Ateneo - UPO

European history in the 19th century in a global context

required reading:
1. Alberto Mario Banti, L’età contemporanea. Dalle rivoluzioni settecentesche all’imperialismo, Laterza 2012
2. Karl Marx - Friedrich Engels, Il Manifesto del Partito Comunista, Torino, Einaudi 1998 ( (with an essay by Bruno Bongiovanni) (available on MLOL)
3. Choose one from the following: M. Isabella, Il Risorgimento in esilio, Laterza 2011 (available on MLOL); Enrico Francia, 1848. La rivoluzione del Risorgimento, il Mulino 2012; Fernanda Alfieri, Veronica e il diavolo. Storia di un esorcismo a Roma, Torino, Einaudi 2021; Cemil Aydin, Il lungo Ottocento. Una storia politica internazionale, Torino 2019 (available on MLOL); Antonino De Francesco, L'antichità della nazione. Il mito delle origini del popolo italiano dal Risorgimento al fascismo, FrancoAngeli, Milano 2020; Carmine Pinto, La guerra per il Mezzogiorno. Italiano borbonici e briganti 1860-1870, Laterza Bari 2019 (available on MLOL); Francesco Bruni, Idee di Italia. Da napoleone al Quarantotto, Bologna, il Mulino 2021.

This course aims at making the students familiar with the specificity of the historical texts and at engaging them in a critical study of the modern period. It also stresses the importance of writing texts that use the historical vocabulary in a consistent way.

basic information taken from the highschool textbook

in-class lectures. The course includes conducting in-class tests to critically comment in writing on sources of modern history.

Students with DSA and BES may use the following compensatory tools:

digital books.
tables, forms, specific procedures , summaries, diagrams and concept maps.
calculator or computer with spreadsheet and printer.
computer with word processor, spell checker, printer and scanner.

Discussion of suitable methods how to teach history in the middle school.

1. The students will write a text on two subjects, a text on Marx' Manifesto (5 points each). They will have to answer 10 multiple-choice questions (5 points in total). Students also have a write a report on a specialized volume to be chosen from a list (10 points).

A survey of the most relevant problems and events in Europe from 1789 to 1870.
•teaching unit 1: Presentation and the Industrial Revolution (Banti, 3-28) - teaching unit 2: The French Revolution, Napoleon and Europe: the political modernity of revolution and counterrevolution (Banti, 49-124) - teaching unit 3: Europe after 1815 and the Restoration (Banti 125-146) - teaching unit 4: The revolutions of 1820-31 in Europe and America (Banti 147-164) - teaching unit 5: The national question in Italy and the political diaspora (Banti 165-180) - teaching unit 6: The social question. Chartism and socialism in Europe (Banti 251-266) - didactic unit 7: Marx the Manifesto - didactic unit 8: 1848-49 in Europe : constitutional and diplomatic-military aspects - didactic unit 9: 1848 in Italy - didactic unit 10: The decade of preparation in Italy, Italian unification and the problems of united Italy 1849-1870 - didactic unit 11: France in the Second Empire and the unification of Germany - didactic unit 12: The construction of democracy in America - didactic unit 13: Colonialism and imperialism in the second half of the 19th century - didactic unit 14: Mass society in the second half of the 19th century (Banti, 376-400) - didactic unit 15: The European politics of modernity: socialist movement and political and trade union parties (Banti, 400-433).

In accordance with the Dublin descriptors, the course aims at.
knowledge of the fundamental categories for understanding modern history
the ability to apply the knowledge acquired by relating historical knowledge to other humanities and social sciences.
the ability to use historical categories independently for the purpose of understanding major issues in contemporary society and politics.
the ability to communicate in various forms and in the most diverse social contexts historical knowledge always grasping its current meaning.
The acquisition of learning skills for the purpose of further exploration of historical themes.
The aim is to prepare students for the future by equipping them with analytical and critical thinking skills such as the ability to assess evidence and evaluate conflicting interpretations to make informed judgements of the past and better understand the present.
In order to achieve the knowledge and skills corresponding to the minimum sufficiency level, the student is asked to demonstrate:
- to know the content of the textbook and texts indicated.
(SKILLS)
- to be able to write clearly about topics covered in class and in the textbook
(TRANSVERSAL SKILLS)
- be able to present, in both oral and written form, a clear and well-structured set of
relevant considerations of project assumptions, methods employed and results;
- be able to read, understand and comment on the books indicated in the bibliography and selected sources
- know historiographical terminology.
For the attainment of an advanced level, the student must demonstrate to:
- be able to propose innovative arguments that take into account all dimensions of the historical problem presented in class.