VAN DE MIEROOP, Marc. Dějiny starověkého Blízkého východu okolo 3000-323 př. Kr., Praha: Academia, 2010. ISBN 9788020018328.
PEČÍRKA, Jan a kol. Dĕjiny pravĕku a starovĕku I. a II. Praha: Státní pedagogické nakladatelství, 1979, 1988.
VALACHOVIČ, Pavol. Zákonníky starovekých národov. Bratislava: Univerzita Komenského Bratislava, 2003. ISBN 978-80-223-2572-1.
NOVÁKOVÁ, Nea, PECHA, Lukáš, RAHMAN, Furat. Dějiny Mezopotámie. Praha: Karolinum, 1998. ISBN: 80-7184-416-0.
VALACHOVIČ, Pavol, HABAJ, Michal. Staroveké civilizácie. Chetiti a Peržania. Trnava: Univerzita sv. Cyrila a Metoda, 2013. ISBN: 978-80-8105-575-1.
SHAW, Ian (ed.). Dějiny starověkého Egypta, Praha: BB/art, 2010. ISBN: 978-80-7381-860-9.
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Test at the end of the semester
Evaluation:
100-94: A
93-86: B
85-78: C
77-69: D
68-60: E
59-0: FX
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1.Introduction to the study of ancient Eastern civilizations. Methodological questions, periodization and geographical demarcation, literature.
2. Foundation and characteristics of the ancient states of the Near East. Society and culture. Epic of Gilgamesh.
3. Political changes in Mesopotamia at the turn of the 3rd and 2nd millennial BC. Hammurabi’s Code. Social, cultural, and economic history of the Babylonian Empire.
4. Assyria – political and social development.
5. Ancient Egypt – periodization, the history of Egypt from the Old to the New Kingdom.
6. Ancient Egypt – the history of the New Kingdom. The religious reform and its consequences. Political, social, and cultural development.
7. Egypt during the reign of foreign dynasties, relations between Egypt and Rome.
8. Asia Minor in the 3rd and 2nd millennial BC. The Hattian Empire. Hattian laws.
9. The Syrian and Palestinian district in the 3rd and 2nd millennial BC. Development in Syria and Palestine. Phoenician city states.
10. Aegean area – Minoan civilization, material culture.
11. Aegean area – Mycenaean civilisation, political and cultural development.
12. Persian Empire
0/100
The student gains knowledge about the ancient civilizations of the Near East, Egypt, Syrian and Palestinian district, and the Aegean area. The student has basic overview of the historical and social development and of the political, social, economic, and cultural history of the civilizations. The student gets to know the methods used in the reconstruction of historical development of the society and has basic knowledge about the foundation of states, the formation of political institutions and their functioning. The student has knowledge about the connections of political and cultural history, as well as about the basic literature and current research problems of the discipline.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
PEČÍRKA, Jan a kol. Dĕjiny pravĕku a starovĕku I. a II. Praha: Státní pedagogické nakladatelství, 1979, 1988.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
VALACHOVIČ, Pavol. Zákonníky starovekých národov. Bratislava: Univerzita Komenského Bratislava, 2003. ISBN 978-80-223-2572-1.
BURIAN, Jan. Římské impérium vrchol a proměny antické civilizace. Praha: Svoboda, 1994. ISBN 80-205-0391-9
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Exam – terms will be published through AIS at latest the last week of the semester.
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.The arrival of the Greek clans to the Balkan, relations with the Mycenaean period. Periodization of Greek history, characterisation of each period. Social stratification od society in the Dark Ages. Economic and political development. The Homeric epics Iliad and Odyssey; Hesiod.
2. Archaic Period of the Greek history, basic problems of political development in Greece – the foundation of the Greek city states, civil collectives and civil rights. Economic development and its possibilities – the Greek colonisation: its causes, process, directions and importance.
3. Political development in the Archaic Period, the early Greek tyranny: its causes, development and character. The ancient Greek codes of law, jurisdiction in the Greek city states. Cultural development – architecture, plastic art, literature.
4. Classical Period of the Greek history. Political, economic, and social development in Athens and Sparta. Political institutions. The crisis of the Greek city state and its resolution – the Peloponnesian war.
5. Greece after the Peloponnesian war – the period of temporary hegemonies. Political development in Greece, the entry of Macedonia to Greek history, Alexander the Great and his empire. Social and economic development.
6. The Hellenistic states, basic political, social, and economic development. Hellenistic culture.
7. The arrival of the Indo-European clans to Italy. Etruscan civilisation. The relations of the Etruscans and the Latins in Central Italy, the foundation of the city of Rome. Basic periodization and characteristics of the periods. Basic political institutions. Basic political, economic, and social development in Central Italy.
8. The expansion of Rome to Italy. Political development, social problems, and their resolution. Roman civil rights, the Law of the twelve tables. Roman republican constitution.
9. The Roman wars in the Mediterranean area with Cartago, Greece, and the oriental states. Political development, the consequences of the expansion. The position of the slaves, social reforms of the Gracchi brothers.
10.The crisis of the Roman republic and the civil wars. Political development and foreign relations, economic, and social development.
11 The Principate – the first period of the Roman Empire, political development, and foreign relations.
12. The Dominate – resolving the crisis in the Roman Empire in the 4th and 5th centuries. Economic, and social problems, the formation of Christianity, its character and essence. The arrival of the Barbaric clans and nations. The foundation of the first Barbaric states in the Roman Empire. Continuity and discontinuity between Antiquity and the Middle Ages.
0/100
The student gains knowledge about the political, economic, social, and cultural development in ancient Greece and Rome. Has knowledge about the foundation and development of the Greek city states and the Roman Empire, about the formation and functioning of political institutions. The student uses the methods used in the reconstruction of development of society and is able to evaluate the importance of antiquity in the formation of European civilisation. The student has knowledge about the connection of political and cultural history, has basic knowledge about the literature, sources and recent questions of research.
KRATOCHVÍL, Viliam. Metafora stromu ako model didaktiky dejepisu. Bratislava: Raabe, 2019
SEIXAS, Peter, MORTON Tom. The Big Six Historical Thinking Concepts. Nelson Canada ELHI, 2012
During the semester, students will be evaluated based on active participation in class, and during the examination period they will take a final colloquium. The maximum number of unexcused absences permitted is two.
Grading scale (percentages):
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics results in the annulment of the assessment result for the respective component.
Slovak, English
1. The social significance and functions of history teaching.
2. History as a school subject – the transformation of historical knowledge into teaching practice.
3. Curriculum and its interpretation in teaching practice.
4. Basic principles of historical thinking in teaching.
5. Working with historical sources and textbooks.
6. The structure of a lesson and the formulation of learning objectives.
7. Assessment in history teaching – an introduction to the issue.
8. – 12. Microteaching and professional reflection.
50/50
The course introduces student teachers to the professional identity of a teacher, the structure of the curriculum, the basic principles of teaching history, and the development of historical thinking before they complete subject didactics and their first teaching practice. It is designed as a seminar with practical outputs, microteaching, and reflection.
After completing the course, the student:
* Understands the social significance of teaching history.
* Is familiar with the basic structure of the national and school curriculum.
* Understands the difference between “historiography as an academic discipline” and “history as a school subject.”
* Knows the principles of inquiry-based learning.
* Is able to use historical sources in history teaching.
* Can design a simple educational activity.
* Has initial experience with microteaching and reflection on their own performance.
* Develops a professional identity as a history teacher.
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.
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.
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
• font system
• general vocabulary which is directly related to daily life and professional interests (2)
• grammar rules (morphological and syntactic), which are necessary to perception and production of texts in common situations of personal and professional life (2)
• 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 (2).
• making and keeping contact, personal life, family, work, hobbies and free time.
• intercultural communication, travelling to work and hobbies, orientation in the city, lifestyle, housing culture, eating habits, city – city history
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.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN
9788082000644.
CONTE, Gian Biagio. Dějiny římské literatury. Praha: KLP, 2003. ISBN 978-80-86791-57-9.
CANFORA, Luciano. Dějiny řecké literatury, Praha: KLP, 2009. 978-80-86791-71-5.
Attendance at the courses. Two absences are permitted, in the case of a third absence the student gets a compensatory assignment. Evaluation: 1. A paper on a chosen topic during the semester – 30%. 2. Test at the end of the semester -70%.
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
- Basic literature and heuristic sources – encyclopaedias, bibliographies, bibliographical dictionaries, databases
- Sources for ancient history – literary, numismatic, and epigraphical sources
- The Greek society in the Mycenaean and Archaic period
- Foundation and development of the Greek city states, their political and economic development, political system of the states, Athenian democracy, the culture of the classical period
- Greece after the Peloponnesian wars and the entry of Macedonia to Greek politics, Hellenistic period, Roman hegemony
- The oldest period of Roman history – Etruscans, Roman Kingdom
- Roman Republic
- Roman Empire
- The impact of antiquity on European culture
- Antique culture and traditions
100/0
The student gains knowledge about the ancient civilizations in Greece and Rome. The student can work with ancient sources and understands the problems of political, economic, social, and cultural development of the ancient world. The student understands the cultural and social importance of ancient civilizations, its receptions and traditions, as well as the key events of ancient cultural and political history. The student gets to know the rules of writing a scientific text (literature and sources for the antiquity, citations, academic ethics).
FILIPI, Pavel. Křesťanstvo. Historie, statistika, charaakteristika křesťanských církví. Brno: CDK, 2012. ISBN 978-80-7325-280-9.
FRANZEN, August. Malé církevní dějiny. Praha: Zvon, 1995. ISBN 80-7113-119-9.
HANUŠ, Jiří. Pozvání ke studiu církevních dějin. Brno: CDK, 1999. ISBN 80-85959-45-3.
SPUNAR, Pavel a kol. Kultura středověku. Praha: Academia, 1995. ISBN 80-200-0547-1.
S doplnkovou literatúrou budú študenti oboznámení počas výučby.
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Continuous preparation for the seminars
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.The subject of Church history – the history of Church between history and theology, periodization of Church history
2. One Church and many Churches – formation and development of the denominations of Christianity
3. Ancient Churches before the Chalcedonian Council
4. Eastern Orthodox Churches
5. The Catholic Church
6. Development of the organisation and hierarchy of Church
100/0
The student gains knowledge about the main problems of development of Christianity and its oldest denominations.
HLOUŠKOVÁ, Kateřina - VYDRA, Zbyněk - TÉRA, Michal - KOMENDOVÁ, Jitka - ŘOUTIL, Michal. Dějiny Ruska. Praha : NLN, 2017. ISBN 978-80-7422-324-2.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
DVORNÍK, F. Zrod střední a východní Evropy. Praha: Prostor, 1999. ISBN 80-7260-005-2.
DOSTÁLOVÁ, R. Byzantská vzdelanost. Praha: Vyšehrad, 2003. ISBN 80-7021-409-0.
AVENARIUS, A. Byzantská kultúra v slovanskom prostredí v 6.-12. storočí. Bratislava: Veda, 1992. ISBN 80-224-0359-8.
A student is evaluated on basic of papers and final written test
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. Issues of historiography and documents of history of Kievan Russia
2. Establishment and origins of the early medieval Russian state – the East Slavs in the 9 – 12th Centuries
3. Social relations in the Kievan Russia. The social categories of population in the Kievan Russia.
4. Russia and the steppe nations – Khazars, Bulgarians, Polovs, Pechenegs
5. World religions and the Christian Church in Russia. The Slavic polytheism, shamanism of steppe nations, Islam, Judaism; year 988 in the Russian history, the origins of church organization, the monasteries and colonisation of the new territories, medieval heresy – Bogomilism and Russia.
6. Kiev and Novgorod – the prototype of early medieval city, typology of the towns in East Europe in the 6 – 10th Centuries.
7. Rurik Dynasty and political history of Russia. Characteristics of the government of dukes: Oleg, Igor, Olga, Svyatoslav, Yaroslav the Wise, Vladimir Monomarkh, characteristics of the feudal principality.
8. International relations and diplomacy, trade agreements of Russia and Byzantium in the 10th Century, Russo-Polish contacts, Russia and West Europe, Russo-Hungarian contacts, Russia and Byzantium, Russia between Europe and Asia
9. Russia in the 12th and at the beginning of the 13th Century, Galicia-Volhynia principality, Vladimir-Suzdal principality, Novgorod principality or republic?
10. Culture, architecture, education. The birch documents from Novgorod, influence of the Byzantine education, material culture, clothing, money in the old Russia, Kiev-Pechersk Lavra, Russian annals, epic A Word about Igor´s Regiment.
100/0
Students have knowledge of history of the first historically proven early medieval state of East Slavs, which we chronologically classify into the 9 – 12th Centuries. Both Russian, Ukrainian, and Belarusian historiography support its historical tradition. After the course completion the student has an overview of political, social, and cultural history of Kievan Russia.
HURBANIČ, Martin. Stredoveký Balkán: Kapitoly z politických, sociálnych a hospodárskych dejín juhovýchodnej Európy v 6. - 15. storočí. Vydavateľstvo Michala Vaška : Prešov, 2010. ISBN 9788071658184.
HURBANIČ, Martin. Súboj titanov. Nový Rím a Perzia. Superveľmoci starého sveta pred nástupom islamu. Bratislava: Veda, 2020,. ISBN: 978-80-224-1819-5.
ZÁSTĚROVÁ, Bohumila a kol. Dějiny Byzance. Praha: Academia, 1992. ISBN 8020004548.
GIBBON, Edward. Úpadok a zánik Rímskej ríše. Bratislava: Premedia, 2012. ISBN 97880895941538.
WHITTOW, Mark. The Making of Byzantium. Berkeley: University of California Press, 1996. ISBN 0-520-20496-4.
