Course aims:

• to raise the students’ awareness of the issues of periodization and the relationship between the past and the present to provide students with an overview of the main themes in early modern history (conventionally the period 1492-1815). The course also aims to provide some information on the period prior to 1492 on the one hand and, on the other, the 19th and 20th centuries;
• to raise the students’ awareness of the historical roots of the so-called "globalization";
• to raise the students’ awareness of the gender dimension and its historical significance;
• to raise the students’ awareness of the sources and methods of historiographical work, through theoretical lessons and, where possible, practical exercises in the local context.

The study program will deal with the following topics:

•      Problems of historical method: periodizations and the concept of Early modern age.
•      The history of the environment: meaning and implications of the concept of Anthropocene.
•      The population: birth and death from the Black Death to the demographic transition.
•      Gender: men, women, intersex people.
•      Making a family in the Early modern age.
•      Social groups.
•      The economy: production, trade and consumption.
•      At the origin of globalization: geographical "discoveries", conquests and colonialism.
•      Religions: Christians, Jews and Muslims; the Christianization of the New World, the Protestant Reformation, the "Counter-Reformation".
•      Culture and science from the invention of printing to the Enlightenment.
•      Politics, wars, revolutions.

At the end of the course students should have acquired the following skills and knowledge:

• Awareness of the artificiality of historical periodizations.
• Awareness of the reasons for and limitations of the periodization of the years 1492-1815.
• Knowledge of the main topics of Early Modern History and, in particular, the roots and developments of the so-called "globalization".
• Awareness of the meaning and implications of gender in the examined contexts.
• Knowledge of the main methods of historical research, of the variety of sources used by historians and of the places and methods used for their preservation.

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

1) Classroom-based lessons.

2) Seminars.

3) Visits to libraries and archives.

Innovative teaching methods

Attendance

Attendance to lessons is not compulsory but warmly encouraged.

Course books

There are 3 books to learn for the exam:

1 textbook from Section "A" OR the course lecture slides and the other materials uploaded by the lecturer on the Moodle platform.

2 texts selected from Section "B"

A. During the exam, students must demonstrate good knowledge of the topics dealt with in Early Modern History textbook (end 15th c.-1815). To acquire that knowledge they may learn a textbook or the slides and the other materials uploaded by the lecturer on the Moodle platform.

Students may choose their preferred textbook, such as, for instance:

• R. Ago, G. Vidotto, Storia moderna, Roma-Bari, Laterza.
• C. Capra, G. Chittolini, F. Della Peruta, Corso di storia, vol. II, Storia moderna, Firenze, Le Monnier.
• A. Giardina, G. Sabbatucci, V. Vidotto, Stora moderna, Roma-Bari, Laterza.
• A. Prosperi, P. Viola, Storia del mondo moderno e contemporaneo, Torino, Einaudi.

Be careful to use an edition of the textbook covering the period 1492-1815.

