2024
Early Modern History II
Name: Early Modern History II
Code: HIS02445L
6 ECTS
Duration: 15 weeks/156 hours
Scientific Area:
History
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Presentation
This CU analyses some dimensions of the political, economic, and cultural evolution of societies and regions from different parts of the globe between the 16th and 18th centuries. The framework is global and intends to highlight the interconnections and interinfluences between its constituent parts.
Sustainable Development Goals
Learning Goals
The Early Modern History II syllabus is articulated in and complementary to the Early Modern History I one. Together they offer a diachronic view of major issues of the early modern era on a European and global scale.
Learning outcomes:
- To understand the major political formations and institutional frameworks in a global scale
- To understand the main economic and cultural processes of the early modern period on a global scale
- To be aware of the main historiographical debates in the field
- To use appropriate concepts and vocabulary (Global history, Eurocentrism, subaltern categories, scales of study, among others).
Skills:
- To develop secondary sources and bibliographical research skills
- To develop reading skills and ability to write small essays, to discuss and deliver short presentations
- To develop time management and work planning skills
- To develop the spirit of cooperation, mutual help, and autonomy
Learning outcomes:
- To understand the major political formations and institutional frameworks in a global scale
- To understand the main economic and cultural processes of the early modern period on a global scale
- To be aware of the main historiographical debates in the field
- To use appropriate concepts and vocabulary (Global history, Eurocentrism, subaltern categories, scales of study, among others).
Skills:
- To develop secondary sources and bibliographical research skills
- To develop reading skills and ability to write small essays, to discuss and deliver short presentations
- To develop time management and work planning skills
- To develop the spirit of cooperation, mutual help, and autonomy
Contents
1. Discussing the early modern age of the others. Eurocentrism and global history. Convergence and divergences.
2. Between monarchies and empires (16th to 18th centuries): political geography in a global scale. The government: political culture, institutional framework, political participation, and resistance.
2.1. European monarchies and colonial empires
2.2. Asian states and territorial empires
3. Migration, labour, and cultural diffusion. Christian and Islamic transmission. Cultural and religious interactions
4. Agrarian systems, environmental change, and productivity
5. The emergence of the consumer society in Europe. The Netherland case, the decline of the Mediterranean and the English rise.
6. Urbanization and economic development. Manufacturing, proto-industrialization, and technological progress: the industrialization path.
7. New trends in the early modern studies
2. Between monarchies and empires (16th to 18th centuries): political geography in a global scale. The government: political culture, institutional framework, political participation, and resistance.
2.1. European monarchies and colonial empires
2.2. Asian states and territorial empires
3. Migration, labour, and cultural diffusion. Christian and Islamic transmission. Cultural and religious interactions
4. Agrarian systems, environmental change, and productivity
5. The emergence of the consumer society in Europe. The Netherland case, the decline of the Mediterranean and the English rise.
6. Urbanization and economic development. Manufacturing, proto-industrialization, and technological progress: the industrialization path.
7. New trends in the early modern studies
Teaching Methods
Classes are all theorical-practical. The teaching methodologies are consistent with the objectives of the course because they combine the oral presentation carried out by the teacher with the development of students' abilities for critical reading, knowledge of historiographical debates and oral presentation skills. They also encourage autonomy in preparing assignments and in planning the workload. The continuous assessment model implies the mandatory reading of a relevant book in the field, to be defined annually and:
- an oral presentation of one chapter by each working group (15%);
- an individual written commentary in the classroom of 4 or 5 chapters of this book or a written test (45%-50%);
- two critical review of two articles / book chapters, with 7500 characters each (30%);
- involvement in the classroom discussions (5%-10%).
Alternatively, students can opt for the exam model (100%).
The advantages of continuous assessment in the learning process are always explained.
- an oral presentation of one chapter by each working group (15%);
- an individual written commentary in the classroom of 4 or 5 chapters of this book or a written test (45%-50%);
- two critical review of two articles / book chapters, with 7500 characters each (30%);
- involvement in the classroom discussions (5%-10%).
Alternatively, students can opt for the exam model (100%).
The advantages of continuous assessment in the learning process are always explained.
Teaching Staff (2023/2024 )
- Mafalda Sousa Machado Soares da Cunha [responsible]
