History of European Integration
A.Y. 2020/2021
Learning objectives
The course aims to offer the intellectual elements of the process of European integration by re-reading it in the context of the more comprehensive political, economic and social transformations that marked the international context in the second half of the 20th century. An alternative objective is to promote the acquisition of adequate knowledge of the categories, guidelines and historiography relating to the history of European integration. The course also aims to provide lexical and conceptual tools suitable for both scientific and popular historical communication
Expected learning outcomes
Through this course, students will be able to gain critical knowledge of the process of European integration, useful in understanding the problematic issues of today's Europe from a long-term perspective. Participants will be opened to the use of primary sources and bibliography tools (including online resources) needed to study the political, economic and socio-cultural history of European integration. At the end of the course students will be able to critically read primary sources and scientific texts relating to the historical period under consideration and develop independent reflections on the main historical and historiographical issues of European integration. These skills will be acquired through the lessons, the direct and continuous meeting with the instructor in the classroom and the seminar activity carried out in the second part of the course: students will be invited to report in the classroom and produce a short paper from a series of readings proposed by the instructor and chosen based on their own interests.
Students opting not to attend the lessons will be able to make use of the educational tools provided by the instructor on Ariel and strengthen their knowledge on specific topics through special readings agreed upon by the instructor, according to their needs.
Students opting not to attend the lessons will be able to make use of the educational tools provided by the instructor on Ariel and strengthen their knowledge on specific topics through special readings agreed upon by the instructor, according to their needs.
Lesson period: Second semester
Assessment methods:
Assessment result:
Course syllabus and organization
Single session
Responsible
Lesson period
Second semester
Based on the provisions received so far, the class will be held remotely, according to a balanced relationship between asynchronous mode (audio lessons) and videoconferencing on Microsoft Teams. As the course is held in the second semester, the provisions may change. Students will find updates and more information in ARIEL. It is recommended to regularly and carefully read all the contents of the platform for the course in History of European Integration.
Course syllabus
Title of the course: The History of Europe since 1945: politics, economy, and society
Part 1: European integration in the historiographical debate; from the first projects on the European union to the implementation of the Treaties of Rome
Part 2: A thorough examination of European development policies; from the Helsinki Conference to the Treaty of Nice
Part 3: Seminar on a range of texts suggested by the professor and/or by the participants to the course
Part 1: European integration in the historiographical debate; from the first projects on the European union to the implementation of the Treaties of Rome
Part 2: A thorough examination of European development policies; from the Helsinki Conference to the Treaty of Nice
Part 3: Seminar on a range of texts suggested by the professor and/or by the participants to the course
Prerequisites for admission
There are no specific requirements different from those requested for the admission to the MA degree in historical science
Teaching methods
Attendance to classes is strongly recommended although not compulsory. For the first two modules the teaching is delivered through frontal lectures aimed primarily at the acquisition of knowledge, competence and specific language of the subject. Interaction with the teacher is integrant part of the didactic method and aims at promoting a critical attitude and the capacity to apply the acquired competence and knowledge. The third module is based on team works and/or individual presentations.
The teaching is also based on didactic and multimedia material.
The teaching is also based on didactic and multimedia material.
Teaching Resources
Attending students - 9 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- G. D'Ottavio (ed.), New Narratives of European Integration Histories, in «Contemporanea. Rivista di storia dell'800 e del '900», n. 1, 2020, pp. 99-132 La rivista è disponibile nella biblioteca digitale unimi
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
Non attending students - 9 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Bologna, il Mulino, 2019
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
- Giuliana Laschi, Valeria Deplano, Alessandro Pes (a cura di), Europa in movimento. Mobilità e migrazioni tra integrazione europea e decolonizzazione 1945-1992, Bologna, Il Mulino, 2017
- F. Bartolini, B. Bonomo, A. Gagliardi, L'Europa del Novecento. Una storia, Roma Carocci, 2020 (solo parte seconda e terza, pp. 149-388)
Attending students - 6 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- G. D'Ottavio (ed.), New Narratives of European Integration Histories, in «Contemporanea. Rivista di storia dell'800 e del '900», n. 1, 2020, pp. 99-132 La rivista è disponibile nella biblioteca digitale unimi
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
Non attending students - 6 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Bologna, il Mulino, 2019
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
- Giuliana Laschi, Valeria Deplano, Alessandro Pes (a cura di), Europa in movimento. Mobilità e migrazioni tra integrazione europea e decolonizzazione 1945-1992, Bologna, Il Mulino, 2017 pp. 7-170.
