Revolts and Revolutions in the Early Modern Age
Code: 100359Credits: 6
| Degree programme | Type | Course |
|---|---|---|
| History | OP | 4 |
Contact lecturer
- Name :
- Javier Antón Pelayo
- Email :
- javier.anton@uab.cat
Teaching staff
- Antonio Espino Lopez
Group languages
You can consult this information at the end of the document.
Prerequisites
Basic knowledge of the history of Europe and the Americas during the Early Modern Period.
Objectives
Rebellions and revolutions in Modern Europe is a subject that intends to approach the social conflict of Modern Europe in a specific way. The analysis of situations of exceptional nature is a privileged perspective of the conflicts and tensions that impregnate the whole of social dynamics. The revolts and revolutions recorded from the beginnings of modern times to the crisis of the old regime are a reference of the first order of comparative history.
Learning outcomes
- Submitting works in accordance with both individual and small group demands and personal styles.
- Identifying the main and secondary ideas and expressing them with linguistic correctness.
- Properly using the specific vocabulary of History.
- Organising and planning the search of historical information.
- Using the characteristic computing resources of the field of History.
- Solving problems autonomously.
- Communicating in your mother tongue or other language both in oral and written form by using specific terminology and techniques of Historiography.
- Engaging in debates about historical facts respecting the other participants' opinions.
- Critically assessing and solving the specific historiographical problems of war studies.
- Analysing the historical processes that led to armed conflicts.
Contents
- The Theory of Revolt and Rebellion
- Political, Social, and Religious Conflict in the 16th Century
- Revolutions and Resistance to Absolutism (17th Century)
- The Theory of Revolution
- Riots and Popular Protests: From the Glorious Revolution to the American Revolution
- Riots and Revolutions of the Late 18th Century
Learning activities and methodology
| Title | Hours | ECTS | Learning outcomes |
|---|---|---|---|
| Autonomous learning activities | 75 | 3 | 1, 2, 3, 5, 6 |
| Tutorials | 15 | 0.6 | 7, 8 |
| Theoretical classes | 48 | 1.92 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
Assessment
Continuous assessment activities
| Title | Weight | Hours | ECTS | Learning outcomes |
|---|---|---|---|---|
| Assessable classroom activity | 15 % | 3 | 0.12 | 1, 2, 3, 4, 6, 7, 9, 10 |
| Two exams | 60% (30% + 30%) | 4 | 0.16 | 2, 3, 6, 7, 9, 10 |
| Presentación oral | 10% | 3 | 0.12 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
| Assessable reading | 15 % | 2 | 0.08 | 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 |
CONTINUOUS ASSESSMENT
The competencies of this course will be assessed through examinations of the theoretical content, readings, practical assignments, and oral presentations.
- Examinations (60%): Two examinations covering the theoretical content, each worth 30% of the final grade.
- Assessed Reading Assignment (15%): Reading comprehension of a scientific article and/or a historical document, together with a written discussion of a key issue raised in the text.
- Assessed Classroom Exercise (15%): Reading comprehension and synthesis of a scientific article.
- Oral Presentation (10%): A 10-minute oral presentation in class on an aspect of the course content.
Dates of assessments and grade reviews: Assessment activities will be scheduled throughout the academic year. At the time each assessment activity is carried out, the lecturer will inform students (orally in class and/or through Moodle) of the procedure and date for reviewing grades.
SINGLE ASSESSMENT
This exceptional assessment system does not exempt students from attending classes. Assessment will be concentrated on a single day at the end of the semester, and the date will be announced well in advance.
The assessments to be completed are the same as those in the continuous assessment system, except for the Assessed Classroom Exercise (15% of the final grade), which cannot be assessed through this procedure.
RESIT EXAMINATION
Minimum assessed work required to qualify for the resit: To be eligible for the resit examination, students must previously have been assessed in activities whose combined weight is at least two-thirds of the total continuous assessment grade.
Resittable activities: All activities in both the continuous assessment and single assessment systems may be retaken, except for the Assessed Classroom Exercise (15% of the final grade).
