![]() | Study programme 2025-2026 | Français | |
![]() | Modern and Contemporary History of Belgium | ||
Programme component of Bachelor's in Human and Social Sciences (MONS) (day schedule) à l"School of Human and Social Sciences |
| Code | Type | Head of UE | Department’s contact details | Teacher(s) |
|---|---|---|---|---|
| UH-B2-SCHUMS-002-M | Compulsory UE | DESTATTE Philippe | D920 - Service général des Sciences juridiques |
|
| Language of instruction | Language of assessment | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Credits | Weighting | Term |
|---|---|---|---|---|---|---|---|---|---|
| Français | 30 | 0 | 0 | 0 | 0 | 3 | 3.00 | 1st term |
| AA Code | Teaching Activity (AA) | HT(*) | HTPE(*) | HTPS(*) | HR(*) | HD(*) | Term | Weighting |
|---|---|---|---|---|---|---|---|---|
| D-SCJU-126 | Modern and Contemporary History of Belgium | 30 | 0 | 0 | 0 | 0 | Q1 | 100.00% |
| Programme component |
|---|
Objectives of Programme's Learning Outcomes
Learning Outcomes of UE
At the end of this course, students will be able to :
- understand that contemporary society and institutions are, in particular, the result of historical evolution, i.e. the movement, transformation and changes of a collectivity over time in accordance with more or less explicit aims or projects;
- to identify, for both retrospective and foresight purposes, the variables (factors and actors) in the history of Belgium and its Regions;
- to show the permanences, bifurcations and disruptions in Belgium's societal and institutional developments and to detect the more systemic and complex features, particularly at European and global level.
UE Content: description and pedagogical relevance
The course includes three parts. The first one deals with the great breakdowns of the 19th Century since the Industrial Revolution. The second part analyses the 20th Century evolutions by studying five progressive issues. The third part outlines another Belgium being built since the Seventies and characterized by a deep citizen unrest and the federalisation of the State. The conclusion is foresight oriented and foresees the signals of new breakdowns that can already be perceived.
Prior Experience
Not applicable.
Type of Teaching Activity/Activities
| AA | Type of Teaching Activity/Activities |
|---|---|
| D-SCJU-126 |
|
Mode of delivery
| AA | Mode of delivery |
|---|---|
| D-SCJU-126 |
|
Required Learning Resources/Tools
| AA | Required Learning Resources/Tools |
|---|---|
| D-SCJU-126 | Slides in Moodle |
Recommended Learning Resources/Tools
| AA | Recommended Learning Resources/Tools |
|---|---|
| D-SCJU-126 | Sans objet |
Other Recommended Reading
| AA | Other Recommended Reading |
|---|---|
| D-SCJU-126 | Not applicable |
Grade Deferrals of AAs from one year to the next
| AA | Grade Deferrals of AAs from one year to the next |
|---|---|
| D-SCJU-126 | Authorized |
Term 1 Assessment - type
| AA | Type(s) and mode(s) of Q1 assessment |
|---|---|
| D-SCJU-126 |
|
Term 1 Assessment - comments
| AA | Term 1 Assessment - comments |
|---|---|
| D-SCJU-126 | Not applicable |
Resit Assessment - Term 1 (BAB1) - type
| AA | Type(s) and mode(s) of Q1 resit assessment (BAB1) |
|---|---|
| D-SCJU-126 |
|
Resit Assessment - Term 1 (BAB1) - Comments
| AA | Resit Assessment - Term 1 (BAB1) - Comments |
|---|---|
| D-SCJU-126 | Not applicable |
Term 3 Assessment - type
| AA | Type(s) and mode(s) of Q3 assessment |
|---|---|
| D-SCJU-126 |
|
Term 3 Assessment - comments
| AA | Term 3 Assessment - comments |
|---|---|
| D-SCJU-126 | Not applicable |