Teaching Plan Information

Presentation

This course provides a historical understanding of globalization -- the increasing connectedness of the world -- by examining processes of colonization, interaction, imposition, and exchange from the revolutionary era to the eve of the First World War over the so-called ‘long nineteenth century’ (1789-1914). Throughout this six-credit course, students will analyze and debate large and multidisciplinary interpretative issues including: the economic and technological advantages acquired by Western nation states; the European projection throughout the world through informal and formal empires; reactions to (and the embracing of) westernization in America, Africa and Asia; forms of forced, semi-forced and free labor; the interrelation (and extermination) of diverse societies and cultures; the transformation of social and gender roles as a result of industrialization, colonization, and globalization; and the effects of development and underdevelopment on sustainability.

Associated skills

The associated skills for this module are outline specifically in the Memoria of the degree They include:

General Skills: CG1, CG2, CB1, CB2, CB3 y CB5

Transversal Sills: CT1

Specific Skills: CE1, CE2, CE6, CE8

Learning outcomes

The learning outcomes for this module can be found in the Memoria for the degree. They include:

R.A. 1.1; 1.2; 1.3; 1.6; 1.7; 2.1; 2.2; 2.3; 2.5; 6.3; 8.1; 8.2; 8.3

Sustainable Development Goals

The students will engage in debates concerning sustainability by examining the effects of industrialization, colonization, and globalization in world history. Specific attention will be paid to themes of climate change as a result of industrialization, rising inequality within and between countries, and health and welfare issues as applied to the civilizing mission in imperial settings. 

ODS: 3, 10, 13. 

Prerequisites

There are no prerequisites.

Contents

1. The Birth of Modernity

2. The Age of Revolution

3. The Industrial Revolution

4. Empires: Race and Ethnicity

5: Empires: Slavery, Settlement, and Genocide

6. Nations and Nationalisms

7. The Great Acceleration

8. Convergences, Inequalities and Tensions

9. The Global "Belle Époque": European Hegemony and Prosperity on the Eve of Disaster

Teaching Methods

This course consists of a mixture of lectures and seminars.

Each class includes lecture and discussion of the readings. The lectures are designed to provide students with information necessary for thoughtful discussion and engagement with the assigned readings.

There will be four seminars, in which students will be required to come to class having done the reading, and which will entail written work and oral presentations.  

Evaluation

Class participation (20%)

This portion of the grade takes into account: attendance; familiarity with, and reflection on, the assigned readings; and active and thoughtful participation in discussion during class and seminar sessions.

Written Work (20%)

Students will be required to hand in written work in conjunction with the seminars.

Presentation (15%)

Students will be required to prepare at least one group presentation in conjunction with the seminars.

Final Exam (45%)

Students will have to prepare one final exam.

"Recovering" a failed grade (Recuperación):

• The Facultat de Humanitats will set the date, time, and place for the recovery exam (examen de recuperación).

• A student is permitted to sit the recovery exam only if he or she has failed the course. Students may not attend the recovery exam to attempt to improve a passing grade.

• The recovery exam will follow the same structure as the final exam, though the questions may differ.

• A student who has failed the course may also "recover" a seminar paper or papers or a class presentation. Students may not "recover" a seminar paper or presentation in attempt to improve a passing final grade.

• On the day and at the time of the recovery exam, students may turn in a hard, paper copy of any seminar paper that they failed to turn in during the term, or for which they received a failing grade. They should also post a digital version on "Turn-It In" on the Aula Global for the course. Students may also upload a recorded version of a class presentation they failed to do during the term, or for which they received a failing grade.

• A student who sits the recovery exam may only receive a maximum grade of 5.0 for the recovery exam.

• A student who "recovers" a seminar paper o presentation may only receive a maximum grade of 5.0 for each recovered seminar paper or presentation.
  
  
• The maximum grade of 5.0. is not applicable to those students with medical or otherwise justifiable excuses.

