McCARTHY, Michael - O´DELL, Felicity. Academic Vocabulary in Use with Answers. Second edition. Cambridge: Cambridge University Press, 2016. ISBN 9781107591660.

JORDAN, R. R.. Academic Writing Course. Study Skills in English. Longman, 2004 [cit. 2021-10-29]. Dostupné na: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7mdi_gvPzAhUCif0HHaKuBH0QFnoECAMQAQ&url=https%3A%2F%2Fdl2.languagecentre.ir%2FWriting%2FAcademic_Writing_Course%2520%5Bwww.languagecentre.ir%5D.pdf&usg=AOvVaw1zhy4688cst68QL_78gmCk

SWALES, John - FEAK, Christine. Academic Writing for Graduate Students, 3rd edition. University of Michigan Press, 2012. ISBN 978-0472034758.

Other texts will be provided in the course of the semester.

The course is aimed for students with English level B1 and above.

Students are required to continuously prepare for the lessons, read the assigned texts, take active part in the classes and carry out smaller tasks (in writing and orally) that are assigned continuously throughout the term. They need to present a specialized text they have read.

Grading scale:

A = 100% – 92%

B = 91% – 84%

C = 83% – 76%

D = 75% – 68%

E = 67% – 60%

Fx = 59% – 0%

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of absences: 2

English, Slovak

The course is aimed at students with English on the level B1 and higher.

Work with scholarly texts and information sources. Strategies for reading and understanding English scholarly texts effectively.

Analysing texts with regard to its communication function and thematic and content structure. Consolidating and expanding the students’ knowledge of lexical and grammatical means to use in historical sciences.

Communication competencies for the public presentation of their own scholarly results - preparing an abstract, a research plan, a poster, a conference paper, etc.

Producing academic communications in written and oral form. The range of the different elements can be adapted to the course participants and their practical needs in research and study.

100/0

During the course, students practice and consolidate the language skills they need to work with historical science texts focusing on developing their reading skills.

They get familiar with the scholarly vocabulary, as well as with the key language resources, styles and genres that allow them to work successfully with selected types of written sources and scholarly literature in English.

Students also develop the basic skills and resources necessary to present scholarly historical science themes and their own work in English.

The course is intended for students with English level B1 and higher.

McCARTHY, Michael - O´DELL, Felicity. Academic Vocabulary in Use with Answers. Second edition. Cambridge: Cambridge University Press, 2016. ISBN 9781107591660.

JORDAN, R. R.. Academic Writing Course. Study Skills in English. Longman, 2004 [cit. 2021-10-29]. Dostupné na: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7mdi_gvPzAhUCif0HHaKuBH0QFnoECAMQAQ&url=https%3A%2F%2Fdl2.languagecentre.ir%2FWriting%2FAcademic_Writing_Course%2520%5Bwww.languagecentre.ir%5D.pdf&usg=AOvVaw1zhy4688cst68QL_78gmCk

SWALES, John - FEAK, Christine. Academic Writing for Graduate Students, 3rd edition. University of Michigan Press, 2012. ISBN 978-0472034758.

Other texts will be provided during the semester.

Students are required to continuously prepare for the lessons, read the assigned texts, take active part in the classes and carry out smaller tasks (in writing and orally) that are assigned continuously throughout the term.

Grading scale:

A = 100% – 92%

B = 91% – 84%

C = 83% – 76%

D = 75% – 68%

E = 67% – 60%

Fx = 59% – 0%

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of absences: 2

English, Slovak

The course is aimed at students with English on the level B1 and higher.

Work with scholarly texts and information sources, reading and understanding English scholarly texts.

Analyzing Texts.

Consolidating and expanding the students’ knowledge of lexical and grammatical means to be used in historical sciences.

Communication competencies for the public presentation of the results of their own scholarly activity - preparing an abstract, a research plan, a poster, a conference paper, etc.

Producing academic communications in written and oral form. Presenting their own scholarly results in English and conducting a scholarly discussion in English.

The range of the different elements can be adapted to the course participants and their practical needs in research and study.

100/0

During the course, students practice and consolidate the language skills they need to work with historical science texts focusing on developing their reading skills.

They get familiar with the scholarly vocabulary, as well as with the key language resources, styles and genres that allow them to work successfully with selected types of written sources and scholarly literature in English.

Students also develop the basic skills and resources necessary to present scholarly historical science themes and their own work in English.

BALÁŽ, G [et al.] : Krátka gramatika ruského jazyka. Bratislava: SPN, 1976.

BALCOVÁ, T.: Rusko-slovenský a slovensko-ruský slovník. Bratislava: Kniha – Spoločník, 2006. ISBN

80-88814-45-6.

KOLLÁR, D. a kol.: Slovensko-ruský slovník. Bratislava: SPN, 1976.

NEKOLOVÁ, V., Camutaliová, I., Vasiljevova-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2002. ISBN 80-85927-96-9.

Jazykovo dostupné autentické tlačové materiály

Written tests, compositions, brief presentations. The Grading Scale is set as: 100 % – 91% A, 90 – 81% B, 80% – 73% C, 72% – 66% D, 65% – 60% E, 59% and less – FX (a student does not fill the conditions for evaluation).

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Russian, Slovak

The student acquires:

• font system

• general vocabulary which is directly related to daily life and professional interests (1)

• grammar rules (morphological and syntactic), which are necessary to perception and production of texts in common situations of personal and professional life (1)

• learning and development the receptive and productive skills, which are necessary for communication on the topics of common life and are also useable for factual conversation. (1)

• making and keeping contact, personal life, family, work, hobbies, and free time.

Evaluation score value: 100/0

Students can use a language (writing, vocabulary, grammar) and communication competence (receptive and productive) which are necessary for daily communication on the topic of personal, professional life and which are also useable for factual conversation.

The students will receive texts of inscriptions at the beginning and during the semester.

VIDMAN, Ladislav. Psáno do kamene, Praha: Academia, 1975.

HOŠEK, Radislav. Tituli Latini Pannoniae Superioris annis 1967 - 1982 in Slovacia reperti. Praha: Univerzita Karlova, 1984.

SCHUMACHER, Leonhard. Römische Inschriften Lateinisch-Deutsch ausgewählt, übersetzt, kommentiert und mit einer Einführung in die lateinische Epigraphik herausgegeben von Leonhard Schumacher. Stuttgart: Philipp Reclam, 2001. ISBN 3-15-008512-8

ŠEDIVÝ, Juraj a kol. Latinská epigrafia, dejiny a metodika výskumu historických nápisov zo Slovenska. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3776-2.

KEPPIE, Lawrence. Understanding Roman Inscriptions, London: Johns Hopkins University Press, 1991. ISBN 9780415151436.

