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1 UNIDADE CURRICULAR: History and Politics of the Contemporary World CURRICULAR UNIT: History and Politics of the Contemporary World Ficha de Unidade Curricular DOCENTE RESPONSÁVEL E RESPETIVAS HORAS DE CONTATO NA UNIDADE CURRICULAR (PREENCHER O NOME COMPLETO): Maria Inácia Rezola? 45 contact hours RESPONSIBLE ACADEMIC STAFF MEMBER AND LECTURING LOAD IN THE CURRICULAR UNIT (FILL IN THE FULLNAME): Maria Inácia Rezola? 45 contact hours OUTROS DOCENTES E RESPETIVAS CARGAS LETIVAS NA UNIDADE CURRICULAR (PREENCHER O NOME COMPLETO): - OTHER ACADEMIC STAFF AND LECTURING LOAD IN THE CURRICULAR UNIT: - 1/7

2 OBJETIVOS DE APRENDIZAGEM (CONHECIMENTOS, APTIDÕES E COMPETÊNCIAS A DESENVOLVER PELOS ESTUDANTES): History and Politics are indispensable tools for journalism practice, especially at a time when the discussion of national and international order principles and the role of man in history gain increasing importance. This course seeks to provide students sufficient knowledge to build a critical analysis of the political systems and international relations evolution in the contemporary world, by giving history a place within the assessment and knowledge of present society. At the end the student should be able to: (a) identify the major cycles of contemporary political history; (b) analyse the evolution of international relations in the twentieth century; (c) characterize and analyse the political systems in a historical perspective; (d) analyse and understand the constitution of the European Community; (e) understand the impact of the breakdown of the Soviet Union in world politics; (f) consider and discuss matters of contemporary history considering its complexity and correlation. LEARNING OUTCOMES OF THE CURRICULAR UNIT: History and Politics are indispensable tools for journalism practice, especially at a time when the discussion of national and international order principles and the role of man in history gain increasing importance. This course seeks to provide students sufficient knowledge to build a critical analysis of the political systems and international relations evolution in the contemporary world, by giving history a place within the assessment and knowledge of present society. At the end the student should be able to: (a) identify the major cycles of contemporary political history; (b) analyse the evolution of international relations in the twentieth century; (c) characterize and analyse the political systems in a historical perspective; (d) analyse and understand the constitution of the European Community; (e) understand the impact of the breakdown of the Soviet Union in world politics; (f) consider and discuss matters of contemporary history considering its complexity and correlation. 2/7

3 CONTEÚDOS PROGRAMÁTICOS: The short Twentieth Century? an overview. The origins of the First World War ( ): from the rise of Germany to the Balkan and Moroccan crises. The, the collapse of. The crisis of liberal democracies and the impact of the Great Depression. Fascism, Nazism and Stalinism. Salazar's New State and the Portuguese dictatorship. The international order in the interwar period: the impotence of the League of Nations and the outbreak of World War II. The end of World War II and the new international order: debate on the origins of the Cold War. The second half of the 20 th Century: the rise and development of the Cold War. The Portuguese Revolution and the transition to democracy. A multipolar world. Decolonization. The European project. The Israeli-Palestinian issue. The end of the Cold War and contemporary uncertainties SYLLABUS: The short Twentieth Century - an overview. The origins of the First World War ( ): from the rise of Germany to the Balkan and Moroccan crises. The, the collapse of. The crisis of liberal democracies and the impact of the Great Depression. Fascism, Nazism and Stalinism. Salazar's New State and the Portuguese dictatorship. The international order in the interwar period: the impotence of the League of Nations and the outbreak of World War II. The end of World War II and the new international order: debate on the origins of the Cold War. The second half of the 20 th Century: the rise and development of the Cold War. The Portuguese Revolution and the transition to democracy. A multipolar world. Decolonization. The European project. The Israeli-Palestinian issue. The end of the Cold War and contemporary uncertainties 3/7

4 DEMONSTRAÇÃO DA COERÊNCIA DOS CONTEÚDOS PROGRAMÁTICOS COM OS OBJETIVOS DA UNIDADE CURRICULAR: The syllabus allows the achievement of objectives set forth. The program focuses on the key moments of the 20 th Century, from the origins of World War I to the fall of the Soviet world, which allows providing students the instruments to make a critical analysis of the major issues and problems of contemporary history and politics in dialectical and diachronic perspective. Simultaneously, the teaching methodologies allows foster interest in interrogating the past, developing a critical attitude and a taste for historical context DEMONSTRATION OF THE SYLLABUS COHERENCE WITH THE CURRICULAR UNIT'S OBJECTIVES: The syllabus allows the achievement of objectives set forth. The program focuses on the key moments of the 20 th Century, from the origins of World War I to the fall of the Soviet world, which allows providing students the instruments to make a critical analysis of the major issues and problems of contemporary history and politics in dialectical and diachronic perspective. Simultaneously, the teaching methodologies allows foster interest in interrogating the past, developing a critical attitude and a taste for historical context METODOLOGIAS DE ENSINO (AVALIAÇÃO INCLUÍDA): Since this is a theoretical-practical course, classes are divided between expository and practical times. In the latter, students are encouraged to conduct bibliographical research, as well as reading and discussion of texts of the main authors on the issues outlined. The final assessment takes into account the different components outlined: the student is subject to two written tests. In addition, he has the opportunity to conduct research, to make oral presentations, and written works. Evaluation elements 1.º Written assignment (40% of the final grade) 2.º Two oral presentation (group work) (35%). 3.º Attendance and participation in class (25%). 4/7