I. Reading and interpretation of sources and selected secondary literature. Answering questions set out at the end of the texts.
II. Final essay on chosen topic
The student has the right to two absences without giving a reason. His unpreparedness for an hour will also be considered as an absence. In case of four or more absences, the student will not be evaluated.
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 language
I. Introductory meeting. Course definition and its nature. Course completion criteria
II. Historiography on the history of Byzantium.
III. History of Byzantine studies, overview of the most important Byzantine schools, institutes, periodicals.
IV. The periodization of Byzantine history and a brief description of individual periods.
V. From Rome to Byzantium - from late antiquity to the Middle Ages. To the contemporary debate on the transformation of the Roman Empire in the 4th - 7th century.
The second part of the course (selected themes of Roman-Byzantine history)
VI. Roman Empire under Constantine the Great. Constantine's inclination towards Christianity and baptism. Church historian Eusebius of Caesarea and his political theology.
VII. The Roman Empire after the death of Constantine the Great. Christianity and paganism. Emperor Julian (361 - 363): reformer or apostate?
VIII. Eastern Roman Empire in the 5th century. The Goths and the Empire. The social crisis of the Roman Empire in the second half of the 5th century and its causes from the point of view of the Eastern Roman authors.
IX. From the Eastern Roman Empire to medieval Byzantium. The reign of Emperor Justinian: the idea of the renovation of the Roman Empire. The Roman Empire as viewed by the court historian Procopius of Caesarea.
X. From the Eastern Roman Empire to medieval Byzantium II: Justinian's successors. Eastern Roman Empire and Persia.
XI. From the Eastern Roman Empire to medieval Byzantium III. The reign of the Emperor Heraclius. Eastern Roman Empire and Persia: The last great war of the antiquity and its consequences.
XII. Byzantium, Islam and the clash of civilisations. Islam and its followers as seen through the eyes of Christian authors. Confrontation and coexistence of cultures.
70/30
After completing the course, students acquire a basic knowledge on the history of Byzantium and its historical uniqueness in the history of medieval Europe. They also acquire knowledge about the political, social and cultural transformation of the late Roman Empire in the 4th - 7th centuries and its gradual transformation into a new type of state, now labelled as the Byzantine Empire.
HURBANIČ, Martin. Stredoveký Balkán: Kapitoly z politických, sociálnych a hospodárskych dejín juhovýchodnej Európy v 6. - 15. storočí. Vydavateľstvo Michala Vaška : Prešov, 2010. ISBN 9788071658184.
ZÁSTĚROVÁ, Bohumila a kol. Dějiny Byzance. Praha: Academia, 1992 ISBN 8020004548.
DOSTÁLOVÁ, R.: Byzantská vzdělanost. Praha: Vyšehrad, 1990. ISBN:80-7021-034-6.
NICOL, David. The Last Centuries of Byzantium. Cambridge: Cambridge University Press, 1993. ISBN: 9781409410645.
I. Reading and interpretation of sources and selected secondary literature. Answering the questions set out at the end of the texts.
II. Final essay on chosen topic
The student has the right to two absences without giving a reason. His unpreparedness for an hour will also be considered as an absence. In case of four or more absences, the student will not be evaluated.
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 language
I. Introductory meeting. Basic information on the content and formal criteria of the course. Credit conditions. The birth of medieval Byzantium in the 7th century. The question of continuity and discontinuity of the late Roman Empire and its relics in the 7th century
II. Byzantine iconoclasm. On the issue of the use of images in the early Christianity during the 4th - 7th century. The beginning of iconoclasm in Byzantium. The cult of images after 843.
III. The beginnings of Macedonian dynasty. The reign of Emperor Basil I. The patriarch of Constantinople Photius and the beginnings of the Byzantine renaissance
IV. Emperor Constantine Porphyrogennitus and his world. The Byzantine Empire at the height of its power during the Macedonian dynasty. Social and cultural changes in the Byzantine world. De administrando imperio.
V. Byzantine Empire in the 11th century as seen by the Byzantine intellectual Michael Psellus. The schism of 1054 and its consequences.
VII. The Byzantine Empire and the West in the era of the Crusades. The Byzantine princess Anna Komnena and her world.
VIII. Byzantine Empire during the reign of the last Komneni. The reign of Emperor Manuel I and the relations with the Latin West.
IX. Decline and fall of Byzantium in 1204. The sack of Constantinople during the 4th Crusade and its consequences.
X. The restored Byzantine Empire in 1261. The last dynasty of Byzantium. The reign of Emperor Michael VIII Paleologus and his relations with the Latin West.
XI. The last days of the Byzantine Empire. The efforts of the last Paleologi to save the Empire and their diplomatic contacts with the West. Byzantium and the Latin world in the 14th and 15th century. Two Byzantine scholars - Demetrius Cydones and Georgius Gemisthus Plethon.
XII. The end of the Byzantine Empire in 1453. Byzantium after Byzantium: the spread of Byzantine culture and heritage in medieval Europe.
70/30
After completing the course, students acquire an overview of the basic historical stages of Byzantine history from the period of 7th - 15th century. They also acquire information about important events and personalities of medieval Byzantium in the mentioned period.
BESSEL, R. Nacizmus a vojna. Bratislava : Slovart 2006. ISBN 80-8085-156-5.
NÁLEVKA, Václav. Druhá světová válka. Praha: Stanislav Juhaňák - Triton, 2014. ISBN 978-80-7387-669-2.
GILBERT, Martin. Druhá světová válka úplná historie. Praha: BB art, 2006. ISBN 80-7341-933-5.
GILBERT G.M. Norimberský denník. Bratislava: Vydavateľstvo politickej literatúry, 1966.
WISTRICH, Robert S. Hitler a holokaust. Bratislava: Slovart, 2002. ISBN 80-7145-682-9.
A student prepares the paper of a selected topic and has to present it in Microsoft Power Point which consists of a 50% of evaluation. The student chooses a topic (after consultation with a lecturer – for example: the Battle of Britain, defeat of France etc.) and monitors it in a selected press: Slovák, Gardista (these periodicals are digitalized and available at the University Library in Bratislava). After then the student works on a quantitative and qualitative analysis on this topic.
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. About the historiography of World War 2, a genesis, the primary causes of World War 2
2. Chronology, the course of military operations
3. Land-fightings, the significant battles of World War 2, the main traits of various campaigns
4. Naval battles, usage of surface and submarine fleet, supplies
5. Air battles, the specifics of airbattles on the various fronts, the characteristics of the air force in several states
6. The diplomatic negotiations during World War 2, the formation of anti-Hitler coalition and the conferences of the „Big Three“, the diplomatic battle of Gibraltar
7. Secret Services in World War 2
8. Collaboration, Satellite states, the policy of extermination of Nazi-Germany
9. Nuremberg and Tokyo trials
100/0
A student has knowledge about the military history, the history of diplomacy and interior politics in selected states from 1939 to 1945.
KISSINGER, H. Umění diplomacie. Od Richelieua k pádu Berlínske zdi. Praha : Prostor, 1999.
ISBN 80-85190-51-6.
MÜLLER, H. M. Dejiny Nemecka. Praha Nakladatelství Lidové noviny, 2001. ISBN 80-7106-188-3.
WEGS, J. R. – LADRECH, R. Evropa po roce 1945. Praha : Vyšehrad 2002. ISBN 80-7021-507-0.
VIVEN, R. Evropa 20. století. Praha : Vyšehrad, 2007. ISBN 978-80-7021-735-1.
JUDT, Tony. Povojnová Európa. História po roku 1945. Bratislava : SLovart, 2007. ISBN 978-80.8085-185-9.
A student prepares an essay about the topic of the 20th century. The essay represents 50% of classification score. Afterwards student takes a test and the score for passing the test is at least 65%. Passing the test represents 50% of classification score.
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. The history of Germany in the 20th Century
2. Nazi Germany 1933 – 1945
3. The formation of anti-Hitler coalition (Atlantic Charter, Teheran, Jalta, Postupim)
4. From Postupim to establishment of two German states
5. The Adenauer´s era in the West Germany (Federal Republic of Germany) and the period of the Cold War during the 50´s decade. Integration of the FRG to the economic and military structures in the West Europe
6. The 60´s in Europe and the new policy of Willy Brandt – „Ostpolitik“
7. From anti-Judaism and anti-Semitism. The Jews between the Middle Ages and the 20th Century
8. From Zionism to the British mandate for Palestine
9. The Jewish holocaust in Europe and the Alyah of Jews from Europe after World War II.
10. From establishment of the State of Israel to the Suez Crisis.
11. From Six-Day War to Yom Kippur War
12. The trends of the Arab-Israel relations from the 80´s to present
100/0
A student has knowledge about post-war period and history in Europe with the special attention to the issue of two German states after World War 2 and the relations between Europe and The Middle East.
POLÍŠENSKÝ, Jozef. Dejiny Veľkej Británie. Praha: Svoboda, 1982.
MAUROIS, André. Dejiny Anglie. Praha: Lidové noviny, 1995. ISBN 80-7106-058-5.
NEILLANDS, Robin. Války růží. Praha: Naše vojsko, 1994. ISBN 80-206-0457-X.
MILLER, Jaroslav. Odložený zrod Leviatana: krize rane stuartovske dynastie. Praha : Aego, 2006. ISBN 80-7203-695-5.
www.british-history.ac.uk
www.historyextra.com
Attendance at the course and successful completion of the test which is based solely on what was said in the lectures. Text questions are announced after each lecture. Student has the right to 2 absences without giving a reason, after the third absence, student will get an extra work. After the forth and more absences, student will not be evaluated from this course.
Test evaluation scale: 100-92% = A; 91-84% = B; 83-76% = C; 75%-68 = D; 67-60% = E; 59- 0% Fx
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Conquest of the British Isles by the Normans – Anglo-Norman society
2. Ascension of the Plantagenets to the British throne
3. Conquest of Wales by Edward I
4. Wars of the Roses
5. The White Queen and women at her court
6. Spanish invasion of the British Isles in 1588
7. Jacobite uprisings – defeat of the clans at Culloden Moor
8. Glorious revolution – or why they deposed James II
9. Edward I against the Scots – Robert Bruce and W. Wallace
10. Symbols of England
12. Mistresses of the English kings
100/0
Student has knowledge of the key historical events of English history in the period of the Middle Ages and Modern history.
SUMPTION, Jonathan. The Hundred year´s war. Volume I Trial by battle. London: Faber and Faber, 1999. ISBN 978-0-571-20095-5.
SUMPTION, Jonathan. The Hundred year´s war. Volume II Trial by fire. Philadelphia: University of Pennsylvania Press, 2001. ISBN 0-8122-1801-9.
SUMPTION, Jonathan. The Hundred year´s war. Volume 3 Divided houses. London: Faber and Faber, 2012. ISBN 978-0-571-24012-8.
SUMPTION, Jonathan. The Hundred year´s war. Volume 4 Cursed kings. London: Faber and Faber, 2015. ISBN 978-0-571-27454-3.
Contamine, Ph.: Válka ve středověku. Praha, 2004, ISBN
Pernoudová R. Život a smrť Jany z Arku. Svědectví z rehabilitačného procesu (150 - 1456). Olomouc 2009. ISBN 978-80-7412-020-6.
Beauneová C. Jana z Arku. Praha : Univerzita Karlova, nakladatelství Karolinum, 2018. ISBN 978-80-246-3183-7.
Students will elaborate a paper on chosen topic in the range of 100 words + drawing a locality that is related to the Hundred Years‘ War in a blind map of France. Students have the right to 2 absences without giving a specific reason, in the case of the third absence, student will get an additional work and after completing it, he can be admitted to the evaluation. Student with the forth and more absences will not be evaluated.
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. France during the reign of the last Capetians – problem of succession to the French throne
2. The first phase of The Hundred Years‘ war – the Battles of Crécy and of Poitiers
3. France during the reign of Charles V – suspension of military operations
4. Civil war in France – Armagnacs against Burgundians
5. Complicated domectic political situation in England – ascension of Henry V to the throne
6. The second phase of the Hundred Years‘ war – Battle of Agincourt
7. Treaty of Troyes - three Frances
8. Phenomenon of the Maid of Orléans – Joan of Arc
9. Congress of Arras and the final phase of the Hundred Years‘ war
10. Consequences of the Hundred Years‘ War for political development in France and England
100/0
Student has deeper knowledge of the causes and course of an important period in history – the Hundred Years‘ War (1337-1453) from the perspective of both, English and French.
BEŇKO, Ján. Starý Turiec. Martin: Osveta, 1996. ISBN 80-217-0366-00
ŠMILAUER, Vladimír. Vodopis starého Slovenska. Praha - Bratislava: Učená spoločnosť Šafárikova, 1932.
VARSIK, Branislav. Osídlenie Košickej kotliny I-III. Bratislava: Veda, 1964 - 1977.
RÁBIK, Vladimír. Nemecké osídlenie na území východného Slovenska v stredoveku. Bratislava: Karpatonemecký spolok na Slovensku, 2006. ISBN 978-80-8060-197-6
ŽUDEL, Juraj. Osídlenie Slovenska v neskorom stredoveku. Bratislava: Veda, 2010. ISBN 9788022410793
Further literature will be specified during the semester
Credit granting scheme:
20% preliminary assessment - students are required to take active part in the learning period and to carry out the assigned tasks concerning the topics of their term papers. The students’ ongoing activities are evaluated at the last seminar taking place during the credit week.
