ECTS credits ECTS credits: 6
ECTS Hours Rules/Memories Student's work ECTS: 99 Hours of tutorials: 3 Expository Class: 24 Interactive Classroom: 24 Total: 150
Use languages Spanish, Galician, English
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: English and German Philology
Areas: English Philology
Center Faculty of Philology
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
The main objective of the subject is to provide students with a detailed and complete vision not only of the most important historical events of the various periods that correspond to the history of the British Isles, the British Commonwealth and the USA from their origins to the present time, but also of the most relevant sociocultural characteristics in each of them. The purpose is to enhance the students’ humanistic development and construct an identification to the culture of the British Isles, of the USA and of the British Commonwealth.
A second objective is the students’ correct and adequate assimilation of the contents that can be found in the next section.
The subject consists of an overall vision of the history of the British Isles from the Prehistoric period until contemporary events, considering also the economic, social and cultural characteristics that made it possible for the British culture to become one of the most important and influential of the world. Besides, the subject will provide the students with an overview of the history of the United States of America from the pre-colonial period to the most prominent events of 21st century, focusing on those aspects which laid the foundations of what we nowadays call the culture of the USA. An overview of the history of the British Commonwealth will be also offered.
UNITS
1.- Prehistory: an overview. Celts and Romans
2.- Saxons, Danes and Normans
3.- The Middle Ages
4.- The Renaissance
5.- The Eighteenth Century
6.- The Industrial Revolution and the British Empire
7.- The Twentieth Century in Britain and Ireland. Twenty-first century Perspectives
8.- Pre-colonial and Colonial North America. The American Revolution
9.- The Nineteenth Century: The Conquest of the West and the North and South Conflict
10.- The Twentieth Century in USA. Twenty-first-century Perspectives
11.- The British Commonwealth
For the contents of Units 4 to 7, students will be required to answer a list of questions provided by the teaching staff. Two of these questions will be included in the final exam.
This bibliographic list is intended as a general guide. Specific bibliography for each of the units will be provided in class.
The British Isles: Basic bibliography:
Arnold-Baker, Charles. The Companion to British History. (Routledge, London & New York, 2001).
Cannon, J. & Griffiths. The Oxford Illustrated History of the British Monarchy. (Oxford University Press, Oxford, 1988).
Cannon, J. The Oxford Companion to British History. (Oxford University Press, Oxford, 2002).
Fry, S. & Plantagenet, P. A History of Ireland. (Routledge, London & New York, 1993).
Gardiner, J. ed. Who's Who in British History. (Collins & Brown, London, 2000).
Lang, S. 2011. British History for Dummies. Wiley (John Wiley & Sons Ltd Publication).
Morgan, K.O. ed. The Young Oxford History of Britain and Ireland. (Oxford University Press, Oxford, 1996).
Morgan, K.O. ed. The Oxford Illustrated History of Britain. (Oxford University Press, Oxford, 1997, 2009).
Norman, E. A History of Modern Ireland. (Penguin, Suffolk, 1971).
Oakland, J. British Civilization. (Routledge, London, 1991).
Pounds, N. J. G. The Culture of the English People. (Cambridge University Press, Cambridge, 1994).
Valdés Miyares, J.R. & Tazón Salce, J.E. A Sourcebook of British Civilization. (Universidad de Oviedo, Servicio de Publicaciones, 1996).
Complementary bibliography:
Black, J. A. A History of the British Isles. (MacMillan Press Ltd., London, 1996).
Black, J. A. A New History of England. (Sutton Publishing, Reading, Berkshire, 2000).
Bradshaw, B & Roberts, P. British Consciousness and Indentity. (Routledge, 1998).
Briggs, A. A Social History of England. (Penguin Books, 1991).
Cunliffe, B. Facing the Ocean. The Atlantic and its People (Oxford University Press, Oxford, 2001).
Gusdorf, F. & John Wisdom. 2008. Anglofun Great Britain. Ellipses.
Kearny, H. The British Isles. A History of Four Nations. (Cambridge University Press, Cambridge, 1995).
Kramer, J. Britain and Ireland. A Concise History. (Routledge, London & New York, 2007).
Lindop, C. and Fisher, D. Discover Britain. A Practical Guide to the Language, Country and People. (Cambridge University Press, Cambridge,1986).