SCHMIDT, Manfred G. Einführung in die lateinische Epigraphik, Darmstadt: Wissenschaftliche Buchgesellschaft, 2015. ISBN-10: 3534267559.

Systematic preparation and active work in classes. Analysis of the selected text and its subsequent elaboration in written form. Final colloquium. One absence is allowed. In the case of the second absence the student prepares a substitute assignment on the assigned topic. In the case of multiple absences (for serious reasons), the lecturer decides on the substitution of duties or on the repetition of the course. The student is evaluated according to active participation in class throughout the whole semester (sub-assignments, papers, translations and analysis of texts, discussion) and according to final colloquium.

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Slovak

Introduction to the history of epigraphy. Epigraphy in the world. Epigraphy in Slovakia. The importance of epigraphy for the study of ancient history. Editing and publishing of epigraphic sources. Overview of the most famous collections of inscriptions (CIL, ILS, AE). Corpus inscriptionum Latinarum. Modernising inscription work-inscription databases. Working with online inscription databases. Types of Latin inscriptions. Reading selected Latin inscriptions and their interpretation. Final colloquium.

100/0

The students gain an overview of epigraphic sources -Latin inscriptions and of epigraphy as a science and its importance for the study of the history of ancient antiquity. Students are able to apply basic rules for reading ancient epigraphic sources and they know how to interpret them in a historical context. They are able to work with and to interpret the ancient epigraphic sources of various kinds (fasti Romani, diplomata, miliaria, instrumenta publica, tituli sacri, tituli sepulcrales...). After successful completion of this course, the students know how to work effectively with epigraphic sources, and they also know the basic rules of reading them. The students are able to develop abbreviations, to translate and to interpret. The students are also able to present their knowledge by presenting their own findings and to discuss their interpretations.

Students will receive the texts of the inscriptions from the teacher at the beginning and during the semester. Texts and additional literature will be available in MS TEAMS.

VIDMAN, Ladislav. Psáno do kamene, Praha: Academia, 1975.

HOŠEK, Radislav. Tituli Latini Pannoniae Superioris annis 1967 - 1982 in Slovacia reperti. Praha: Univerzita Karlova, 1984.

SCHUMACHER, Leonhard. Römische Inschriften Lateinisch-Deutsch ausgewählt, übersetzt, kommentiert und mit einer Einführung in die lateinische Epigraphik herausgegeben von Leonhard Schumacher. Stuttgart: Philipp Reclam, 2001. ISBN 3-15-008512-8

ŠEDIVÝ, Juraj a kol. Latinská epigrafia, dejiny a metodika výskumu historických nápisov zo Slovenska. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3776-2.

KEPPIE, Lawrence. Understanding Roman Inscriptions, London: Johns Hopkins University Press, 1991. ISBN 9780415151436.

SCHMIDT, Manfred G. Einführung in die lateinische Epigraphik, Darmstadt: Wissenschaftliche Buchgesellschaft, 2015. ISBN-10: 3534267559.

Systematic preparation and activity during the semester. Analysis and a written paper of a chosen text. Final colloquium. One absence is permitted, two more absences could be compensated with an assignment on a chosen topic. In the case of more absences the teacher decides about the additional assignments or the repetition of the course.

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Latin language - at least 2 semesters of Latin; basic knowledge of Latin and work with Latin texts.

Brief history of epigraphy

The importance of epigraphy in the study of ancient history

Editing and publishing epigraphic sources. The most famous editions of inscriptions (CIL, ILS, AE)

Modernization of work with inscriptions – work with online databases of inscriptions

Types of Latin inscriptions

Family epitaphs

Imperial epitaphs – dedicatory and grave inscriptions

Instrumenta domestica

Votive inscriptions

Reading of chosen Latin inscriptions and their interpretation

Final colloquium

100/0

The students gain knowledge about the epigraphic sources – Latin inscriptions and about epigraphy as a science and its importance for the study of ancient history. They know the basic rules of reading ancient epigraphic sources and they can interpret them in a historical context. They can work with ancient epigraphic sources of different types (fasti Romani, diplomata, miliaria, instrumenta publica, tituli sacri, tituli sepulcrales...) especially with grave inscriptions. With their interpretation they exhibit their knowledge in the form of presentation and discussion of their interpretations. After finishing the course, the students can work with epigraphic sources (reading, resolving abbreviations, translating, and interpreting them) and apply them to their research.

BAJCUROVÁ, Katarína. Moderna. Bratislava: Slovenská národná galéria, 2023.

BARTOŠOVÁ, Zuzana. Napriek totalite. Neoficiálna slovenská výtvarná scéna sedemdesiatych a osemdesiatych rokov 20. storočia. Bratislava: Kalligram, 2011.

GERŽOVÁ, Jana (ed.). Slovník svetového a slovenského výtvarného umenia druhej polovice 20. storočia. Od abstraktného umenia k virtuálnej realite. Idey – pojmy – hnutia. Bratislava: Profil, 1999.

KUSÁ, Alexandra. Prerušená pieseň. Výtvarné umenie v časoch stalinskej kultúrnej praxe 1948 – 1956. Bratislava: Slovenská národná galéria, 2019.

RUSINOVÁ, Zora a kolektív. 20. storočie: dejiny slovenského výtvarného umenia. Bratislava: Slovenská národná galéria, 2000.

Online database: Web umenia. [online] Available on: <https://www.webumenia.sk/>

Preliminary - presentation (around 15 min.) on a chosen topic (work of an artist, their style, technique, etc.), attendance at visits to galleries, active engagement in the discussions during classes

Final - Students need to submit a written term paper based on the interpretation/commentary of a group of works/an oevre of a chosen artist

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of unjustified absences: 3.

Slovak

1. The founding generation of Slovak modern art

2. Košice modernism

3. Avant-garde artistic expressions and influences in the interwar period

4. Generation 1909

5. Socialist realism

6. Galandovci (Mikuláš Galanda Group)

7. Abstract art and conceptual art

8. Op-art, kinetic art and geometric abstraction

9. Gradual promotion of postmodernism

10. Neoconceptual and postconceptual art

11. Video art and performance

12. Excursions to galleries in Bratislava, ongoing sharing of observations, comments, asking questions, discussions about works of art and selected topics of artistic life

50/50

Students gain orientation in the key developmental stages, styles, representative personalities and concepts of modern and postmodern visual arts in Slovakia in the 20th and early 21st centuries.

-PIJOAN, J.: Dejiny umenia. Gotické umenie. Bratislava: Ikar, 1999. ISBN 8071187135.

- PIJOAN, J.: Dejiny umenia. Ranokresťanské a byzantské umenie. Bratislava: Ikar, 1999. ISBN 8071186554.

GOMBRICH, Ernst. Príbeh umenia. Bratislava : Ikar, 2017. ISBN 978-80-551-5381-0.