Bibliography and information resources

• Gareth Austin, “Capitalism and the colonies”,  in The Cambridge History of Capitalism, ed. L. Neal L. and J. Williamson (Cambridge: Cambridge University Press, 2014), 301-347.
• Christopher A. Bayly, The Birth of the Modern World (Wiley, 2004 ), 451-488Amy Stanley, "Maidservants' Tales: Narrating Domestic and Global History in Eurasia, 1600-1900," American Historical Review 121, no. 2 (2016): 437–460.
• Maxine Berg, "Global history and the transformation of early modern Europe," in History after Hobsbawm: Writing the Past in the 21st century, ed. John H. Arnold, Matthew J. Hilton and Jan Rüger (Oxford: Oxford University Press, 2018).
• Laird W. Bergad, “Economic Aspects”, in The Comparative Histories of Slavery in Brazil, Cuba, and the United States (Cambridge: Cambridge University Press, 2007), 165-201. 
• Robin Blackburn, "Haiti, Slavery, and the Age of the Democratic Revolution", in  William and Mary Quarterly, 63, no. 4 (2006), 643-674.
• Jane Burbank and Frederick Cooper, "Imperial Trajectories" in Empires in World History: Power and the Politics of Difference (Princeton: Princeton University Press, 2010), 1-22.
• Dipesh Chakrabarty, "The Climate of History: Four Theses", Critical Inquiry 35, no. 2 (2009): 197-222.
• Alice L. Conklin, "Colonialism and Human Rights. A Contradiction in Terms? The Case of France and West Africa, 1895-1914", in  American Historical Review 103, no. 2 (1998): 419-442.
• Sebastian Conrad, Globalisation and the Nation in Imperial Germany (Cambridge: Cambridge University Press, 2010), 27-75.
• Mike Davis, Late Victorian Holocausts: El Niño Famines and the Making of the Third World (London: Verso, 2002), 1-60.
• Valeska Huber, Channelling Mobilities: Migration and Globalisation in the Suez Canal Region and Beyond, 1869-1914, (Cambridge: Cambridge University Press, 2013): 157-167.
• Sara Horrell and Jane Humphries, “Women’s Labour Force Participation and the Transition to the Male-Breadwinner Family, 1790-1865,” Economic History Review 48, no. 1 (1995): 89-117.
• Lynn Hunt, “The Paradoxical Origins of Human Rights,” in Human Rights and Revolutions, ed. Jeffrey W. Wasserstrom, Lynn Hunt and Marilyn B. Young  (Lanham, MD: Rowman and Littlefield, 2007), 49-67.
• Philippa Levine, "Naked Truths: Bodies, Knowledge, and the Eroitcs of Colonial Power", in Journal of British Studies, 52 (2013): 5-25.
• Benjamin Madley, "From Terror to Genocide: Britain’s Tasmanian Penal Colony and Australia’s History Wars", Journal of British Studies, 47, no. 1 (2008): 77-106.
• Joel Mokyr, "China and Europe," and "China and the Enlightenment", in A Culture of Growth: The Origins of the Modern Economy (Princeton: Princeton Univ. Press, 2017), 287-342.
• Kevin H. O'Rourke, "The Economist and Global History," in The Prospect of Global History, ed. Jamie Belich, John Darwin, Margaret Frenz and Chris Wickham  (Oxford University Press, 2016), 44-62.
• Amy Stanley, "Maidservants' Tales: Narrating Domestic and Global History in Eurasia, 1600-1900," American Historical Review, 121, no. 2 (2016): 437–460.

Teaching Plan Information

Presentation

This course provides a historical understanding of globalization -- the increasing connectedness of the world -- by examining processes of colonization, interaction, imposition, and exchange from the revolutionary era to the eve of the First World War over the so-called ‘long nineteenth century’ (1789-1914). Throughout this six-credit course, students will analyze and debate large and multidisciplinary interpretative issues including: the economic and technological advantages acquired by Western nation states; the European projection throughout the world through informal and formal empires; reactions to (and the embracing of) westernization in America, Africa and Asia; forms of forced, semi-forced and free labor; the interrelation (and extermination) of diverse societies and cultures; the transformation of social and gender roles as a result of industrialization, colonization, and globalization; and the effects of development and underdevelopment on sustainability.

Associated skills

The associated skills for this module are outline specifically in the Memoria of the degree They include:

General Skills: CG1, CG2, CB1, CB2, CB3 y CB5

Transversal Sills: CT1

Specific Skills: CE1, CE2, CE6, CE8

Learning outcomes

The learning outcomes for this module can be found in the Memoria for the degree. They include:

R.A. 1.1; 1.2; 1.3; 1.6; 1.7; 2.1; 2.2; 2.3; 2.5; 6.3; 8.1; 8.2; 8.3

Sustainable Development Goals

The students will engage in debates concerning sustainability by examining the effects of industrialization, colonization, and globalization in world history. Specific attention will be paid to themes of climate change as a result of industrialization, rising inequality within and between countries, and health and welfare issues as applied to the civilizing mission in imperial settings. 

ODS: 3, 10, 13. 

Prerequisites

There are no prerequisites.

Contents

1. The Birth of Modernity

2. The Age of Revolution

3. The Industrial Revolution

4. Empires: Race and Ethnicity

5: Empires: Slavery, Settlement, and Genocide

6. Nations and Nationalisms

7. The Great Acceleration

8. Convergences, Inequalities and Tensions

9. The Global "Belle Époque": European Hegemony and Prosperity on the Eve of Disaster

Teaching Methods

This course consists of a mixture of lectures and seminars.

Each class includes lecture and discussion of the readings. The lectures are designed to provide students with information necessary for thoughtful discussion and engagement with the assigned readings.

There will be four seminars, in which students will be required to come to class having done the reading, and which will entail written work and oral presentations.  

Evaluation

Class participation (20%)

This portion of the grade takes into account: attendance; familiarity with, and reflection on, the assigned readings; and active and thoughtful participation in discussion during class and seminar sessions.

