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
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: History
Areas: Modern History
Center Faculty of Geography and History
Call: First Semester
Teaching: With teaching
Enrolment: Enrollable
To introduce students to the knowledge of the main demographic, economic, social, political and cultural processes in Europe in the 16th century and the first half of the 17th century.
-To acquire a critical awareness of the space-time coordinates.
The programme of the subject is organized in three blocks, comprising:
a) socioeconomic bases; b) the thought and culture and c) the government, domestic policy and international relations. Each of these thematic blocks includes four units.
A- The socioeconomic foundations:
1.- The demographic regime of the Old Regime and evolution of the population in the 16th and 17th centuries
2.- Economy. Agriculture and industry in the 16th and 17th centuries
3.- Trade and capitalist techniques. Mercantilism
4.- The European society in the Modern Age. Structure and evolution
B- The thought and culture:
5.- Channels for disseminating culture
6.- Renaissance and Humanism: intellectual and cultural bases of the modern world
7.- Religious reforms
8.- Origins of the Modern Science
C- The government, the domestic policy and the international relations
9.- Origins of the Modern State
10.- The birth of the new monarchies and plurality of political forms in Europe
11.- The advance of absolutism in the 17th century. The Kingdom of England and the Dutch Republic
12.- International relations (1500-1650)
BASIC BIBLIOGRAPHY
EIRAS ROEL, A., Historia Universal, 12. Siglo XVII, Barcelona, 1994.
FLORISTÁN IMIZCOZ, A. (coord.), Historia Moderna Universal, Barcelona, Ariel, 2015.
FORTEA PÉREZ, J.I., Historia Universal. 11. Siglo XVI, Barcelona, 1994.
HINRICHS, E., Introducción a la Historia de la Edad Moderna, Barcelona, Ariel, 2001.
MOLAS RIBALTA, P. et al., Manual de historia moderna, Barcelona, Ariel, 1993.
TENENTI, A., La Edad Moderna: siglos XVI-VIII, Barcelona, Crítica, 2000.
COMPLEMENTARY BIBLIOGRAPHY
BARDET, J.-P. y DUPÂQUIER, J. (dirs), Historia de las poblaciones de Europa, Síntesis, Madrid, 2001.
BÉLY, L., Lárt de la paix en Europe. Naissance de la diplomatie moderne XVIIe-XVIIIe siècle, Paris, 2007.
BURKE, P., El Renacimiento europeo, Crítica, Barcelona, 2000.
DEWALD, J., La nobleza europea, 1400-1800, Valencia, 2004.
DUPLESSIS, R.S., Transiciones al capitalismo en Europa durante la Edad Moderna, Zaragoza, 2001.
ELLIOT, J.H., Europa en la época de Felipe II (1559-1598), Crítica, Barcelona, 2000.
GONZÁLEZ ENCISO, A., El nacimiento del Capitalismo en Europa, Ed. Eunate, Madrid, 2011.
KAMEN, H., La sociedad europea, 1500-1700, Madrid, 1986.
LUTZ, H., Reforma y Contrarreforma: Europa entre 1520 y 1648, Alianza, Madrid, 2009.
MACKENNEY, R., La Europa del siglo XVI. Expansión y conflicto, Akal, Madrid, 1996.
MARAVALL, J.A., La cultura del Barroco: análisis de una estructura histórica, Barcelona, 2008.
MARTÍNEZ MILLÁN, J.; CARLOS MORALES, J., Religión, política y tolerancia en la Europa Moderna, Polifermo, Madrid, 2011.
REINHARD, W. (ed.), Las élites de poder y la construcción del Estado, Madrid, 1996.
RIVERO RODRÍGUEZ, M., Diplomacia y relaciones exteriores en la Edad Moderna. De la cristiandad al sistema europeo, 1453-1794, Madrid, 2000.
ROSSI, P., El nacimiento de la Ciencia Moderna en Europa, Crítica, Barcelona, 1997.
SCHULTZ, H., Historia económica de Europa (1500-1800). Artesanos, mercaderes y banqueros, Siglo XXI de España, Madrid, 2001.
Specific skills:
-Understanding and analyzing the key factors explaining the Universal Modern History from the sixteenth century to the first half of the seventeenth.
-Understanding and interpreting maps, charts, texts and historical sources.
Transversal skills:
-Working independently with responsibility and initiative, developing capabilities to manage information, organization and planning.
-Applying analytical, critical, logical and creative thinking, demonstrating innovation skills.
The lectures basically consist of the explanation of the subject programme by the professor with the support of different didactic materials and with the use of ICT.
-The interactive sessions allow the acquisition of skills and development of the knowledge acquired through individual student’s work -studies, assignments, readings, exercises, presentations ... will be guided by the professor and will lead to the preparation and exposition of assignments in groups or individually.
-In the tutorials (for single students or small groups ), special attention will be given to students to discuss specific issues in relation to the tasks or to try to resolve any other difficulty of the student of group of students, related to the subject.
CONTINGENCY PLAN
Scenario 2: distancing (partial restrictions on physical attendance)
a) Expository and interactive teaching
- Expository teaching may be carried out totally or partially in a virtual way, either with synchronous mechanisms (videoconferences: Teams), or with asynchronous ones (virtual classroom, forums).
- In interactive teaching, physical and telematic classroom attendance (Teams and Virtual Classroom) can be combined. Each student will comment on various materials posted in the virtual classroom (texts, graphs, tables, articles, etc.) provided by the teacher. The teacher will provide the bibliography of the topics, and, where possible, the links for consultation or digitized texts.
b) Tutorials: the scheduling of tutorials by telematic priority (through the virtual classroom forums) will be prioritized.
c) Field practices. Field practice will be replaced by another non-face-to-face activity.