Longman Dictionary of English Language and Culture. (Longman, 1993).
MacDowall, D. Britain in Close-up. (Longman, Essex, 1997).
Marshall, P. J. ed. The Cambridge Illustrated History of the British Empire. (Cambridge University Press, Cambridge, 1996).
Miles, D. The Tribes of Britain (Phoenix, London, 2006).
Morgan, D. A Short History of the British People. (Verlag Enzyclopädie, Leipzig, 1989).
O' Hegarty, P.S. A History of Ireland under the Union. (Methuen, London, 1952).
Pryor, F. Britain B.C. Life in Britain and Ireland before the Romans. (Harper Perennial, London, 2004)
Ranelagh, J. O´Beirne. A Short History of Ireland. (Cambridge University Press, Cambridge, 1994).
Seymour, J. The Countryside Explained. (Penguin Books, 1979).
Speck, W.A. Historia de Gran Bretaña. (Cambridge University Press, Cambridge, 1996).
Stamp, L.D. The British Isles: A Geographic and Economic Survey. (Ekos & Stanley H. Beaver, 1963).
Trevelyan, G.M. A Shortened History of England. (Penguin, London, 1987).
Turner, G. British Cultural Studies: an Introduction. (Unwin Hyman, Boston, 1990).
Wales, Prince of. A Vision of Britain. (Doubleday, London, 1989).
Wood, E. S. Historical Britain. (The Harvill Press, London, 1997
The following web links may also be of great help and interest for the student:
General:
www.britannia.com
www.royal.gov.uk
http://www.bbc
www.wikipedia.org
http://horrible-histories.co.uk/
Specific:
The Celts: http://www.historyworld.net/
Roman Britain: http://www.roman-britain.org/
The Anglo-Saxons in England:
http://www.britainexpress.com/History/dark_ages_index.htm and
http://www.regia.org/history/history.htm
The Vikings in England: http://www.viking.no/e/england/index.html
The Bayeaux Tapestry: http://www.bayeuxtapestry.org.uk/
Richard I and the Crusades: http://www.templarhistory.com/richard.html
England and the Crusades: http://crusades.boisestate.edu/Europe/england/
Economy and society in medieval towns:
http://www.trytel.com/~tristan/towns/townint7.html
Economy and society in medieval England:
http://history.wisc.edu/sommerville/123/123%2013%20Society.htm
England in the Middle Ages:
http://www.historylearningsite.co.uk/england_medieval.htm
The Wars of the Roses and Richard III: www.richardiii.net
The Victorian Age: http://www.victorianweb.org/
The Commonwealth: http://www.thecommonwealth.org/
Oliver Cromwell: www.olivercromwell.org
Civil War in the Stuart Period: www.british-civil-wars.co.uk
The Church of England: www.cofe.anglican.org
Historical events and sociocultural characteristics of Great Britain from the Middle Ages until now: http://www.historylearningsite.co.uk/
USA and Commonwealth
Basic bibliography
Brogan, Hugh. Longman History of the United States. Nueva York: Longman, 1985.
Brogan, Hugh. The Penguin History of the United States of America. Londres: Penguin, 1985.
Cook, Chris. Longman Handbook of Modern American History 1763-1996. Londres: Longman, 1994.
Crothers, George. American History. Nueva Cork: Holt, Rinehart and Wnston, 1964.
Fawcet, Edmund and Tony Thomas. America, Americans. Londres: Collins, 1983.
Johnson, Paul. A History of the American People. Londres: Phoenix Press, 1997.
Johnson, Thomas H. The Oxford Companion to American History. Nueva York: Oxford UP, 1966.
Jones, Maldwyn A. The Limits of Liberty. American History 1607-1992. Nueva York: Oxford UP, 1995.
Nevins, Allan. A History of the American People from 1492. Londres: Oxford UP, 1970.
Purvis, Thomas. A Dictionary of American History. Cambridge, Ma: Blackwell, 1997.
Silverman, Jason. American History Before 1877. Nueva York: McGraw-Hill, 1989.
Zeuske, Max. A Short History of the United States of America. Leipzig: Verlag, 1989.
Complementary bibliography
Boorstin, Daniel Jr. (ed) Estados Unidos. Una civilización. Barcelona: Labor, 1974.
