Teaching workshop
A.Y. 2019/2020
Learning objectives
The objective of the workshop is twofold: on the one hand, it provides the primary basics about the tools (methodological, bibliographical and archival) of the research conducted from a source indicated by the instructor, and on the other hand to teach the student how to process research result in the written form.
Expected learning outcomes
At the end of the workshop, the student will have acquired the knowledge of the main types of sources of early-modern history and the main tools of research. They will be able to orient themselves to the documentation of the modern age (those published and, at least partially, along with unpublished ones). They will then be able to use the language tools (language properties, correct specific lexicon) to express in written form, clearly and effectively, the results of the research conducted under the guidance of the instructor.
These skills will be acquired through a direct and ongoing meeting with the teacher in the classroom; The discussion around the proposed sources will provide additional time of critical reflection and methodological learning. Individual work will also be of great importance, with reports assigned by the instructor and then discussed collectively.
Students unable to attend will be able to make use of the educational tools provided by the instructor on Ariel, investigate special readings proposed by the instructor to strengthen their knowledge, and of course contact the instructor both by email and during the office hours.
These skills will be acquired through a direct and ongoing meeting with the teacher in the classroom; The discussion around the proposed sources will provide additional time of critical reflection and methodological learning. Individual work will also be of great importance, with reports assigned by the instructor and then discussed collectively.
Students unable to attend will be able to make use of the educational tools provided by the instructor on Ariel, investigate special readings proposed by the instructor to strengthen their knowledge, and of course contact the instructor both by email and during the office hours.
Lesson period: First semester (In case of multiple editions, please check the period, as it may vary)
Assessment methods:
Assessment result:
Course syllabus and organization
Edizione 1 - I sem
Responsible
Lesson period
First semester
Course syllabus
Title of the course: Towards the degree thesis. How to do and write an historical research (early modern age)
Prerequisites for admission
There are no specific requirements different from those requested for the degree admission.
Teaching methods
Attendance to classes is mandatory. Laboratory is delivered through lectures aimed at providing the student with the essential tools to carry out research in early modern history:
- building a bibliography through the available research tools (libraries/web);
- knowing the type of source used in the Laboratory (travel literature)
- writing up research results by using specific language of the subject and editorial style of essays.
These skills will be acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper, on the basis of reading and discussion of essays and published sources. Discussion with the teacher during lectures is integrant part of the didactic method and aims at promoting a critical attitude and the ability to apply the acquired competence and knowledge.
- building a bibliography through the available research tools (libraries/web);
- knowing the type of source used in the Laboratory (travel literature)
- writing up research results by using specific language of the subject and editorial style of essays.
These skills will be acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper, on the basis of reading and discussion of essays and published sources. Discussion with the teacher during lectures is integrant part of the didactic method and aims at promoting a critical attitude and the ability to apply the acquired competence and knowledge.
Teaching Resources
Attending students:
Knowledge of the topics taught in lectures
The student is led in the construction of a specific bibliography.
Non-attending students:
One of the following books is recommended: Attilio Brilli, Quando viaggiare era un'arte: il romanzo del Grand Tour, Bologna, Il Mulino, 1995 or Antoni Mączak, Viaggi e viaggiatori nell'Europa moderna, Roma, Laterza, 1994
International and Erasmus students are invited to write an e-mail to the lecturer in order to arrange a reading plan (available in English) for preparation.
Knowledge of the topics taught in lectures
The student is led in the construction of a specific bibliography.
Non-attending students:
One of the following books is recommended: Attilio Brilli, Quando viaggiare era un'arte: il romanzo del Grand Tour, Bologna, Il Mulino, 1995 or Antoni Mączak, Viaggi e viaggiatori nell'Europa moderna, Roma, Laterza, 1994
International and Erasmus students are invited to write an e-mail to the lecturer in order to arrange a reading plan (available in English) for preparation.
Assessment methods and Criteria
- Method: evaluation at the end of the course
- Type of examination: in itinere assessment and at the end of the course, on the basis of attendance of lectures and writing of a short essay
- Evaluation criteria: ability to elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon
- Type of evaluation method: approval of 3 CFU
The format of the assessment for students with disabilities should be arranged in advance with the lecturer.
- Type of examination: in itinere assessment and at the end of the course, on the basis of attendance of lectures and writing of a short essay
- Evaluation criteria: ability to elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon
- Type of evaluation method: approval of 3 CFU
The format of the assessment for students with disabilities should be arranged in advance with the lecturer.
Edizione 1 - II sem
Responsible
Lesson period
Second semester
Course syllabus
Title of the course: Towards the final paper: how to prepare and write a history essay.
Prerequisites for admission
There are no specific requirements different from those requested for the degree admission.
