. The printing revolution.
6. Scientific Revolution and Enlightenment. The new cultural and social values. Rationalism and scientific method; religion and modernity; teaching and the dissemination of ideas; the creation of public space.
7. New trends in early modern studies.
2. Europe between the end of the 14th century and the end of the 18th century: strengthening the political center's intervention capacity.
3. Population and social structures in the Ancien Régime. Characterization of social hierarchy. Social mobility processes. Ethnic minorities and marginal groups.
4. The economy of the Ancien Régime: permanencies and changes. European expansion and the first economic impacts. The new geographic and commercial framework. Regional inequalities.
5. Renaissance, Humanism, religious movements (Reformation and Catholic Reformation), and the age of discoveries. The printing revolution.
6. Scientific Revolution and Enlightenment. The new cultural and social values. Rationalism and scientific method; religion and modernity; teaching and the dissemination of ideas; the creation of public space.
7. New trends in early modern studies.
Teaching Methods
The teaching methodologies are diversified, combining oral presentation by the professor with the development of students' abilities to build critical thinking about the syllabus, autonomy in the teaching-learning process and self-assessment. These methodologies value participatory learning that invests in intervention and debate in the classroom, in the autonomy of research in primary and secondary sources, and in demonstrating the ability to organize, systematize and analyze information.
The Moodle platform will be used for the development of teaching activities and for the execution of the tasks proposed to the students, showing their involvement.
I - Continuous assessment:
1. Written test at the end of the semester or an individual written commentary in the classroom of 4 or 5 chapters of a work (50%);
2. Presentation of three written papers (1300 to 1500 words) (30%);
3. Oral presentation of a program topic (15%);
4. Attendance (5%).
II - Final Evaluation:
Exam (100%).
The Moodle platform will be used for the development of teaching activities and for the execution of the tasks proposed to the students, showing their involvement.
I - Continuous assessment:
1. Written test at the end of the semester or an individual written commentary in the classroom of 4 or 5 chapters of a work (50%);
2. Presentation of three written papers (1300 to 1500 words) (30%);
3. Oral presentation of a program topic (15%);
4. Attendance (5%).
II - Final Evaluation:
Exam (100%).
Teaching Staff (2023/2024 )
- Laurinda Faria Santos Abreu [responsible]