Minimum grade requirement: To take part in the resit examination, students must have obtained a grade of at least 3.5 and less than 4.9 out of 10.
General Considerations for Both Assessment Systems and the Resit Examination
Not Assessed (NA): Students who do not sit assessments accounting for at least 30% of the final course grade will receive a grade of "Not Assessed" (NA) and will not be eligible for the resit examination.
Academic Misconduct: If a student commits any irregularity that may lead to a significant alteration of the grade for an assessment activity, that activity will be graded 0, regardless of any disciplinary proceedings that may result. If multiple irregularities are detected in the assessment activities of the same course, the final grade for the course will be 0.
Artificial Intelligence (AI): This subject allows the use of AI technologies as an integral part of the submitted work, provided that the final result reflects a significant contribution from the student in terms of analysis and personal reflection. The student must clearly (i) identify which parts have been generated using AI technology; (ii) specify the tools used; and (iii) include a critical reflection on how these have influenced the
process and final outcome of the activity. Lack of transparency regarding the use of AI in the assessed activity will be considered academic dishonesty; the corresponding grade may be lowered, or the work may even be awarded a zero. In cases of greater infringement, more serious action may be taken.
Exchange Students: Exchange students who wish to take an examination earlier than scheduled must provide the teaching staff with a written document from their home university justifying their request.
Language Accuracy: Spelling, grammatical, and lexical errors will be taken into account in written assignments. Penalties may range from 0.1 to 0.2 points per error, deducted from the final grade of each assessment activity.
Bibliography
Armitage, David. (2018). Las guerras civiles. Una historia en ideas. Alianza Editorial.
Aya, Rod. (1985). Reconsideración de las teorías de la revolución. Zona Abierta, 36-37, 1-80.
Benigno, Francesco. (2000). Espejos de la Revolución. Crítica.
Bercé, Yves-Marie. (1980). Révoltes et révolutions dans l'Europe moderne, XVIe-XVIIIe siècles. Presses Universitaires de France.
Calvert, Peter. (1970). A Study of Revolution. Clarendon Press.
Cohn, Norman. (1981). En pos del milenio. Revolucionarios milenaristas y anarquistas místicos de la Edad Media. Alianza Editorial.
Darby, Graham (Ed.). (2001). The Origins and Development of the Dutch Revolt. Routledge.
Davidson, Neil. (2013). Transformar el mundo. Revoluciones burguesas y revolución social. Pasado y Presente.
De Benedictis, Angela. (2013). Tumulti. Moltitudine ribelli in età moderna. Il Mulino.
Des Révoltes de l’Europe à l’Amérique au temps de la Révolution Française (1773-1802). (2005). Cahiers d’Histoire. Revue d’Histoire Critique, 94-95.
Elliott, John H. (1984). Revoluciones y rebeliones en la Europa moderna. Alianza Editorial.
Engels, Friedrich. (1974). La guerra de los campesinos en Alemania.
Forster, Robert, & Greene, Jack P. (Eds.). (1972). Revoluciones y rebeliones de la Europa moderna. Alianza Editorial.
Goldstone, Jack A. (1991). Revolution and Rebellion in the Early Modern World. University of California Press.
Griesse, Malte, Barget, Monika, & De Boer, David (Eds.). (2021). Revolts and Political Violence in Early Modern Imagery. Brill.
Griewank, Karl. (1979). Il concetto di rivoluzione nell’età moderna. Origini e sviluppo. La Nuova Italia. (Obra original publicada en 1953).
Jones, Peter M. (1995). Reform and Revolution in France. The Politics of Transition, 1774-1791. Cambridge University Press.
Krejčí, Jaroslav. (1994). Great Revolutions Compared. The Outline of a Theory. Harvester Wheatsheaf.
Landsberger, Henry A. (Ed.). (1978). Rebelión campesina y cambio social. Crítica.
Lorenzo Cadarso, Pedro Luis. (1996). Los conflictos populares en Castilla (siglos XVI-XVII). Siglo XXI.
Mann, Michael. (1991-1997). Las fuentes del poder social (2 vols.). Alianza Editorial.