Teaching methods
Attendance to classes is mandatory. Laboratory is delivered through lectures aimed at providing the student with the essential tools to carry out research in early-modern history, with particular reference to the revolutionary and Napoleonic period:
- building a bibliography through the available research tools (catalogues and online repertories, dictionaries, databases);
- knowing the main types of sources about the revolutionary and Napoleonic period: reading published records and finding the way through the unpublished;
- writing up research results by using specific language of the subject and editorial style of essays.
These skills will be first acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper, on the basis of reading and discussion of essays and published sources. Discussion with the teacher during lectures is integrant part of the didactic method and aims at promoting a critical attitude and the ability to apply the acquired competence and knowledge.
Laboratory is also based on didactic material provided on ARIEL
- building a bibliography through the available research tools (catalogues and online repertories, dictionaries, databases);
- knowing the main types of sources about the revolutionary and Napoleonic period: reading published records and finding the way through the unpublished;
- writing up research results by using specific language of the subject and editorial style of essays.
These skills will be first acquired through classes, by practicing on research tools and sources, and then through the individual drafting of a short paper, on the basis of reading and discussion of essays and published sources. Discussion with the teacher during lectures is integrant part of the didactic method and aims at promoting a critical attitude and the ability to apply the acquired competence and knowledge.
Laboratory is also based on didactic material provided on ARIEL
Teaching Resources
Attending students:
Knowledge of the topics taught in lectures.
Knowledge of the sources examined during lectures.
Reading one of the following essays is recommended:
1) P. Carrega, Le feste del Regno d'Italia Napoleonico tra modello rivoluzionario e suggestioni d'antico regime (1805-1814), «Il Risorgimento: rivista di storia del Risorgimento e di storia contemporanea», 1 (2004), pp. 5-72.
2) L. Gagliardi, Milano in rivoluzione. Patrioti e popolo di fronte all'invasione francese (1796-1799), Milano, Unicopli, 2009, pp. 30-35, 81-103, 185-203.
3) I. Pederzani, Il catechismo imperiale del 1806 "non della Chiesa ma del governo francese": la traduzione italiana, in A. Robbiati Bianchi, La formazione del primo Stato italiano e Milano capitale, 1802-1814, Milano, Istituto lombardo Accademia di scienze e lettere, 2006, pp. 631-668.
4) L. Guerci, "Mente, cuore, coraggio, virtù repubblicane". Educare il popolo nell'Italia in rivoluzione (1796-1799), Torino, Tirrenia stampatori, 1992, pp. 17-87.
Non-attending students:
Completing the programme with two of the articles mentioned above.
International and Erasmus students are invited to promptly get in touch with the lecturer in order to arrange a reading plan (available in English) for preparation.
Knowledge of the topics taught in lectures.
Knowledge of the sources examined during lectures.
Reading one of the following essays is recommended:
1) P. Carrega, Le feste del Regno d'Italia Napoleonico tra modello rivoluzionario e suggestioni d'antico regime (1805-1814), «Il Risorgimento: rivista di storia del Risorgimento e di storia contemporanea», 1 (2004), pp. 5-72.
2) L. Gagliardi, Milano in rivoluzione. Patrioti e popolo di fronte all'invasione francese (1796-1799), Milano, Unicopli, 2009, pp. 30-35, 81-103, 185-203.
3) I. Pederzani, Il catechismo imperiale del 1806 "non della Chiesa ma del governo francese": la traduzione italiana, in A. Robbiati Bianchi, La formazione del primo Stato italiano e Milano capitale, 1802-1814, Milano, Istituto lombardo Accademia di scienze e lettere, 2006, pp. 631-668.
4) L. Guerci, "Mente, cuore, coraggio, virtù repubblicane". Educare il popolo nell'Italia in rivoluzione (1796-1799), Torino, Tirrenia stampatori, 1992, pp. 17-87.
Non-attending students:
Completing the programme with two of the articles mentioned above.
International and Erasmus students are invited to promptly get in touch with the lecturer in order to arrange a reading plan (available in English) for preparation.
Assessment methods and Criteria
- Method: evaluation at the end of the course
- Type of examination: in itinere assessment and at the end of the course, on the basis of attendance of lectures and writing of a short essay
- Evaluation criteria: ability to demonstrate and elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon, efficacy, clarity.
- Type of evaluation method: approval of 3 cfu
The format of the assesement for students with disabilities should be arranged in advance with the lecturer
- Type of examination: in itinere assessment and at the end of the course, on the basis of attendance of lectures and writing of a short essay
- Evaluation criteria: ability to demonstrate and elaborate knowledge; ability for critical reflection on the completed work; quality of expression, competence in the use of specialised lexicon, efficacy, clarity.
- Type of evaluation method: approval of 3 cfu
The format of the assesement for students with disabilities should be arranged in advance with the lecturer
Professor(s)