Studying at the University of Verona
Here you can find information on the organisational aspects of the Programme, lecture timetables, learning activities and useful contact details for your time at the University, from enrolment to graduation.
Study Plan
The Study Plan includes all modules, teaching and learning activities that each student will need to undertake during their time at the University.
Please select your Study Plan based on your enrollment year.
1° Year
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2° Year activated in the A.Y. 2021/2022
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3° Year activated in the A.Y. 2022/2023
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4° Year activated in the A.Y. 2023/2024
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English laboratory 4th year
5° Year activated in the A.Y. 2024/2025
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English laboratory 4th year
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Legend | Type of training activity (TTA)
TAF (Type of Educational Activity) All courses and activities are classified into different types of educational activities, indicated by a letter.
Foundations and Teaching of History (2022/2023)
Teaching code
4S006160
Teacher
Coordinator
Credits
8
Language
Italian
Scientific Disciplinary Sector (SSD)
M-STO/02 - MODERN HISTORY
Period
Sem. 2A, Sem. 2B
Learning objectives
The goal of the course is to provide the key elements to understand the reality and the institutional and social dynamics of European society during centuries after Antiquity, and to develop the skill to interpret, analyze and contextualize historical Document. Within this framework, a specific attention will be given to the Venetian history, with a focus on monumental elements.
Prerequisites and basic notions
Basic knowledge of teaching methods and the main features of modern and contemporary history.
Program
The course aims:
- to transmit the foundations of the historical discipline, deepening the meaning and usefulness of history; the concept of time and periodization; the classification, typology and potential of primary and secondary sources for historical research and for historical teaching; the methodologies of historical research;
- to examine some key historiographical concepts through the study of historical processes and phenomena crucial for the early moderne and contemporary history of Europe;
- to learn and elaborate methodologies and didactic proposals through participatory exercises and lessons.
Reference texts for attending students:
Bianchi S.A., Crivellari C., Nessun tempo è mai passato. La mediazione didattica tra storia esperta e storia insegnata, Roma, Armando Editori, 2003
Landi L., Insegnare la storia ai bambini, Roma, Carocci, 2015
The material provided during the lessons and that uploaded on the platform. Further bibliographical information will be provided during the course.
See also choice of texts.
Reference texts for non-attending students:
Bianchi S.A., Crivellari C., Nessun tempo è mai passato. La mediazione didattica tra storia esperta e storia insegnata, Roma, Armando Editori, 2003
Bizzocchi R., Guida allo studio della storia moderna, Roma-Bari, Laterza, 2019 (pp. 3-36; 83-122)
Landi L., Insegnare la storia ai bambini, Roma, Carocci, 2015
A good high school textbook that comprehensively covers the following topics:
The discovery of America; the Lutheran Reformation; the Council of Trent; the 'glorious English Revolution'; the absolute monarchy of Louis XIV; the American Revolution; from the Restoration to the Unification of Italy; the Second Industrial Revolution; the First World War; Fascism; the Second World War
Choice of texts.
Banti A.M., L'onore della nazione. Identità sessuali e violenza nel nazionalismo europeo dal XVIII secolo alla Grande Guerra, Torino, Einaudi, 2005
Barbagli Marzio, Storia di Caterina che per ott'anni vestì abiti da uomo, Bologna, il Mulino, 2018
Bartoloni S., Cittadinanze incompiute. La parabola dell'autorizzazione maritale, Roma, Viella, 2021
Becchi E., D. Julia (a cura di), Storia dell’infanzia. I. Dall’antichità al Seicento, Roma-Bari, Laterza, 1996.
Becchi E., D. Julia (a cura di), Storia dell’infanzia. II. Dal Settecento a oggi, Roma-Bari, Laterza, 1996
Bellassai S., L'invenzione della virilità: politica e immaginario maschile nell'Italia contemporanea, Roma, Carocci, 2011
Bellavitis A., Il lavoro delle donne nelle città dell'Europa moderna, Roma, Viella, 2016
Bizzocchi R., In famiglia. Storie di interessi e di affetti nell’Italia moderna, Roma-Bari, Laterza, 2001
Borello B., Il posto di ciascuno. Fratelli, sorelle e fratellanze (XVI-XIX secolo), Roma, Viella, 2016.