Written Work (20%)

Students will be required to hand in written work in conjunction with the seminars.

Presentation (15%)

Students will be required to prepare at least one group presentation in conjunction with the seminars.

Final Exam (45%)

Students will have to prepare one final exam.

"Recovering" a failed grade (Recuperación):

• The Facultat de Humanitats will set the date, time, and place for the recovery exam (examen de recuperación).

• A student is permitted to sit the recovery exam only if he or she has failed the course. Students may not attend the recovery exam to attempt to improve a passing grade.

• The recovery exam will follow the same structure as the final exam, though the questions may differ.

• A student who has failed the course may also "recover" a seminar paper or papers or a class presentation. Students may not "recover" a seminar paper or presentation in attempt to improve a passing final grade.

• On the day and at the time of the recovery exam, students may turn in a hard, paper copy of any seminar paper that they failed to turn in during the term, or for which they received a failing grade. They should also post a digital version on "Turn-It In" on the Aula Global for the course. Students may also upload a recorded version of a class presentation they failed to do during the term, or for which they received a failing grade.

• A student who sits the recovery exam may only receive a maximum grade of 5.0 for the recovery exam.

• A student who "recovers" a seminar paper o presentation may only receive a maximum grade of 5.0 for each recovered seminar paper or presentation.
  
  
• The maximum grade of 5.0. is not applicable to those students with medical or otherwise justifiable excuses.

Bibliography and information resources

• Gareth Austin, “Capitalism and the colonies”,  in The Cambridge History of Capitalism, ed. L. Neal L. and J. Williamson (Cambridge: Cambridge University Press, 2014), 301-347.
• Christopher A. Bayly, The Birth of the Modern World (Wiley, 2004 ), 451-488Amy Stanley, "Maidservants' Tales: Narrating Domestic and Global History in Eurasia, 1600-1900," American Historical Review 121, no. 2 (2016): 437–460.
• Maxine Berg, "Global history and the transformation of early modern Europe," in History after Hobsbawm: Writing the Past in the 21st century, ed. John H. Arnold, Matthew J. Hilton and Jan Rüger (Oxford: Oxford University Press, 2018).
• Laird W. Bergad, “Economic Aspects”, in The Comparative Histories of Slavery in Brazil, Cuba, and the United States (Cambridge: Cambridge University Press, 2007), 165-201. 
• Robin Blackburn, "Haiti, Slavery, and the Age of the Democratic Revolution", in  William and Mary Quarterly, 63, no. 4 (2006), 643-674.
• Jane Burbank and Frederick Cooper, "Imperial Trajectories" in Empires in World History: Power and the Politics of Difference (Princeton: Princeton University Press, 2010), 1-22.
• Dipesh Chakrabarty, "The Climate of History: Four Theses", Critical Inquiry 35, no. 2 (2009): 197-222.
• Alice L. Conklin, "Colonialism and Human Rights. A Contradiction in Terms? The Case of France and West Africa, 1895-1914", in  American Historical Review 103, no. 2 (1998): 419-442.
• Sebastian Conrad, Globalisation and the Nation in Imperial Germany (Cambridge: Cambridge University Press, 2010), 27-75.
• Mike Davis, Late Victorian Holocausts: El Niño Famines and the Making of the Third World (London: Verso, 2002), 1-60.
• Valeska Huber, Channelling Mobilities: Migration and Globalisation in the Suez Canal Region and Beyond, 1869-1914, (Cambridge: Cambridge University Press, 2013): 157-167.
• Sara Horrell and Jane Humphries, “Women’s Labour Force Participation and the Transition to the Male-Breadwinner Family, 1790-1865,” Economic History Review 48, no. 1 (1995): 89-117.
• Lynn Hunt, “The Paradoxical Origins of Human Rights,” in Human Rights and Revolutions, ed. Jeffrey W. Wasserstrom, Lynn Hunt and Marilyn B. Young  (Lanham, MD: Rowman and Littlefield, 2007), 49-67.
• Philippa Levine, "Naked Truths: Bodies, Knowledge, and the Eroitcs of Colonial Power", in Journal of British Studies, 52 (2013): 5-25.
• Benjamin Madley, "From Terror to Genocide: Britain’s Tasmanian Penal Colony and Australia’s History Wars", Journal of British Studies, 47, no. 1 (2008): 77-106.
• Joel Mokyr, "China and Europe," and "China and the Enlightenment", in A Culture of Growth: The Origins of the Modern Economy (Princeton: Princeton Univ. Press, 2017), 287-342.
• Kevin H. O'Rourke, "The Economist and Global History," in The Prospect of Global History, ed. Jamie Belich, John Darwin, Margaret Frenz and Chris Wickham  (Oxford University Press, 2016), 44-62.
• Amy Stanley, "Maidservants' Tales: Narrating Domestic and Global History in Eurasia, 1600-1900," American Historical Review, 121, no. 2 (2016): 437–460.