Final assessment - 80%. Students are required to submit a seminar paper consisting of at least 10 standard pages (18,000 characters, including spaces). Students are assigned the topics of their term paper at the first meeting taking into account their personal interests. The deadline for submitting the term paper is agreed upon with the students. In their papers, students are expected to pay attention to the basic problems the settlement of the selected region within the Kingdom of Hungary had to face (written mentions, source mentions of the development and state of the environment in the Middle Ages, the first written mentions of localities in the region, road network development, etc.).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2
Slovak
basic Latin (basi knowledge of Latin terminology)
1. Introductory seminar: Getting acquainted with the course requirements and credit granting scheme. Students are assigned the topic of their term paper taking into account their personal interests.
2. Interdisciplinary approach to settlement research - using the findings of archeology, historical linguistics and historical sources.
3. First written mentions of medieval settlements and their interpretation. 4. County delimitation charters (Metačné listiny) - the most important source for reconstructing medieval settlements and their original natural environment.
5. Development of opinions on the settlement of Slovakia in the Middle Ages. Václav Chaloupecký, Daniel Rapant and their controversy concerning the beginnings of the settlement of the Liptov region.
6. Problems in researching settlement processes - insufficient archaeological research, missing written sources. Finding alternative solutions.
7. Group settlement - assumptions and characteristics.
8. Using non-traditional methods in settlement research, sacral objects and their patronages.
9. Castles and their role as a factor stabilizing the conditions of settlements in the High and Late Middle Ages.
10. Statistical documents for researching population density and intensity at the turn of the Middle Ages and early modern times.
11. Settlement classification by size. Medieval towns and rural settlements. Representing the settlement process using maps.
12. Final seminar: assessment of the term, the students’ ongoing activities during the learning period are evaluated. The level of progress of the students’s term paper is checked.
20/80
At the end of the course, students have an overview of the settlement process in Slovakia and its laws from the Great Moravia to the end of the Middle Ages, and are able to work with the settlement of selected micro-regions. They are also familiar with the course of the settlement processes in the Middle Ages, are able to see their interdisciplinary dimension and apply their knowledge of historical linguistics and archeology. They are also familiar with the methodology for researching the settlement of selected micro-regions and can make use mainly of diplomatic sources on the history of the settlement of today’s Slovakia within the Kingdom of Hungary.
1, AXWORTHY, Michael. Dějiny Íránu. Praha : Nakladatelství Lidové Noviny, 2009. ISBN 9788074223525.
2, KREISER, Klaus a NEUMANN, Christop K. Dějiny Turecka. Praha : Nakladatelství Lidové noviny, 2010. ISBN 9788074220128.
3, LEWIS, Bernard. Dějiny Blízkého východu. Trans. M. Pellarová, Z. Rousová. Praha : Nakladatelství Lidové noviny, 2007. ISBN 8071069264.
4, ROUX, Jean-Paul Dějiny Střední Asie. Praha : Nakladatelství Lidové Noviny, 2007. ISBN 8071068679.
5, TAUER, Felix. Svět islámu. Praha : Vyšehrad, 2006. ISBN 80-7021-828-2.
6, VESELÝ, Rudolf. Přehled politických a kulturních dějin islámských zemí od vzniku islámu do konce 18. století. 1. díl. Praha : Univerzita Karlova, 1991, s. 1-152. ISBN 80-7066-421-5.
7, VESELÝ, Rudolf. Přehled politických a kulturních dějin islámských zemí od vzniku islámu do konce 18. století. 2. díl. Praha : Univerzita Karlova, 1991, s. 153-317. ISBN 80-7066-422-3.
Final colloquium, attendance on lectures, teacher accepts no more than 2 absences and only with the provable documents.
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 to the history of the Middle East.
2. The rise of Islam and the first Muslim state (Arab Caliphate).
3. Arab Caliphate under the Umayyads (661-750) and the Abbasids (750-1256).
4. The Umayyads on the Iberian Peninsula, Caliphate of Cordóba (929-1031).
5. Shia Islam and its political achievements – the Buyids in Iran (932-1055), the Fatimids in Egypt (969-1171).
6. The Seljuk Empire and its succession states.
7. Mongols and Islam, the Ilkhanate (1256-1335).
8. The Timurids and political development in the Central Asia and Iran in 14th-15th century.
9. Turks in Anatolia, the rise of the Ottoman Empire and its expansion.
100/0
Student has a basic knowledge of historical evolution of the Middle East countries from the birth of Islam to the present with an emphasis on specifics and turning points of historical evolution of Islam as one of the world’s major religious systems in the present day. This knowledge is essential for a basic orientation in time and space of every future historian.
1, AXWORTHY, Michael. Dějiny Íránu. Praha : Nakladatelství Lidové Noviny, 2009. ISBN 9788074223525.
2, KREISER, Klaus a NEUMANN, Christop K. Dějiny Turecka. Praha : Nakladatelství Lidové noviny, 2010. ISBN 9788074220128.
3, LEWIS, Bernard. Dějiny Blízkého východu. Trans. M. Pellarová, Z. Rousová. Praha : Nakladatelství Lidové noviny, 2007. ISBN 8071069264.
4, ROUX, Jean-Paul Dějiny Střední Asie. Praha : Nakladatelství Lidové Noviny, 2007. ISBN 8071068679.
5, TAUER, Felix. Svět islámu. Praha : Vyšehrad, 2006. ISBN 80-7021-828-2.
6, VESELÝ, Rudolf. Přehled politických a kulturních dějin islámských zemí od vzniku islámu do konce 18. století. 1. díl. Praha : Univerzita Karlova, 1991, s. 1-152. ISBN 80-7066-421-5.
7, VESELÝ, Rudolf. Přehled politických a kulturních dějin islámských zemí od vzniku islámu do konce 18. století. 2. díl. Praha : Univerzita Karlova, 1991, s. 153-317. ISBN 80-7066-422-3.
Final colloquium, attendance on lectures, teacher accepts no more than 2 absences and only with the provable documents.
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 to the history of the Middle East in the period from 16th to 18th century.
2. Ottoman Empire after the conquest of Constantinople to the end of the 18th century.
3. The Safavid Empire (1501-1736).
4. Ottoman Empire and its rivalry with European powers and with the Safavid dynasty in the 16th-18th century.
5. Mughal Empire in India (1526-1828).
100/0
Student has a basic knowledge of historical evolution of the Middle East countries from the birth of Islam to the present with an emphasis on specifics and turning points of historical evolution of Islam as one of the world’s major religious systems in the present day. This knowledge is essential for a basic orientation in time and space of every future historian.
BEREND, Nora – URBAŃCZYK, Przemyslaw – WISZEWSZKI, Przemyslaw. Central Europe in the High Middle Ages. Bohemia, Hungary and Poland c. 900 - 1300. Cambridge, Cambridge University Press, 2013. ISBN 9780521786959.
BEREND, Nora. Christianizace a utváření křesťanské monarchie. Praha, Argo, 2013. ISBN 9788025708354.
DVORNÍK, František. Zrod střední a východní Evropy. Praha: Prostor, 2008. ISBN 9788072601950.
SZŰCS, Jenő. Tri historické regióny Európy. Bratislava, Kalligram, 2001. ISBN 8071492639.
WANDYCZ, Piotr S. Střední Evropa v dějinách od středověku do současnosti. Academia, Praha 2001. ISBN 8020006575.
Regular attendance (maximum of two absences allowed per semester), oral presentation of a selected topic (according to the teacher’s assignement) during semester, interpretation of sources at the seminars, final exam consisting of an oral 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
Central Europe – historical-political-geographical definition of the concept
Arrival of Slavs and Hungarians in Central Europe
West Slavs (Samo’s Empire, Great Moravia), Avars and Frankish Empire
Emergence of medieval Christianized monarchies
Hungary of Árpáds 896-1301
Poland of the Piast dynasty 965-1300
Principality/Kingdom of Bohemia under Přemyslid dynasty 895-1306
Hungary in 14th century (House of Anjou)
Bohemian countries in 14th century (Luxembourg dynasty)
Poland during the reign of the last Piast rulers (1300-1380)
Social, cultural and economic changes in the 14th and 15th centuries
Turkish threat in Central Europe 14th-15th centuries
Humanism and Renaissance in Central Europe (cultural development)
50/50
Students have knowledge of the main stages of historical development of Central Europe for a period from about 568 to 1526. They are able to locate, specify and describe the countries of this region on the basis of their historical, cultural and ethno-linguistic characteristics. They know the process of formation of Central European nations and the emergence of the political-geographical region of Central Europe. On the basis of interpretation of the most significant historical processes, events and actions of personages, they manage to understand the specific development of this part of Europe. Through a historical comparision, they can compare this knowledge with development in other parts of the continent. On the basis of work with period sources, they manage to interpret objectively the common controversial and conflicting historical issues which, even in the present, mark the level and nature of relations between Central European countries.
- Students will be given relevant sources continouosly during the semester.
1. NOVÁK, Jozef. Chronológia. Bratislava: Univerzita Komenského v Bratislave 2004, 292 s. ISBN 80-223-1889-2.
2. MACHAJDÍKOVÁ, Elena (ed.). Zborník Slovenského národneho múzea 105. História 51. Ako sa meral čas. Bratislava: Slovenské národné múzeum, 2015, 133 s. ISBN 978-80-8060-363-2.
3. TIBENSKÝ, Ján et al. (eds.). Mikuláš Koperník: Obehy nebeských sfér. Bratislava: VEDA, 1974, 528 s.
4. SLOUKA, Hubert. Astronomie v Československu od dob nejstarších do dneška. Praha: Osvěta, 1952, 343 s.
5. NOVÁK, Jozef. Residentia exercitus regis: špeciálny spôsob datovania v Uhorsku. In Historické štúdie 1. Bratislava: VEDA, 1955, s. 205 – 234.
- further literature will be recommended by the teacher during the semester
10% preliminary - regular attendance during the course, preparedness for the lessons, engagement
in the discussions
90% final - test, 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. Information on the conditions for awarding the assessment. Literature.
2. Time I: Time as a physical quantity and its characteristics.
3. Time II: History of time measurement in antiquity.
4. Time III: History of time measurement in the Middle Ages. Calendars.
5. Dating in the Middle Ages I.
6. Dating in the Middle Ages II. Practical exercise.
7. Dating in the Middle Ages III: Practical exercise.
8. Astronomy in the Middle Ages I.
9. Astronomy in the Middle Ages II.
10. Astronomy in the Middle Ages III.
11. Practical exercise. Colloquium.
12. Practical exercise. Conclusion.
After completing the course, students understand the basic techniques of time measurement, especially in the Middle Ages, have advanced knowledge in the field of medieval and early modern dating (determining and converting dates), and have gained basic knowledge about the perception of the world by medieval people. They know the basic theories and writings of astronomers of the turn of the Middle Ages and early modern times, and they are also familiar with the results of Central European thinkers, especially from the German environment. As part of practical exercises, they acquired the ability to work with medieval sources that relate to medieval astronomy and science and technology in general.
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011. ISBN 9788025704035.
BURKE, Peter. Co je kulturní historie? Praha: Dokořán, 2011. ISBN 9788073633028.
BURKE, Peter. Lidová kultura v raně novověké Evropě. Praha: Argo, 2005. ISBN 8072036386.
CLASSEN, Albrecht. Handbook of Medieval Culture. Berlin/Boston: De Gruyter, 2015. ISBN 9783110266597.
DÜLMEN, Richard Van. Historická antropologie. Vývoj/Problémy/Úkoly. Praha: Dokořán, 2002. ISBN 8086569152.
ENNENOVÁ, Edit. Ženy ve středověku. Praha: Argo 2001. ISBN 8072033697.
Regular and active attendance. Preparation of a paper (presentation) according to the teacher’s assignement during semester. Reading the required literature and working with materials in seminars. Final colloquium consisting of a discussion about selected work and source according to the teacher’s assignement.
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
What is history of culture?
Basic stages of cultural history development
The most important approaches and the most significant historians and their works
Comunication in pre-modern Europe
Rituals, symbols and gestures
Court and court culture
Women and status of women in pre-modern Europe
Science, knowledge and scientific revolution
Diplomacy in the Middle Ages and the Early Modern Times
Sovereign powers and ruling strategies
Conflicts and their resolution
War and peace
50% mid-term and 50% final evaluation
Student will acquire knowledge of selected issues of contemporary cultural history of Europe in pre-modern era. He is able to identify the basic stages of cultural history development from the Middle Ages to the present and he has an overview of the most important ideological concepts and approaches of historians within history of culture.
MORYS, Matthias (ed.) The Economic History of Central, East and South-East Europe. 1800 to the Present. London – New York: Routdge, Taylor & Francis, 2021. ISBN 978-1-138-92198-6.
BEREND, Iván, T. Central and Eastern Europe 1944 – 1993. Detour from the Periphery to the Periphery. Cambridge: Cambridge University Press, 2001. ISBN 9780521550666.
PUTNA, Martin C. Obrazy z kultúrnich dějin Střední Evropy. Praha: Vyšehrad, 2018. ISBN 978-80-7429-977-3.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária. A History of Modern Political Thought in East Central Europe. Volume 1: Negotiating Modernity in the „Long Nineteenth Century“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-880313-3.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part I: 1918 – 1968. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-873715-5.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part II: 1968 – 2018. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-882960-7.
Active participation in class and writing a final essay,
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. Basic sources, literature, and methodological approaches to the issue. Chronology and thematization of concepts of Central Europe in modern history
2. Modernity, Statehood, Citizenship, Reform and Memory in Central Europe
3. "Imagined communities". Nations and Nationalism in Central Europe
4. Institutions, democracy, imperialism, and nationalism at the turn of the century
5. Mass politics and its Central European specificities
6. War
7. Centralism, regionalism, federalism in the interwar period
8. Economic and social modernisation
9. The disintegration of the political centre and the radicalisation of politics
10. War and post-war ideas and realisations
11. "Eastern Bloc" or Central Europe?