Mouvements populaires et conscience sociale, XVIe-XIXe siècles. (1985).
Muchembled, Robert. (2010). Una historia de la violencia. Del final de la Edad Media a la actualidad. Paidós.
Mullett, Michael. (1990). La cultura popular en la Baja Edad Media. Crítica.
Neveux, Hugues. (1997). Les révoltes paysannes en Europe, XIVe-XVIIIe siècle. Albin Michel.
Nicolas, Jean. (2002). La rébellion française. Mouvements populaires et conscience sociale, 1661-1789. Seuil.
Poitrineau, Abel. (1987). Les mythologies révolutionnaires. Presses Universitaires de France.
Porter, Roy, & Teich, Mikuláš (Eds.). (1990). La revolución en la historia. Crítica.
Recio Morales, Óscar. (2015). Las revoluciones inglesas del siglo XVII y la transformación de las islas Británicas. Síntesis.
Renom, Mercè. (2009). Conflictes socials i revolució. Sabadell, 1718-1823. Eumo.
Revoltes populars contra el poder de l’Estat (Reus, 18-20 octubre 1990). (1992). Generalitat de Catalunya.
Revueltas y revoluciones en la Historia. (1990). Universidad de Salamanca.
Rey, Alain. (1989). «Révolution». Histoire d’un mot. Gallimard.
Robisheaux, Thomas. (1989). Rural Society and the Search for Order in Early Modern Germany. Cambridge University Press.
Rösener, Werner. (1995). Los campesinos en la historia europea. Crítica.
Roura, Lluís. (2006). Subjecció i revolta en el segle de la Nova Planta. Eumo.
Roura, Lluís, & Chust, Manuel (Eds.). (2010). La ilusión heroica. Colonialismo, revolución e independencias en la obra de Manfred Kossok. Universitat Jaume I.
Rudé, George. (1981). Revuelta popular y conciencia de clase. Crítica.
Ruff, Julius R. (2004). Violence in Early Modern Europe, 1500-1800. Cambridge University Press.
Simon i Tarrés, Antoni. (1999). Els orígens ideològics de la Revolució Catalana de 1640. Publicacions de l’Abadia de Montserrat.
Simon i Tarrés, Antoni. (2019). 1640. Rafael Dalmau.
Simplicio, Oscar. (1989). Las revueltas campesinas en Europa. Crítica.
Skinner, Quentin. (1985-1986). Los fundamentos del pensamiento político moderno (2 vols.). Fondo de Cultura Económica.
Skocpol, Theda. (1994). Social Revolutions in the Modern World. Cambridge University Press.
Scott, Tom (Ed.). (1998). The Peasantries of Europe, from the Fourteenth to the Eighteenth Centuries. Longman.
Taylor, Michael. (1988). Rationality and revolutionary collective action. En Michael Taylor (Ed.), Rationality and Revolution (pp. 63-97). Cambridge University Press.
Tenenti, Alberto. (1997). Dalle rivolte alle rivoluzioni. Il Mulino. (Traducción castellana publicada en 1999 por Crítica).
Teoría e historiografía de las revoluciones. (1985). Zona Abierta, 36-37.
Thompson, Edward Palmer. (1995). Costumbres en común. Crítica.
Tilly, Charles. (1995). Las revoluciones europeas, 1492-1992. Crítica.
Villari, Rosario. (1981). Rebeldes y reformadores del siglo XVI al XVIII. Serbal.
Vovelle, Michel. (1993). Combats pour la Révolution française. La Découverte.
Weisser, Michael R. (1982). Crime and Punishment in Early Modern Europe. Harvester Press.
Zagorin, Pérez. (1985). Revueltas y revoluciones en la Edad Moderna. Cátedra.
Software
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Course groups and languages
The information provided is provisional until November 30. After this date, you will be able to consult the language of each group through this link. To access the information, you will need to enter the course CODE
| Type of teaching | Group | Language | Semester | Shift |
|---|---|---|---|---|
| (TE) Theory | 1 | Spanish | second semester | morning-mixed |
| (PAUL) Classroom practices | 1 | Spanish | second semester | morning-mixed |