Burns, M. John et al. The National Experience. A History of the United States of America. Nueva York: Harcourt, Brace and World, 1963.
Caughney, John W. and Ernest R. Man. A History of the United States of America. Chicago: McNally, 1964.
Forner E and J. A. Garraty (eds). The Reader’s Companion to American History. Boston: Houghton/Mifflin, 1991.
Morrison, Samuel Eliot. The Oxford History of the American People. Nueva York: Oxford UP, 1965.
The following service is highly recommended:
EzProxy service (remote access to 12000 magazine titles, more than 51000 e-book titles and 42 databases, all accessible through reBUSCa and Portico):https://www.usc.gal/gl/servizos/biblioteca/utilidades/ezproxy.html
Pre-requisites:
Students are required to possess an intermediate-advanced level of the English language in addition to Spanish and Galician languages. They must also have a certain basis of general historical knowledge acquired from their secondary education and from high school.
The following competences, skills and abilities are to be developed by the student:
CG2 - Competence in the critical analysis of the socio-cultural reality in general and more specifically of that of the English-speaking nations.
CG3 - Logical competence: ability to interpret and express data and arguments clearly and accurately. Implementation of reasoning processes that may lead to the solution of problems or to the achievement of information.
CG4 - Social and civil competence: students become multilingual individuals with an intercultural consciousness which allows them to understand other languages and to be open to new cultural experiences. Ability to develop a global civil feeling compatible with one’s local identity.
CG5 - Cultural and artistic competence: development of creative skills through the knowledge of the Anglo-Saxon literature, culture and civilization. Ability to appreciate creative and cultural events, and to understand, evaluate and appreciate the historical dimension of the different cultural and artistic manifestations in English.
CG6 - Competence in personal and autonomous initiative: ability to imagine, undertake, develop and assess individual or collective projects with creativity, confidence, responsibility and critical sense.
CG7 - Competence in learning to learn: awareness, management and control of one’s own skills and knowledge through a conviction of one’s personal efficiency. Development of strategic skills and of the capacity to cooperate, to assess oneself and to manage a series of resources and techniques of intellectual work. Acquisition of learning techniques.
CG8 - Competence in the processing of information in a second language, as well as in the treatment of its culture and literature.
CG9 - Competence in the use of the new technologies: ability to search for, get, process and communicate information and transform it into knowledge using the new technologies as an essential tool.
CE11 – Knowledge of the historical and cultural events which have conditioned and still condition the development of the English language and the literary production in English.
CB1, CB2, CB3, CB4, CB5 (Verified memory of the degree).
The participation of the student, which will be fostered with diverse activities, illustrations and practical explanations, is the basis for the teaching method to be used in class.
Although it is true that the contents of the subject are susceptible to a more theoretical explanation, we will try to combine the theory with a much more practical approach. Therefore, illustrative materials such as maps, photocopies, copies of historical documents, screenings of scenes from historical films, TV shows and/or documentaries, portraits and biographies of relevant historical characters, articles, information and contents on the internet, etc. will support the contents of each unit.
In general, we have taken our didactic strategy from the model of Baker and Westrup known as PPP: three consecutive phases of presentation, practice and production. In the presentation phase (2 theory hours per week), the lecturer offers an essentially theoretical approach to the contents (always with the support of the aforementioned illustrative materials). For the practice phase (1 hour per week), the students will do some activities related to the theoretical content of each unit. Finally, for the production phase, the student will be required to produce autonomous activities such as such as those indicated in the assessment section of this program and which contribute to the final grade of the continuous evaluation.
Prior to the explanation of each unit, the student will have to read the corresponding section in Lang, S. 2011. British History for Dummies. Wiley (John Wiley & Sons Ltd Publication) and other photocopies available at the Virtual Campus. No textbook is recommended but reading the chapters of this book and the photocopies will enable the student to have a general view of the contents of the unit. In this way, s/he will be able to assimilate the contents more easily and will approach them with a critical mind. Besides, participation is encouraged with these readings because the student will have acquired the necessary knowledge to make comments or questions about those issues s/he has not understood. For each unit, other more specific bibliography will be recommended.
As indicated in the “Contents” section of this program, students will answer a set of questions provided by the lecturers for Units 4 to 7. Two of these questions will be included in the final exam.
