The student must demonstrate proficiency in Spanish to choose the Spanish option of the course. Alternatively the student must choose the English option of this course. In the English speaking course, students are expected to have proficiency in English, a basic knowledge of Spanish history, a reading knowledge of Spanish, and have previously taken introductory courses in Economics and/or Economic History

- Introduction to the concepts, models and theories that explain the growth and development of Spain in the long run. - Learning about the most relevant studies on the field. - Learning about the process of growth and its relationship with demographic, technological and institutional changes. - Applying comparative analysis to understand the problems in Spain in European perspective and in comparison to other regions in the world, identifying geographical and temporal similarities and differences. Skills: - Developing the capacity to find, process, evaluate and transmit information with clarity, both writing and presenting. - Writing a research essay concerning one or several studies related to the economic history of Spain. - Learning to analyse historical data, including estimation techniques and the construction of historical series. - Acquiring the skills to elaborate questions about the economic development of Spain and to answer them with the help of economic analysis and quantitative methods. Attitudes: - An open attitude towards different dimensions of Spanish economic growth. - A flexible attitude to criticize with academic rigour and to accept criticisms. - An open attitude to search for answers to the current problems in Spain. - Encouraging the curiosity of the student to face complex topics.

The course analyses the evolution of the Spanish economy in the long run, studying the most important debates concerning its progress and underdevelopment. It is divided in an introduction, four main blocs, and a conclusion. I. Introduction and Organization of the Course. II. The Legacy of Preindustrial Spain - Spain in the European ¿Little Divergence¿, a Reversal of Fortune? - The Rise and Decline of Spain, Myth or Reality? - The Consequences of the Napoleonic Wars. Was the Loss of Empire at the Roots of Spanish Backwardness? III. Economic Growth in Modern Spain - When Did Modern Economic Growth Start? When and Why Did Spain Fall Behind and Catch Up? - Did Agriculture Retard Industrialization? - Were Natural Resources a Constraint on Growth? - Did Regional Disparities Increase during Industrialization? - What Were the Causes of Growth? IV. Well-being in Modern Spain - Did Growth Reduce Inequality and Poverty? - Did Living Standards Improve? V. Spain in the International Economy - Did Opening Up Contribute to Growth? - Why Did Spaniards Migrate? - Was Government Interventionism Necessary for Economic Development? VI. Spain's Economic Progress in Historical Perspective: Lessons and Challenges. - Are There Any Lessons from the Spanish Historical Experience?

Students will acquire competences and attitudes through - Weekly lectures. - Essays written by the students on the basis of the assigned bibliography. - Presentation in class by students. - Participation in class debates. The skills will be worked individually with the final writing of a long essay that will be defended in class. During the course the students will have to complete the readings assigned every week to participate and be evaluated in the class. The 6 ECTS credits correspond to approximately 2 attendance credits, 1 credit to individual work, 2 credits to the elaboration and presentation of a research essay and one credit to the participation in the debates and the presentation in class. During the presentation the student will prove being able to summarize and to present his ideas in public in a clear, brief and understandable manner to the rest of his peers. It will also help him to develop his skills to respond to questions related to the topic presented. The comprehension of the theory is complemented with the readings, the work in groups, the participation in the debates and the elaboration of a long critical essay.