Learning objectives
Studying the various proposed methods and the narrow focus on the specific topic of the history of Roman Parma will have as primary outcome the understanding of the structure and of the contents of the selected subject. However, focusing of the history of Parma in Roman times will also allow students to deeply understand the methods employed in the study of the Roman history. The knowledge and the skills developed in classroom along with the homework assignments (devoted to the writing of a report as agreed with the teacher) will allow the students to handle the methodological tools needed to deal with other subjects and issues of the ancient Rome history in a critical and self-aware manner.
Prerequisites
There are no specific prerequisites for this course except for a basic knowledge of the history of ancient Rome: high school level knowledge of classic languages is a plus.
Course unit content
In the 2200th anniversary of its foundation, the Roman History Course - LM (30 hours = 6 CFU) will be focused on a wide overview of the history of Parma from 183 B.C. until the Late-Antiquity. Classes require a basic knowledge of the Roman History and will have the format of a single-topic seminar. There will be the possibility of classroom discussions with students’ reports focused on topics arranged with the teacher.
Bibliography
• Maria Giovanna ARRIGONI BERTINI, I Parmenses: società, religione, costume. Le fonti epigrafiche, in: Domenico Vera (a c. di), Storia di Parma, II, Parma romana, Parma, Monte Università Parma Editore, 2009, pp. 309-337;
• Gino BANDELLI, Parma durante la Repubblica. Dalla fondazione della colonia a Cesare, in: D. Vera (a c. di), Storia di Parma, II, cit., pp. 181-217;
• Emilio GABBA, La conquista della Gallia Cisalpina, in: G. CLEMENTE - Filippo COARELLI - Emilio GABBA (a c. di), Storia di Roma, II (L’impero mediterraneo), 1 (La Repubblica romana) Torino, Giulio Einaudi Editore, 1990, pp. 69-77;
• Andrea GIARDINA, Le due Italie nella forma tarda dell’Impero, in: Id., L’Italia romana. Storia di un’identità incompiuta, Roma-Bari, Laterza, 1997, pp. 265-321;
• Domenico VERA, Parma imperiale. Storia di una città dell’Italia settentrionale romana da Augusto a Giustiniano, in: D. Vera (a c. di), Storia di Parma, II, cit., pp. 219-307.
Students who cannot attend lessons will also add the following volume:
• Daniele FORABOSCHI, Lineamenti di storia della Cisalpina romana. Antropologia di una conquista, Roma, La Nuova Italia Scientifica, 1992, pp. 158.
STUDENTS WHO CAN NOT READ THE ITALIAN LANGUAGE ARE KINDLY REQUESTED TO AGREE UPON THE EXAMINATION'S BIBLIOGRAPHY WITH THE PROFESSOR.
Teaching methods
Classes, seminars and in-libraries exercises.
Assessment methods and criteria
Interview. Assessment will take place during the final exam, which will consist of an interview on the different parts of the program. The aims of the exam are: 1) to assess knowledge of the main developments in Roman history from the origins to Late Antiquity, as well as the themes studied monographically (for students attending lessons, the more detailed knowledge will be assessed on the basis of documents studied in class, and for non-attending students, on the basis of the supplementary bibliography); 2) to evaluate the clarity of exposition, the mastery of required language, and appropriacy of candidate answers.
A fail is determined by the lack of an understanding of the minimum content of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, as well as an inability to make independent judgments. A pass (18-23/30) is determined by the student’s possession of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.