Students will have to do the activities designed by the lecturers for the continuous evaluation and take the final exam in the first and/or second opportunities.
The mark of the continuous evaluation counts as 40% of the final mark of the subject and the final exam counts as 60%.
IMPORTANT: It is ABSOLUTELY NECESSARY TO SCORE 3 MINIMUM (out of 6) in the final exam for the mark of the continuous evaluation to be taken into account. If you fail to score this minimum, then you fail the subject.
For students who are officially exempt from attending lectures the exam will count as 100% of the final mark of the subject in both opportunities.
Also in both opportunities, those students whose schedule of the subject coincides partially or totally with that of another subject (proof must be presented, e.g. scanned copy of the registration) and/or repeaters may CHOOSE one of the following assessment systems:
a) Just the final exam: 100% of the final mark of the subject.
b) The standard assessment: the mark of the continuous evaluation of the current academic year 2025-2026 (40% of the final mark of the subject) and the final exam (60% of the final mark of the subject).
c) Only those students re-taking the subject: the mark of the continuous evaluation of the previous academic year (2024-2025) (40% of the final mark of the subject) and the final exam (60% of the final mark of the subject). If a student does not have a grade from continuous assessment from the previous academic year, the mark from the immediately preceding year in which they obtained one may be retained.
Additionally, these students MUST communicate their decision to the course coordinator (cristina.mouron [at] usc.es (cristina[dot]mouron[at]usc[dot]es)) via institutional email (USC e-mail address) by 23:59 on Friday, OCTOBER 3RD. Otherwise, they will be assessed considering the standard assessment system: the mark of the continuous evaluation of the current academic year 2025-2026 (40% of the final mark of the subject) and the final exam (60% of the final mark of the subject).
The mark of the continuous evaluation will be kept for the second opportunity.
The assessment system will be the same in both opportunities.
The exams and assignments must be written in English. Correct language use at level B1 will be taken into account when marking these activities.
IMPORTANT: the repetition of basic grammatical mistakes at level B1 of the English language in the final exam will result in a direct fail of the exam.
For cases of fraudulent conduct over exercises or tests, what is included in the "Normativa de avaliación do rendemento académico dos estudantes e de revisión de cualificacións" will apply: " Fraudulent exams, tests or tasks required for the evaluation of a subject will imply a fail in the corresponding opportunity, regardless of the disciplinary process that may be opened against the offending student. Among others, plagiarised works or those obtained from sources accessible to the public without reworking or reinterpretation and without quotation to authors and sources will also be considered fraudulent". Therefore, the detection of the smallest fraud will mean a zero in the subject and the established disciplinary measures will be taken.
For continuous assessment, students must complete the following tasks. Each task will be graded according to the specific criteria included. The maximum grade for each task is also indicated:
1. Test British Towns and Rivers – up to 0.5 points. This is an autonomous learning task consisting of an online test to be completed on the Virtual Campus. Assessment criteria: completion of the assignment by the deadline; quality; accurate expression of ideas, capacity for critical analysis; ability to relate contents; good written expression.
2. Podcast: British/English Consorts and Classroom Presentation (in groups of 3 students) – up to 2 points (up to 1 point for the podcast uploaded to the Virtual Campus and up to 1 point for the oral classroom presentation). The same grade will be awarded for the group podcast; the presentation will be graded individually. This task involves autonomous learning and incorporates a gender perspective. Assessment criteria: originality and creativity of the podcast format; depth and quality of research; clarity, coherence, and engagement in the podcast content; effective delivery during the class presentation.
3. Debate – up to 1 point. Conducted in class on an individual basis. Students will prepare three questions from a list provided by the lecturer and must respond to at least one during the in-class debate. Assessment criteria: good oral expression; accurate expression of ideas; capacity for critical analysis; active participation.
4. Film Tests: Pocahontas and The Last of the Mohicans – up to 0.5 points. Online test to be completed on the Virtual Campus. Assessment criteria: completion of the assignment by the deadline; quality; accurate expression of ideas, capacity for critical analysis; ability to relate contents; good written expression.
Deadlines, instructions, and guidelines for the tasks will be made available on the Virtual Campus well in advance.
The design of continuous assessment tasks supports the development of autonomy and personal initiative (General Competence CG6 of the degree), as students take responsibility for their own learning by actively engaging in the assessment process.