Le GOFF, J.: Kultura středověké Evropy. Praha: Odeon, 1991. ISBN 80-207-0206-7.

MRÁZ, B.: Dějiny výtvarné kultury 1. Praha: Idea servis, 2016. ISBN 978-80-85970-89-0.

The Art of medieval Hungary. ed. Xavier Barral i Altet ... [et al.] Roma: Viella, 2018. ISBN 978-88-6728-661-4.

GERÁT, Ivan. Stredoveké obrazové témy na Slovensku osoby a príbehy. Bratislava: Veda, 2001. ISBN 80-224-0643-0.

Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Slovak

1. Art of late antiquity and Germanic art.

2. Art in the Frankish Empire.

3. Art in the 6th to 11th centuries in Central Europe. (Great Moravia and Hungary).

4. Byzantine art.

5. Romanesque art in Western Europe.

6. Romanesque art in our territory.

7. Gothic architecture.

8. Gothic painting.

9. Gothic sculpture.

10. Gothic art in our territory and its specific features.

11. Medieval aesthetics.

100/0

The student shall have a basic knowledge of art in the period of late antiquity and the German tribes and the art of Central Europe in the 6th - 11th centuries, with special emphasis on Great Moravian art. He shall be able identify the basic elements of Romanesque culture in Western Europe and in our territory. Student shall know and understand characteristic elements of Gothic architecture, painting and sculpture and their specific features on the European continent and in our territory.

- RUSINA, Ivan. Rusina Renesancia umenie medzi neskorou gotikou a barokom. Bratislava: Slovenská národná galéria, Slovart, 2009. ISBN 978-80-8085-940-4.

- SAVICKÝ, Nikolaj. Savický Renesance jako změna kódu o komunikaci slovem a obrazem v italském rinascimentu. Praha: Prostor, 2010. ISBN 978-80-7260-236-0.

- HUYGHE, René. a kol.: Umění renesance a baroku. Encyklopedie. Umění a lidstvo. Praha : Odeon, 1970.

- COLEOVÁ, Alison. Renesancia. Umenie zblízka. Bratislava : Perfekt, 1995. ISBN 80-8046-008-6.

- PIJOAN, J.: Dejiny umenia. Počiatky renesancie. Bratislava: Ikar, 1999. ISBN

80-7118-714-3.

- PIJOAN, J.: Dejiny umenia. Vrcholné diela renesancie. Bratislava: Ikar, 1999. ISBN 80-7118-715-1.

- PIJOAN, J.: Dejiny umenia. Barok. Bratislava: Ikar, 1999. ISBN 80-7118-793-3.

Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Slovak

1. The birth of the Renaissance art. Late Gothic and Europe. Humanism and the Renaissance, new impulses for the arts. Church transformations, science and art. Roots in antiquity. Material culture. 2. Early Renaissance. Architecture, painting, sculpture F. Brunelleschi, L. B. Alberti - architects inspired by antiquity. From Giotto to Leonardo da Vinci. Personalities, art paths in the 15th century. The victorious L. Ghiberti and the door of the Baptistery in Florence. Donatello. 3. Leonardo da Vinci and the synthesis of the 15th century. 4. Architecture of the High Renaissance. Michelangelo as an architect. Rome as the center of the art of the High Renaissance. Sculpture and painting of the High Renaissance (15th - 16th centuries). Michelangelo, Raffaelo Santi, Corregio. 5. Late Renaissance of Venice. Bellini, Giorgione, Titian. Contacts. 6. Renaissance beyond the Alps. Germany, the Netherlands, France and the rest of Europe. 7. Mannerism. (1520 - 1,600) 8. Art of the 17th and 18th centuries. Expansion and inspiration. Main tasks and topics. Development of arts. The importance of the Council of Trent. The main laws of the Baroque. Counter-Reformation art and secular art.9. Baroque architecture and sculpture in Italy. Important personalities in Italy and the rest of Europe. 10. Rococo - the final period of the Baroque. Art areas, influence. 11. Baroque classicism of the 17th century. France, Versailles. Russian architecture.

100/0

Student shall have a basic knowledge of art in the 15th to 18th centuries. He shall be able to identify the great transformations of art in the late Gothic and the birth of the Renaissance in Italy. Moreover shall understand the importance of the position of cities and their influence on the development of art in humanism and the Renaissance, which passed into Mannerism as a bridge to the Baroque of the 17th century. Student shall be able to identify the expansion of Baroque art on a geographical basis and thus the emergence of new areas.

- Příběh malířství jak se dělalo umění. Praha: Grada, 2021. ISBN 978-80-271-1348-4.

- Hollingsworthová, M.: Umenie v dejinách človeka. Bratislava : Obzor, 1994. ISBN 80-215-0277-0.

- Rusinová, Z.: Dejiny slovenského výtvarného umenia 20. storočia. Bratislava: Slovenská národná galéria, 2000. ISBN 80-8059-031-1.

- GOMBRICH, Ernst. Príbeh umenia. Bratislava : Ikar, 2017. ISBN 978-80-551-5381-0.

- PIJOAN, J.: Dejiny umenia. Umenie 18. a 19. storočia. Bratislava: Ikar, 2000. ISBN 80-7118-828-X.

- PIJOAN, J.: Dejiny umenia. Umenie posledných desaťročí 19. storočia až po dvadsiate roky 20. storočia. Bratislava: Ikar, 2000. ISBN 80-7118-829-8.

- PIJOAN, J.: Dejiny umenia. Vývoj umenia až po sedemdesiate roky 20. storočia. Bratislava :Tatran, 1991. ISBN 80-222-0255-X.

Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Slovak

I. The revolutionary changes of the 19th and 20th centuries are foreshadowed already in the 2nd half. 18th century. Changes in the focus of world architecture development. Concepts of classicism and romanticism. Utopian architecture of classicism. II. Empire. French architecture, sculpture, painting. Napoleon and culture. Empire and neoclassicism in Italy, England, Germany, Northern Europe. Personalities. Classicist complexes in Russia. III. Romanticism, individualism, subjective life, vitality. From measurable to freedom without conventions. Secular and bourgeois art. The importance of personality and nation in art. Painting and sculpture in Germany and France. Romanticism in England and the importance of civil engineering for future development. IV. Historicism and academicism. Early and late eclectic. Urban redevelopment, engineering and art synthesis. World exhibitions. V. Painters of realism. Barbizons. City painters. VI. Impressionism and reactions. Sculpture. VII. Art Nouveau and the early 20th century. VIII. Modern art - a means of visual understanding of the world. Subjective and objective. Means of art in the 20th century. IX. 20th century art trends. Fauvizmism, Futurism, Cubism, Expressionism. X. Orphism, Subjective Abstraction, Neoplasticism, Russian avant-garde. From Dadaism to Surrealism. Bauhaus.