B. Students must also study two volumes to be chosen from the following:

• Roberto Bizzocchi, Guida allo studio della storia moderna, Roma-Bari, Laterza, 2002.
• Guido Dall'Olio, Storia moderna. I temi e le fonti, Roma, Carocci, 2004 e 2017.
• Wolfgang Behringer, Storia culturale del clima dall’Era glaciale al Riscaldamento globale, Torino, Bollati Boringhieri, 2013.
• Mauro Agnolietti, Storia del bosco. Il paesaggio forestale italiano, Roma-Bari, Laterza, 2018.
• Jared Diamond, Armi, acciaio e malattie: breve storia del mondo negli ultimi tredicimila anni, Torino, Einaudi, 1998.
• Massimo Livi Bacci, La popolazione nella storia d’Europa, Roma-Bari, Laterza, 1998.
• Guido Alfani e Alessia Melegaro, Pandemie d'Italia. Dalla peste nera all'influenza suina: l'impatto sulla società, Milano, Egea, 2010.
• Nadia Maria Filippini, Generare, partorire, nascere. Una storia dall’antichità alla provetta, Roma, Viella, 2017.
• Marzio Barbagli, Alla fine della vita. Morire in Italia e in altri paesi occidentali, Bologna, Il Mulino, 2018.
• Daniela Lombardi, Storia del matrimonio dal Medioevo a oggi, Bologna Il Mulino, 2008.
• Silvia Evangelisti, Storia delle monache, 1450-1700, Bologna, Il Mulino, 2012.
• Marzio Barbagli, Storia di Caterina che per ott'anni vestì abiti da uomo, Bologna, Il Mulino, 2014.
• Raffaella Sarti, Vita di casa. Abitare, Mangiare, Vestire nell'Europa moderna, Roma-Bari, Laterza, 1999.
• Ottavia Niccoli, Storie di ogni giorno in una città del Seicento, Laterza, Roma-Bari 2000.
• Anna Bellavitis, Il lavoro delle donne nelle città dell'Europa moderna, Roma, Viella, 2016.
• Cesarina Casanova, Regine per caso. Donne al governo in età moderna, Roma-Bari, Laterza, 2014.
• Suraya Faroqhi, L’impero Ottomano, Bologna, Il Mulino, 2008.
• Salvatore Bono, Schiavi. Una storia mediterranea (XVI-XIX secolo), Bologna, Il Mulino, 2016.
• Patrizia Delpiano, La schiavitù in età moderna, Roma-Bari, Laterza, 2009. 161
• Massimo Livi Bacci, Conquista. La distruzione degli indios americani, Bologna, Il Mulino, 2005.
• Maria Fusaro, Reti commerciali e traffici globali in età moderna, Roma-Bari, Laterza, 2008.
• Kenneth Pomeranz, La grande divergenza. La Cina, l'Europa e la nascita dell'economia mondiale moderna, Bologna, il Mulino, 2004.
• S. A. Conca Messina, Profitti del potere. Stato ed economia nell'Europa moderna, Roma-Bari, Laterza, 2016.
• Stearns, Peter N., Globalization in World History, Routledge, 2016.
• Massimo Livi Bacci, In cammino. Breve storia delle migrazioni, Bologna, Il Mulino, 2010.
• Roland H. Bainton, La riforma protestante, Torino, Einaudi, 1958.
• Guido Dall’Olio, Martin Lutero, Roma, Carocci, 2013.
• Elena Bonora, La Controriforma, Roma-Bari, Laterza, 2008.
• Brian P. Levack, La caccia alle streghe, Roma, Laterza, 1988.
• Anna Foa, Ebrei in Europa: dalla Peste nera all’emancipazione (XIV-XIX secolo), Roma-Bari, Laterza, 2004 e 2014.
• Marina Caffiero, Battesimi forzati. Storie di ebrei, cristiani e convertiti nella Roma dei Papi, Roma, Viella, 2004.
• Patrizia Delpiano, Liberi di scrivere. La battaglia per la stampa nell'età dei Lumi, Roma-Bari, Laterza, 2015.
• Tiziano Bonazzi, La rivoluzione americana, Bologna, Il Mulino, 2018.
• Lynn Hunt, La rivoluzione francese: politica, cultura, classi sociali, Bologna, Il Mulino, 1989.
• Raffaella Sarti, Servo e padrone, o della (in)dipendenza. Un percorso da Aristotele ai nostri giorni, vol. I, Teorie e dibattiti, Collana dei “Quaderni” di “Scienza & Politica”, Quaderno n. 2, 2015, pp. 1-248, Bologna, Alma Mater Studiorum Università di Bologna, 2015 (e-book scaricabile da questo sito: http://amsacta.unibo.it/4293/1/Sarti_Servo_e_Padrone_1.pdf).

Please note that the list contains the first (Italian) edition of the various texts. Later editions are also acceptable and, in the case of translated books, so is any edition in its original language.

Assessment

• The exam is oral.
• Students can take the exam in Italian, English, French, German or Spanish.
• Erasmus students must take the exam in a language different from their mother tongue.
• At the beginning of the exam, the examiner will request the student to name the books studied, in order to clearly identify the topics on which to ask him/her questions. It is therefore very important to provide clear information. Indications such as "the book with the green cover" or "the volume that deals with families" will not be accepted. Students must indicate precisely the name of the author, the title and the publisher of each book studied.
• Exam questions will aim to ascertain whether or not the student has acquired the skills and knowledge outlined in the section: “Learning Outcomes (Dublin Descriptors)”

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

The program is the same for attending and non-attending students. Even for non-attending students, therefore, there tThere are 3 books to learn for the exam:

1 textbook from Section "A" OR the course lecture slides and the other materials uploaded by the lecturer on the Moodle platform.

2 texts selected from Section "B"

However, for those who do not attend the lessons, it is preferable to learn a textbook rather than the materials of the lessons uploaded on blended learning, since the reading of the slides can be difficult without listening the lecturer's explanations.

Assessment

The assessment is the same for attending and not attending students.

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.