12. Revision and reform
13. Late socialism, technocracy, dissent
14. Democracy and transformation
30% continuous assessment, 70% final examination.
After completing the course, the student can trace the forms of historical phenomena in their Central European context. Students will be able to identify variations of the ideas of Central Europe as geographical, economic, political, or cultural concepts whose existence can be traced back to the pre-modern period, but it would be ahistorical to assume their continuity. Students will be able to analyse historical and dynamically evolving policies and social trends through analysis of primary documents as well as cultural ex-post reflections. The urgency of studying the modern history of Central Europe is of the utmost relevance today.
BEREND, Nora – URBAŃCZYK, Przemyslaw – WISZEWSZKI, Przemyslaw. Central Europe in the High Middle Ages. Bohemia, Hungary and Poland c. 900 - 1300. Cambridge, Cambridge University Press, 2013. ISBN 9780521786959
BEREND, Nora. Christianizace a utváření křesťanské monarchie. Praha : Argo, 2013. ISBN 9788025708354.
DVORNÍK, František. Zrod střední a východní Evropy. Praha : Prostor, 2008. ISBN 9788072601950.
SZŰCS, Jenő. Tri historické regióny Európy. Bratislava: Kalligram, 2001. ISBN 8071492639
WANDYCZ, Piotr S. Střední Evropa v dějinách od středověku do současnosti. Praha : Academia, 2001. ISBN 8020006575.
Regular attendance (two absences maximum are allowed per semester). Active work in class, participation in discussions and working with sources as instructed by the lecturer. Final examination consists of colloquium based on the required readings. 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
Central Europe - historical-political-geographical definition of the concepts: Arrival of Slavs and Hungarians to the Central Europe, Western Slavs (Samo's Empire, Great Moravia), Avars and Frankish Empire, Emergence of medieval Christianized monarchies, Arpad's Hungary 896-1301, Piast's Poland 965-1300, Bohemian principality/kingdom under the House of Přemyslid 895-1306, Hungary in 14th century (The House of Anjou), Czech lands in the 14th century (The house of Luxembourg), Poland under the last Piast dynasty (1300-1380), Social, cultural and economic changes in the 14th and 15th centuries, Turkish danger in the Central Europe in 14th-15th century, Humanism and Renaissance in the Central Europe (cultural development).
40/60
The students are introduced to the basic stages of the historical development of Central Europe in the Middle Ages, approximately from 568 to 1526. They can locate, specify, and describe the countries of this region according to their historical, cultural, and ethno-linguistic characteristics. They can recognize the process of the formation of the Central European nations and the emergence of the politic-geographical region of Central Europe. The students can understand the specific development of this part of Europe by interpreting the most significant historical processes, events, and personalities. Through historical comparison, the students can compare all this knowledge with developments in other parts of the continent. By working with contemporary sources, they can objectively interpretate the frequent controversial and conflicting historical issues which, even in the present, mark the level nature of mutual relations among Central European countries.
PUTNA, Martin C. Obrazy z kultúrnich dějin Střední Evropy. Praha: Vyšehrad, 2018. ISBN 978-80-7429-977-3.
DVORNÍK, František. Zrod střední a východní Evropy. Praha: Prostor, 2008. ISBN 9788072601950
SZŰCS, Jenő. Tri historické regióny Európy. Bratislava, Kalligram, 2001. ISBN 8071492639
WANDYCZ, Piotr S. Střední Evropa v dějinách od středověku do současnosti. Academia, Praha 2001. ISBN 8020006575
: Regular attendance (two absences maximum are allowed per semester). Active work in class, participation in discussions and working with sources as instructed by the lecturer. Final examination consists of colloquium based on the required readings.
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. The main starting points and specifics of the history of Central Europe studies in the modern period 2. The rise of the Habsburg dynasty and its influence on the development of Central Europe 3. The foreign policy orientation of the Habsburgs in the 16th-18th centuries (diplomacy and wars) 4. Reformation and influence in Central Europe 5. Centre and periphery - the Habsburgs and the Bohemian, Hungarian and Transylvanian estates 6. The Ottomans, the consequences of their presence in Central Europe 7. The Polish-Lithuanian State - basic characteristics of development and foreign policy orientation in the modern period 8. The economy in Central Europe in the modern period 9. Overseas discoveries, globalisation of trade and its impact on Central Europe in the modern period 10. Everyday life in Central Europe in the modern period 11. Ethnicity and confessionalism 12. Science, education, and culture.
40/60
Students can identify the main stages of the historical development of Central Europe in the modern period. They can locate, specify and describe the countries of this region on the basis of their historical, cultural and ethno-linguistic characteristics. They are familiar with the process of the formation of the Central European states and the emergence of the political-geographical region of Central Europe. They understand the specific development of this part of Europe by interpreting the most important historical processes, events, and personalities. Through historical comparison, they can compare this knowledge with developments in other parts of the continent. By working with contemporary sources, the students can objectively interpret the often contentious and conflicting historical issues that continue to mark the level and nature of relations among Central European countries in the present day.
MORYS, Matthias (ed.) The Economic History of Central, East and South-East Europe. 1800 to the Present. London – New York: Routdge, Taylor & Francis, 2021. ISBN 978-1-138-92198-6.
BEREND, Iván, T. Central and Eastern Europe 1944 – 1993. Detour from the Periphery to the Periphery. Cambridge: Cambridge University Press, 2001. ISBN 9780521550666.
PUTNA, Martin C. Obrazy z kultúrnich dějin Střední Evropy. Praha: Vyšehrad, 2018. ISBN 978-80-7429-977-3.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária. A History of Modern Political Thought in East Central Europe. Volume 1: Negotiating Modernity in the „Long Nineteenth Century“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-880313-3.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part I: 1918 – 1968. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-873715-5.
Regular attendance (two absences maximum are allowed per semester). Active work in class, participation in discussions and working with sources as instructed by the lecturer. Final examination consists of colloquium based on the required readings.
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. Impact and influence of the French Revolution on Central Europe 2. Conservatism and the origins of liberal practices in Central Europe 3. Revolutions and the ethnicization of politics - a turn to history 4. Conservatism and the emergence of mass politics 5. Nationalism, antisemitism, socialism, Catholicism 6. War and the emergence of so-called nation states 7. Political developments in the interwar period 8. Democratic and autocratic aspects of government in Central Europe 9. World War II 10. Resistance 11. Literature, culture, lifestyle 12. Ethnicity and confessionalism 13. Economic development up to 1945
40/60
The students have the knowledge of the basic stages of the historical development of Central Europe. They can locate, specify, and describe the countries of the region according to their historical, cultural, and ethno-linguistic characteristics. They know the process of the formation of the Central European nations and the emergence of the politico-geographical region of Central Europe. They can understand the specific development of this part of Europe by interpreting the most important historical processes, events, and personalities. Through historical comparison, they can compare this knowledge with developments in other parts of the continent. By working with contemporary sources, the students can interpret objectively the often contentious and conflicting historical issues that continue to mark the level and nature of relations between Central European countries in the present day.
MORYS, Matthias (ed.) The Economic History of Central, East and South-East Europe. 1800 to the Present. London – New York: Routdge, Taylor & Francis, 2021. ISBN 978-1-138-92198-6.
BEREND, Iván, T. Central and Eastern Europe 1944 – 1993. Detour from the Periphery to the Periphery. Cambridge: Cambridge University Press, 2001. ISBN 9780521550666.
PUTNA, Martin C. Obrazy z kultúrnich dějin Střední Evropy. Praha: Vyšehrad, 2018. ISBN 978-80-7429-977-3.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária. A History of Modern Political Thought in East Central Europe. Volume 1: Negotiating Modernity in the „Long Nineteenth Century“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-880313-3.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part I: 1918 – 1968. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-873715-5.
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part II: 1968 – 2018. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-882960-7
Regular attendance (two absences maximum are allowed per semester). Active work in class, participation in discussions and working with sources as instructed by the lecturer. Final examination consists of colloquium based on the required readings.
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. Peace and the post-war order 1945 2. The Cold War and the Central Europe, the transformation of states and the rise of Communist dictatorships 3. People's Democracies 4. Destalinization 5. Revisionism, Reformation, Post-Stalinism 6. Consumerism, Economic transformation, and the Technocratic Turn 7. Dissent 8. Negotiation and revolution 1989-1990 9. Violence and ethnic conflicts 10. Europeanization and liberal consensus 11. Neoliberalism and political practice 12. Economic crisis and the rise of populisms 13. Culture, literature, art
40/60
The students have the knowledge about basic stages of the historical development of Central Europe. They can locate, specify, and describe the countries of this region according to their historical, cultural, and ethno-linguistic characteristics. They are familiar with the process of the formation of the Central European nations and the emergence of the politico-geographical region of Central Europe. They can understand the specific development of this part of Europe by interpreting the most important historical processes, events, and personalities. Through historical comparison, they can compare this knowledge with developments in other parts of the continent. By working with contemporary sources, the students can interpret objectively the frequent controversial and conflicting historical issues which, even in the present, mark the level and nature of relations between Central European countries.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
BURIAN, Jan. Římské impérium. Vrchol a proměny antické civilizace. Praha: Svoboda-Libertas, 1994. ISBN 80-205-0391-9.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
GRANT, Michael. Dějiny antického Říma. Praha: BB art, 1999. ISBN 80-7257-009-9.
SUETONIUS Tranquillus, C. Životopisy dvanástich cisárov. Prel. Etela Šimovičová, Bratislava: Spolok slovenských spisovateľov, 2010. ISBN 978–80–8061–427–0.
Activity during the semester (assignments, papers, discussion). Two absences are permitted. In the case of more absences the teacher decides about the additional assignments or the repetition of the course. Evaluation: 50% activity during the semester (assignments, papers, discussion), 50% colloquium at the end of the semester.
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, work plan, assignments.
Basic literature and heuristic sources – encyclopaedias, bibliographies, bibliographical dictionaries.
Sources to the early history of the Empire – numismatic, epigraphic and literary sources.
Political development in the early Roman Empire: the downfall of the Republic and the formation of the new political system; successional system, dynasties, rulers.
The accession of Octavian to the throne, his rule.
The Roman Empire during the reign of Tiberius.
The Roman Empire during the reign of Caligula.
The Roman Empire during the reign of Claudius.
The Roman Empire during the reign of Nero.
The women of the Julio-Claudian dynasty. The wives and mothers of emperors.
100/0
The student gains knowledge about the political, social, and cultural history of the Roman Empire during the reign of the Julio-Claudian dynasty. Has knowledge about the literature and sources of the era, is able to interpret and evaluate them. After the course the student has knowledge about the life at the imperial court, about the alliance politics of the emperors and the basic characteristics of the Principate.
Compulsory literature:
HALL, Claire M. An Army of Spies? The Gestapo Spy Network 1933-45. In Journal of Contemporary History, 2009, roč. 44, č. 2, , s. 247–265.
www.jstor.org/stable/40543126.
HARRISSON, E. D. R. The British Special Operations Executive and Poland. In The Historical Journal, 2000, roč. 43, č. 4, s. 1071–1091.
www.jstor.org/stable/3020880.
JUDT, Tony. POSTWAR: A History of Europe since 1945. New York: The Penguin Press, 2005, s. 13-63.
SCHWARTZ, Paula. Partisanes and Gender Politics in Vichy France. In French Historical Studies, 1989, roč. 16, č. 1, s. 126–151.
www.jstor.org/stable/286436.
SUMMERFIELD, Penny. Dunkirk and the Popular Memory of Britain at War, 1940–58. In Journal of Contemporary History, 2010, roč.45, č.4, s.788–811.
www.jstor.org/stable/25764582.
STAFFORD, David. The Detonator Concept: British Strategy, SOE and European Resistance after the Fall of France. In Journal of Contemporary History, 1975, roč. 10, č. 2, s. 185–217.
www.jstor.org/stable/260145.
STEINER, Herbert. The Role of the Resistance in Austria, with Special Reference to the Labor Movement. In The Journal of Modern History, 1992, vol. 64, s.128–133. www.jstor.org/stable/2124973
WEBSTER, Wendy. Europe against the Germans: The British Resistance Narrative, 1940-1950. In Journal of British Studies, 2009, roč. 48, č. 4, s .958–982.
www.jstor.org/stable/27752640.
SCHWARTZ, Paula. Partisanes and Gender Politics in Vichy France. In French Historical Studies, 1989, roč. 16, č. 1, s. 126–151.
www.jstor.org/stable/286436.
Recommended literature:
DAVIES, Norman. Rising ´44. New York: Viking, 2004, 752 s.
Foot, M. R. D. SOE: Stručná historie Útvaru zvláštních operací 1940-46. Brno: Bonus A, 1997, 371 s.
JABLONICKÝ, Jozef. Z ilegality do povstania. Bratislava: Epocha, 1969, 530 s.
JEFFERY, Keith. MI6: The History of the Secret Intelligence Service 1909-1949. London: Bloomsbury, 2011, 840 s.
Two absences are allowed. The student will be evaluated on the basis of active participation in lectures (50%) and on the basis of participation in the final colloquium (50%).
Violation of academic ethics will result in nullification of the grade received.