100/0

The student shall have a knowledge of art from the end of the 18th century, trends of the first half of the 20th century in brief. Student shall be able to characterize development tendencies in the culture of the environment, in architecture, artistic expressions to the trends of visual communication.

GOMBRICH, Ernst H. Příběh umění. Praha: Mladá fronta, Argo, 1995. ISBN 80-204-0685-9.

KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004. ISBN 80-86493-12-1.

McAULIFFE, Mary. Dawn of the Belle époque : the Paris of Monet, Zola, Bernhardt, Eiffel, Debussy, Clemenceau, and their friends. Lanham: Rowman & Littlefield, 2014. ISBN 978-1-4422-0928-2.

PETERAJOVÁ, Ľudmila. Secesia. Bratislava: Pallas, 1974.

PIJOAN, José. Dejiny umenia 9. Bratislava: Tatran, 1991. ISBN 80-222-0249-5.

Two absences are allowed; The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Slovak

1. Brief introduction to the social conditions and political situation at the turn of the 19th and 20th centuries.

2. Industrialization and redefinition of artistic approaches

3. Avant-garde movements.

4. Impressionism and Post-Impressionism

5. Arts & crafts and Art Nouveau (Jugenstil, L'art nuoveu, Moderný štýl)

6. Art Deco

7. Russian and Soviet avant-garde

8.Cubism, Futurism

9. Film, theatre, visual arts

10. Literature

11. Symbolism

12. Architecture -functionalism, Bauhaus, historicizing styles, eclecticism

40/60

The course provides an overview of the transformation and development of art at the turn of the 19th and 20th centuries in the context of scientific and technological progress, social and political changes. The look at the development of fine and applied arts, architecture, music, dance, and literature creates the preconditions for a better understanding of the overall social modernization in the period before the First World War, which is symbolically labelled the Belle Époque. Students can identify trends which became crucial for the modern period in the 20th century, especially the so-called Soviet avant-garde. Equally important for understanding of social development is the history of film, visual art, theatre, and other forms which have emphasized the interaction with society. Students gain competencies enabling them to analyse modern art and culture in correlation with modern understandings of the individual and society.

KRŠÁK, Pavol (ed.). Ottov historický atlas Slovensko. Praha: Ottovo nakladatelství, s. r. o., 2009, pp. 176-273. ISBN 978-80-7360-834-7.

HALÁSZOVÁ, Ingrid. Pred portrétom. Úvahy o obsahoch, významoch, funkciách a reprezentačných stratégiách portrétu v ranom novoveku. Trnava: Typi Universitatis Tyrnaviensis, 2020. ISBN

978-80-568-0388-2.

RUSINA, Ivan a kol. Renesancia. Bratislava: SNG, 2009. ISBN 978-80-8085-940-4.

RUSINA, Ivan a kol. Barok. Bratislava: SNG, 1998. ISBN 80-8059-014-1.

Students are evaluated on the basis of the results of the written test they are required to take during the examination period. The form of the test questions indicate students they are expected to give a factual description of the topic, presenting the facts without any further analysis or generalization.

The classification scale is the following:

100-92 % of the max. number of points A,

91 – 84 % B,

83 – 76 % C,

75 – 68 % D,

67 – 60 % E,

<60% Fx

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.The exact regular and retake dates will be published in the AIS during the credit week. Maximum number of possible absences: 2. Students with more absences, resulting from objectively justifiable and documented reasons, can complete the course under the following conditions: for each absence beyond the set framework, students need to submit a paper of around 5 standard pages on a pre-assigned and consulted topic. The paper must include an introduction, the main part (without footnotes), conclusions and the bibliography.

Slovak

1. Introduction to the subject. Opening debate with students about the content and purpose of the course. Samples of visual sources.

2. General introduction - historical context in which selected works of art and architecture originated. Example on approaches of the issue.

3. Field research and virtual tours of art and architecture.

4. Portrait painting, portrait galleries of aristocrats.

5. The denominational aspect in early modern art. Reformation and Counter-Reformation vs. art.

6. Sepulchral monuments.

7. The phenomenon of Central European sculpture. Donner in Pressburg.

8. Land fortification and Italian engineers.

9. Veduta, historical scenery of urban landscapes and their narratives.

10. Urban culture and topography.

11. Industrial landscape - mining areas, the beginnings of industrialization in the country.

12. Utility in art.

13. The future of monuments on the example of technical objects in situ, the possibilities of restoration, the monument fund and national cultural monuments.

Scale of assessment preliminary/final: 0/100

The course aims at making students familiar (in situ, or on the website of galleries / museums, portals of memory institutions, through virtual exhibitions) with early modern art, which is physically “accessible” to people today. At the end of the course, students are able to identify those items from the material culture of Slovakia that concern the 16th - 18th centuries, and what information these works of art and period architecture can provide about past centuries. Students have an overview of the best known facts from the different regions of the country and the legacy the different early (modern, professional, national or otherwise identified) societies left behind. Students are familiar with the historical context of the existence of works and with information about the material possibilities and mentality of the time. They can also define the role of visual art in the different periods.

1. KUTNAR, František - MAREK, Jaroslav. Přehledné dějiny českého a slovenského dějepisectví. Od počátků národní kultury až do sklonku třicátých let 20. století. Praha: Nakladatelství Lidové noviny, 1997. ISBN 80-7106-252-9

2. HORVÁTH, Pavel. Počiatky slovenskej historiografie. Historický časopis. 1982, vol. 30, no. 6, pp. 859-877.

3. PODOLAN, Peter. Aspekty slovenskej historiografie generácie Jána Kollára a Pavla Jozefa Šafárika. In: Forum historiae [online]. Bratislava: Historický ústav Slovenskej akadémie vied, 2007, vol. 1, no. 1, pp. 21-33. [cit. 2021-10-20] Dostupné na: https://www.forumhistoriae.sk/sites/default/files/podolan1.pdf.

4. DUCHÁČEK, Milan. Václav Chaloupecký. Hledání československých dějin. Praha: Karolinum, 2014. ISBN 978-80-246-2482-2.

5. HUDEK, Adam. Najpolitickejšia veda. Slovenská historiografia v rokoch 1948-1968. Bratislava: Historický ústav SAV vo vydavateľstve Typoset, 2010. ISBN 978-80-970302-3-0.

Further literature will be specified during the semester.

Students are required to attend the lessons regularly and take active part in them.

a) Maximum number of justified absences: 3.

b) Students are asked questions throughout the term to make sure they are prepared.

c) Final Assessment: written test

Grading scale:

A = 100% – 92%

B = 91% – 84%

C = 83% – 76%

D = 75% – 68%

E = 67% – 60%

Fx = 59% – 0%

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Slovak

Czech (reading)

1. The subject of historiography, its place in historical science. Literature

2. The beginnings of historiography in the early Middle Ages in Slovakia. Writing during and after the existence of Great Moravia.

