Italy in the Age of Dante, c. 1200-1350
HST3208 – Italy in the Age of Dante, c. 1200-1350
40 credits (semesters 1 and 2)
Module Leader: Dr Lidia Zanetti Domingues (2024-25)
Module Summary
In the 13th and 14th centuries, northern-central Italy was one of the most urbanized, economically dynamic and culturally innovative parts of Western Europe, to the point that important scholars of the past have seen the Italian city-states as forerunners of modern concepts of republicanism and individualism. The cultural efflorescence of this period is still visible in the historical city centre of many Italian towns, in the frescoes of Giotto, and in the literary works of authors such as Dante Alighieri (1265-1321), best known for his exploration of the Christian afterlife in the Divine Comedy. And yet, Dante’s Italy was also plagued by instability, civil wars and factionalism, as exemplified by the poet’s banishment from his city, Florence, on account of political rivalries. How did the Italian city-states managed to flourish economically and culturally in such a fraught political landscape? How could they reconcile intellectual sophistication and religious revival on one side, and significant levels of violence and turmoil on the other? This module will make use of sources such as artwork, chronicles, literature and charters to explore various facets of the political, social and cultural life of the communes with the aim of providing a deeper understanding of this multi-faceted society.
Module Aims
This unit aims to:
- Introduce students to the political, religious, social, and cultural landscapes of the Italian city-states between the 13th and the 14th century
- Develop students’ awareness of the historiographical interpretations of the period and its key features, e.g., the communal movement, merchant capitalism, the 14th century crisis and lay sanctity, and encourage critical reflection on those interpretations and their impact
- Build students’ skills in analysing and then employing a range of primary sources, including written and visual sources and material culture
- Develop students’ abilities to critique and evaluate the writing of others, and to then express their opinions of that writing clearly and with respect
- Develop students’ abilities to debate and discuss complex ideas and sources, and to express their conclusions confidently and fluently both orally and in writing
Teaching
Twice-weekly two-hour seminars will provide students with the opportunity to develop their awareness of the politics, culture, and social life of northern and central Italy in the 13th and 14th centuries. The seminars will investigate the extent to which the Italian city-states can be seen as contexts of innovation and dynamism in the domains of religion, culture, economics and political organization, while also considering the impact of civil war, economic crisis and social hierarchisation on their societies.
To prepare for the seminars, students will be set a mixture of primary and secondary sources to read and engage with in advance, as well as additional further reading, and will be set formative tasks which will deepen their knowledge of the period and demonstrate their engagement with the source material. Through discussions and presentations in seminars, students will develop their abilities to engage with existing scholarship and employ reasoned argument, especially through using and analysing the wide range of surviving primary sources from the period. Finally the seminars will allow students to contemplate and critique each other’s perspectives in a constructive manner.
Assessment
Please see this page for further information about assessment.
Intended Learning Outcomes
By the end of this module, students will be able to:
1. Recognise and trace the principal cultural, economic and political developments seen in the late medieval Italian communes;
2. Interpret how and how far those changes influenced everyday life and government at all levels of society;
3. Analyse primary sources, both written and visual, for their contents and historical and historiographical significance;
4. Assess historiography for its interpretive elements and then debate and synthesise its key arguments;
5. Argue clearly and coherently both orally and in writing;
6. Respond thoughtfully and constructively to the arguments and ideas of others.