Learning objectives
Goal of the course is, first and foremost, to provide fundamental knowledge regarding medieval history, freeing the field of numerous preconceptions about this historical period. It will also be aimed at providing students with the critical skills to interpret a histographical topic.
Prerequisites
None
Course unit content
The course is an introduction to medieval history (5th-15th centuries). In his final part it presents, through primary and secondary sources, the historical theme: Centre and boundaries of medieval society.
Full programme
Course’s topics:
Why study history. Why study Middle Ages. How study Middle Ages.
The idea of Middle Ages.
Early, High and Late Middle Ages.
Primary and secondary sources.
The Barbarians.
Christianities.
Franks and feudalism.
The three orders of medieval society: oratores, bellatores, laboratores.
The 11th century: cities and countryside.
The 11th century: the pope and the emperor.
The 11 th century: the crusades.
Communitarian movements: communes, guilds, confraternities.
Signories, principalities, kingdoms, republics.
The Crisis of the Early Renaissance.
Monographic:
Sources for the study of social centre and boundaries, from medieval to contemporary age.
Bibliography
R. Bordone, G. Sergi, Dieci secoli di medioevo, Torino, Einaudi, 2009
Testo di approfondimento storiografico:
Studi confraternali: orientamenti, problemi, testimonianze, ed. M. Gazzini, Reti medievali E-book,12, Reti medievali - Firenze University Press, Firenze 2009. Open access: <http://www.rm.unina.it/rmebook/index.php>
Consulting the following dictionaries is heartily recommended:
Enciclopedia del Medioevo, Le Garzantine, Milano Garzanti 2007
A. Barbero, C. Frugoni, Dizionario del Medioevo, Roma-Bari Laterza 1994
Teaching methods
Classroom lectures on traditional and new media research materials; home study of lecture notes and recommended texts.
Assessment methods and criteria
At the final oral examination, students will be asked to show their knowledge of medieval social, political, institutional, religious, economic and cultural dynamics, and their proficiency in the discipline language. In addition, they will have to report about the uses made of history, and will have to prove to have reached a concept of the past free of ideological bias.
Other information
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