EARLY MODERN HISTORY

The discipline belongs to the core educational activities of the Bachelor’s Degree Programme in History. It aims to provide a basic knowledge of the History of the Early Modern Age.
The instructional goals of the course are:
a) acquiring a basic knowledge of the European History in the Early Modern Age.
b) developing a deeper consciousness of the complex origins of European culture, and of the very beginning of "globalization".
c) developing a basic consciousness of historical sources and methods.

The attendance at the course and the individual study will allow the students:
1) to acquire a basic knowledge of the European History in the Early Modern Age.
2) to develop a deeper consciousness of the complex origins of European culture, and of the very beginning of "globalization";
3) to develop a basic consciousness of historical sources and methods.

The students must have a good knowledge of the Italian language.

1. The "early modern age".
2. The “early-modern state” (models, theories, historiographical debates)
3. The European demography during the early modern era
4. Humanism and Renaissance
5. Discovery/Conquest of America. The European global expansion
6. The protestant reformation
7. The counter-reformation and the religious conflicts in the confessional age
8. Charles V and his Empire
9. The Ottoman Empire
10. The Spanish Monarchy of Philipp II
11. The birth of the Dutch Republic
12. The thirty years war
13. The English Revolutions of the XVII century
14. The Absolutism
15. The "scientific revolution"


16. Italy during 17th and 18th centuries
17. The European expansion
18. The Englightenment
19. The American Revolution
20. The French Revolution and the Napoleonic Era

II Part: (5 lesson): Family History in the Early Modern Age

STUDENTS ATTENDING THE LESSONS:
a) Carlo Capra. Storia moderna (1492-1848), Milano, Mondadori, 2011

b) Notes of the lessons.
c) 2 of the following books:
1. Angiolina Arru, a cura di, Pater familias, Roma, 2001.
2. Roberto Bizzocchi, In famiglia: storie di interessi e affetti nell’Italia moderna, Roma-Bari, Laterza, 2001.
3. S.Feci - L.Schettini, a cura di, La violenza contro le donne nella storia. Contesti, linguaggi, politiche del diritto, Roma, Viella 2017.
4. Mary Laven, Monache. Vivere in convento nell’età della Controriforma, Bologna, il Mulino, 2004.
5. Daniela Lombardi, Storia del matrimonio dal Medioevo a oggi, Il mulino, Bologna 2008.
6. Raffaella Sarti, Vita di casa. Abitare, mangiare, vestire nell'Europa moderna, Roma-Bari, Laterza, 2006 (diverse edizioni)

STUDENTS WHO CAN'T ATTEND THE LESSONS:
a) Carlo Capra. Storia moderna (1492-1848), Milano, Mondadori, 2011
b) Roberto Bizzocchi, Guida allo studio della storia moderna, Roma-Bari, Laterza, 2002; Sergio Luzzatto (a cura di), Prima lezione di metodo storico, Roma - Bari, Laterza 2009
c) 2 of the following books:
1. Angiolina Arru, a cura di, Pater familias, Roma, 2001.
2. Roberto Bizzocchi, In famiglia: storie di interessi e affetti nell’Italia moderna, Roma-Bari, Laterza, 2001.
3. S.Feci - L.Schettini, a cura di, La violenza contro le donne nella storia. Contesti, linguaggi, politiche del diritto, Roma, Viella 2017.
4. Mary Laven, Monache. Vivere in convento nell’età della Controriforma, Bologna, il Mulino, 2004.
5. Daniela Lombardi, Storia del matrimonio dal Medioevo a oggi, Il mulino, Bologna 2008.
6. Raffaella Sarti, Vita di casa. Abitare, mangiare, vestire nell'Europa moderna, Roma-Bari, Laterza, 2006 (diverse edizioni)

Written examination based on set of questions.
The students who attend the course could write a short review (max 8000 c.) on one of the books ad point d)

NB: the exams had been earlier scheduled as written test. During the Coronavirus lockdown they will be taken as online interviews.

Frontal lessons with power point presentations.

written

This subject deals with topics related to the macro-area "Human capital, health, education" and contributes to the achievement of one or more goals of U. N. Agenda for Sustainable Development