The main goal of the curricular unit is to provide the students with an overview of the various historical dynamics that evolved across the Atlantic since the 14th century until the present days.
I. Generic skills:
1. Organization and fluency of oral and written expression.
2. Capacity of analysis and synthesis.
3. Capacity to conceptualize and to question.
II. Specific skills:
1. Generic knowledge on the History and Geography of the European overseas expansion.
2. Knowledge of the process that leads to the widespread enlargement of the liberal and democratic ideals on the American continent, and also of the growing gap between the New World and monarchic Europe
3. Capacity to understand the most important dynamics and trends (migrations, transports and communications) that moved back and forth across the Atlantic on the 19th and 20th centuries.
4. Capacity to understand the new Atlantic order that emerged on the Post War world.
Part One – 14th-18thcenturies
1.1. From the Mediterranean to the Ocean
1.2. The Mediterranean Atlantic
1.3. The Tordesillas Treaty: the Atlantic as an Iberian Sea
1.4. The Mare Liberum doctrine: the Atlantic as an European Sea
1.5. The European Seaborne Empires
Part Two – 18th-20th centuries
2.1. The American Revolutions and the "Western Hemisphere"
2.2. The Industrial Revolution and the Geoeconomy of the Atlantic
2.3. Alfred Mahan and the Sea Power doctrine
2.4. Aviation and the shrinking of the Atlantic
2.5. The "Atlantic Charter" and N.A.T.O.
1. Teaching methodologies will be both magistral and student-centered active methodologies (oral presentation and debates).
2. The teacher's magistral presentation will focus mainly on the theoretic issues and in the presentation of historical examples of Atlantic dynamics.
3. Students will read and debate in the class texts related with the central problems that are studied in the curricular unit to make sure that the concepts were understood. Thus, the students themselves will participate actively in the class and therefore the integration of teaching and learning will be improved.
4. Students should do two mandatory written tests at the end of each part of the syllabus
CURTO, Diogo e BETHENCOURT, A Expansão Marítima Poruguesa, 1400-1800, Lisboa : Edições 70, 2010
ELLIOTT, John H., Imperios del mundo atlántico: España y Gran Bretaña en América, 1492-1830, Madrid: Taurus, 2006
FONSECA, L.A., Os descobrimentos e a a formação do Oceano Atlântico. Século XIV a XVI, Lisboa,: CNCDDP, 1999
GREENE, Jack P.; MORGAN, Philip D. (eds.), Atlantic History: A Critical Appraisal, New York: Oxford U. Press, 2009
BACEVICH, Andrew J. (ed. by), The Short American Century – A Post Mortem. Cambridge, Mass: Harvard U. Press, 2013.
CURTIN, Philip D., The Rise and Fall of the Plantation Complex. Essays in Atlantic History, Cambridge, C. U.Press, 1990
HOBSBAWM, Eric, A Era das Revoluções: 1789-1848. Lisboa: Editorial Presença. 1985
RODRIGUES, Luis Nuno; DELGADO, Iva; CASTAÑO, David (coord. de). Portugal e o Atlântico. 60 anos dos Acordos dos Açores. Lisboa: ISCTE-CEHCP, 2005
TELO, António José. Os Açores e o domínio do Atlântico (1898-1948). Editorial ASA, 1993
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