Nineteenth-century England is a period of change and progress. New discoveries in science and technology challenged traditions, religious creeds and the social fabric of the nation. It saw the birth of new influential sciences such as economics and geology; it profoundly changed the political landscape; it challenged the way people looked at questions of selfhood and nationality. It is the century of Charles Darwin, female emancipation and empire. 

This course will concentrate on a series of related themes of a century that was essentially a period of transition towards the beginnings of modern industrial society. The Romantics greeted with enthusiasm the possibilities of the new world order which was heralded by the French Revolution. Later during the century Victorian men and women were acutely aware of the cultural change taking place and, in their writings, reflected a self-consciousness of their being part of this process. 

The course aims at providing students with a firm understanding of the literary, cultural and historical scene of nineteenth-century England - it wishes to convey how Romantic and Victorian authors epitomized the so-called "spirit of the age".  It also wants to show students how to study selected literary tropes through time. During the course students will acquire the necessary linguistic and critical tools to analyze the period in question, and will be encouraged to make autonomous judgments. Moreover, the course wishes to stimulate an open-minded approach to different historical periods.

1 - The awareness of change and the notion of progress

2 - The birth of Economics and questions of labour

3 - The interaction between science and religion

4 - The woman question and female emancipation

5 - The concept of duty and the idea of Empire

- Knowledge and understanding: students will acquire a good understanding of the essential social-historical and social-cultural factors underpinning the period of study, and will be able to approach English Cultural Studies with the appropriate critical instruments and methods.

- Applying knowledge and understanding: students will have the linguistic, cultural and critical abilities to describe, analyse and understand cardinal aspects of English Culture.

- Making judgements: students will acquire the critical ability to judge and evaluate aspects of English Culture and will be able to express autonomous opinions on social-cultural subjects of different historical periods.

 - Communication skills: students will be trained to have an open and unprejudiced attitude to different realities and historical periods and express themselves in appropriate language.

- Learning skills: students will possess the basic methodological skills, the critical abilities and bibliographical knowledge to continue their studies in the field. 

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Students are invited to visit my page on Blended Learning Uniurb for further study materials. Use of audiovisual aids is an integral part of the programme.

The course will be held in English. 

Teaching

lectures; audiovisual aids

Attendance

Students are invited to visit my page on Blended Learning Uniurb for further study materials.

Course books

(All texts are made available as etexts and can be downloaded here:  https://drive.google.com/a/uniurb.it/file/d/0B3JQzuQlQtL3bkhHOE9Qak9wU2M/view?usp=sharing )

1 Change and Progress

Goldsmith O., from The Deserted Village

Blake W., "The Lamb", "The Tyger

Shelley P.B., "Ode to the West Wind"

Tennyson A., "Ulysses"

Hardy T., "The Darkling Thrush"

2 Economics and Labour

Mathus T.R., from An Essay on the Principle of Population

Bentham J., from  Principles of Morals and Legislation

Ford Madox Brown, Work (catalogue)

Blake W., "London", "The Chimney Sweeper" (Innocence & Experience) 

Dickens C., Hard Times

Kingsley C., "The Bad Squire"

3 Science and religion

Newton J.H., "Amazing Grace"

Lyell C., from Principles of Geology

Darwin C., from Origin of Species

Arnold M., "Dover Beach"

Hardy T., "Hap",

Rossetti D. G., "The Blessed Damozel"

4 Female emancipation

Ellis S., from Daughters of England

Patmore C., from The Angel in the House

Browning R., "My Last Duchess"

Eliot G., Mill on the Floss

5 Concept of Duty

Carlyle T., from Sartor Resartus 

Wilde O., The Importance of Being Earnest

Tennyson A., "The Charge of the Light Brigade"

Kipling R., "The White Man's Burden"

Assessment

written exam (40% in English)

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

self study: non-attending students are expected to check out historical and cultural contexts, as well as detailed textual analyses, on the internet. They are also invited to visitmy page on Blended Learning Uniurb for further study materials. To approach the multifarious facets of the Victorian period I recommend Francis O'Gorman's The Cambridge Companion to Victorian Culture (CUP 2010).

Course books

(All texts are made available as etexts and can be downloaded here:  https://drive.google.com/a/uniurb.it/file/d/0B3JQzuQlQtL3bkhHOE9Qak9wU2M/view?usp=sharing )

1 Change and Progress

Goldsmith O., from The Deserted Village

Blake W., "The Lamb", "The Tyger

Shelley P.B., "Ode to the West Wind"

Tennyson A., "Ulysses"

Hardy T., "The Darkling Thrush"

2 Economics and Labour

Mathus T.R., from An Essay on the Principle of Population

Bentham J., from  Principles of Morals and Legislation

Ford Madox Brown, Work (catalogue)

Blake W., "London", "The Chimney Sweeper" (Innocence & Experience) 

Dickens C., Hard Times

Kingsley C., "The Bad Squire"

3 Science and religion

Newton J.H., "Amazing Grace"

Lyell C., from Principles of Geology

Darwin C., from Origin of Species

Arnold M., "Dover Beach"

Hardy T., "Hap",

Rossetti D. G., "The Blessed Damozel"

4 Female emancipation

Ellis S., from Daughters of England

Patmore C., from The Angel in the House

Browning R., "My Last Duchess"

Eliot G., Mill on the Floss

5 Concept of Duty

Carlyle T., from Sartor Resartus 

Wilde O., The Importance of Being Earnest

Tennyson A., "The Charge of the Light Brigade"

Kipling R., "The White Man's Burden"

Assessment

written exam (40% in English); ; the programme above is valid only till January/February 2017.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.