3. Medieval historiography in the Kingdom of Hungary. Legends and chronicles, ethnogenesis of the Magyars, the image of Great Moravia and the origin and character of the Kingdom of Hungary in their conception. The most important Czech and Polish medieval chronicles

4. Humanistic or renaissance historical writings. Political influences, main features and personalities. Genesis of Slovak historiography.

5. Baroque historical writings. The Critical Historiographical School in the Kingdom of Hungary and the Foundations of the Modern Historical Method. Understanding the ethnogenesis of Slovaks and Slavs.

6. 18th century historical writings. Important personalities - Samuel Timon, Matej Bel, Karol Wagner, J. Pray, S. Katona, J. Severini. Critical historiography in the Kingdom of Hungary.

7. “Revival” historiography. The role of historiography and historicism in the shaping of a modern nation. The “nationalization” of the past. Defensive features of Slovak historiography.

8. Hints of Slovak historiography’s successful establishment in the 1850s and 1870s. Matica slovenská, the national, cultural and scientific organization of Slovaks. Personalities of historians and the first professional periodicals.

9. The deformed development of Slovak historiography under increased national oppression in the late 19th century and at the turn of the 19th and 20th centuries. Defensive character, modest conditions, amateur level. Rise of special historical disciplines. Emphasis on the regional dimension of history. The synthetic works by František Víťazoslav Sasinek, Ján Botto, Jozef Škultéty.

10. Professionalization of Slovak historiography after 1918. Growing quality and quantity during the existence of Czechoslovakia. Czech historians in Slovakia. The first professional historians. Positivism and Daniel Rapant.

11. Slovak historiography between 1939 and 1945

12. Historiography after 1948, political and ideological restrictions, quantitative and qualitative growth and limits.

0/100

At the end of the course and self study cycle, students are familiar with the development Slovak historiography went through from its beginning to the present. They are also familiar with the different periods and their characteristics, the way truth was understood in them, their institutional background, personalities and relation to the historiographies of the neighbouring countries. They are able to analyze specific key works in the context of the time, the author’s work and their ideology.

GOMBOS, Ferenc Albin. (ed.). Catalogus fontium historiæ Hungaricæ ævo ducum et regum ex stirpe Arpad descendentium ab anno Christi DCCC usque ad annum MCCCI. I – IV. Busapestini: b. v., 1937 – 1943. (relevant parts will be provided by the teacher)

KUZMÍK, Jozef. (ed.). Slovník starovekých a stredovekých autorov prameňov a knižných skriptorov so slovenskými vzťahmi. Martin: Matica slovenská, 1983.

PERTZ, Georgius Heinricus et al. Monumenta Germaniae Historica. Scriptores (in Folio) I – XXXIX. Hannoverae: Impensis Bibliopolii Avlici Hahniani, 1826 – 2009. Dostupné na: https://www.dmgh.de/ss.htm [cit. 2021-10-16].

PERTZ, Georgius Heinricus et al. Monumenta Germaniae Historica. Scriptores rerum Germanicarum in usum scholarum separatim editi I – LXXXVI. Hannoverae: Impensis Bibliopolii Hahniani, 1871 – 2016. Dostupné na: https://www.dmgh.de/ss_rer_germ.htm [cit. 2021-10-16].

SOMMERLECHNER, Andrea. Stupor mundi? Kaiser Friedrich II. und die mittelalterliche Geschichtsschreibung. Wien: Verlag der österreichischen Akademie der Wissenschaften, 1998. ISBN 3-7001-2784-7.

- further literature will be specified during the semester

To pass the course successfully, students are required to prepare for every seminar, reading the assigned sources of imperial provenance related to the history of the countries in Central Europe. Having prepared at home, students are expected to engage in the seminar discussions, to understand the text and compare it with other sources.

Grading scale:

A = 100% – 92%

B = 91% – 84%

C = 83% – 76%

D = 75% – 68%

E = 67% – 60%

Fx = 59% – 0%

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of unjustified absences: 2.

Slovak

Czech, Latin, German (reading)

1. Introductory seminar: students get acquainted with the goal of the course, its requirements, plan, basic literature and sources.

2. Getting familiar and working with databases of original imperial sources on the history of Central Europe - Manuscript, Manuscriptorium, Geschichtsquellen des deutschen Mittelalters, Monasterium and others.

3. Getting familiar and working with databases of editions of imperial sources on the history of Central Europe– dMGH, CMS, RI and others.

4. Annals I: Austrian annals and their continuation – Annales Mellicenses, Annales Admuntenses, Annales Gotwicenses and others.

5. Annals II: Czech annals – known as the Continuation of the (Cosmas) chronicle of the Czechs – Annales Otakarini, Annales Pragenses I – III and others.

6. Annals III: annals from other parts of the Holy Roman Empire – Annales Altahenses and others.

7. Chronicles I: Austrian chronicles written in Latin – Anonymi Leobiensis Chronicon, Chronicon rhytmicum Austriacum, the works by John of Viktring, Thomas Ebendorfer and others.

8. Chronicles II: Austrian chronicles written in German – the works by Jans der Enikel (Weltchronik, Fürstenbuch), die Steirische Reimchronik, die Österreichische Chronik von den 95 Herrschaften, and others.

9. Chronicles III: Czech and other imperial chronicles – Chronicon Aulae Regiae, die Chronik des Mathias von Neuenburg, Ioannes Vitoduranus and others.

10. Other types of sources of imperial provenance concerning the history of Central Europe - catalogues, obituaries, poems and songs of the imperial Minnesängers.

11. Diplomatic sources in narrative sources - taking over documents and letters into chronicles and annals.

12. Final seminar: evaluation of students’ work, evaluation of the fulfilment of the course plan, closing evaluation.

100/0

At the end of the course, students have a basic overview of the narrative sources of imperial provenance having to do with the history of Central Europe in the high middle ages. They are able to analyze the reasons why the different medieval imperial texts originated, i.e. the reasons their author had to write them, what might have influenced these authors when writing their work, and how his information influenced later historiography. Students are able to work with narrative sources of German provenance, understand the circumstances of their origin and develop the ability to compare them with sources from the Kingdom of Hungary, Poland and the Czech lands. They are able to apply the acquired knowledge in practice, for example for writing their seminar papers and theses. They are also able to use this theoretical foundations when taking other courses, especially when analyzing the contents of different sources.

POLÁKOVÁ, Eva. Mediálne kompetencie. Trnava: Fakulta masmediálnej komunikácie UCM Trnava, 2008, 144 p. ISBN 9788089220656.

