This is a mandatory subject in the second course of the History Grade. Thus, enrolled students had previously attended "Basis of the Early Modern History (25726). The principal aim of the subject is to widen the knowledge about the first modernity (1450-1659), from a global perspective, since last decades historiography had developed a huge debate. The main goal is to make understandable why and how Europe reached the world supremacy from the eighteenth century. In order to understand this supremacy, it is mandatory to analyze the historical evolution between 1450 and 1659. Based on the European experience, but taking into account that Asia was the economic and political center of the world until there -not forgetting Afrika and the Islam-, the student will go through the most remarkable events and milestones of the period (the printing invention, the plague, revolts, the appearance and evolution of the Modern Estates, and the religion). The subject could help the student in the job market, for teaching, in the archives, museums and tourism, providing him the necessary and fundamental knowledge and skills.

G1, To get a general overview on the evolution of different societies, cultures and civilisations, from the 15th century to the 17th century, highlighting the continuities and breakdowns.

G2, To achieve a unified sight on the historical processes that started the First Globalisation, highlighting the European Empires and Monarchies.

G3, To underline the important role played by Religous Reformation, though the catholic sample.

G4, To show and follow the beginning of the new political, social, cultural and economic proposals with the purpose of organising and structuring a more interlinked and interrelated World.





IE1, The student is able to urderstand and to explain how Europe reached the World supremacy from the 18th century.

IE2, The Student understand and hierarchically organise the links between the historical events happened from 1450 to 1650 in Europe, Asia, Africa and America. He/she knows how to organise them and how to make a logical and understandable discourse.

IE3, The student knows to contextualise any contemporary object (principally weapons, buildings and art works) and, through it, to develop and interpretate the poliitcal, technical, cultural, religious and economic basis of the time.

IE4, The student is able to read, understand and synthesise academic papers about the Eary Modern period, and to interrelate the contents in order to build up logical discourse.

IE5, The student knows and is able to analyze and interlink the main changes occurred in European History: the impact of big disasters (plagues, wars), the Modern State building, the role play by cities, the Humanism, the geographic discoveries and military conquests, the wars of religion, the Military Revolution, the crisis of the 17th century o the Great Divergence.

1. The Autumn of the Middle Ages

2. The Era of the scientific-culture-military revolutions and the Early Globalization

3. The Modern State-building: Empires, Composite Monarchies, Republics, political discourse and practices.

4. The struggle for the predominance in Eurasia.

5. From the Little to the Great Divergence.

The knowledge included in the subject would be transmitted by magistral classes. Nevertheless, the dynamic of clases would be enriched with an array of activities led to acquire the skills aforementioned.

1-Ananlysis of contemporary documents (G001, G003, G004, IE3).

2-Analytic contextualization of documentaries, films and objects (G001, G004, IE3).

3-Writing presentation (G001, G003, G004, IE5).

• Continuous Assessment System
• Final Assessment System
• Tools and qualification percentages:
  • Individual works (%): 60
  • Team projects (problem solving, project design)) (%): 40

To pass the course it is compulsory to obtain the 50 percent of marks. The orthographic mistakes are going to be assessed.



With regard to the renouncement, it is followed 12.2. article from the Assessment Rules of Students, "In the case of continued assessment, if the weight of final exercise is over 40% of subject marks, it would be enough not attending the exercise for appearing as absent in the final marks. But, if the weight of the final exercise is equal or less than 40% of subject marks, the student would renounce the call in a minimum period of a month before the last class. The students have to hand in the written renounce to the teacher".



Following the ethic and dishonest practices’ prevention’s protocol of the University of the Basque Country, in case a fraud, copy, plagiarism or similar behaviour was found, will be issued: to qualified the exercise as failed (0,0), and, if it is the case, to open an disciplinary inquiry.

According to the 9. article of Students' Assessment Rules:



1.- Those students who did not pass the ordinary call, depending of assessment system they choose, had the right to be assessed in the extraordinary call.

2.- In the extraordinary call, the unique system to be assessed is going to be a last assessment.

3.- In the extraordinary call, the last assessment should be compound by all the proofs and exercise needed to asses and measure the learning achievements. All the positive results obtained by student during the continued assessment could considered. However, in case of negative results the marks should be bear in mind and the student will obtain the 100% of marks through the last assessment.

The teacher would give the materials needed for the correct development of subject through eGela. In addition, would be resorted to digital and technological resources complementing the contents.

Basic bibliography

ALFONSO MOLA, M.; MARTÍNEZ SHAW, C., Historia Moderna. Europa, África, Asia y América, Madrid, UNED, 2005.

BLACK, J. Atlas Ilustrado. La Guerra: desde el Renacimiento a la Revolución, 1492-1792, Madrid, 2003.

BRADY, T. A., OBERMAN; H. A.; TRACY, James D., Handbook of European History 1400 - 1600: Late Middle Ages, Renaissance and Reformation, BRILL, 1994.

CAMERON, E., Early Modern Europe: An Oxford History, Oxford University Press, 1999.

DEWALD, J. (ed.), Encyclopedia of the Early Modern World, Volume 1, Thompson, 2004.

FARRINGTON, K., Atlas histórico de los imperios, Madrid, 2006.

FLORISTÁN, A., (coord.). Historia Moderna Universal. Barcelona, 2004.

FLORISTAN, A., (coord.), Historia Moderna de España, Barcelona, Ariel, 2004.

GUARDIA, M., Atlas histórico de ciudades europeas. Barcelona, 1994.