5 TEACHING METHODOLOGIES (INCLUDING EVALUATION): Since this is a theoretical-practical course, classes are divided between expository and practical times. In the latter, students are encouraged to conduct bibliographical research, as well as reading and discussion of texts of the main authors on the issues outlined. The final assessment takes into account the different components outlined: the student is subject to two written tests. In addition, he has the opportunity to conduct research, to make oral presentations, and written works. Evaluation elements 1.º Written assignment (40% of the final grade) 2.º Two oral presentation (group work) (35%). 3.º Attendance and participation in class (25%). DEMONSTRAÇÃO DA COERÊNCIA DAS METODOLOGIAS DE ENSINO COM OS OBJETIVOS DE APRENDIZAGEM DA UNIDADE CURRICULAR: The combination of active and expositive methodologies allows achieving the objectives outlined. In the lecture classes the student is provided with the tools that allow him to make a critical analysis of the major issues and problems of contemporary history. He also has the chance to discover the reference texts and authors in this area of expertise. The practical classes allow him to develop an interest in questioning the past, fostering a critical attitude and a taste for historical context. They also stimulate the development of expository and written skills DEMONSTRATION OF THE COHERENCE BETWEEN THE TEACHING METHODOLOGIES AND THE LEARNING OUTCOMES: The combination of active and expositive methodologies allows achieving the objectives outlined. In the lecture classes the student is provided with the tools that allow him to make a critical analysis of the major issues and problems of contemporary history. He also has the chance to discover the reference texts and authors in this area of expertise. The practical classes allow him to develop an interest in questioning the past, fostering a critical attitude and a taste for historical context. They also stimulate the development of expository and written skills BIBLIOGRAFIA PRINCIPAL: MAIN BIBLIOGRAPHY: 5/7

6 Atkin, N. & Biddiss, M. (eds) (2008), Themes in Modern European History London - New York, Routledge. BEST, Anthony et al. (ed.)? International History of the Twentieth Century and Beyond, London, Routledge, 2008, 2ª ed. GADDIS, J.L. (1998), We Now Know: Rethinking Cold War History. New York, Oxford University Press. Grand, Alexandre J. de (1996), Routledge. Fascist Italy and Nazi Germany. The?fascist? style of rule. New York, HOBSBAWM, Eric (1995), Age of Extremes. The short Twentieth Century London, Abacus. HOWARD, Michael e LOUIS, William Roger (eds.)? The Oxford History of the Twentieth Century, Oxford, Oxford UP, Judt, Tony (2005), Postwar: A History of Europe Since 1945, London, Penguin Press. KISSINGER, H. (1994), Diplomacy. New York, Simon Schuster. MARTEL, Gordon (ed.) (2007), Maxwell, Kenneth (1995), MAZOWER, Mark (1998), A Companion to International History , Oxford, Blackwell. The Making of Portuguese Democracy, Cambridge, Cambridge University Press. The Dark Continent. Europe?s Twentieth Century, London, Penguin Books. McCauley, Martin (2008), The origins of the Cold War London-New York, Pearson-Longman (3 rd ed.). McDonough, Frank (1997), The origins of the first and second world wars. Cambridge, Cambridge University Press. PAXTON, Robert (2004), The Anatomy of Fascism, London, Penguin Books. PAYNE, Stanley G. (2006), El fascismo. Madrid: Alianza Editorial. Pinto, António Costa (ed) (2003), SSM-Columbia University Press. Contemporary Portugal. Politics, Society and Culture. New York, Pinto, António Costa (ed.) (2009), Ruling Elites and Decision-Making in Fascist-Era Dictatorships. Columbia, Columbia University Press. REYNOLDS, David (2000), One World Divisible. A Global History since 1945, London, Penguin Books. Rezola, Maria Inácia (2012),?The Portuguese Transition to Democracy?, in Herr, R., Pinto, A. C. (eds.) The Portuguese Republic at One Hundred, Berkeley: University of California. Sewell, Mike (2002), The cold War. Cambridge, Cambridge University Press. 6/7

7 URWIN, Derek (1995) Longman. Wakeman, R. (ed.) (2003) The Community of Europe. A History of European Integration since 1945, London, Themes in Modern European History since London ; New York : Routledge WESTAD, Odd Arne (2006),, The Global Cold War. Third World Interventions and the Making of Our Times Cambridge, Cambridge University Press. 7/7