Pre-industrial Economic History

This information is for the 2020/21 session.

Teacher responsible

Dr Jordan Claridge SAR 5.05


This course is compulsory on the BSc in Economic History, BSc in Economic History with Economics and BSc in Economics and Economic History. This course is available with permission as an outside option to students on other programmes where regulations permit. This course is available to General Course students.

Course content

This course surveys long-term processes of growth and development in late medieval and early modern Europe (eleventh to eighteenth centuries). It focuses on the transition from a hierarchical society of estates or corporate orders to a market society based on legal equality and freedom of contract. There are two core questions: First, why did this transition occur in an evolutionary way in England and the Netherlands, whereas it was severely delayed the rest of Europe? And second, how is it related to the ‘small divergence’ between the Dutch Republic and England on the one side and most of the Continent on the other, where the North-West enjoyed significantly higher living standards and per capita incomes than other countries long before the onset of industrialisation?

The course thus raises fundamental questions about societies and economies: Was pre-industrial economic growth transitory and regional? Or was it a recurrent, even normal phenomenon, which however could occasionally be reversed? Was Dutch and British success the result of their social and institutional features? Or was it a combination of geographical factors and good fortune? To what degree did early modern governments help or hinder economic development? Did Europe’s political fragmentation hold back the continent’s development, or did competition between states have beneficial consequences? In conclusion, can we define an optimal combination of social, political, and economic institutions that sustained growth in the past (and thus, perhaps, in the future)?

The course has a strong focus on skills training, in particular on essay writing.


This course is delivered through a combination of classes and lectures totalling a minimum of 40 hours across Michaelmas Term and Lent Term. This year, some or all of this teaching will be delivered through a combination of virtual classes and lectures delivered as short online videos.

This course includes a reading week in Week 6 of Michaelmas and Lent Term.


Formative coursework

Students will be expected to produce 1 exercise and 1 other piece of coursework in the MT.

Students are expected to produce two pieces of formative written coursework in the MT. They will give formative presentations on topics that form part of the course content. They will receive structured feedback on their formative coursework.

Indicative reading

Anderson, J.L. (1991): Explaining long-term economic change, Cambridge (Cambridge University Press).

Cipolla, C.M. ed. (1971/72). The Fontana economic history of Europe, vols. 1 and 2, London (Fontana).

de Vries, J. (1976). The economy of Europe in an age of crisis, 1600-1750, Cambridge, London, New York etc. (Cambridge University Press).

Hatcher, J. and Bailey, M. (2001): Modelling the Middle Ages. The History and Theory of England’s Economic Development, Oxford (Oxford University Press).

Miskimin, H. (1969). The Economy of Early Renaissance Europe 1300-1460. Englewood Cliffs/NJ: Prentice-Hall.

Miskimin, H. (1977). The Economy of Later Renaissance Europe 1460-1600. Cambridge, London, New York, Melbourne: Cambridge University Press. 

Persson, K. G. (2010). An Economic History of Europe: Knowledge, Institutions and Growth, 600 to the Present. Cambridge: Cambridge University Press.


Essay (40%, 2000 words) in the LT.
Essay (60%, 3000 words) in the ST.

Important information in response to COVID-19

Please note that during 2020/21 academic year some variation to teaching and learning activities may be required to respond to changes in public health advice and/or to account for the situation of students in attendance on campus and those studying online during the early part of the academic year. For assessment, this may involve changes to mode of delivery and/or the format or weighting of assessments. Changes will only be made if required and students will be notified about any changes to teaching or assessment plans at the earliest opportunity.

Key facts

Department: Economic History

Total students 2019/20: 66

Average class size 2019/20: 17

Capped 2019/20: No

Value: One Unit

Guidelines for interpreting course guide information

Personal development skills

  • Self-management
  • Team working
  • Problem solving
  • Application of information skills
  • Communication
  • Application of numeracy skills
  • Specialist skills