The course provides a broad introduction to significant historical developments that took place during the Early modern period. An important objective is to to develop a critical understanding of the major events that have shaped the Early modern Europe, from the geographical discoveries to the Napoleonic era. Additionally, through reading and analysing a wide variety of primary and secondary sources, students will develope and henance their ability to discuss objectively the topics covered in class and make connections between different historical events.

The course consists of two parts: the first part deals with historical methodology, to provide an introduction to the discipline, and the second part deals with the general analysis of the main themes and problems of European political, economic, social and cultural history between the second half of the 15th century and the beginning of the 19th century.In particular, attention will be focused on the following topics:

- for the methodological part:
history and historiography; historical value of historiography; the historical method; different types of historical sources and how they are used; issues related to the chronology of history.

- for the general part:

• Renaissance humanism and Renaissance
• The Italian states at the beginning of the early modern period and the issues related to the italian national unity in historiography
• Foundation and developing of the national monarchies in Europe
• The rise of the Ottoman Empire and the Barbary pirates in the Mediterranean Sea
• The geographical discoveries and the colonial growth of the New World
• The Protestant Reformation and the Counter-Reformation
• The crisis of the seventeenth century
• The peak of the absolutism in France
• The rise of the Russian state from Peter the Great to Catherine the Great
• The Enlightment and the evolution of political thinking from Machiavelli to Rousseau
• The great Atlantic revolutions (the First Industrial Revolution, the American Revolution and the French Revolution)
• The Napoleonic era

Knowledge and understanding
To know historical research methodologies, chronological criteria and the typology of sources.
To know and understand general guidelines of European modern history from the geographical discoveries to the European Restauration.
To develop specific understanding on a thematic of considerable importance in the early modern age by referring to the contemporary historiographical debate and to primary sources.

Applying knowledge and understanding
To be able to contextualise the studied historic events and phenomena by an appropriate use of spatial and temporal coordinates.
To be able to connect and distinguish differences between events.
To identify persistence and changes in long term historical processes.

Making judgements
To acquire the understanding about the ideological conditioning of historical narration and to be able to autonomously elaborate the acquired knowledge.

Communication
To be able to clearly enunciate the studied and acquired contents by using with proficiency the specific and technical language of the historical discipline.

Learning skills
The learning ability will be reinforced by using complementary learning activities: general history lectures, monographic lectures, reading and analysing primary and secondary sources.
Factual knowledge of political, economic, social and cultural dynamics about previous European societies will have to allow the development of a historical background which aims to a better understanding of the contemporary world.

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

Teaching

The course is held in the form of regular lectures and seminars.

Attendance

Attendance is not mandatory, but highly suggested.

Course books

For the students that attend this course, there are two books to study for the exam: one that is necessary to familiarize and have a general background on this subject; another that is necessary to provide insight into a single topic.

For the general part is advised to read and study one of the following books: C. Capra, Storia moderna (1492-1848), Milano, Mondadori Education, 2016 or G. Dall'Olio, Storia moderna. I temi e le fonti, Roma, Carocci, 2017.

In addition, in preparation for the single-topic module, it is advised to choose a book between those indicated as follows: G. Bonaffini, Un mare di paura. Il Mediterraneo in età moderna, Caltanissetta, ed. Sciascia, 1997; E. Torlarolo, L'Illuminismo. Ragioni e dubbi della modernità, Roma, Carocci, 1999; R. A. Houston, Cultura e istruzione nell'europa moderna, Bologna, Il Mulino, 2000; J. R. Hale, L'Europa nell'età del Rinascimento. 1480-1520, Bologna, Il Mulino, 2003; M. Livi Bacci, Conquista. La distruzione degli indios americani, Bologna, Il Mulino, 2005; M. Lenci, Corsari: guerra, schiavi, rinnegati nel Mediterraneo, Roma, Carocci, 2006; L. Hunt, La rivoluzione francese. Politica, cultura, classi sociali, Bologna, Il Mulino, 2007; P. Del Negro, Guerra ed eserciti da Machiavelli a Napoleone, Roma-Bari, Laterza, 2007; D. Lombardi, Storia del matrimonio. Dal Medioevo a oggi, Bologna, Il Mulino, 2008; E. Bonora, La Controriforma, Roma-Bari, Laterza, 2008; N. Elias, La società di corte, Bologna, Il Mulino, 2010; E. L. Eisenstein, Le rivoluzioni del libro. L'invenzione della stampa e la nascita dell'età moderna, Bologna, Il Mulino, 2011; G. J. Ames, L'età delle scoperte geografiche 1500-1700, Bologna, Il Mulino, 2011; S. Landi, Stampa, censura, opinione pubblica in età moderna, Bologna, Il Mulino, 2011; M. Barbagli, Sotto lo stesso tetto. Mutamenti della famiglia in Italia dal XV al XX secolo, Bologna, Il Mulino, 2013; G. Parker, La rivoluzione militare. Le innovazioni militari e il sorgere dell'Occidente, Bologna, Il Mulino, 2014; A. Bellavitis, Il lavoro delle donne nelle città dell'Europa moderna, Roma, Viella, 2016.

Assessment

The oral exam will assess students' knwoledge and skills, their capacity to deal critically with the subjects of study, their their ability to contextualize historical events and to express themselves with clarity and precision. 

Very good to excellent marks will be awarded to those examinations which demonstrate that the student has an excellent knowledge of the contents; the ability to critically evaluate the phenomena studied and to establish links between events; the use of technical language specific to the discipline.

The tests will be graded from fair to good if they show that the student has a mnemonic knowledge of the contents; a modest capacity to critically evaluate the phenomena studied and make connections between events; the use of appropriate language.

Those tests which show a superficial knowledge of the contents, a minimum critical capacity and the use of a language which is not entirely appropriate will be assessed as sufficient.

Those examinations which show difficulty in the orientation of the student in relation to the themes dealt with in the examination texts; gaps in training; the use of inappropriate language will be evaluated negatively.

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.

Course books

Non-attending students should add to the attending-students required readings, the following one: R.Bizzocchi, Guida allo studio della storia moderna, Roma-Bari, Laterza, 2014.

Assessment

The oral exam will assess students' knwoledge and skills, their capacity to deal critically with the subjects of study, their their ability to contextualize historical events and to express themselves with clarity and precision. 

Very good to excellent marks will be awarded to those examinations which demonstrate that the student has an excellent knowledge of the contents; the ability to critically evaluate the phenomena studied and to establish links between events; the use of technical language specific to the discipline.

The tests will be graded from fair to good if they show that the student has a mnemonic knowledge of the contents; a modest capacity to critically evaluate the phenomena studied and make connections between events; the use of appropriate language.

Those tests which show a superficial knowledge of the contents, a minimum critical capacity and the use of a language which is not entirely appropriate will be assessed as sufficient.

Those examinations which show difficulty in the orientation of the student in relation to the themes dealt with in the examination texts; gaps in training; the use of inappropriate language will be evaluated negatively.

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.

Non-attending students are strongly suggested to email the teacher or take advantage of the office hours in order to agree on their program of study.