Grading Scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English
I. Introduction.
II. Resistance or Defiance?
III. Resistance without a declaration of war: resistance activities in Austria and Czechoslovakia.
IV. Phoney War - resistance on the territory of Poland and its contacts with foreign countries.
V. The Great Breakdown: the defeat of Western Europe in the spring of 1940.
VI. Set Europe ablaze- an irregular war.
VII. The security apparatuses of the Axis powers in Europe.
VIII. Propaganda and its influence on resistance activity.
IX. Women in the Resistance.
X. The fate of the resistance and its participants after the war.
50/50
The student is able to identify the development of the political situation in Europe during the Second World War. In addition to the basic characteristics of the course of the Second World War on the European battlefield, the student will be able to present basic knowledge about the resistance activities of the population in Europe with special emphasis on the area of Central and Eastern Europe or the involvement of minorities (Roma, Jews) in the resistance. The structure of the course will also enable the student to orient himself/herself to the impact of the Second World War on contemporary politics.
BAUMAN, Zygmunt. Modernita a holocaust. Praha, 2023.
BENZ, Wolfgang. Holokaust. Trenčín, 2010.
HAYES, Peter. Prečo? Ako pochopiť holocaust. Bratislava, 2022
HETT, Carter Benjamin. Ako umiera demokracia: Hitlerov nástup k moci a úpadok Weimarskej republiky. Bratislava, 2021
HILBERG, Raul. Pachatelé, oběti, diváci. Židovská katastrofa 1933–1945. Praha: Argo, 2002.
LIPSTADT, Deborah. Antisemitizmus tu a teraz. Praha, 2020.
NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938–1945 [The Policy of Antisemitism and the Holocaust in Slovakia 1938-1945. Banská Bystrica, 2016.
NIŽŇANSKÝ Eduard – BOHOVÁ Katarína. Reflexia holokaustu v slovenskej historiografii a vo verejnosti po vzniku Slovenskej republiky v roku 1993. In ZOUFALÁ MENACHEM, Marcela – GLÖCKNER, Olaf (eds.) United in Diversity: Contemporary European Jewry in an Interdisciplinary Perspective. Europäisch-jüdische Studien. Berlin, Boston, 2023, pp. 7-50.
NIŽANSKÝ, Eduard – NIŽŇANSKÁ Zlatica. Obraz nepriateľa v II. svetovej vojne. Banská Bystrica, 2016
HAYES, Peter. Prečo? Ako pochopiť holocaust. Bratislava, 2022
WELZER, Harald. „Muj deda nebyl nácek“: nacismus a holocaust v rodinné paměti. Praha, 2010
Students will be evaluated based on their active participation in the course and discussions. They are required to present at least once as the main speaker, covering a specific aspect of the topic, through a presentation (PowerPoint, Canva, Prezi, or similar programs). At the end of the semester, students will submit a seminar paper. The submission of the paper accounts for 75% of the final grade, while the presentation accounts for 25%. The course will implement the jigsaw method.
1. The Need to Have an Enemy? The problem of otherness and strangeness: Jews as objects of hatred throughout centuries.
2. Jews between democracy and totalitarianism.
3. Hitler’s Mein Kampf.
4. Institutionalization and instrumentalization of antisemitic policy in Nazi Germany.
5. "Final Solution" and World War II.
6. The Holocaust in Central Europe.
7. The Holocaust as an ethical and moral issue: Raul Hilberg’s Perpetrators, Victims, and Bystanders.
8. Homecomings: Jews and society after the war.
9. Reflection of the Holocaust in European society during the bipolar world order.
10. The concept of "Coming to Terms with History": Reflections on the Holocaust in Europe after 1989, from accountability to denial.
75/25
Students will understand the basic concepts such as Antisemitism and the Holocaust. They will be able to analyze the topic of anti-Judaism and Antisemitism in relation to the creation of the ‘Us and Them’ opposition and the image of the enemy. They will have a solid understanding of the genesis of Jewish communities in Europe in the context of the relationship between democracies and totalitarian regimes. They will comprehend the fundamental underlying principles of Hitler’s Antisemitism and racism in Mein Kampf, including the subsequent institutionalization and instrumentalization of antisemitic policies in Nazi Germany and across Europe (in occupied, allied, and satellite countries). The course will also address the idea of the ‘Final Solution,’ its implementation across Europe, and the concept of relationships between the majority and the minority, as outlined by R. Hilberg: ‘perpetrators, victims, bystanders.’ These topics will also be analyzed through the testimonies of Holocaust survivors (oral history). Students will study the position of Jewish communities after the war in Europe and world in the context of the emerging bipolar world. (Different approaches, example: West Germany versus Czechoslovakia). They will become familiar with the phenomenon of revisionism and Holocaust denial as persistent societal (and scientific) challenges. Students will be able to identify methods used by Holocaust deniers.
BAUMAN, Zygmunt. Modernita a holocaust. Praha, 2023.
BENZ, Wolfgang. Holokaust. Trenčín, 2010.
HAYES, Peter. Prečo? Ako pochopiť holocaust. Bratislava, 2022
HETT, Carter Benjamin. Ako umiera demokracia: Hitlerov nástup k moci a úpadok Weimarskej republiky. Bratislava, 2021
HILBERG, Raul. Pachatelé, oběti, diváci. Židovská katastrofa 1933–1945. Praha: Argo, 2002.
LIPSTADT, Deborah. Antisemitizmus tu a teraz. Praha, 2020.
NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938–1945 [The Policy of Antisemitism and the Holocaust in Slovakia 1938-1945. Banská Bystrica, 2016.
NIŽŇANSKÝ Eduard – BOHOVÁ Katarína. Reflexia holokaustu v slovenskej historiografii a vo verejnosti po vzniku Slovenskej republiky v roku 1993. In ZOUFALÁ MENACHEM, Marcela – GLÖCKNER, Olaf (eds.) United in Diversity: Contemporary European Jewry in an Interdisciplinary Perspective. Europäisch-jüdische Studien. Berlin, Boston, 2023, pp. 7-50.
NIŽANSKÝ, Eduard – NIŽŇANSKÁ Zlatica. Obraz nepriateľa v II. svetovej vojne. Banská Bystrica, 2016
HAYES, Peter. Prečo? Ako pochopiť holocaust. Bratislava, 2022
WELZER, Harald. „Muj deda nebyl nácek“: nacismus a holocaust v rodinné paměti. Praha, 2010
Students will be evaluated based on their active participation in the course and discussions. They are required to present at least once as the main speaker, covering a specific aspect of the topic, through a presentation (PowerPoint, Canva, Prezi, or similar programs). At the end of the semester, students will submit a seminar paper. The submission of the paper accounts for 75% of the final grade, while the presentation accounts for 25%. The course will implement the jigsaw method.
1. The Need to Have an Enemy? The problem of otherness and strangeness: Jews as objects of hatred throughout centuries.
2. Jews between democracy and totalitarianism.
3. Hitler’s Mein Kampf.
4. Institutionalization and instrumentalization of antisemitic policy in Nazi Germany.
5. "Final Solution" and World War II.
6. The Holocaust in Central Europe.
7. The Holocaust as an ethical and moral issue: Raul Hilberg’s Perpetrators, Victims, and Bystanders.
8. Homecomings: Jews and society after the war.
9. Reflection of the Holocaust in European society during the bipolar world order.
10. The concept of "Coming to Terms with History": Reflections on the Holocaust in Europe after 1989, from accountability to denial.
75/25
Students will understand the basic concepts such as Antisemitism and the Holocaust. They will be able to analyze the topic of anti-Judaism and Antisemitism in relation to the creation of the ‘Us and Them’ opposition and the image of the enemy. They will have a solid understanding of the genesis of Jewish communities in Europe in the context of the relationship between democracies and totalitarian regimes. They will comprehend the fundamental underlying principles of Hitler’s Antisemitism and racism in Mein Kampf, including the subsequent institutionalization and instrumentalization of antisemitic policies in Nazi Germany and across Europe (in occupied, allied, and satellite countries). The course will also address the idea of the ‘Final Solution,’ its implementation across Europe, and the concept of relationships between the majority and the minority, as outlined by R. Hilberg: ‘perpetrators, victims, bystanders.’ These topics will also be analyzed through the testimonies of Holocaust survivors (oral history). Students will study the position of Jewish communities after the war in Europe and world in the context of the emerging bipolar world. (Different approaches, example: West Germany versus Czechoslovakia). They will become familiar with the phenomenon of revisionism and Holocaust denial as persistent societal (and scientific) challenges. Students will be able to identify methods used by Holocaust deniers.
DVOŘÁKOVÁ, Daniela et al. Stredoveké hrady na Slovensku. Život, kultúra, spoločnosť. Bratislava: VEDA, 2017. ISBN 9788022416085
FEJÉR, Georgius (ed.). Codex diplomaticus Hungariae ecclesiasticus ac civilis I - XI. Budae: Typis typogr. regiæ vniversitatis Vngariæ, 1829 - 1844.
FÜGEDI, Erik. Castle and society in medieval Hungary (1000 - 1437). Budapest: Akadémiai Kiadó 1980.
KOČIŠ, Jozef. Od Čachtíc po Strečno. Martin: Osveta, 1989. ISBN 80-217-0053-X
MARSINA, Richard (ed.). Codex diplomaticus et epistolaris Slovaciae I - II. Bratislava: VEDA, 1971 - 1987.
PLAČEK, Miroslav - BÓNA, Martin. Encyklopédia slovenských hradov. Bratislava: Slovart, 2007. ISBN 9788080852870
Condition for granting of credits: Students are required to attend the seminars regularly and take active part in the discussions (30%). They also need to carry out partial tasks that are related to topic of their term papers. The topic are chosen during the first meeting in the semester. Larger part of grading is based on the term paper (70%) that is to be submitted by the date set during the first meeting. The seminar paper consisting of at least 10 standard pages (18,000 characters, including spaces).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2
Slovak
basics of reading in Latin
reading in Czech
1. Introductory meeting. Information about grading and course requirements. Choosing topics for term papers - a specific castle and its domain (on the basis of students' preferences)
2. Developments of fortification systems on the teritorry of Slovakia from the Great Moravian period up to the beginning of the 16th century.
3. Castle built of stone - aa new phenomenon in the fortifications of medieval Hungary.
4. Boom of fortifications in Hungary after the Mongol invasion, the boom's bearers.
5. Rise of the nobility's power in Hungary and their new, fortified residences.
6. Economic hinterland of a castle - formation of castle domains.
7. Life at a medieval castle - castle's people: castellan and guardians, cstle's furnishings, medieval style of comfort.
8. Administration of a castle domain, officers for economic management and their staff.
9. Spatial system of castle building and their roles in defense of and protection for open rural settlements and medieval roads.
10. Smaller fortifications - castles, curias, inhabited towers, and their specifics.
11. Results of historical-architectional researches of castle ruins in Slovakia. Possibilities for their preservation and renovation.
12. Final meeting, Control of work conducted on term papers. Review of attendance and completion of perliminary classification.
30/70
Students acquire basic knowledge about emergence and developments of castles in Hungary in the Middle Ages. On the example of a castle and its domain chosen for more detailed research, they learn heuristics of medieval sources. They moreover get to know the source material used for research of medieval castles and domains, their internal functioning and roles played in the medieval Hungarian society. After completion of the course, students are capable of using a wide variety of sources available for research of medieval castles and their domains - both narrations and diplomatic sources.
KOHÚTOVÁ, Mária – VOZÁR, Jozef (eds.). Hospodárske dejiny Slovenska 1526 – 1848. Bratislava: VEDA, 2006. ISBN 80-224-0915-4.
KOHÚTOVÁ, Mária. Hospodárske dejiny Slovenska v novoveku. Trnava: Filozofická fakulta Trnavskej univerzity, 2010. ISBN 978-80-8082-350-4.
KOHÚTOVÁ, Mária. Vývoj obyvateľstva na Slovensku v 16. a 17. storočí. Trnava: Filozofická fakulta Trnavskej univerzity, 2010. IBSN 978-80-8082-349-8.
To be admitted to the written exam during the examination period, students are required to attend the lessons regularly.
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. 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 exact regular and retake dates will be published in the AIS during the credit week.
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.
Slovak
1. Slovak historiography at the present. Issues of economic and social history.
2. Sources of research into the economic and social image of Slovakia in the early modern period.
3. Modern Slovak historiography. Its approach to researching the subject.
4. Demographic conditions.
5. Population composition by nation.
6. Social stratification of the population.
7. Settlement structure of the country.
8. Agrarian production.
9. Mining.
10. Guilds and manufactories.
11. Trade.
12. Feudal law, feudalism.
0/100
The course is intended to be an introduction to the economic and social history of the early modern period in today’s Slovakia. At the end of the course, students have an overview of the development in key sectors of feudal economy and the social picture of the Slovak territory in the context of the Kingdom of Hungary. The course elaborates on the Early Modern History of Slovakia students have become familiar with at the compulsory lectures on Slovak history in the 16th to 18th centuries. Students are able to characterize the productive potential of the country, its economic position within the Habsburg monarchy, understand the basic economic problems of the time, are familiar with the life of the population in relation to the so-called great history and are able to define the social image of the country.
HOLEC, Roman. Ideové a politické podoby slovenského agrarizmu v 20.storočí. In: Politická a stavovská zemědělská hnutí ve 20.století (Studie Slováckého muzea 5/2000). Uherske Hradiště 2000, pp. 17-24. ISBN 80-86185-11-7
HOLEC, Roman. Agrárne hnutie na Slovensku v kontexte česko-slovenských vzťahov do vzniku ČSR. Česko-slovenská historická ročenka, vol. 4 (Brno 1999), pp. 59-75. ISBN 80-210-2233-7
HOLEC, Roman. Agrárna demokracia ako pokus o tretiu cestu stredoeurópskej transformácie. Historický časopis, vol. 59 (2011), no. 1, pp. 3-32
HANULA, Matej. Za roľníka, pôdu a republiku. Bratislava: Prodama, 2011. ISBN978-80-89396-17-7
PEKNÍK, Miroslav (ed.). Milan Hodža a agrárne hnutie. Bratislava: ÚPV SAV, Veda, 2008. ISBN 978-80-224-1016-8
Students are evaluated based on their performance during the course, their (approx. 15 min.-long) presentation of a selected topic (according to the class syllabus), their preparedness for the lessons, and engagement in the discussions of the assigned texts.
