Ateneo - UPO

Early modern history from 1450 to 1815

Vittorio Criscuolo, Storia moderna, Pearson, Milano 2019

A monograph from this list:
Adriano Prosperi, Lutero. Gli anni della fede e della libertà, Mondadori, Milano 2017);
Edoardo Tortarolo-Irene Gaddo, Secolarizzazione e modernità. Un quadro storico, Carocci, Roma 2017; Edoardo Tortarolo, Illuminismo. Dubbi e ragioni della modernità, Carocci, Roma 2020; Antonio De Francesco, Repubbliche atlantiche. una storia globale delle pratiche rivoluzionarie 1776-1804, Cortina, Milano 2022; Lucia Felici-Girolamo Imbruglia, La tolleranza in età moderna. Idee, conflitti, protagonisti secolo XVI-XVIII, Roma, Carossi 2024.

This course aims at making 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.

Please refresh your memory by reading your high-school textbook again before classes begin.

Lecture-based.The course includes conducting in-class tests to critically comment sources of modern history.

Students can make use of 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. Suitable for all those who are interested in pursuing a teaching career.

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

The course will present the crucial topics of early modern history from the late Middle Ages to the French Revolution. The Reformation, the colonization of extra-European territories, the religious wars, teh 17th century crisis, the enlightenment, the Americann, industrial and French revolutions.

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.