Teaching Workshop
A.Y. 2019/2020
Learning objectives
The objective of the workshop is twofold: on the one hand, it provides the primary basics about the tools (methodological, bibliographical and archival) of the research conducted from a source indicated by the instructor, and on the other hand to teach the student how to process research result in the written form.
Expected learning outcomes
At the end of the workshop, the student will have acquired the knowledge of the main types of sources of early-modern history and the main tools of research. They will be able to orient themselves to the documentation of the modern age (those published and, at least partially, along with unpublished ones). They will then be able to use the language tools (language properties, correct specific lexicon) to express in written form, clearly and effectively, the results of the research conducted under the guidance of the instructor.
These skills will be acquired through a direct and ongoing meeting with the teacher in the classroom; The discussion around the proposed sources will provide additional time of critical reflection and methodological learning. Individual work will also be of great importance, with reports assigned by the instructor and then discussed collectively.
Students unable to attend will be able to make use of the educational tools provided by the instructor on Ariel, investigate special readings proposed by the instructor to strengthen their knowledge, and of course contact the instructor both by email and during the office hours.
These skills will be acquired through a direct and ongoing meeting with the teacher in the classroom; The discussion around the proposed sources will provide additional time of critical reflection and methodological learning. Individual work will also be of great importance, with reports assigned by the instructor and then discussed collectively.
Students unable to attend will be able to make use of the educational tools provided by the instructor on Ariel, investigate special readings proposed by the instructor to strengthen their knowledge, and of course contact the instructor both by email and during the office hours.
Lesson period: Second semester
Single course
This course cannot be attended as a single course. Please check our list of single courses to find the ones available for enrolment.
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Course syllabus
Title of the course: Historical research between sources and historiography: the modern age
Prerequisites for admission
There are no specific requirements different from those required for the degree admission.
Teaching methods
Attendance to classes in mandatory. Laboratory is delivered through lectures aimed to providing the student with the essential tools to carry out research in modern history, with particular reference to sources and methods:
- Knowing what History is, and which its impact is, today, on people's and nation's life;
- Knowing the role of the historian between university and society;
- Knowing the main sources for the researcher;
- Knowing the main methodologies for History study;
- Knowing and building a bibliography through the research tools;
- Writing up research result using specific language of the subject and editorial style of essays or critiques.
These skills will be first acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper based on the suggested bibliography. Discussion with the teacher during lectures is integrant part of the didactic methods and aims at promoting a critical attitude and the ability to apply the acquired competences and knowledge.
Laboratory is also based on didactic material provided by the lecturer.
- Knowing what History is, and which its impact is, today, on people's and nation's life;
- Knowing the role of the historian between university and society;
- Knowing the main sources for the researcher;
- Knowing the main methodologies for History study;
- Knowing and building a bibliography through the research tools;
- Writing up research result using specific language of the subject and editorial style of essays or critiques.
These skills will be first acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper based on the suggested bibliography. Discussion with the teacher during lectures is integrant part of the didactic methods and aims at promoting a critical attitude and the ability to apply the acquired competences and knowledge.
Laboratory is also based on didactic material provided by the lecturer.
Teaching Resources
Attending students:
- Knowledge of the topics in lectures
- Knowledges of the sources examined during lectures on the books G. Galasso, Prima lezione di storia moderna, Roma-Bari e F. Chabod, Lezioni di metodo storico, Roma-Bari
- Knowledge, detailed study, and critique writing of one of the following essays:
o Arianna Arisi Rota, Risorgimento. Un viaggio politico e sentimentale, Bologna, il Mulino, 2019.
o Timothy Brook, La mappa della Cina del signor Selden. Il commercio delle spezie, una carta perduta e il Mar Cinese Meridionale, Torino, Einaudi, 2016
o Haim Burstin, Rivoluzionari. Antropologia politica della rivoluzione francese, Roma-Bari, Laterza, 2016
o Massimo Firpo, Juan de Valdés e la Riforma nell'Italia del Cinquecento, Roma-Bari, Laterza, 2016.
o Massimo Firpo, Germano Maifreda, L'eretico che salvò la Chiesa. Il cardinale Giovanni Morone e le origini della Controriforma, Torino, Einaudi, 2019 [limitatamente alle pp. 1-237].
o Jonathan Israel, La Rivoluzione francese. Una storia intellettuale dai Diritti dell'uomo a Robespierre, Torino, Einaudi, 2016 [limitatamente alle pp. 1-311].
o Jonathan Israel, Il grande incendio. Come la rivoluzione americana conquistò il mondo. 1775-1848, Torino, Einaudi, 2018 [limitatamente alle pp. 1-254].
o Luigi Mascilli Migliorini, 500 giorni. Napoleone dall'Elba a Sant'Elena, Roma-Bari, Laterza, 2016.