GOLDSTONE, J. A., Why Europe? The Rise of the West in World History, 1500-1850, MacGraw-Hill, 2009.

MARKS, R.B. Los orígenes del mundo moderno. Una nueva visión. Barcelona, 2007.

MARKS, R.B. The Origins of the Modern World: A Global and Ecological Narrative from the Fifteenth to the Twenty-first Century, Rowman & Littlefield Publishers, 2015.

TENENTI, A., La formación del mundo moderno : siglos XIV-XVII. Barcelona, 2010.

RIBOT, Luis, La Edad Moderna (siglos XV-XVIII), Madrid, Marcial Pons, 2016.

TENENTI, A., La Edad Moderna. Siglos XVI-XVIII, Barcelona, Crítica, 2000.

WIESNER-HANKS, Merry E., Early Modern Europe, 1450–1789, 2nd Edition, Cambridge, 2013.



* Colección ‘Temas de Historia Moderna’

ALONSO GARCÍA, D., Mercados y mercaderes en los siglos XVI y XVII, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

ALONSO, B., España y el norte de África en los siglos XVI y XVII, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2017.

BUNES IBARRA, M.A., El imperio otomano (1451-1807), colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

CARRASCO, G.; GULLÓN, A. J.; MORGADO, A.; Las expediciones científicas en los siglos XVII y XVIII, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

GARCÍA HERNÁN, D., Humanismo y sociedad del Renacimiento, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2017.

GÓMEZ NAVARRO, M.S., Reforma y renovación católicas, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

HORTAL, J.E.; VERSTEEGEN, G., Las ideas políticas y sociales en la Edad Moderna, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

KRAHE, C., La china imperial, 1506-1795, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2017.

MARTÍNEZ RUIZ, E., Historia militar de la Europa moderna, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2017.

NEGREDO DEL CERRO, F., La guerra de los Treinta Años, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

PICAZO, A., La India en la Edad Moderna, colección ‘Temas de Historia Moderna’, Madrid, Síntesis, 2016.

RECIO MORALES, O., Las revoluciones inglesas del siglo XVII y la transformación de las islas británicas, Madrid, Síntesis, 2015.

In-depth bibliography

BOUWSMA, W. J., El otoño del Renacimiento, 1550-1640. Barcelona, Crítica, 2001.
BURKE, P., El Renacimiento europeo. Centros y periferias, Barcelona, Crítica, 2000.
BURKE, P., The European Renaissance: Centers and Peripheries, Wiley, 1998.
BURKE, P., Visto y no visto. El uso de la imagen como documento histórico, Barcelona, Crítica, 2001.
BURKE, P., Popular Culture in Early Modern Europe, Ashgate Publishing, Ltd., 2009
CASEY, J., España en la Edad Moderna. Una historia social, Madrid / Valencia, Biblioteca Nueva / Universitat de València, 2001.
COLLINS, J.B. & TAYLOR, L. Early modern Europe: Issues and Interpretation. Oxford, 2006.
CROSBY, A.W., The Measure of Reality: Quantification in Western Europe, 1250-1600, Cambridge University Press, 1997.
CROSBY, A., Imperialismo ecológico: la expansión biológica de Europa, 900-1900, Barcelona, 1999.
CROSBY, Alfred W.,Ecological Imperialism,Cambridge University Press, 2015.
DE VRIES, J., La revolución industriosa. Consumo y economía doméstica desde 1650 hasta el presente, Barcelona, Crítica, 2009.
DELUMEAU, J., El miedo en Occidente (siglos XIV-XVIII). Una ciudad sitiada, Madrid, Taurus, 1989.
EPSTEIN, S.R. Freedom and Growth: The Rise of States and Markets in Europe, 1300-1750, Routledge, 2002.
ELLIOT, John H. Empires of the Atlantic World: Britain and Spain in America, 1492-1830, Yale University Press, 2007.
FAGAN, Brian, The Little Ice Age: How Climate Made History 1300-1850, Paw Prints, 2008.
PARKER, G., El siglo maldito. Clima, guerra y catástrofe en el siglo XVII, Barcelona, Planeta, 2013.
RINGROSE, D., El poder europeo en el mundo, 1450-1750, Pasado & Presente, Barcelona, 2019.
TILLY, C., European Revolutions: 1492-1992, Wiley, 1996.
YUN CASALILLA, B., Los imperios ibéricos y la globalización de Europa (siglos XV al XVII), Barcelona, Galaxia Gutenberg, 2019.

Journals

Annales. Histoire, Sciences Sociales.
Cuadernos de Historia Moderna.
Estudis. Revista de Historia Moderna.
Hispania. Revista Española de Historia.
Past and Present. A Journal of Historical Studies.
Pedralbes. Revista d’Història Moderna.
Studia Historica. Historia Moderna.

Web addresses

*Digital Humanities
http://republicofletters.stanford.edu/
http:// culturesofknowledge.org/
http://eighteenthcenturypoetry.org/
http://ereticopedia.org/
http://alfredoalvar-estudiosdediariosymemorias.es/
http://proyectos.cchs.csic.es/humanismoyhumanistas/

*Archival ressources, museums
http://pares.mcu.es
https://pro.europeana.eu
http://europeana.eu

*Bibliographical ressources
https://earlymodernonlinebib.wordpress.com
http://moderna.ih.csic.es
http://dialnet.unirioja.es
https://www.jstor.org/
https://www.scopus.com/
https://search.proquest.com/
www.webofknowledge.com/