Bachelor and first courses of the Degree.

1. Acquisition by students of the instruments necessary to know, understand and critically appreciate the multiple currents and doctrines about nationalism and imperialism, with special emphasis on the most recent ones. 2. Distinguish the different theories, schools and currents about nation and empire, from the reading and analysis of the main authors and reference works. 3. Ability to frame these theoretical currents in a certain historical, cultural and social context. Reflect broadly on what is perennial and what is "built" or "manufactured" in the great concepts and paradigms. 4. Understand the processes of formation of nations and the complexity of current States, in an objective and scientific way. 5. Critical awareness of the respect that cultural and national realities different from ours deserve, in tune with the understanding of the risks posed by the most exacerbated and exclusive versions of nationalism 6. Understand and elaborate complex texts, ability to reflect, make judgments, argue and transmit with skill and ethical values ¿¿relevant information to society (even to less specialized audiences) on an always controversial issue, nationalism. 7. Learn about the historical evolution of imperialism, from ancient cultures in the Middle East to new realities (transnational, pan-national models, polarities, cosmopolitanism¿). 8. Knowledge and ability to use information gathering instruments, such as bibliographic catalogs, archive inventories and electronic references 9. Ability to manage, identify, organize and analyze complex historical information in a coherent way 10. Awareness of the different historiographic perspectives in the different periods and contexts 11. Awareness that historical debate and research are under continuous construction. 12. Know how to critically analyze, based on their relationship with the present, fundamental political events of the past whose effects have survived to this day. 13. Ability to cope in complex situations or that require the development of new solutions in both the academic and work or professional fields within their field of study.

A. GENERAL ASPECTS 1. Basic concepts: ethnicity, people, nation, State, Empire 2. Modalities of nationalism and imperialism B. NATIONALISM (THINKING CURRENTS) 3. Nationalism as a fundamental element of consolidation of the modern State 4. Socialism tools of nationalism: education, culture, religion, common past, geography, race, etc. Nationalism and ideologies. 5. Nationalisms seeking State: confluences of political, economic and cultural transformations 6. Paradigms of the 20th century (1900-1970): Otto Bauer and Austromarxism, ¿voluntarist¿ and ¿naturalistic¿ current (Hans Kohn, Federico Chabod), functionalist current (Karl Deustch), subjectivist current (Kedouirie), materialistic current ( M. Hroch), ethnic or ethnosymbolist current (Smith). 7. Modernist paradigms (1970-2010): bodybuilding trend (Gellner, Anderson, Hobsbawm), the thesis of "the nationalization of the masses" (Mosse, Weber), banal nationalism (Billig), the radical constructivist trend (Thiesse) , the subaltern or post-colonial current (Chatterjee) 8. Criticism of the paradigm: the primacy of the political (Tilly, Breully), anti-modernism (Seton-Watson, Amrstrong), primordial radicalism (Hastings, Azar Gat) C. NATIONALISM IN ITS HISTORICAL SLOPE 9. Protonationalisms (England, France, Germany, Italy, Russia, Spain, Iceland) 10. Nations of citizens. From the French Revolution to romanticism. United States, the first contemporary nation? 11. The revenge of the ¿spirit¿. Independence and unifying processes in the 19th century 12. Crisis of reason. The emergence and paroxysm of authoritarian nationalism 13. Nationalism and decolonization processes 14. The new wave: years 80-90. Pending causes: Flanders, Padania, Catalonia, the Basque Country, Northern Ireland, Québec, Sahara, Kosovo, Chechnya 15. Beyond nationalism: supranational, pan-national, transnational, multiple, cosmopolitan identifications D. IMPERIALISM IN HISTORY 16. Great Empires of the pre-Roman Ancient world 17. The civilizing endeavor of the Roman Empire. 18. Empire and Papacy in the Middle Ages. 19. Imperialism in the Non-European World. 20. The empires of the Modern Era: causes and consequences 21. Contemporary imperialism, from Napoleon to the present day. Great empires and bipolar order. 22. Epilogue: Lessons from History and current debates.

The course is developed through theoretical and practical classes. In the first case, the classes are online, while the practical classes will be based on reading and commenting on selected texts that are significant for the period of time and the circumstances under study. In addition, students will be asked questions and problems about texts and other sources for whose resolution they will have to put into practice the competences that they intend to develop: capacity for synthesis, critical analysis, ability to understand the complexity of historical phenomena and to know recognize the local and global character of the processes studied. Therefore, in the case of practical classes, an active learning method is sought, according to which the student is involved in his own learning and participates in it. Students will receive information, but must also look for it, and for this they will be provided with the resources and sources where they can find it, study it autonomously and use it in solving the problems posed. The theoretical classes organize the materials so that they adapt to the knowledge that the students are intended to obtain, as well as to their expectations, they transmit the structured information and provide the students with knowledge that would be difficult for them to obtain from other sources. For their part, the practical classes will alternate short activities in the classroom (readings and short exercises and discussions) with larger tasks, which will require work outside of class as well: attendance at tutorials, use of resources from the library and reference search. As a support, in the practical classes, visual resources and other forms of exposure will be used, both by teachers and students. There will be two hours of weekly tutorials at the agreed time, with contact hours and online (through platforms such as Blackboard Collaborate or Google Meet), to facilitate the best resolution of doubts by the student, in a context conditioned by the current pandemic.