Course code Vēst1067; 2 credit points

Course developer: Professor Aivars Stranga
Email: Aivars.Stranga@lu.lv

Course abstract

The course deals with the main problems of political, economic and cultural history of the Baltic region, nations and states (Lithuania); a brief introduction into ethno genesis of Latvians, Estonians and Lithuanians will be covered also. This course deals with the main problems in historiography and discusses the questions of common and different features in the history of the Baltic nations with emphasis on relations with neighbouring states (Russia, Poland, and Sweden). The main problems of religious and cultural life are covered as well.

Results

Students will be competent to understand the history of Eastern Europe and integrate this knowledge into wider understanding of all Europeans history.

Course description-general outline

1. Introduction into the course. Historiography.
2. The crusaders in Baltic. The creation of the Lithuanian state.
3. The results of the German’s aggression. The creation of the Livonians Confederation.
4. The history of the Livonia: political life, integrational relations.
5. The history of Livonia: economy, culture.
6. Livonia at the beginning of the 16th century. Reformation.
7. The Livonians War.
8. The Poles and Swedes in Livonia. The Duchy of Kurland.
9. The political, social and cultural history of Baltic in the 17th century.
10. The Great Northern War.
11. Vidzeme and Estonia in Russian Empire in the 18th century. The main features of the economy, political life and culture.
12. The decline of the Poland–Lithuanian State. The three divisions.
13. The Napoleonic invasion. 1812. The Baltic after invasion: the abolition of serfdom in Estonia and Vidzeme.
14. The Baltic during the period of the Nicholas I (1825–1855). 
15. The reforms of the Alexander II and the Baltic.
16. Conclusions.

Requirements for obtaining credit points

1. Students will be expected to prepare readings and take active part in class discussions.
2. Each student will make a presentation to initiate class discussion one week in the term. These brief presentations should: a) highlight the central arguments, interpretation and points of view presented in the assigned readings for the week; b) offer an analysis and evaluation of these central points; c) raise interpretative questions for discussion, and d) where appropriate, integrate the analysis of supplemental readings.