Scenario 3: closure of the facilities (impossibility of teaching in person)
a) Expository and interactive teaching
- Both expository and interactive teaching will take place completely virtual, either with synchronous mechanisms (videoconferences: Teams), or with asynchronous ones (virtual classroom, forums).
b) Tutoring
- The scheduling of tutorials will be exclusively by telematic means.
c) Field practices. Field practice will be replaced by another non-face-to-face activity.
70% of the final grade is obtained as follows:
a final exam date indicated by the official calendar prepared by the secretariat of the faculty in which the student must respond to issues related to the agenda items developed in the lectures, which calculated the value of 70% will final score.
30% of the final grade is obtained as follows:
- 5% will result from the classroom interventions student in the interactive classes, up to 0.5, and that score will decrease proportionally to the number of interventions. Students who have missed more than 25% of hours are not counted scores of practical activities, with final score of Suspense in case of the theoretical examination.
-The Remaining 25% is obtained by different student grades on tests and interactive classes related activities. It is scored with zero any work or activity that has not been delivered.
To pass the course the student must achieve a minimum grade of 5 points. Now, to join and note the theoretical examination are compensated with the interactive activities the student must score at least four points (4) of ten in each of these parts (2.8 points out of 7 in the examination theoretical, 1.2 points out of 3 in practical activities). If any of the two sides the student does not reach four out of ten, suspend the subject, whether in specific cases your note is equal to or greater than 5 points. In these cases, the mark will be Suspense and scored 4.9 points.
-The Student evaluation will be continuous, the teacher can request materials exhibition, notes, etc.
Just they are deemed not submitted those students who have not performed the examinations and any activities or tasks of the interactive part.
* Stages of evaluation and subsequent calls:
'In relation to interactive tasks scored on the basis of oral presentations or written tests, the teacher will indicate which specific activity replaces them in the evaluation stage July or subsequent calls.
-Students who obtain a dispensation from class attendance will be evaluated through an exam (70%) and compulsory practical work (30%).
If the case of a student, rather than rework the work, decides to file an exact copy of these already rated in previous calls by the same teacher, you must state this end is satisfied.
CONTINGENCY PLAN
Scenario 2: distancing (partial restrictions on physical attendance)
Continuous assessment combined with online final exam
-The final exam, if applicable, will preferably be telematic.
Scenario 3: closure of the facilities (impossibility of teaching in person)
Continuous assessment combined with online final exam
-The final exam, if applicable, will be telematic.
Every hour of expository teaching should be accompanied by a student’s complementary assignment of approximately two hours (in the form of readings and fixation of the contents covered in the classroom).
Moreover, it is estimated that for each hour of interactive instruction, the student should spend at least four hours of individual work.
Taking into account the teaching load of the subject and the above- mentioned forecasts, it is considered that each student should devote around 150 hours to individual work.
The basic recommendation is to read the general and specialized bibliography provided by the professor together with the programme, but also that more specific bibliography given when presenting each topic in order to obtain a more complete picture than the one that may be drawn in theoretical classes.
-It is also advisable to perform textual analyses, charts, graphs, statistical tables, etc., individually to gain mastery in these areas and a better understanding of the subject content.
-Consultation of historical atlases and dictionaries of historical terms.
-Regular attendance at class is considered essential to obtain a positive assessment.
-Clarify, by asking questions in class or in tutorials, the doubts that may arise during the learning period and also during the resolution of the above mentioned case studies.
Communications between students and teachers of the subject will be made exclusively through the virtual classroom messaging, and not through institutional email.
Camilo Jesus Fernandez Cortizo
Coordinador/a- Department
- History
- Area
- Modern History
- Phone
- 881812552
- camilojesus.fernandez [at] usc.es
- Category
- Professor: University Lecturer
Hortensio Sobrado Correa
- Department
- History
- Area
- Modern History
- Phone
- 881812606
- hortensio.sobrado [at] usc.es
- Category
- Professor: University Lecturer
Francisco Cebreiro Ares
- Department
- History
- Area
- Modern History
- francisco.cebreiro.ares [at] rai.usc.gal
- Category
- Xunta Post-doctoral Contract
Iago Castro Táboas
- Department
- History
- Area
- Modern History
- iago.castro.taboas [at] rai.usc.es
- Category
- Ministry Pre-doctoral Contract
Daniel Steven Mena Acevedo
- Department
- History
- Area
- Modern History
- danielsteven.mena.acevedo [at] usc.es
- Category
- Ministry Pre-doctoral Contract
Pablo Vázquez Bello
- Department
- History
- Area
- Modern History
- pablo.vazquez.bello [at] rai.usc.es
- Category
- Ministry Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 09:15-11:15 | Grupo /CLE_01 | Spanish | Classroom 08 |
| 11:15-13:15 | Grupo /CLE_02 | Spanish | Classroom 07 |
| Wednesday | |||
| 11:15-13:15 | Grupo /CLE_01 | Spanish | Classroom 08 |
| Friday | |||
| 09:15-11:15 | Grupo /CLE_02 | Spanish | Classroom 07 |
| 01.11.2021 16:00-18:30 | Grupo /CLE_01 | Virtual classroom |
| 07.02.2021 16:00-18:30 | Grupo /CLE_01 | Classroom 10 |