SÁMELOVÁ, Anna – STANKOVÁ, Mária – HACEK, Ján (eds.). Od novinovedy k teórii a dejinám žurnalistiky. Bratislava: Mass-Media-Science, 2020, 127 p. ISBN 9788097357504.

HACEK, Ján. Otvorené zdroje a dáta pre novinárov na Slovensku. Bratislava: Univerzita Komenského v Bratislave, 2020, 200 p. ISBN 9788022348454.

MCQUAIL, Denis. Úvod do teorie masové komunikace. Praha: Portál, 1999, 447 p. ISBN 8071782009.

STRUHÁRIK, Filip. Co je nového v médiích. Praha: Nová beseda, 2022, 117 p. ISBN 9788088383345.

40% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic in duration of approx. 20 min.

60% final - submitting of a term paper, colloquium

Grading scale:

A = 100% – 92%

B = 91% – 84%

C = 83% – 76%

D = 75% – 68%

E = 67% – 60%

Fx = 59% – 0%

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of unjustified absences: 2

Slovak

Czech (reading)

1. Introductory meeting. Conditions for awarding the assessment.

2. Introduction to journalism.

3. Journalist and his social function.

4. How to move in the media environment.

5. Trustworthy and untrustworthy information sources.

6. Critical thinking.

7. History and journalism.

8. Our history and how it is reported.

9. Historian as writer.

10. How to write popularization articles (1)

11. How to write popularization articles (2)

12. Conclusion.

40/60

After completing the seminar, students will acquire basic knowledge in the field of journalism, critical thinking and evaluation of reliable information sources. Lectures and seminars will deal with the media environment in Slovakia and the role of the historian in creating or guiding public discourse. Students will acquire skills in the field of writing popularization-scientific articles.

SOPKO, Július (ed.). Kroniky stredovekého Slovenska. Budmerice: Rak, 1995. ISBN 80-85501-06-6

MARSINA, Richard (ed.). Legendy stredovekého Slovenska. Budmerice: Rak, 1997. ISBN 80-85501-08-02

TIBENSKÝ, Ján. Chvály a obrany slovenského národa. Bratislava: SVKL - Slovenské vydavateľstvo krásnej literatúry, 1965.

SEDLÁK, Vinent (ed.). Ján Baltazár Magin: Obrana slávnej župy Trenčianskej a mesta tohože mena. Martin: Matica slovenská, 2002. ISBN 80-7090-672-3

- further literature and sources will be made available during the semester

Students are required to systematically prepare at home throughout the whole term. This includes reading the assigned sources and scholarly literature the course requires. Throughout the term, students need to prepare and present short reports (ca. 20 min.) on older Slovak historiography works in front of the class.

100% continuous evaluation.

Classification scale:

A - excellent - 100 - 92 %

B - very well - 91 - 84 %

C - well - 83 - 76 %

D - satisfactory - 75 - 68 %

E - sufficient - 67 - 60 %

FX - insufficient - > 60 %

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of unjustified absences: 2

Slovak

1. Introduction: Students get acquainted with the course requirements, the credit granting scheme, as well as with the content of the course.

2. The Moravian-Pannonian legends and Proglas.

3. The Legend of Svatopluk and Saint Stephen and their development throughout the History of Slovakia.

4. Medieval Chronicles from the Kingdom of Hungary.

5. Medieval Annals from the Kingdom of Hungary

6. Medieval Legends from the Kingdom of Hungary and their significance for the Hungarian statehood.

7. Foreign narrative sources and Slovak history.

8. Baroque Slavism I (Jakub Jakobeus, Daniel Sinapius Horčička).

9. Baroque Slavism II (Martin Svätojánsky/Szentiványi , Ján Baltazár Magin).

10. Baroque Slavism III. (Juraj Sklenár, Juraj Papánek).

11. Baroque Slavism IV. (Samuel Timon a Juraj Fándly).

12. Final Session - End-of-term assessment and the students’s engagement during the lessons. Assessment closing.

100/0

After successfully completing the course, students have a general overview of the way the history of Slovakia and Slovaks has been perceived at the different periods and how this perception has evolved since the Middle Ages to the present.

Students go through and are able to identify the main development tendencies in the earliest Slovak historiography while acquiring the foundations of critical thinking on history. They are able to work with sources and critically analyze their content as well as the reasons why they originated. Upon completing the course, students are familiar with the fundamental Slovak history works (chronicles, annals, hagiographic sources, older 17th - 19th Century historiography) and are capable of applying this knowledge when producing their seminar papers and final theses, among others.

Slovak

Czech

HÚŠČAVA, Alexander. Dejiny a vývoj nášho písma. Bratislava: SAV, 1951.

NOVÁK, Jozef et al. Paleografická čítanka. Pomôcka na čítanie rukopisov z 12. – 19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť pri MS, 2001. ISBN 80-7090-599-9

LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov.

Bratislava: Univerzita Komenského v Bratislave, 1982.

MAREK, Miloš (ed.). Slovník stredovekej a novovekej latinčiny na Slovensku. Glossarium

mediae et infimae Latinitatis Slovaciae. Trnava, Kraków: Filozofická fakulta Trnavskej

univerzity v Trnave - Towarzystwo Słowaków w Polsce, 2017. ISBN 9788374909877

ŠPAŇÁR, Július – HRABOVSKÝ, Jozef. Latinsko-slovenský a slovensko-latinský slovník.

Bratislava: SPN – Mladé letá, 2012. 1 224 s. ISBN 9788010022335.

Source material will be provided by the teacher during the semester.

The credit granting scheme consist of two parts:

70% preliminary - students are required to take active part at the seminars, namely reading, translating and interpreting medieval diplomatic sources written in Latin (charters, letters, forms, etc.). A minor part of the seminars is a discussion of those elements of the relevant source that do not concern their content (publisher, reason for issuing, motivation, authentication, sealing, etc.).

30% final - transcript of a charter. At the first session, students are assigned a specific source they need to transcribe. They also need to prepare a written paper consisting of up to 2 standard pages (3600 characters with spaces). In their papers, students need to summarize the content of the source, evaluate its authenticity, the publisher’s motivation, etc. If possible, students are assigned sources having to do with the topic of their theses. To be granted the necessary credits, students need to submit the transcript and accompanying written paper by the credit week (on the day of the last seminar).

Grading scale:

A = 100% – 92%

B = 91% – 84%

C = 83% – 76%

D = 75% – 68%

E = 67% – 60%

Fx = 59% – 0%

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of unjustified absences: 2

Slovak

Latin

1. Initial session: Getting acquainted with the course requirements, credit granting scheme, basic literature and source editions. Students are assigned the sources they need to transcribe.

2. Overview of freely accessible internet databases of diplomatic sources (Hungaricana, Monasterium ...).

3. Theory 1: Basics of Latin paleography in the Kingdom of Hungary in the middle ages. The development of diplomacy in the Kingdom of Hungary in the 13th - 15th century. Characteristics of medieval documents, their external and internal features. System of abbreviations used by writers of medieval documents.