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
Agrarianism as an ideology. Its features and sources. Agrarianism as a political program, its development and comparison in the different countries, ideological transfer, agrarianism and culture, literary agrarianism (ruralism, Poporanism, etc.) and ideological transfer. Agrarianism on the example of Hodža’s works. Agrarianism and The Third Way movement. Ideologues of agrarianism and agrarian politicians. Agrarian and peasant parties. The International Agrarian Bureau, the Christian Cominform, the Union of Slav Agrarian Youth, political mobilization and rituals. The collapse of agrarianism as an ideology, Agrarianism and fascism. Agrarianism and communism.
100/0
At the end of the course, students are able to analyze the ideologies of political parties, compare them in international and regional contexts, compare ideological theses with political practice, understand different forms of political party mobilization and rituals, work with ideologies, and understand their political instrumentalization and “language.”
1. VYVÍJALOVÁ, Mária. Juraj Palkovič (1769 – 1850) (Kapitoly k ideovému formovaniu osobnosti a pôsobeniu v národnom hnutí) Bratislava: Vydavateľstvo Slovenskej akadémie vied, 1968.
2. SAK, Robert. Josef Jungmann. Život obrozence. Praha: Vyšehrad, 2007. ISBN 978-80-7021-890-7.
3. HORA – HOŘEJŠ, Petr. Toulky českou minulostí 6. (Příběhy a postavy českého národního obrození.) Praha: Baronet a Via Facti 1997.ISBN 80-7214-039-6.
4. PODOLAN, Peter. Životopisný náčrt k 150. výročiu úmrtia Pavla Jozefa Šafárika (1795 – 1861). In Štúdie k jubileu Pavla Jozefa Šafárika. Historia nova II – 2011 – 1. [online] Bratislava: Stimul, 2011, pp. 96-100.
5. KOČÍ, Josef: České národní obrození. Praha: Svoboda 1978. ISBN 25-012-78.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. Final assessment.
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
1. Introductory lecture. Getting acquainted with the content of the course. National revival - meaning of the term.
2. The tradition of Czech-Slovak relations - the Hussites, Jakub Jakobeus, Ján Vavrinec Nedožerský and others.
3. Josef Dobrovský and cooperation with figures of the Slovak Evangelical Enlightenment.
4. Josef Jungmann - the new perception of nation, model and challenge.
5. Václav Hanka, Josef Linda, J. Boček - Samuel Rožnay, Pavol Križko - The role of a representative past, falsified sources
6. Pavol Jozef Šafárik - Czech, Slovak or Serbian and Bulgarian? Slavic “supranational” history.
7. Ján Kollár - the Czechoslovak nation and Slavic reciprocity.
8. František Palacký - Czech, Czechoslovak, Czechoslav, strengthening the structure of unity.
9. The Language Issue - Czechs Josef Jungmann, František Palacký (the Prague center) vs Moravians Trnka, Žák, Boček, Kampelík vs Slovaks Šafárik, Kollár, Palkovič. Unity vs “Particularism”
10. The new perception of reciprocity - Ľudovíť Štúr, reaction to the language division - Hlasové… [“Voices in favour of the necessity of a unified literary language of the Czechs, Moravians and Slovaks”] (1846)
11. Pragmatims - Havlíček Borovský - “Special Case”
12. The 1848 Slavic Congress and its result in relation to Slavs and Austro-Slavism. Slavic reciprocity.
13. Slovak-Czech cooperation during volunteer expeditions and during the Provisional Government (implementation of “Old Church Slavonic”).
14. Outcome of Czech-Slovak cooperation. On the way to a common state. Czechoslovakism. Czechs and Slovaks in the Czechoslovak Socialist Republic. Cross section of mutual relationship development.
0/100
At the end of the lecture and self study cycle, students are familiar with the content of the national revival (formation of a modern nation) through the biographies of specific personalities and their connections with the Slovak / Czech environment. They are also familiar with the formation of Czech-Slovak relations in a wide period of time, focusing on the first half of the 19th century. (Questions of literature, language and politics. The role of Slavic reciprocity and Czech-Slovak cooperation. Cooperation and mutual influence on the examples of specific personalities of the Slovak and Czech national revival).
1. MACURA, Vladimír. Znamení zrodu: české obrození jako kulturní typ. Praha: Československý spisovatel, 1983.
2. 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.
3. PODOLAN, Peter. Generácia Všeslávie a jej koncepcia národa. In: Studia Academica Slovaca 38, Bratislava: Univerzita Komenského, 2009, pp. 239-254.
4. SAK, Robert. Josef Jungmann. Život obrozence. Praha: Vyšehrad, 2007. ISBN 978-80-7021-890-7.
5. PICHLER, Tibor: Národ, národnosti, štát: O politike etnického entuziazmu. Historický časopis. 2006, vol. 54, no. 4, pp. 569-590.
Further literature will be specified during the semester.
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
1. The concept of nation in Slovak history. The national revival and the formation of a modern nation.
2. The concept and ideology of the 18th century Catholic and Evangelical intelligentsia. Connections.
3. Period specifics and the origin of the concept of the Všeslavia nation. Political and cultural dimension.
4. Language - the emblem of the nation, literary activity, history of literature. Ján Herkel - the Slavic “Esperanto”
5. Historicism and history. Interest in earliest history. Ján Kollár, Pavol Jozef Šafárik, František Palacký, Ján Hollý
6. Catholic and evangelical revivalists - cooperation, ideas, similarities and contradictions. Ján Hollý, Martin Hanuliak and others
7. Ján Kollár, (poet, priest, historian, pedagogue), the “Preacher” of Všeslavia Reciprocity and his Significance.
8. The earliest history of the Slavs - Šafárik and Palacký’s work. National history.
9. Ján Hollý - reception of Bernolákovčina (Bernolák’s form of the Slovak language), Great Moravia, ideology.
10. Relations of the Všeslávia generation to the Bernolák and Štúr movements. “Voices for the need of a unified language”
11. Assessment of the Všeslávia Generation and its representatives in the past and present.
12. Pan-Slavism - fiction and reality. Perception by the non-Slavic public. Shift of meaning.
0/100
At the end of the lecture and self study cycle, students have additional information on the 2nd generation (Kollár and Šafárik’s) of the Slovak national movement and the shaping of the modern Slovak nation. They are also familiar with the reflection the social and political situation found in its ideas and activities. They are familiar with the ideas and activities of figures such as Ján Kollár, Pavol Jozef Šafárik, Ján Herkeľ, Ján Hollý, František Palacký and others.
KREJČÍ, Oskar. Politická psychológie. Praha: Ekopress, 2004. ISBN 80-86119-84-X
MICHÁLEK, Slavomír, KRAJČOVIČOVÁ, Natália a kol. Do pamäti národa. Bratislava: Veda, 2003. ISBN
80-224-0771-2
LEIKERT, Jozef. Osudy osobností Slovenska. Bratislava: Ikar, 2020. ISBN 978-80-551-7030-5
Slovenský biografický slovník, vols. I.-V. Matica slovenská Martin 1986.
Further literature will be specified during the semester.
a) in the teaching part of the semester, the students prepare a presentation of a historical figure (according to their preferences), with the explanation of the reasons for their choice and interpretation of the context of the period. Presentation os followed by a discussion (30 points)
b) final assesment: a term paper of 10 pages with footnotes (following the standards of the Historical Journal) (70 points)
Requirement of the grading of the term paper is its presentation (10 points from the paper's grade)
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 of 2 absences during the semester.
Dates for preliminary grading are set at the beginning of the semester, together with the date for submitting of the term paper.
Slovak
Czech (reading)
1. Importance of historical biographies.
2. Terms: historical figure and personality"
3. Perception of historical figures by the Slovak society in the first half of the 20th century.
2. Slovak historiography on the topic of historical figures
5. Figures of cultural life in Slovakia in the Czechoslovak context
6. Figures of political life in Slovakia in the Czechoslovak context
7. Historical figgure and education
8. Political propaganda and historical figgure
9. Historical figgure in politics
10. Types of politicians
11. Leadership and historical figgure
12. Historical figures, assesment, personalities of universal and local importance
30/70
Upon completion of the course, students have stronger communication and writing skills. They are capable of writing of a biographical text. They can work critically with the literature from the period in question as well as with later scholarly literature. They can verify information about a historical figure with help of archival sources.
BARTLOVÁ, Alena. Túžby, projekty, realita. Slovensko v medzivojnovomm období. Bratislava : Prodama, 2010. ISBN 978-80-89396-06-1
BYSTRICKÝ, Valerián - ZEMKO, Milan. Slovensko v Československu (1918 - 1939). Bratislava : VEDA, 2004. ISBN 80-224-0795-X
FERENČUHOVÁ, Bohumila – ROGUĽOVÁ, Jaroslava a kol. Občianska spoločnosť a politická kultúra. Kapitoly z dejín Slovenska 1918 – 1938. Bratislava : Historický ústav SAV, 2012. ISBN 978-80-971189-0-7
PEKNÍK, Miroslav a kol. Pohľady na slovenskú politiku. Bratislava : Veda, 2000. ISBN 80-224-0584-1
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Martin : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
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. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
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: 3
Slovak
1. 1. The Slovak question in the First Czechoslovakia. Introductory synthetic look and outline of the different segments of the Slovak issue.
2. National segment of the Slovak issue in the First Czechoslovakia.
3. The state law segment of the Slovak issue in the 1st Czechoslovakia.
4. The economic segment of the Slovak issue in the First Czechoslovakia.
5. The social segment of the Slovak issue in the First Czechoslovakia.
6. The cultural segment of the Slovak issue in the First Czechoslovakia.
7. The geopolitical segment of the Slovak issue in the First Czechoslovakia.
8. Attitudes to the Slovak issue among Slovak representatives of Czechoslovakia’s political parties supporting the idea of a Czechoslovak national unity (Ivan Dérer, Anton Štefánek, Milan Ivanka, Ivan Markovič).
9. Attitudes to the Slovak issue among Slovak representatives of Czechoslovakia’s political parties supporting the idea of an independent Slovak nation. (Milan Hodža, the Zem magazine group - Vladimír Moravčík and others.)
10. Attitudes to the Slovak issue among Slovak representatives of the autonomous parties HSĽS and SNS (Andrej Hlinka, Jozef Tiso, the Nástup periodical group, Martin Rázus)
11. Attitudes to the Slovak issue among Slovak economists and regionalists (Peter Zaťko, Imrich Karvaš).
12. Attitudes to the Slovak issue among Slovak communists (Vladimír Clementis, Laco Novomeský, Ján Poničan)
13. Attitudes to the Slovak issue among representatives of the Slovak cultural elite (Štefan Krčméry, Ján Smrek, Janko Jesenský, Ludoviť Novák, Henrich Bartek and others.)
14. The 1920s vs the 1930s in relation to the different segments of the Slovak issue.
30/70
At the end of the course, students are familiar with the Slovak issue in the First Czechoslovakia, as well as with the different possible ideas on how to solve the Slovak issue among key political and intellectual Slovak elite representatives. They also understand the international context of the Slovak issue in the interwar period. They are well acquainted with the primary and secondary scholarly literature and with the published sources on this issue.
BYSTRICKÝ, Valerián – ZEMKO, Milan (eds.). Slovensko v Československu (1918-1939). Bratislava : VEDA, 2004. ISBN 80-224-0795-X
DUDEKOVÁ, Gabriela a kol. Na ceste k modernej žene. Bratislava : Veda, 2011. ISBN
978-80-224-1189-9
FERENČUHOVÁ, Bohumila – ROGUĽOVÁ, Jaroslava a kol. Občianska spoločnosť a politická kultúra. Kapitoly z dejín Slovenska 1918 – 1938. Bratislava : Historický ústav SAV, 2012. ISBN 978-80-971189-0-7
ROGUĽOVÁ, Jaroslava a kolektív. Od osmičky k osmičke. Premeny slovenskej spoločnosti v rokoch 1918 – 1938. Bratislava : VEDA, 2009. ISBN 978-80-970060-4-4
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. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
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: 3
Slovak
1. The impact the lifestyle in Western European capitals (Paris, Berlin, London) at the turn of the 19th and 20th centuries and in the interwar period had on the lifestyle in Czechoslovakia and Slovakia and the remaining Austrian-Hungarian monarchy lifestyle.
2. Consequences WWI had in the life and culture perception of Slovaks.
3. Traditional city-village relationship shifts, disappearing differences. The influence of Prague as a mediator of impulses from contemporary world capitals.
4. The city. “Slovakization” of life in Slovak cities. Cultural, confessional and social stratification.
5. The village. The cult of “peasant” and “unspoiled village life” in Slovak culture and literature in the interwar period.
6. Czech nationals in Slovakia and their perception by Slovaks.
7. Clothes and fashion. Changes and new trends. Application for the city-village relationship.
8. Housing and architecture. Trends. Functionalism.
9. Boarding. Regional and social disparities.
10. Work. 8-hour working time. Intellectual and manual work. Strikes and demonstrations.
11. Information and the new media. Periodicals, radio, film. The phenomenon of the cinema.
12. Gender in the interwar period. Ideal images of woman and man and reality.
13. Free time. Leisure and culture.
14. The Bohemian way of life in Slovakia in the interwar period.
30/70
Students are familiar with the different lifestyles in Slovakia during the First Czechoslovak Republic. They are familiar with the everyday life, as well as with the social and cultural history of the period. They are able to produce their own creative presentation of everyday life, as well as social and cultural history. They understand the importance of the history of everyday life, as well as of the social and cultural history for the work of 20th century historians.