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- G. D'Ottavio (ed.), New Narratives of European Integration Histories, in «Contemporanea. Rivista di storia dell'800 e del '900», n. 1, 2020, pp. 99-132 La rivista è disponibile nella biblioteca digitale unimi
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
Non attending students - 9 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Bologna, il Mulino, 2019
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
- Giuliana Laschi, Valeria Deplano, Alessandro Pes (a cura di), Europa in movimento. Mobilità e migrazioni tra integrazione europea e decolonizzazione 1945-1992, Bologna, Il Mulino, 2017
- F. Bartolini, B. Bonomo, A. Gagliardi, L'Europa del Novecento. Una storia, Roma Carocci, 2020 (solo parte seconda e terza, pp. 149-388)
Attending students - 6 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- G. D'Ottavio (ed.), New Narratives of European Integration Histories, in «Contemporanea. Rivista di storia dell'800 e del '900», n. 1, 2020, pp. 99-132 La rivista è disponibile nella biblioteca digitale unimi
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
Non attending students - 6 CFU
- L. Rapone, Storia dell'integrazione europea, Roma Carocci, 2015
- Piero S. Graglia, L'Unione europea. Perché stare ancora insieme, Bologna, il Mulino, 2019
- Federico Romero, Storia della guerra fredda. L'ultimo conflitto per l'Europa, Torino, Einaudi, 2009
- Giuliana Laschi, Valeria Deplano, Alessandro Pes (a cura di), Europa in movimento. Mobilità e migrazioni tra integrazione europea e decolonizzazione 1945-1992, Bologna, Il Mulino, 2017 pp. 7-170.
Assessment methods and Criteria
- Method: oral exam
- Type of examination: oral interrogation
- Evaluation criteria: capacity to demonstrate and elaborate knowledge; capacity for critical reflection on the completed work; quality of exposition, competence in the use of specialised lexicon, efficacy of the exposition.
- Type of evaluation method: mark in 30s.
- Only for attending students: written test at the end of the second module with open questions to be held in two hours [the test could be oral because of the Covid emergency]; evaluation of the seminar work (presentation in the classroom + paper of two 2000 character pages). The final evaluation will consist of the sum of the evaluations of the mid-term exam and the seminar work.
- Results of the written test + the evaluation of the seminar work will be published in the Ariel site.
The format of the exam for students with disabilities should be arranged in advance with the professor, as well as the relevant office.
- Type of examination: oral interrogation
- Evaluation criteria: capacity to demonstrate and elaborate knowledge; capacity for critical reflection on the completed work; quality of exposition, competence in the use of specialised lexicon, efficacy of the exposition.
- Type of evaluation method: mark in 30s.
- Only for attending students: written test at the end of the second module with open questions to be held in two hours [the test could be oral because of the Covid emergency]; evaluation of the seminar work (presentation in the classroom + paper of two 2000 character pages). The final evaluation will consist of the sum of the evaluations of the mid-term exam and the seminar work.
- Results of the written test + the evaluation of the seminar work will be published in the Ariel site.
The format of the exam for students with disabilities should be arranged in advance with the professor, as well as the relevant office.
Unita' didattica A
M-STO/04 - CONTEMPORARY HISTORY - University credits: 3
Lessons: 20 hours
Unita' didattica B
M-STO/04 - CONTEMPORARY HISTORY - University credits: 3
Lessons: 20 hours
Unita' didattica C
M-STO/04 - CONTEMPORARY HISTORY - University credits: 3
Lessons: 20 hours
Educational website(s)
Professor(s)