85508 - History of Nomadism

Learning outcomes

Object of this course is the study of nomadic societies and their relations with the sedentary world. The student will be introduced to the main features of the nomadic societies in their historical development. The relations between nomadic and sedentary peoples will be examined in the Eurasian geopolitical space (from the I millennium BC until the Modern age) through some concrete cases: The Scythians and their relations with the Greeks and the Persians, the opposition of Iran and Turan, the Alans between the Caucasus and Europe, up to the Mongolian invasions of Central Asia and Europe in the XIII century. By the end of course unit, the student will be acquainted with the problems of incomprehension between two different models of society and different values, with the problems of communication and the mutual distorted perception between sedentary and nomadic world.

Course contents

Main features of the nomadic societies. Interaction between nomads and sedentaries.

A: Nomadims in the Ancient world and its historical development.

1: Nomadism in the Ancient world: Scythians, Sarmatians and Massagetes. Scythian society and way of life. Scythians and Achaemenid Iran; Scythians and Greeks in the Black sea region; Scythian, Persian and Greek misunderstandings. The war of Darius I against the Scythians according to Herodotus and Old Persian inscriptions.

2: Nomadism in Late antiquity: The Alans in Europe. Alan society and Alan way of life according to Ammianus. The Alans and the Arthurian cycle: the knights of the Round table, the Holy Grail and the sword in the stone.

3: Low Middle ages: The Mongols. Mongol society in XIII century and Mongolian way of life. The Mongol invasion of Chorasmia according to The Secret History of the Mongols. The Mongols in Caucasus, Russia and East Europe. From the battle near the Kalka river to Kulikovo. The invasion of China: Changes in Mongolian and Chinese societies during the Yuan dinasty.

B: Contemporary nomadism

1. Further developments of nomadism. Nomads in contemporary world: Diffusion of nomadism today, main areas and cultures. Focus on: Nomadism in Iran and Afghanistan; Romani people.

Readings/Bibliography

Khazanov, A. "Myths and Paradoxes of Nomadism", European Journal of Sociology, 22/1, 1981, pp. 141-153 (Read online free, jstor)

Ehlers, E. (2011), “Nomadism”. Encyclopaedia Iranica (Read online free, http://www.iranicaonline.org/articles/nomadism)

Kradin, N. (2002), “Nomadism, Evolution and World-System. Pastoral Societies in Theories of Historical Development”. Journal of World-System Research, 8: 368-388. (read online free, https://jwsr.pitt.edu/ojs/index.php/jwsr/article/view/266) 

Herodotus with an English Translation by A.D. Godley, Loeb, 118 (eBook, SBA)

Ammianus Marcellinus with an English Translation by J.C. Rolfe, Loeb, 331 (eBook, SBA)

The Secret History of the Mongols, Translated by F. Cleaves, Cambridge, 1982 (Palazzo Corradini, BIBLIO 950.2 CLEF)

 Bibliography for attending and non-attending students to be agreed before the exam.

Teaching methods

Frontal lessons using textual material for students.

Be informed that the use of generative artificial intelligence is considered a form of plagiarism.

Assessment methods

The examination consists in a discussion of the main items presented during the lessons.

Students can choose to take the exam on contemporary nomadism or nomadism in the ancient world and its historical development. Students can focus on any nomadic population they choose (even if it was not discussed in the course) and present their readings during the exam.

The ability of the student to achieve a coherent and comprehensive understanding of the topics addressed by the course, to critically assess them and to use an appropriate language will be evaluated with the highest grades (A = 27-30 con lode).

A predominantly mnemonic acquisition of the course's contents together with gaps and deficiencies in terms of language, critical and/or logical skills will result in grades ranging from good (B = 24-26) to satisfactory (C = 21-23).

A low level of knowledge of the course’s contents together with gaps and deficienciesin terms of language, critical and/or logical skills will be considered as ‘barely passing' (D = 18-20) or result in a fail grading (F).

Teaching tools

manuals, videos.

Students with a disability or specific learning disabilities (DSA) who are requesting academic adjustments or compensatory tools are invited to communicate their needs to the teaching staff in order to properly address them and agree on the appropriate measures with the competent bodies.

Office hours

See the website of Paolo Ognibene