In addition to the assignments designed for the continuous assessment grade, specialized seminars and/or lectures on a historical and/or cultural topic may be proposed outside of regular class hours. Attendance is not mandatory, but it may be taken into consideration when the final grade for the course is very close to the next higher grade.
The activities of the continuous evaluation must be completed by the due date determined by the lecturers. Otherwise, the task will not be considered for the continuous evaluation.
IMPORTANT: ATTENDANCE AND ASSESSMENT
Attendance: Students MUST attend at least 75% of the total hours for the course to be eligible to pass the subject and sit the final exam.
According to the “Regulamento de asistencia a clase nas ensinanzas oficiais de grao e máster da USC” (USC Regulations on Class Attendance in Official Undergraduate and Master’s Programmes) (approved on 25 November 2024), absences from class and assessment activities may be justified as follows:
Article 3.2 – Justified Absences from Class
The following will be considered valid reasons for absence:
a) Sitting official exams or selection procedures for public administration posts, with certification from the relevant authority.
b) Participation in university governing bodies or external academic bodies as a student representative, with appropriate documentation.
c) Hospitalisation or non-deferrable medical appointments, with certification from the relevant health professional or institution.
d) Illness preventing physical presence, duly documented.
e) Academic strikes or collective actions that block access to classrooms.
f) Serious illness or death of a close relative (up to second-degree), with proof.
g) Compliance with public duties, duly justified.
h) Official mobility restrictions due to weather alerts or states of emergency.
i) Participation in elite or high-performance sporting activities, in accordance with regional or USC-specific regulations.
j) Any other force majeure duly substantiated.
Students must notify their lecturer within five working days of the end of the circumstance preventing attendance. If there is a disagreement, the final decision will rest with the faculty's management or the relevant committee.
Article 3.4 – Attendance Compliance
Attendance will be considered fulfilled without justification if absences do not exceed 10% of total programmed hours (including both lecture and interactive sessions), except in activities explicitly marked as compulsory.
Article 5 – Absence from Assessment Activities
1. The reasons for justified class absences listed above also apply to absences from assessment activities. However, in the case of elite athletes, flexibility will only apply when there is a direct conflict with official competitions or training sessions, properly certified by the relevant sports federation.
2. In cases of justified absence, students have the right to reschedule the assessment. The new date will be set by the course instructor, preferably in agreement with the student, and must be before the closing of grade records. Whenever possible, at least two working days must pass between notification and the new assessment date.
The subject comprises 15 weeks:
Week 1: Unit 1
Week 2: Unit 1
Week 3: Unit 1
Week 4: Unit 2
Week 5: Unit 2
Week 6: Unit 2
Week 7: Unit 3
Week 8: Unit3
Week 9: Unit3
Week 10: Unit 3
Week 11: Unit 3
Week 12: Unit 3
*Week 13: UNit 8
Week 14: Unit 9
Week 15: Units 10 y 11
Since this is an ECTS subject, the student will need 150 hours (lectures and autonomous work included) to pass the subject.
* As indicated before in the 'Contents' and 'Methodology' sections, students will answer a set of questions provided by the lecturers for Units 4 to 7. Two of these questions will be included in the final exam.
It is strongly recommended to read and review the aforementioned and recommended bibliography, and to do all the activities designed for the subject. In this way, the student will benefit from having two marks (the continuous evaluation and the final exam) instead of having to rely upon just one mark in one or both opportunities.
The students are also encouraged to attend any type of extra-curricular activity that may bring them in contact with historical, social and cultural aspects of the history of Great Britain and Ireland and USA and Commonwealth, such as attending plays or historical films shown at the cinema. Besides, the lecturers may suggest fiction books portraying British, Irish or American historical characters or narrating historical events of a certain period. Such examples include The Pillars of the Earth and World without End by Ken Follet, which is about England in the Middle Ages, or The Sunne in Splendour by Sharon Penman about the Wars of the Roses. More titles may be provided at the student’s request.
The course will be taught in English, though Galician and Spanish may be used occasionally.
Fraudulent practice in any course activity will not be tolerated under any circumstances.
