História Económica
Code
1110-117
Academic unit
null
Department
null
Credits
7,5
Teacher in charge
null
Teaching language
English
Objectives
A.Knowledge and Understanding:
Understanding:
the liberal concept of economic, industrializing and modernizing activities of the 18th, 19th and 20th centuries;
the new concepts of the role of the state and the public/private relation regarding universal taxation through the provision of public goods and the creation of externalities
B.Subject-Specific Skills:
To develop the students´ research capabilities
To use the library resources, on site and electronically
To improve the ability to understand and summarize arguments from the specific literature used in this course
C.General Skills:
The ability to communicate and present complex arguments in oral and written form with clarity and succinctness
The development of critical reasoning
The development of communication skills
The ability to develop an independent and autonomous study
The ability to interact effectively within a group
The ability to study further with a high level of autonomy
Prerequisites
Principles of Microeconomics
Principles of Macroeconomics
Subject matter
The government role as regulator of economic activities and the growing weight of public expenditure in macroeconomic terms during the second-half of the 19th century; the war economies well portrayed by the two world wars. The emergence of social policies and security systems; nationalizations and denationalizations; concerns regarding intervention for the design of economic growth policies; protectionisms and the Great Depression; the success of growth after the 2nd World War, and the increasingly frequent interventions for short-term anti-cyclic corrections; the difficulties from the last quarter of the 20th century to now.
Bibliography
Berend, Ivan, An economic history of twentieth-century Europe, Cambridge, CUP, 2006.
Bordo, Michael; Taylor, Alan; Williamson, Jeffrey (eds.) Globalization in Historical Perspective, University Chicago Press, Chicago, London, 2003, 2005.
Cameron, Rondo, A Concise Economic History of the World. Oxford, 1993.
Clark, Gregory, Farewell to Alms; A Brief History of the World, Princeton, Princeton University Press, 2007.
Floud, Rodrick; Johnson, Paul, The Cambridge Economic History of Modern Britain, Vol II Economic Maturity, 1860-1939 Cambridge, Cambridge University Press, 2003, 2004, 2008. N14-006.
Foreman-Peck, James, A history of the world economy, Brigton: Wheatsheaf Books, 1983; New York, London, Sidney, Tokio, Singapore: Harvester Wheatsheaf, 1995 (I, II, V, VI).
Persson, Karl Gunnar, An Economic History of Europe, Knowledge, Institutions and Growth, 600 to the Present, Cambridge, Cambridge University Press, 2010.
Sylla, Richard; Tilly, Richard; Tortella, Gbriel, The state, the financial system, and economic modernization, Cambridge, Cambridge University Press, 1999.
(For the current crisis,
Krugman, Paul, The Return of Depression Economics, and the Crisis of 2008, N. York, WW Norton &Cº, 1999, 2009).
Teaching method
The course will be based on lectures, tutorial work with the students, compulsory reading materials, oral presentations by students, and written assignments. These delivery methods try to develop the different learning outcomes, combining structured learning, individual compulsory reading and individual or group tutorial support.
Evaluation method
The course grade is a weighted average of the final mandatory exam grade (60%) and the semester information (40%). The final course exam covers all taught course material. The semester information consists of a written work (20%) and an oral presentation (20%).
The written work must consider a question to be announced in the classroom.
Your written work must be short (1,000 words, at most) and must be given before 21 March. The theme will be announced in the classroom. Delays suffer penalties.
The semester information will be used once, whatever the exam epoch the student will attend. However, in order to pass, students must have a classification equal to or over 9 in the final exam. The student course attendance and the participation at discussions may contribute to marginal adjustments.