Casanova C., Regine per caso. Donne al governo in età moderna, Roma-Bari, Laterza, 2014
Cavina M., Il padre spodestato. L'autorità paterna dall'antichità, Roma-Bari, Laterza, 2008
D’Amelia M., La mamma, Bologna, Il Mulino, 2005
Dogliani P., L'Europa a scuola. Percorsi dell'istruzione tra Ottocento e Novecento, Roma, Carocci, 2008
Feci S., L. Schettini (a cura di), La violenza contro le donne nella storia. Contesti, linguaggi, politiche del diritto (secoli XV-XXI), Roma, Viella, 2017
Filippini M., Generare, partorire, nascere. Una storia dall’antichità alla provetta, Roma, Viella, 2017
Garbellotti M., Rossi M.C. (a cura di), Madri e padri sociali tra passato e presente. Per una storia dell’adozione, Roma, Viella, 2016
Hunt L., La forza dell'empatia. Una storia dei diritti dell'uomo, Roma-Bari, Laterza, 2007
Livi Bacci M., Eldorado nel pantano. Oro, schiavi e anime tra le Ande e l'Amazzonia, Bologna, il Mulino, 2008
Lirosi A., Libere di sapere. Il diritto delle donne all’istruzione dal Cinquecento al mondo contemporaneo, Roma, Edizioni di storia e di Letteratura, 2015
Lombardi D., Storia del matrimonio: dal Medioevo a oggi, Bologna, Il Mulino, 2008
Michel Aurélia, Il bianco e il negro. Indagine storica sull’ordine razzista, Torino, Einaudi, 2021
Muzzarelli M.G., A capo coperto. Storie di donne e di veli, Bologna, il Mulino, 2016
Niccoli O., La vita religiosa nell'Italia moderna. Secoli XV-XVIII, Roma, Carocci, 2017
Niccoli O., Muta eloquenza. Gesti nel Rinascimento e dintorni, Roma, Viella, 2021
Nubola C., Fasciste di Salò. Una storia giudiziaria, Roma-Bari, Laterza, 2016
Plebani T., Un secolo di sentimenti. Amori e conflitti generazionali nella Venezia del Settecento, Venezia, Istituto Veneto di Scienze Lettere ed Arti, 2012
Sarti R., Vita di casa. Abitare, mangiare, vestire nell'Europa moderna, Roma-Bari, Laterza, 1999
Wachtel N., La visione dei vinti. Gli indios del Perù di fronte alla conquista spagnola, Torino, Einaudi, 1977
Bibliography
Didactic methods
The prevailing didactic modality will be the participated frontal lesson and the exercises (reading, analysis and comment of historical sources), interspersed with seminar meetings and a visit to the archive.
Learning assessment procedures
For attending students, the assessment of learning will consist of two book cards, according to the model uploaded on the teaching platform, relating to two volumes listed under the item Free choice texts to be sent to the teacher at least ten days before the day of the exam. , and a final written test with open-ended questions specific to those who have attended the lessons. The final exam will be based on the topics addressed during the course and on those dealt with in the reference texts. For non-attending students, the assessment of learning will consist of a book sheet, according to the model uploaded on the teaching platform, relating to a volume among those listed under the item chosen texts to be sent to the teacher at least ten days before the day. exam, and a written test with open-ended questions based on the material indicated in the program for non-attending students.
Evaluation criteria
The disciplinary and didactic knowledge acquired, the ability to contextualise and critically interpret historical facts and processes, the language properties, the setting and syntactic correctness of the final written exam and of the book cards will be evaluated.
Criteria for the composition of the final grade
The final mark, expressed out of thirty, will consist of the sum of the score of the book cards and that of the final written exam.
Exam language
Italiano