BYSTRICKÝ, Valerián. Od autonómie k vzniku Slovenského štátu. Bratislava: Prodama, 2008. ISBN 978-80-969782-5-0
HOENSCH, Jörg K. Slovensko a Hitlerova východná politika. Bratislava : VEDA, 2001. ISBN 80-224-0693-7
KAMENEC, Ivan. Slovenský štát v obrazoch (1939 – 1945). Praha : Ottovo nakladatelství, 2008. ISBN 978-80-7360-700-5
SCHVARC, Michal – HOLÁK, Martin – SCHRIFFL, David (eds.). „Tretia ríša“ a vznik Slovenského štátu. Dokumenty I. Bratislava : Ústav pamäti národa, 2008. ISBN 978-80-89335-02-2
SCHVARC, Michal - SCHRIFFL, David (eds.). „Tretia ríša“ a vznik Slovenského štátu. Dokumenty II. Bratislava : Ústav pamäti národa, 2010. ISBN 978-80-89335-38-1
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. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
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: 3
Slovak
1. Introduction into the political context of 1938. Spring and summer of 1938. The situation of the Slovak issue and geopolitical determinants.
2. From Munich to the Žilina Agreement. HSĽS taking the initiative in solving the Slovak issue.
3. Political and economic development in Slovakia between 6 October 1938 to February 1939. Adoption of Act no. 299 on Autonomy. Elections to the Diet of the Slovak Land. Emil Hácha’s visit to Slovakia. The opening of the Slovak parliament.
4. Social and cultural-social development in Slovakia during the autonomy.
5. Political and economic development in Slovakia from February 1939 to March 14, 1939. Tiso’s government declaration of February 21, 1939. Nazi Germany’s pressure to declare independence. Activities by radicals. Homola’s coup. Tiso’s meeting with Hitler on March 13, 1939.
6. Political development from 14 March to Salzburg. The protection agreement. The Little War. The Constitution of the Slovak Republic.
7. Political power structures until 1942. The executive and the legislative power. The moderates and the radicals. The Hlinka Guard.
8. The “solution” to the Jewish question - Aryanization and deportations. Anti-Jewish legislation.
9. Power structures after 1942. Political developments from Salzburg to the summer of 1944. Joining the Anti-Comintern Pact. Declaring war on the USSR and the Western Allies. The Slovak army participation on the Eastern Front.
10. Everyday life in the Slovak Republic. The position of the German and Hungarian minorities. Slovak culture in the first Slovak Republic.
11. HSĽS preparation and activities of opponents to the regime. The attitude of the Slovak army command to prepare for the uprising. The attitude of the state leadership to the outbreak of the uprising on August 29, 1944.
12. The final phase of the Slovak Republic. The course of the uprising. The Slovak national council. The agony of the Slovak Republic in the spring of 1945. The country leaders go into exile.
13. Reflection of the first Slovak Republic in Slovak literature.
14. The establishment of HSĽS exile supporters abroad. The National Court. Jozef Tiso’s execution. Interpretive discourses in Slovak historiography.
30/70
At the end of the course, students are familiar with the domestic and foreign policy context of the controversial 1938-1945 period. They are acquainted with the economic, social and cultural history of the time. Therefore, they can analyze the attitudes of Slovak political, economic and cultural elites to current issues.
CURTA, Florin. The Making of the Slavs : History and Archeology of the Lower Danube Region, c. 500-700. Cambridge : University Press, 2001. ISBN: 9780511496295
DVORNIK, Francis. The making of Central and Eastern Europe. London : Polish Research Centre Ltd, 1949.
TŘEŠTÍK, Dušan. Počátky Přemyslovců. Vstup Čechů do dejin (530-935). Praha : Nakladatelství Lidové noviny, 1997. ISBN 978-80-7106-138-0
Further literature will be specified during the semester.
a) preliminary - students are required to attend the seminars regularly and engage in the discussions.
b) final - test.
Assessment 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
English (reading)
1, Initial session, terminology, historiography
2. Existing theories on the origin of the Slavs. The autochthonous and the migratory theory
3. The political and economic conditions of the Slavic tribe.
4. The political situation in the Carpathian Basin in the 5th and 6th centuries.
5. The Slavs and the Avars, Samo’s Realm.
6. The political situation in the Carpathian Basin at the end of the Avar dominion. Pax Francorum
7. The origin of Great Moravia
8. Prince Pribina and Prince Mojmir
9. Prince Rastislav
10. Prince Svätopluk
11. The end of Great Moravia
12th Final session, discussion, recapitulation.
20/80
The student gets acquainted with basic ethnogent theories about the origin of Slavs and Slovaks. He orients himself in the basic geopolitical situation of the oldest history of Slavs and Slovaks. He masters the basic historical facts of the first centuries of our history, approximately after the fall of Great Moravia. At the same time, he is familiar with the basic terminology and methodological approaches of contemporary historiography in the question of the formation of collective identities (on the example of the Slavs).
BALÁŽ, Anton. Hriešna Vydrica. Bratislava : Albert Marenčin Vydavateľstvo PT, 2007. ISBN 978-80-8114-042-6
BRADSHAW, Steve. Kaviarenská spoločnosť alebo život bohémov od Swifta po Dylana. Bratislava : Tatran 1988.
SALNER, Peter a kol. Taká bola Bratislava. Bratislava : Veda 1991.
VAŠŠ, Martin. Bratislavská umelecká bohéma v rokoch 1920 - 1945. Bratislava : Vydavateľstvo UK, 2016. ISBN 978-80-223-4173-8
VAŠŠ, Martin. Medzi snom a skutočnosťou : umelecká bohéma v Bratislave 1938 - 1945. Bratislava : Marenčin PT, 2018. ISBN 978-80-8114-943-6
ŽÁRY, Štefan. Bratislavská bohéma. Bratislava : Tatran, 2018. ISBN 978-80-222-0975-5
Further literature will be mentioned during the seminars or consultations.
a) preliminary - Students are required to attend the lessons and excursions and take active part in them.
b) final - They need to submit a 2 page long essay on a selected class syllabus topic.
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: 3
Slovak
1. Introduction to Bohemianism: characteristics, concepts, personalities and socio-cultural contexts. Introduction to Bohemianism. The origin of Bohemianism in Paris. Henri Murger. Bohemianism and its development in Europe in the 19th and early 20th century. Decadent Bohemianism. Bohemian dandyism and aestheticism.
2. Bohemianism in Bratislava between 1920 and 1945. Basic realities, social structure, socio-cultural context, Bohemian personalities in literature and art.
3. Bohemianism in Bratislava in the “golden” 1920s. Tido J. Gašpar, Ján Hrušovský, Ivan Žabota, Emo Bohúň, Janko Alexy and others. Specificities of Bohemianism among 1920s artists in Bratislava. Bohemians’ favorite places. Cafes, taverns, studios, inspiring outdoor spots, lodgings, sponsors. Specifics of Bohemianism in Bratislava among 1920s writers. Favorite places of Bohemian writers. Cafes, taverns, inspiring outdoor spots, sponsors, muses. The unique position of the Zlatá fantázia [Golden Fantasy] Inn in the 1920s.
4. Bohemianism in Bratislava among 1930s artists: Specifics of Bratislava Bohemian art in the 1930s. Popular places with Bohemian artists. Cafes, taverns, studios, inspiring outdoor spots, sponsors. Specifics of Bratislava Bohemian 1930s literature. Popular places with Bohemian writers. Popular cafes, taverns, inns, picnic inns, lodgings, inspiring outdoor spots, sponsors, muses.
5. Bohemianism in Bratislava among artists between 1938 and 1945. Surrealist Bohemianism. Artistic Bohemianism. Political influences on the daily life of left-wing artists. Popular cafes, taverns, inns, picnic inns, lodgings, inspiring outdoor spots, sponsors, muses.
6. Excursion to authentic places of Bratislava Bohemianism - route “A”
7. Excursion to authentic places of Bratislava Bohemianism - route “B”
8. Final summary and reflection of acquired knowledge in the form of an essay.
50/50
At the end of the course, students are familiar with the all aspects of Bohemianism in Bratislava between 1920 and 1945 and the everyday life of Slovak artists in the city in the period. After two excursions, they are also acquainted with the authentic places connected with the daily life of Bohemian artists in Bratislava. Therefore, students are able to perceive historical phenomena not only from written sources, but also to set them into real places.
KAPLAN, Karel. Kronika komunistického Československa. Doba tání. 1953-1956. Brno: Barrister and Principal, 2005. ISBN 80-86598-98-5.
KAPLAN, Karel. Kronika komunistického Československa. Kořeny reformy 1956-1968: Společnost a moc. Brno: Barrister and Principal, 2008. ISBN 978-80-87029-31-2.
PEŠEK, Jan. Komunistická strana Slovenska. Dejiny politického subjektu I. Bratislava: Veda, 2012. ISBN 978-80-224-1256-8.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
Students are required to take active part in the lessons. They need to produce, present and submit a written paper on an assigned topic. The paper must contain the basic aspects of the monitored issues, it needs to be at least 5 pages long and must include a PowerPoint presentation.
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
ed in it.
Brief class syllabus:
1. The situation in Czechoslovakia after the deaths of Stalin and Gottwald.
2. The political processes of the mid-1950s.
3. Slovakia and the Slovak political elites in the 1950s.
4. The 1956 regime crisis.
5. The 1950s in culture, science, economy and sport.
6. The first de-Stalinization phase in Czechoslovakia.
7. The renewal of the political processes.
8. Slovakia within Czechoslovakia and the centralization efforts.
9. The international situation at the turn of the 1950s and 1960s.
10 The second de-Stalinization phase.
30/70
At the end of the course, students are familiar with the overall social and-political situation in Czechoslovakia in the 1950s, with the development of the political regime, the political processes and the situation in culture, economy and sports. They have an overview of the domestic and foreign political situation of the time and are able to critically evaluate the regime and the conditions that prevailed in it.
BARNOVSKÝ, Michal. Na ceste k monopolu moci. Bratislava: Archa, 1993. ISBN 80-7115-056-8
Od diktatúry k diktatúre. Ed. Michal Barnovský. Bratislava: Veda, 1995. ISBN 80-224-0407-1.
KAPLAN, Karel. Československo v letech 1948-1953. Praha: SPN, 1991.
MEDVECKÝ, Matej. Za červené Slovensko. Štátna bezpečnosť a politické spravodajstvo na Slovensku v rokoch 1945-1948. Bratislava: Ústav pamäti národa, 2011. ISBN 978-80-893335-31-2.
PEŠEK, Jan: Komunistická strana Slovenska. Dejiny politického subjektu I. Bratislava: Veda, 2012. ISBN 978-80-224-1256-8.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
SYRNÝ, Marek. Slovenskí demokrati ´44-48. Banská Bystrica: Múzeum SNP, 2010. ISBN 978-80-970238-5-0.
Students are required to take active part in the lessons. They need to produce, present and submit a written paper on an assigned topic. The paper needs to cover the most important issues of the topic in question. It must include a PowerPoint presentation and be at least 5 pages long.
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
1. The Restoration of Czechoslovakia, the Moscow Negotiations and the Košice Government Program.
2. The Political and Party System.
3. The Position of Slovakia within Czechoslovakia, the Prague Agreements and the 1946 Elections.
4. February 1948.
5. The Initial Phase of the Single Party Rule.
6. The political processes.
7. The social and economic changes following February 1948.
8. Czechoslovakia’s Economy.
9. The international political situation and its impact on the domestic conditions.
10. Prominent personalities in 1945-1953
30/70
At the end of the course, students are familiar with the political and social development in Slovakia and Czechoslovakia after WWII until 1953. They are familiar with the circumstances around the historical events and milestones that led to the Communist Party taking over power in February 1948 and its subsequent rule with emphasis on the specifics of Slovakia. They understand the general situation of the time and have an overview of the onset of the lack of freedom and its first stage.
PEŠEK, Jan, LETZ, Róbert. Štruktúry moci na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2004. ISBN 80-7165-469-8.
PEŠEK, Jan a kol. Aktéri jednej éry na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2003. ISBN 80-7165-417-5.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
SIKORA, Stanislav. Po jari krutá zima. Politický vývoj na Slovensku v rokoch 1968-1971. Bratislava: Veda, 2013. ISBN 978-80-970302-9-2.
Students are required to take active part in the lessons. They need to produce, present and submit a written paper on an assigned topic. The paper needs to cover the most important issues of the topic in question. It must include a PowerPoint presentation and be at least 5 pages long.
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
1. Gustav Husák’s becoming first secretary of the Central Committee of the Communist Party
2. Party lustration and extensive purges in the country.
3. Stability of the communist regime in the mid-1970s.
4. The opposition and its activities in socialist Czechoslovakia
5. The first half of the 1980s and the gradual stagnation of the regime.
6. Perestroika and its reflection in socialist Czechoslovakia.
7 The political situation in the USSR.
8. The collapse of the communist system.
9. November 1989 and its personalities.
10. Socio-political development from November 1989 to 1993.
11 The Slovak question after 1989
30/70
At the end of the course, students are familiar with the period from 1969 to the establishment of independent Slovakia in the Slovak and Czech societies, of the political development and the main political elites that shaped the country’s life. They have an overview of both the domestic and international political scene and understand the impact of superpower politics on the happening in Central Europe. They know and understand the mechanisms of the normalization regime, its fight against dissents, and its social policy. They are familiar with the collapse of the communist system and understand the causes of the disintegration of the Czech and Slovak Federation.