o Jean-Clément Martin, Robespierre, Roma, Salerno editrice, 2018 oppure Peter McPhee, Robespierre. Una vita rivoluzionaria, Milano, Il Saggiatore, 2016 oppure Marcel Gauchet, Robespierre. L'incorruttibile e il tiranno, Roma, Donzelli, 2019.
o Walter Panciera, La Repubblica di Venezia nel Settecento, Roma, Viella, 2014.
o Rosario Romeo, Richelieu. Alle origini dell'Europa moderna, Roma, Donzelli, 2018.
o Alan Taylor, Rivoluzioni americane. Una storia continentale, 1750-1804, Torino, Einaudi, 2017 [limitatamente alle pp. 1-95; 137-255].
o Gabriele Turi, Guerre civili in Italia 1796-1799, Roma, Viella, 2019.
Non-attending students:
- Completing the programme with the book M. Bloch, Apologia della storia o mestiere di storico, Torino e Prima lezione di metodo storico, a cura di S. Luzzatto, Roma-Bari.
International and Erasmus students are invited to promptly get in touch with the lecturer in order to arrange a reading plan (available in English or French) for the preparation.
- Knowledge of the topics in lectures
- Knowledges of the sources examined during lectures on the books G. Galasso, Prima lezione di storia moderna, Roma-Bari e F. Chabod, Lezioni di metodo storico, Roma-Bari
- Knowledge, detailed study, and critique writing of one of the following essays:
o Arianna Arisi Rota, Risorgimento. Un viaggio politico e sentimentale, Bologna, il Mulino, 2019.
o Timothy Brook, La mappa della Cina del signor Selden. Il commercio delle spezie, una carta perduta e il Mar Cinese Meridionale, Torino, Einaudi, 2016
o Haim Burstin, Rivoluzionari. Antropologia politica della rivoluzione francese, Roma-Bari, Laterza, 2016
o Massimo Firpo, Juan de Valdés e la Riforma nell'Italia del Cinquecento, Roma-Bari, Laterza, 2016.
o Massimo Firpo, Germano Maifreda, L'eretico che salvò la Chiesa. Il cardinale Giovanni Morone e le origini della Controriforma, Torino, Einaudi, 2019 [limitatamente alle pp. 1-237].
o Jonathan Israel, La Rivoluzione francese. Una storia intellettuale dai Diritti dell'uomo a Robespierre, Torino, Einaudi, 2016 [limitatamente alle pp. 1-311].
o Jonathan Israel, Il grande incendio. Come la rivoluzione americana conquistò il mondo. 1775-1848, Torino, Einaudi, 2018 [limitatamente alle pp. 1-254].
o Luigi Mascilli Migliorini, 500 giorni. Napoleone dall'Elba a Sant'Elena, Roma-Bari, Laterza, 2016.
o Jean-Clément Martin, Robespierre, Roma, Salerno editrice, 2018 oppure Peter McPhee, Robespierre. Una vita rivoluzionaria, Milano, Il Saggiatore, 2016 oppure Marcel Gauchet, Robespierre. L'incorruttibile e il tiranno, Roma, Donzelli, 2019.
o Walter Panciera, La Repubblica di Venezia nel Settecento, Roma, Viella, 2014.
o Rosario Romeo, Richelieu. Alle origini dell'Europa moderna, Roma, Donzelli, 2018.
o Alan Taylor, Rivoluzioni americane. Una storia continentale, 1750-1804, Torino, Einaudi, 2017 [limitatamente alle pp. 1-95; 137-255].
o Gabriele Turi, Guerre civili in Italia 1796-1799, Roma, Viella, 2019.
Non-attending students:
- Completing the programme with the book M. Bloch, Apologia della storia o mestiere di storico, Torino e Prima lezione di metodo storico, a cura di S. Luzzatto, Roma-Bari.
International and Erasmus students are invited to promptly get in touch with the lecturer in order to arrange a reading plan (available in English or French) for the preparation.
Assessment methods and Criteria
- Method: evaluation at the end of the course
- Type of examination: in itinere assessment and at the end of the course on the basis of attendance of lectures and writing a short essay
- Evaluation criteria: ability to demonstrate and elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon, efficacy, clarity.
- - Type of evaluation method: approval of 3 cfu
The format of the assessment for students with disabilities should be arranged in advance with the lecturer.
- Type of examination: in itinere assessment and at the end of the course on the basis of attendance of lectures and writing a short essay
- Evaluation criteria: ability to demonstrate and elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon, efficacy, clarity.
- - Type of evaluation method: approval of 3 cfu
The format of the assessment for students with disabilities should be arranged in advance with the lecturer.
- University credits: 3
Lessons: 20 hours
Professor:
Girardi Giacomo
Shifts:
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Professor:
Girardi GiacomoProfessor(s)