IMPORTANT: CLASSROOM CONDUCT REGULATIONS
In accordance with Article 36(c) of the Lei Orgánica do Sistema Universitario (LOSU) (Organic Law of the University System: LOSU), which lists as a student obligation: “to comply with the guidelines set by teaching staff and university authorities”, the following classroom rules apply:
1. The use of mobile phones is not allowed during either lecture or interactive sessions, except when used as a work tool following the instructions given by the lecturers. Students will be held responsible for any legal and academic consequences that may arise from inappropriate use. Tablets and laptops may only be used for note-taking and accessing materials from the Virtual Campus. Use of any electronic device during assessment activities is not permitted unless explicitly authorised by the lecturers.
2. Students must arrive no later than 10 minutes after the beginning of class.
3. No food consumption is allowed in the classroom during the classes.
4. To be counted as attending a session, students must remain in the classroom until the end, except in cases of justified reasons such as sudden illness.
According to the "Regulamento polo que se establecen as normas de convivencia da USC" (USC Code of Conduct; 30 March 2023), students must take the following into account:
1. Article 44: Repeatedly disrupting the normal development of class activities may be considered a serious offence and may result in sanctions, including suspension for up to one month or the loss of the right to sit exams in the affected course.
2. Article 43: Inappropriate behaviour in class may also lead to the initiation of disciplinary proceedings.
IMPORTANT: Emails that do not come from the student's corporate address (USC address) will not be answered.
The USC has additional tutorial support service to help diversity (students with specific needs). https://www.usc.gal/gl/servizos/area/inclusion-participacion-social. E-mail: sepiu.santiago [at] usc.es (sepiu[dot]santiago[at]usc[dot]es).
Susana Maria Jimenez Placer
- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811855
- susanamaria.jimenez [at] usc.es
- Category
- Professor: Temporary PhD professor
Cristina Mouron Figueroa
Coordinador/a- Department
- English and German Philology
- Area
- English Philology
- Phone
- 881811832
- cristina.mouron [at] usc.es
- Category
- Professor: University Lecturer
Ruben Jarazo Alvarez
- Department
- English and German Philology
- Area
- English Philology
- ruben.jarazo [at] usc.es
- Category
- Professor: Intern Assistant LOSU
| Monday | |||
|---|---|---|---|
| 09:00-10:00 | Grupo /CLE_02 (M-Z) | English | C10 |
| 09:00-10:00 | Grupo /CLE_01 (A-L) | English | D11 |
| Tuesday | |||
| 09:00-10:00 | Grupo /CLE_02 (M-Z) | English | C10 |
| 09:00-10:00 | Grupo /CLE_01 (A-L) | English | D08 |
| Wednesday | |||
| 09:00-10:00 | Grupo /CLIS_01 (A-C) | English | C07 |
| 09:00-10:00 | Grupo /CLIS_02 (D-F) | English | C08 |
| 10:00-11:00 | Grupo /CLIS_05 (P-R) | English | C07 |
| 10:00-11:00 | Grupo /CLIS_06 (S-Z) | English | C08 |
| 13:00-14:00 | Grupo /CLIS_03 (G-L) | English | C08 |
| 13:00-14:00 | Grupo /CLIS_04 (M-O) | English | D08 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_03 (G-L) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLE_02 (M-Z) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_02 (D-F) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_04 (M-O) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_01 (A-C) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLE_01 (A-L) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_05 (P-R) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_06 (S-Z) | C10 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_05 (P-R) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_06 (S-Z) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_03 (G-L) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLE_02 (M-Z) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_02 (D-F) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_04 (M-O) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLE_01 (A-L) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_01 (A-C) | C11 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_05 (P-R) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_06 (S-Z) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLE_01 (A-L) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_03 (G-L) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLE_02 (M-Z) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_02 (D-F) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_04 (M-O) | C12 |
| 01.12.2026 16:00-19:00 | Grupo /CLIS_01 (A-C) | C12 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_05 (P-R) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_06 (S-Z) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_03 (G-L) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLE_02 (M-Z) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_02 (D-F) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_04 (M-O) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLE_01 (A-L) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_01 (A-C) | C10 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_03 (G-L) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_02 (D-F) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_04 (M-O) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_01 (A-C) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_05 (P-R) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLE_02 (M-Z) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLIS_06 (S-Z) | C11 |
| 06.05.2026 09:30-13:30 | Grupo /CLE_01 (A-L) | C11 |