HIST113 Early Modern Europe: From Reformation to Revolution

Updated: 14 March 2019
Credit Points 6
Offering
Location Teaching Period Mode of Study
Armidale Trimester 2 Online
Armidale Trimester 2 On Campus
Intensive School(s) None
Supervised Exam There is no supervised examination.
Pre-requisites None
Co-requisites None
Restrictions None
Notes None
Combined Units None
Coordinator(s) Francois Soyer (francois.soyer@une.edu.au)
Unit Description

This unit covers the history of Europe from the start of the Reformation in 1517 to the French Revolution in 1789. In this period, Europe underwent profound transformations. The hegemony of the Catholic Church was challenged by the Protestant Reformation, which tore Europe apart as great dynasties and proto-nations fought for religious and political supremacy. European colonial empires were established in the Americas, Africa and Asia, revolutionising the world economy. Finally, the Enlightenment and Scientific Revolution decisively altered the intellectual landscape of the Western World. Europe as we know it today was moulded by the momentous events of this period.

Materials Textbook information will be displayed approximately 8 weeks prior to the commencement of the teaching period. Please note that textbook requirements may vary from one teaching period to the next.
Disclaimer Unit information may be subject to change prior to commencement of the teaching period.
Assessment Assessment information will be published prior to commencement of the teaching period.
Learning Outcomes (LO) Upon completion of this unit, students will be able to:
  1. demonstrate a knowledge of the major events and developments which took place in early modern Europe;
  2. negotiate and evaluate a variety of sources, including primary sources;
  3. display well-deveoped research and writing skills in an essay exploring an issue of significance in the history of early Modern Europe;
  4. display essential knowledge of early modern Europe and the ability to communicate this clearly and coherently in their written assessments; and
  5. reflect on their practice as developing historians.