Entry requirements

Bachelor's Degree.

Learning outcomes

After completing the course the student will be able to:

• Describe different ways to define early modern history and to assess the consequences of using the different definitions in research.
• Describe similarities and differences between the early modern period and previous and later periods in history. Thereby the student will be able to discuss the distinguishing features of the early modern period.
• Describe a number of key concepts and processes, which historians use to interpret the early modern period.
• Broadly describe economic, political and social developments in different parts of Europe during the early modern period.
• Use a number of practical tools to read and arrange scientific literature, and to write academic papers.
• Use an adequate reference system, and to describe the rules concerning plagiarism.

Content

The course aims to provide a broad overview of the early modern period, and address the question of what separates it from both earlier and later periods. The course focuses on how researchers identify and define the period chronologically, as well as a number of key concepts and processes that historians use to interpret the period. Furthermore, the course will concentrate on how the economic, political and social processes manifested themselves in different local contexts. Another part of the course is to provide the students with a number of practical tools to read and arrange scientific literature, and to write academic papers. Additionally, students will discuss the rules concerning plagiarism and the importance of using an adequate reference system.

Instruction

The course will consist of seminars.

Assessment

Assessment will be based upon written and oral assignments as well as a final written exam. Students that have missed a small number of mandatory assignments may complete them by the end of the term at the latest. If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.