4. Theory 2: Difficulties in examining the authenticity of medieval documents. Ways of sealing a medieval document, dorsal notes. Border-defining charters and their analysis. Medieval documents as the main source of information on the genealogy of aristocratic families and their land possessions.

5. Reading and interpreting 1: XI - XII century charters from the Kingdom of Hungary.

6. Reading and interpreting 2: XIII - XV century charters from the Kingdom of Hungary.

7. Reading and interpreting 3: XI - XV century medieval charters of Czech provenance.

8. Reading and interpreting 4: Medieval charter of Imperial provenance concerning the Kingdom of Hungary - Bavarian charters.

9. Reading and interpreting 5: Medieval charters of imperial provenance concerning the Kingdom of Hungary - Austrian and Styrian charters.

10. Reading and interpreting 6: Charters from the papal office.

11. Reading and interpreting 7: Source chosen by the student.

12. Reading and interpreting 8: Source chosen by the student. Evaluating the students’ preliminary activity and the course completion. Closing the seminar.

70/30

At the end of the course, students have basic knowledge of Latin paleography and its development, and can read and understand medieval documents. They also have a basic knowledge of medieval documents as basic sources for researching medieval history. They are familiar with the structure of medieval documents and the system of Latin abbreviations. After completing the course, students are able to work independently with original diplomatic sources in Latin, which they can then use when writing their final theses.

HRUŠOVSKÝ, Ján. Umelci a bohémi. Bratislava : Slovenský spisovateľ, 1963.

PONIČAN, Ján. Búrlivá mladosť. Spomienky. 1. 1920 - 1938. Bratislava : Slovenský spisovateľ, 1975.

VAŠŠ, Martin. Spomienky predstaviteľov slovenskej umeleckej bohémy na ich službu v rakúsko-uhorskej armáde počas prvej svetovej vojny. In Studia Academica Slovaca 43. Bratislava : Univerzita Komenského, 2014, pp. 112 – 134.

Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 1. diel. Valerián Bystrický, Róbert Letz, Ondrej Podolec. (Eds.) Bratislava : Academic Electronic Press, 2007. (Spomienky : Ján Bečko, Ferdinand Čatloš, Ján Dafčík, Ferdinand Ďurčanský, Anton Granatier, Franz Karmasin, Ján Kaššovic, Jozef. M. Kirschbaum, Viliám Kovar, Ján Lichner, Alexander Mach, Karol Murgaš.) ISBN 978-80-88880-79-0

Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 2. diel. Valerián Bystrický, Róbert Letz, Ondrej Podolec (Eds.), Bratislava : Academic Electronic Press, 2008. (Spomienky : Gejza Medrický, Ľudovít Mutňanský, Ján Paulíny-Tóth, Karol Sidor, Martin Sokol, Julius Stano, Ladislav Szathmáry, Jozef Turanec, Peter Zaťko. Zápisnice z výsluchov: Alfréd Helmut Naujoks, Arttur Seyss-Inquart, Pavol Teplanský, Jozef Tiso, Ján Ursíny.) ISBN 978-80-88880-82-0

Further literature will be specififed during the semester.

a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics.

b) final - students need to deliver a term paper on a selected topic interpreting and analyzing the selected narrative source. The extent of the paper has to be 10 pages in their own words and must include footnotes and bibliography.

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Maximum number of unjustified absences: 3.

Slovak

1. Definition and typology of narrative sources. Basic definitions of the different types and genres of narrative sources.

2. Memoirs. Characteristics of this key narrative source.

3. Reading and interpreting memoirs by Slovak politicians and economists. By mutual agreement, the students choose the specific works they want to work with from among the list of works offered by the teacher.

4. Reading and interpreting memoirs by Slovak writers and Bohemians. The students choose the specific works they want to work with from among the list of works offered by the teacher.

5. Reading and interpreting memoirs by Slovak artists. The students choose the specific works they want to work with from among the list of works offered by the teacher.

6. Reading and interpreting memoirs by Slovak musicians, singers and actors. The students choose the specific works they want to work with from among the list of works offered by the teacher.

7. Reading and interpreting diaries by Slovak politicians. The students choose the specific works they want to work with from among the list of works offered by the teacher.

8. Reading and interpreting critical-realistic novels. The students choose the specific works they want to work with from among the list of works offered by the teacher.

9. Reading and interpreting social-critical and ideologically motivated poetry. The students choose the specific works they want to work with from among the list of works offered by the teacher.

10. Presenting, discussing and recapitulating acquired knowledge.

30/70

At the end of the course, students are able to work effectively and creatively with narrative sources (especially memoirs, diaries and different literary texts) on the period 1918 - 1948.

They are able to use their own approach to interpret narrative sources. They can also lead a scholarly discussion and formulate authentic ideas and observations. They can recognize and determine the information value of narrative sources.

MACÚREK, ,J. Dějepisectví evropského východu. Praha : Historický klub, 1946. S. 89-129, 213-258.

MACÚREK, J. Dějiny východních Slovanu. D.I - III. Praha : Melantrich, 1947.

DANIŚ, M. Východná Európa v premenách času I. Bratislava: Univerzita Komenského 1999. ISBN 80-223-1403-X. S. 6-62

MAGOCSI, Paul Robert a RYCHLÍK, Ján. Dějiny Ukrajiny. Praha : NLN, 2005. ISBN 9788071064091.

GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.

A student is evaluated on basic of submitting the papers of selected topics and writing a final test. The score for passing the test is at least 60%.

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Slovak

1. Ukrainian historiography and historians

2. Emigration from Ukraine and emigrant historiography

3. The origins of the Ukrainian statehood – Kievan Russia

Principality of Galicia-Volhynia

The Polish-Lithuanian state and Ukraine

Cossacks and the Zaporozhian Sich

Process of the national unification in Ukraine in the 17th Century

Ukraine in the 18th Century

The Kyiv-Mohyla Academy and the cultural trends in Ukraine

The movement of national emancipation in Ukraine in the 19th Century

Ukraine and Russia – problems of mutual communication

Ukrainian art

100/0

Students have basic knowledge of the historical, social, political, and cultural conditions in Ukraine and the genesis of Ukrainian statehood.

Paměti Louis de Rouvroy de Saint-Simon. Praha : Státní nakladatelství krásné literatury, hudby a umění, 1959.

VOLTAIRE. Storočia Ľudovíta XIV. Bratislava : Tatran, 1988.

CASTIGLIONE, Baldassare. Kniha o dvoranovi. Bratislava : Tatran, 1985.

