ENVIRONMENTAL HISTORY OF THE MEDIEVAL MEDITERRANEAN

"Global Mediterranean: An Environmental History of the Medieval Mediterranean" is an interdisciplinary module amongst those offered in the Environmental History Track of the MA degree in Environmental Humanities. It offers an overview of the most recent research on the environmental history of the Mediterranean in the Middle Ages.

Upon completing the course, students will be able to

-describe ideas concerning nature and humans from a historical perspective,
-exemplify how perceptions of humans and nature affected society, cultural expression and community development in the Middle Ages,
-describe the management of natural resources, emergency events and disasters in the Middle Ages.

This course is a required/elective course offered to students enrolled in the Master Degree in the Environmental Humanities. No prior background in the subject is required.

This course is designed to offer an overview of the most recent research on the environmental history of the Mediterranean in the Middle Ages. Starting from a general introduction on the human history of the Mediterranean, as it has been defined, developed and changed since the middle of the 20th century, this module will present the latest developments in a new research area, the environmental history of the Mediterranean, exploring interactions between environment and society and how historians are analysing and presenting them. We will start by considering how environmental historians define their sub-discipline, the sources and methodologies they use, and issues in the field. Over the course we will consider a series of case studies that will cover different time periods, different parts of the Mediterranean world (with a special focus on case studies dedicated to Venice, the Adriatic sea, the Byzantine empire and the Crusader states) and different approaches.

F. BRAUDEL, La Méditerranée et le monde méditerranéen à l'époque de Philippe II, Paris, 1949
D. ABULAFIA, The Great Sea: A Human History of the Mediterranean, Oxford, 2011

A. C. ISENBERG, ‘Introduction: A New Environmental History’, in A. Isenberg (ed.), The Oxford Handbook of Environmental History, Oxford, 2014, pp. 1-20
J. D. HUGHES, The Mediterranean: An Environmental History, Santa Barbara, CA, 2005
R. C. HOFFMANN, An environmental history of medieval Europe, Cambridge, 2014
A. IZDEBSKI and M. MULRYAN, Environment and Society in the Long Late Antiquity, Leiden, 2019

E. XOPLAKI, et alii, ‘The Medieval Climate Anomaly and Byzantium: A review of the evidence on climatic fluctuations, economic performance and societal change’, Quaternary Science Reviews, 136 (2016), pp. 229-252
R. C. HOFFMANN, ‘Economic Development and Aquatic Ecosystems in Medieval Europe’, The American Historical Review, 101. 3 (1996), pp. 631-669
J. PREISER-KAPELLER, ‘A Collapse of the Eastern Mediterranean? New results and theories on the interplay between climate and societies in Byzantium and the Near East, ca. 1000–1200 AD’, Jahrbuch der Österreichischen Byzantinistik, 65 (2015), pp. 195-242

**15 days before the exam** every student must submit a review of 3.000 words (font 11, line spacing 1) including footnotes, excluding bibliography of an article or a chapter suggested/approved by the teacher. Students who do not follow the lectures must fix an appointment with the teacher in order to agree upon bibliography and title of the essay.
Oral examination 70% + Essay 30%. These are the "Marking Criteria":

30 cum laude
Overall
Outstanding answer: exceptionally well structured and informed, showing striking personal insight and originality.
Understanding
Authoritative; full understanding of relevant material; highly original analysis; highly independent and critical judgment; high degree of precision.
Selection & Coverage
Unusually extensive range of sources, applied with outstanding insight; exceptionally effective use of evidence to support argument.
Structure of the essay
Excellent structure, focus, presentation and writing style, contributing to a highly compelling argument.

29-30/30
Overall
Highly thoughtful answer informed by wider reading, showing clarity of thought, personal insight and originality.
Understanding
Thorough understanding of relevant material; insightful discussion; evidence of independent and critical judgment.
Selection & Coverage
Extensive range of sources applied insightfully; very effective use of evidence to support argument.
Structure of the essay
Very good structure and focus; clear and fluent writing style; compelling argument.

28-29/30
Overall
Thoughtful answer informed by wider reading, showing clarity of thought and personal insight.
Understanding
Thorough understanding of relevant material; insightful discussion and analysis.
Selection & Coverage
Extensive range of sources applied insightfully. Effective use of evidence to support argument
Structure
Well structured and focused; clear and fluent writing style; persuasive argument.

27-28
Overall
Good understanding of relevant material; coherent and logical argument.
Understanding
Good understanding of important facts and concepts; substantive analysis of key issues.
Selection & Coverage
Good use of relevant sources/literature; employment of a range of evidence to support argument.
Structure
Coherent and logical presentation.

26-27
Overall
Sound understanding; limited analysis.
Understanding
Generally sound understanding of relevant material but limited range or depth; more descriptive that analytical.
Selection & Coverage
Appropriate but limited use of sources/literature; attempts to support argument, but these are awkward and/or unconvincing.
Structure
Generally clear presentation but awkward structure and/or limited development of argument.

23-25
Overall
Basic understanding and analysis.
Understanding
Some general knowledge but little detail; minimal demonstration of analytical thought.
Selection & Coverage
Sparse coverage of basic material; generally unsuccessful in using evidence to support argument.
Structure
Adequate structure and presentation, but unclear or disorganized in places.

18-23
Overall
Unsystematic, incomplete and/or inaccurate.
Understanding
Some knowledge but poor understanding; numerous inaccuracies; meaning often unclear; poor analysis.
Selection & Coverage
Inappropriate and/or very minimal use of sources/literature; poor use of evidence to support argument.
Structure
Disorganised and unclear presentation; consistently poor spelling and grammar; incoherent argument; unacceptably brief.

Lectures and class discussions: students are expected to attend regularly and to complete assigned readings before each class.

Inglese

orale

Questo insegnamento tratta argomenti connessi alla macroarea "Cambiamento climatico e energia" e concorre alla realizzazione dei relativi obiettivi ONU dell'Agenda 2030 per lo Sviluppo Sostenibile