00932 - Contemporary History (A-L)

Learning outcomes

At the end of the course the student will acquire an outline of modern history, with a special attention to the social, cultural and political transformations, and the awareness of the complexity and problematic nature of the periodization principles. The student will also acquire a good knowledge of an important theme of the modern era, especially in relation to the historiography debate and the multiplicity of the sources. The student is able to analyze in an autonomous way documents, sources, and authors belonging to the contemporary World.

Course contents

Forms, Cultures and Memories of War

The course presents the main thematic and historiographical trends of contemporary history in a global perspective. The period under consideration extends from the mid-19th century and the 1990s in global context.

The reconstruction of the general historical frameworks will be integrated with a monographic course on the “Wars of the 20th century”, which aims to offer an overview: on the evolution (forms, technologies, ideologies) of the main conflicts during the 20th century and the parallel development of international criminal law, but also to the redefinition, after 1989, of chronologies, public narratives, subjective perspectives and representations of civilians exposed to conflict.

The course is organized into 6 thematic clusters, each relating to a specific type of conflict: trench warfare, war on civilians, cold war, war of national liberation, terrorism, and civil war.

 

Within the 6 cluster, the following topics will be covered:

Concepts, roots and cultures of conflict

• Contemporary history: points of view, definitions and interpretations
• Chronology of the Wars of the 20th century and overview of the cultures of conflict
• The Age of the Revolutions
• Labor movement, socialism and internationalism
• Between Imperialism and nationalism
• The Great War
• The Russian Revolution

The Age of “Totalitarianisms”

• Counterrevolutions and the rise of fascisms
• The Crisis of the 1930s: Totalitarianism Vs Democracy
• Nazism and Stalinism
• Reality and propaganda of the Fascist War
• Antifascist Alliance and World War II
• Resistance movements and Guerrilla Warfare
• Strategic bombing (guest lecture)

After 1945

• Rubble, reconstruction, purge
• International law and human rights
• The Cold War and the construction of the bipolar world
• Developments in European integration

The Age of Liberation

• Decolonization processes
• National liberation struggles and international conflicts
• The Global '68.
• Feminist liberation and Third Worldism

The roots of the crisis

• The 1970s Transition
• Political violence and terrorism
• Neoliberalism
• The collapse of the USSR and socialist ideology

After 1989

• The turning-point of 1989
• Fragmentation, Civil Wars, and new international Justice bodies
• European Politics of memory
• Globalization and new conflicts in the 21^st century
  

 

Readings/Bibliography

Both attending and non-attending students are required to have a thorough knowledge of the following handbook: A. Vittoria, Il Novecento. Dall’età dell’imperialismo alla globalizzazione, Roma, Carocci, 2019

For attending students, in addition to the handbook, a group of texts from list A (1 monograph and 1 narrative text, as an example of literary source or historical writing in subjective perspective) will be required.

In substitution of List A texts, attending students may submit a 6.000 word written paper exploring one of the frameworks of the monograph course on the “Wars of the 20th century," declined by a specific case study. The sources and documents selected for the paper must be presented in class and discussed during the exam. More information will be provided during the first week of class.

For non-attending students, in addition to the handbook, study of two groups of texts from list A will be required.

 

List A

• Antonio Gibelli,L'officina della guerra. La grande guerra e le trasformazioni del mondo mentale, Bollati Boringhieri 2007 (ed.or.1990) + Henri Barbusse,Il fuoco, Eliot 2015 (ed.or.Le Feu. Journal d'une escouade,1916)/or: Marc Bloch, La guerra e le false notizie. Ricordi (1914-1915) e riflessioni (1921), Donzelli 2004

• Bruna Bagnato,L’ Europa e il mondo. Origini, sviluppo e crisi dell’imperialismo coloniale, Mondadori Education-Le Monnier 2006 + Franz Fanon,I dannati della terra,Einaudi, 2007 (ed.or. 1961)/ in alternativa: Henri Alleg,La tortura,traduzione di Paolo Spriano, introduzione di Jean-Paul Sartre, Einaudi, 2022 (La question, ed.org.1958)

• Enzo Traverso,A ferro e a fuoco: la guerra civile europea 1914-1945, Bologna, il Mulino, 2007 + Jean-Paul Sartre,Parigi occupata, Il melangolo 2020 (ed.or. 1944-1946)/ or: Claudio Pavone, La mia Resistenza. Memorie di una giovinezza, Roma, Donzelli, 2015

• Richard Overy, Sangue e rovine. La grande guerra imperiale, 1931-1945, Einaudi, 2022 (premessa and capp. VII-X)/or: Thomas Hippler, Il governo del cielo. Storia globale dei bombardamenti aerei, Bollati Boringhieri (ed.or. 2014) + Winfried G. Sebald, Storia naturale della distruzione, Adelphi, 2024 (ed.or. 2001)

• Tony Judt,Postwar. La nostra storia 1945-2005,Introduzione + Parte III Intervallo (1971-1989) + parte IV cap.20, Roma, Laterza 2020 (ed.or. 2005) + Storia e memoria di un massacro ordinario, a cura di Leonardo Paggi, Roma, Manifestolibri, 1996

• Silvio Pons,La rivoluzione globale. Storia del comunismo internazionale, Torino, Einaudi, 2012 + Vasilij Grossman,Tutto scorre...,Adelphi, 2010 (ed.or. 1970)/ or: Lea Ypi, Libera. Diventare grandi alla fine della storia, Milano, Feltrinelli, 2023

 

Students with SLD or temporary or permanent disabilities. It is suggested that they get in touch as soon as possible with the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) and with the lecturer in order to seek together the most effective strategies for following the lessons and/or preparing for the examination.

Teaching methods

The course will alternate lectures with moments of discussion with students and analysis of sources. In order to stimulate a dynamic debate and active participation, students will be invited to make presentations on specific topics.

Assessment methods

Students who attend at least 75% of the lessons are considered to be attending.

Verification of learning will take place through oral examination.
In order to pass the exam, the student will have to demonstrate:

• knowledge of the main events of contemporary history
• understanding of the essential characteristics of transitions in contemporary history
• capacity to compare sources and historical witnessing pertaining to different spatial and temporal contexts, and identifying their characteristics and specific relevance.

Contribute to the final grade:

• the mastery of contents
• the ability to examine topics in a transversal and critical way
• Correctness, clarity, synthesis and fluency of expression
• an appropriate use of the specific language of the discipline, and of particular themes and authors
• a capacity of autonomous and personal re-elaboration of contents

 

Thorough in-depth knowledge of the topics covered in the course, together with analytical and critical skills and command of the specific language, will qualify for top marks (30-30L).

A good grasp of the topics covered in the course, together with good critical analysis and command of the specific language, will qualify for high marks (27-29).

A more mechanical and less articulate grasp, and/or correct use of language though not always appropriate, will qualify for a medium-range mark (23-26).

Weak analytical capacity and frequently inappropriate language – together with some knowledge of exam material – will receive a pass mark or little more (18-22).

 

Students with SLD or temporary or permanent disabilities. It is necessary to contact the relevant University office (https://site.unibo.it/studenti-con-disabilita-e-dsa/en ) with ample time in advance: the office will propose some adjustments, which must in any case be submitted 15 days in advance to the lecturer, who will assess the appropriateness of these in relation to the teaching objectives.

Teaching tools

Written, literary, iconographic, and video sources as a starting point for presentation of topics and for discussion with students.

Office hours

See the website of Toni Rovatti