A collection of ordinances and regulations for the government of the royal household, made in divers reigns. From King Edward III. to King William and Queen Mary. [online] London : Printed for the Society of Antiquaries by J. Nichols, 1790 [citované 21.10.2021]. Dostupné na: https://wellcomecollection.org/works/evs98d3z

WEIROVÁ, Alison. Jindřich VIII. král a dvůr. Praha : BB art, 2013. ISBN 978-80-7461-392-0.

preparation of paper (500 words) on chosen topic concerning the functioning of royal court, using the period sources + active participation in course. Teacher will accept two absences during the semester. In case of the third absence student will receive additional work in form of written paper

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Slovak

1. Institution of curia regis

2. Permanent royal residence – itinerant royal court

3. Court as administrative centre

4. Evolution of French royal court in the Middle Age

5. Changes of English royal court in the Middle Age

6. French royal court during Renaissance – rule of the last kings of Valois

7. Royal court under the rule of Tudor dynasty

8. Court ceremonial during the reign of Louis XIV.

9. Stuart royal court before and after Civil war on British Iles

10. Advantages and disadvantages of Imperial court

11. Courtier – payed employee

12. Royal favorites

13. Court culture

100/0

After taking part in course the student is able to recognize the structure of functioning of royal court as an institution and knows about court culture in particular European countries during the Middle Age an Early Modern Times, particularly on courts of rulers of Western Europe.

LIVET, Georges : Náboženské války. Praha: ERM, 1995. ISBN 80-85913-03-8.

JOUANNA, Arlette: Bartomějská noc zločin v záumu státu : 24. srpen 1572. Praha : Garamond, 2010. ISBN 978-80-7407-084-6 .

FRIEDOVÁ, Leonie. Katarína Medicejská životopis. Praha : Academia, 2007. ISBN 978-80-200-1434-4.

HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.

KOVAŘÍK, Jiří. Bitvy a osudy válečníků I. Války pro víru (1526-1588). Třebíč: Akcent, 2017. ISBN 978-80-7497-192-1.

KOVAŘÍK, Jiří. Bitvy a osudy válečníků II. Boje o trůny (1588-1626) Třebíč: Akcent, 2018. ISBN

978-80-7497-223-2.

Student present portraits of chosen personalities of the 16th century if France from the period of Wars of Religion using only 100 words. Written paper is 50% of final evaluation. Written examination is other half of evaluation. The students write the same test at the beginning and in the end of the course.

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Slovak

1. Introduction the problematics, periodization and key problems

2. Reformation in France

3. Personalities (1): Henry II., Anne de Montmorency, Francois de Guise, Antoine de Bourbon, Gaspard Coligny, Charles IX.

4. Beginning of conflict (1559) a 1. war (1562/63)

5. 2. a 3. wars (1567 -70)

6. Night of St. Bartholomew – myths and legends; 4. war (1572/73)

7. Personalities (2): Henry III., duke of Anjou, Henrich de Giuse, Henry of Navarre, prince de Conde, "mignons", "party of Malcontents"

8. 5. a 6. wars (1574/77)

9. La Ligue

10. 7. a 8. wara (1579/ 98)

11. Accession of Henry IV. and Edict of Nantes (1598)

12. Women on the political scene: Margaret of Navarre, Catherine de Medici, Jeanne de l`Albert, queen Margot, "escadron volant"

13. French relations to foreign countries during the Wars of religion

100/0

Student has more detailed information about Wars of religion in France in the 16th century. He understandis complex problems of beginnings of reformation in France and knows about the course of religious wars and their internal and international consequences for France in the 16th century.

HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.

EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN

80-7203-465-0.

VALENTE, Claire. The Deposition and Abdication of Edward II. In The English Historical Review 1998, roč.. 113, č. 453, s.. 852- 881.

WILKINSON, B. The later Middle Ages in England 1216-1485. London: Longman, 1993. ISBN

0-582-48032-9.

COWARD, Barry. The Stuart age England 1603-1714. London: Longman, 1994. ISBN

0-582-06722-7.

Active participation on course. The teacher will accept a maximum of two absences without giving the cause of absence. At third absence student will receive individual task and after the fulfillment of all the requirements he will be accepted for evaluations during the examination period. If the student has four and more absences he will not be admitted to final evaluation. Students prepare and present short portraits of chosen personalities connected to particular lecture.

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Grading scale:

0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A

Slovak

1. John the Lackland and Magna carta libertatum

2. Henry III. against Simon of Monfort - beginnings of English parliament

3. Abdication of Edward II.

4. Deposition of Richard II.

5. "Les Armagnacs" against "Les bourguignons" during the reign of Charles VI.

6. League of Public Health (La ligue de bien publique) against Louis XI.

7. Catholic League and French kings Henry III. and Henry IV.

8. On the eve of English Civil war – parliament against Charles I.

9. La Fronde and Louis XIV.

10. Who rules the Holy Roman Empire?

11. Glorious revolution and James II.

12. Jacobite uprisings against Hanoverian dynasty

100/0

On particular examples, the student is able to identify the methods used by nobility pursuing the rise of its political, legal and other powers against the ruler, in various European countries during the Middle Ages and Early Modern Times.

SKŔIVAN, A. - DRŠKA,V. - STELLER,F. Kapitoly z dějin evropské politiky do roku 1648. Praha : I.S.E., 1995. ISBN 80-85241-87-0

DUROSELLE, J.-B.: Dejiny Európy a Európanov. Bratislava: Fortuna, 2002. ISBN 80-88980-54-2.

MACKENNEY, Richard. Evropa šestnáctého století. Praha: Vyšehrad, 2001. ISBN 80-7021-469-4.

MUNCK, Thomas. Evropa sedmnáctého století 1598-1700. Praha: Vyšehrad, 2002. ISBN 80-7021-508-9.

Doplňujúcu literatúru študenti dostanú od vyučujúcej podľa konkrétneho zamerania prednáškové cyklu.

Exam test is based on lecture, particular questions are given to the student after each individual lecture. Two absences without stating the cause and permitted Grading scale: 100-92% = A; 91-84% = B; 83-76% = C; 75%-68 = D; 67-60% = E; 590-0% Fx

Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.

Slovak

1. Assassination of Henry IV.

2. United Netherland Provinces and their economic interest – creation of trade companies

3. Anglo- Dutch wars in the 17th century

4. Gun powder plot

5. The first circumnavigation of the world

6. French – Spanish conflicts in the first half of the 16th century

7. Michel Servet – conscience against violence

8. Elisabeth I. and Mary Stuart

9. Decapitation of Charles I.

10. Oliver Cromwell and his dictature

11. Meeting in Field of Golden Cloth

12. Duel of favorites – duel culture in France

13. Jacobite uprisings - Old Pretender and Young Pretender (Bonnie Prince Charlie)

100/0

Student knows more about key events of Early Modern TIems.