EVANS, Robert John Weston. Vznik habsburské monarchie, 1550 – 1700. Trans.: Lenka Kolářová. Praha: Argo, 2003. ISBN 80-7203-463-4
EVANS, Robert John Weston. Austria, Hungary, and the Habsburgs : Central Europe c. 1683 - 1867. Oxford: Oxford University Press, 2006. ISBN 978-0199541621
KOWALSKÁ, Eva. Evanjelické a. v. spoločenstvo v 18. storočí : Hlavné problémy jeho
vývoja a fungovania v spoločnosti. Bratislava: Veda, 2001. ISBN 80-224-0704-6
ŠOLTÉS, Peter. Tri jazyky, štyri konfesie. Etnická a konfesionálna pluralita na
Zemplíne, Spiši a v Šariši. Bratislava : Historický ústav SAV, 2009. ISBN 978-80-970060-6-8
Further literature and sources will be provided during the semester.
a) preliminary: throughout the term lesson period, students are required to present a specific topic in front of the class whose primary goal is to approach the given issue through an outstanding personality. The presentation should take up to 20 min.
- students are required to read the sources and historiographical documents assigned during the term and be able to analyze them taking active part in the discussions during class
b) final assessment - students need to produce their term report in an elaborated and extended form in writing with the relevant footnotes and bibliography. For this purpose, they will need to write around 10 standard pages in their own words
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
reading: English
1) Initial lesson, getting familiar with the basic literature as well as with the assessment scheme and requirements.
2) The Habsburg monarchy after the mid-17th century. Specific development in the Kingdom of Hungary and the other parts of the monarchy. The dynasty and its court as the central political power points.
3) Absolutism and centralization in the late 17th century. Basic ideas and practical implementation.
4) The counter-Reformation and the heterogeneous denominational character of society in the Kingdom of Hungary at the end of the 17th century.
5) Forms of resistance of the estates: the kuruc uprisings, the defense of traditional principles and Emeric Thököly’s uprising.
6) The long war against the Ottomans: confronting an external enemy, changes in the military, impacts on the domestic and foreign situation. Propaganda, the self-presentation of the dynasty and the image of the enemy.
7) Forms of resistance of the estates: Francis II. Rákóczi’s uprising, “national absolutism” and a successful uprising (?)
8) The “Baroque monarchy”: dynasty, aristocracy and ecclesiastical hierarchy. Power representation in culture and politics.
9) The issue of denomination in the 18th century: counter-reformation catholicism and "sieged" protestantism.
New intellectual streams in the ecclesiastical environment. Popular religiousness.
10) Collective identities in the 18th century. How intellectual circles processed them and society in general received them. The concepts of homeland and nation in contemporary discourse.
11) The society of the estates in the Kingdom of Hungary: the parliament, counties, towns. Possibilities and limits of political and cultural influence.
12) “Public interest”: the enlightenment discourse and political tradition in the Kingdom of Hungary. The changing nature of state power and new areas of interest (education, socio-economic issues, public health).
40/60
At the end of the course, students have an overview of the developments the Central European Habsburg monarchy went through between 1657 and 1740 in political, military, economic, cultural and confessional areas, and their impact on the society of the Kingdom of Hungary. They are familiar with the basic processes that ultimately helped form the foundations for modern society, among other things, for example defining the political thinking between absolutism and centralism on the one hand and forms of estate representation on the other, building a permanent army, the changing attitudes to the goals and organization of the school system and education, health and social care, or the formation of group identities. They are able to perceive the specific character different issues had at specific times while perceiving the likely effects this had on the later development of society and culture. They are able to approach specific issues independently, to analyze different types of written and non-written sources and their value for learning about the past. They are also familiar with the basic historiographical research trends in the 17th and 18th centuries.
Sources
Kroniky stredovekého Slovenska. Ed. a transl. J. SOPKO. Budmerice: Rak, 1995.ISBN 80-85501-06-6.
Pramene k dejinám Slovenska a Slovákov VI. Pod osmanskou hrozbou. Ed. Ján LUKAČKA. Bratislava: Literárne informačné centrum, 2004. ISBN 80-88878-90-X.
Spomienky Heleny Kottannerovej. Ed. a transl. Daniela DVOŘÁKOVÁ a Mária PAPSONOVÁ. Budmerice: Vydavateľstvo Rak, 2009. ISBN 978-80-85501-41-4.
BARTHOLINUS, Riccardus. Odeporicon. Ed. a transl. Eva FRIMMOVÁ. Trnava: Filozofická fakulta TU – Historický ústav SAV, 2014. ISBN 978-83-7490-780-4.
Čítanka latinských textů z pozdně středověkých Čech. Ed. Lucie DOLEŽALOVÁ, Michal DRAGOUN a Jan CTIBOR. Praha: Scriptorium, 2017. ISBN 978-80-88013-1.
Latinský humanizmus. Ed. Daniel ŠKOVIERA. Bratislava: Kalligram a Ústav slovenskej literatúry SAV, 2008. ISBN 978-80-8101-1.
Further literature will be specified during the semester. Reading assignments will be provided by the teacher.
Active participation in class during the term, analysis of the provided texts – historiographical, original sources (translations) in class (40%). Oral presentation of a selected topic in max. 20 min. (30%) and short written paper on the topic at the end of the term (30%).
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
Slovak
Czech (reading)
The Late Middle Ages and Central Europe. Characteristics, concepts. Matthias Corvinus, the Jagiellonians, the Habsburgs - dynasties in the history of Central Europe. Election, coronation. Hereditary and elective monarchies. The foundations of parliamentarism? Meetings of monarchs. Diplomacy, representation, propaganda.
The Turkish danger.
Education, universities in Central Europe.
Renaissance and humanism.
Communication. Preaching.
Literature. The media. Languages.
Reform movements.
Saints.
70/30
During the course, students get acquainted with selected topics and problems from the history of the Kingdom of Hungary and Central Europe in the late Middle Ages: political, social, cultural, religious. Through different genres of sources and different approaches in historiography relating to the period of the “long” 15th century, students get not only an overview of the period and space, but also more widely applicable knowledge and skills for their work as historians, and get familiar with the methodological procedures they can use in their own work. The topics and methodology are also based on their application in broader than Central European trends. On these examples, students learn to work critically with sources, analyze them and present their conclusions. Emphasis is laid on arguing and presenting within a discussion and in written form.
Journal Vojenská história (viaceré čísla). Available online: <http://www.vhu.sk/31-sk/archiv/>
DANGL, Vojtech. Bitky a bojiská v našich dejinách I. Od Samovej ríše po vznik stálej armády. Bratislava: Perfekt, 2005. ISBN 89-8046-310-7.
KLEIN, Bohuš - RUTTKAY, Alexander - MARSINA, Richard. Vojenské dejiny Slovenska I. Stručný náčrt do roku 1526. Bratislava: Ministerstvo obrany SR, 1993. ISBN 80-967113-1-8
NOVÁK, Jozef. Residentia exercitus regis. Špeciálny spôsob datovania v Uhorsku. In: Historické štúdie, 1955, vol. 1. pp. 205 - 234.
SEGEŠ, Vladimír - ŠEĎOVÁ, Božena (eds.). Pramene k vojenským dejinám Slovenska I/1 - 1/3. Bratislava: Vojenský historický ústav, 2010 - 2013.
To complete the course and be granted the necessary credits, students are required to prepare and present a paper on a specific topic related to the military history of Central Europe. The topics of the papers correspond to the content of the different seminars in line with the course syllabus. Students are given up to 15 - 20 minutes to present the topic. They also need to hand over the relevant written paper to the teacher. It needs to have up to 5 standard pages (9,000 characters including spaces), including the bibliography. Students are expected to take active part in the lessons.
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.
Max. number of unjustified absences: 2.
Slovak
1. Introductory meeting: getting acquainted with the course requirements. Students are assigned their term paper topics. Basic overview of sources and literature.
2. Military history of Central Europe in the 5th - 8th century: the Slavs, the Avars and their military systems. Significant military events.
3. The military system in the Great Moravian period: organization of the country’s army and defense, weapons and armaments. Significant military events. Battle of Pressburg 907.
4 Western vs Central European ways of fighting, armaments and tactics in the Middle Ages (deception in military tactics, the Cuman phenomenon.). Residentia exercitus regis.
5. The military system at the beginning of the Kingdom of Hungary (10th - 12th century). Historical development, the military system of the Hungarian tribes. Organization and military reforms until the beginning of the 13th century.
6. The military system in the 13th century. Organization of the country’s army and defense.
7. Selected problems from the military history of the Kingdom of Hungary in the 13th century: The Mongol invasion of the Kingdom of Hungary and the 1241 Battle of Mohi.
8. Selected problems from the military history of the Kingdom of Hungary in the 13th century: The struggle over the Babenberg heritage - Battle of the Leitha River (1246), Battle of Kressenbrunn (1260) and the Battle of Marchfeld (1278).
9. Conflicts within the Arpad’s Kingdom of Hungary - aristocratic army, resistance to the monarch. Significant military events (Battle of Mogyorod (1074), Battle of Isaszeg (1265), Matúš Čák Trenčiansky’s military activities.
10. The Anjou period - military reforms of Charles Robert (the Banderium system), Western influences. Significant military events (struggle over the Naples heritage).
11. The military system to the mid 15th century. The onset of the Turkish wars (Nikopol 1396, Varna 1444), Hussite rides to the Kingdom of Hungary, the Hussite way of fighting.
12. Matthias Corvinus’ military reforms (the black regiment), struggle against the Brethren movement .
100/0
At the end of the course, students have a basic overview of all major military events in Central Europe from the 5th century to 1526 and are able to work with source material related to the military system, major military events, have an overview of the combat system, military organizations and military reforms in the period. As a result, they are able to critically assess the veracity of information in the sources and interpret the intentions of their authors. Students also have the necessary knowledge to take the follow-up course Military History 2: Early Modern Times.
Kapitoly z dejín Bratislavy. Eds. Gábor Czoch a kol. Bratislava : Kalligram, 2006. ISBN 80-7149-803-3
DUDEKOVÁ, Gabriela a kol. Medzi provinciou a metropolou : obraz Bratislavy v 19. a 20. storočí. Bratislava : Historický ústav SAV, 2012. ISBN 978-80-89396-21-4
SZALAY, Peter a kol. Moderná Bratislava 1918 – 1939. Bratislava : Marenčin PT, 2014. ISBN 978-80-8114-327-4
SZALAY, Peter a kol. Vojnová Bratislava 1939 – 1945. Bratislava : Marenčin PT, 2019. ISBN 978-80-569-0131-1
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. They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2 page long written report on a selected class syllabus topic.
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: 3
Slovak
Modernness, modernity, modern lifestyle in the context of Bratislava.
Political determinants in Bratislava’s development.
Significant events and personalities.
Society and its development.
Housing architecture and culture, and its social hierarchy aspects in the different city districts.
Leisure activities in the city, mainly concerning café and nightlife. Development of everyday life and other areas.
Remarkable Bratislava curiosities and specifics (personalities, places, events).
Tour around Bratislava’s modern monuments.
50/50
Student are familiar with the social and cultural history of Bratislava between 1919 and 1989. They are also acquainted with the most important events and personalities of the city and their relevant political background in the 20th century. They understand the modernization process Bratislava went through in the “short” 20th century.
DANGL, Vojtech. Bitky a bojiská v našich dejinách I. Od Samovej ríše po vznik stálej armády. Bratislava: Perfekt, 2005. ISBN 89-8046-310-7.
DANGL, Vojtech - KOPČAN, Vojtech. Vojenské dejiny Slovenska II (1526 - 1711). Bratislava: Ministerstvo obrany SR, 1995. ISBN 80-967113-2-8
SEGEŠ, Vladimír. Vojenské dejiny Slovenska III. (1711 - 1914). Bratislava: Ministerstvo obrany SR, 1996. ISBN 80-88842-02-6
HOCHEDLINGER, Michael. Austria's Wars of Emergence, 1683-1797. New York: Routledge, 2003.
ISBN 9780582290846 (Dostupné cez externé informačné zdroje fakultnej knižnice)
a) preliminary - Students are required to read the sources and secondary literature (assigned by the teacher in line with the syllabus topics for each session), and subsequently, take active part in the discussion. They need to be able to work with texts
b) final - Students need to produce an essay on a specific topic (in line with the syllabus). In it, the students show they developed the necessary skills throughout the term to approach the selected issue independently. For this purpose, they need to write 5 - 8 pages in their own words with the relevant bibliography
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
reading: English
1) The military situation in the Kingdom of Hungary in the late Middle Ages. The Jagiellonian monarchy and the Ottoman threat.
2) Battlefields: Moháč, 1526
3) The international context: The struggle between the Habsburgs and the Ottomans in the 16th and first half of the 17th century
4) The defense of the borders and territorial organization of the Kingdom of Hungary. Fighting techniques.
5) Pecunia nervus belli: Military Finances and the State
6) The crisis around 1600: The Fifteen Years War
7) Culture: The bastion of defense of Christianity. The ideology of the aristocracy. Anti-Turkish themes in literature.
8) The estate uprisings from a military perspective. The kurucs and the labancs.
9) Battlefields: Vienna 1683 / Buda 1686 / Zenta 1697
10) Armed subjects. The peasant uprisings. Highwaymen and the Highwayman theme in culture.
11) War and diplomacy in the 18th century.
12) The army’s professionalization and social disciplination in the 18th century
60/40
At the end of the course, students have an overview of the most important events in the military sphere in the early modern age (primarily within the Habsburg monarchy, but also set in a broader Central European context), as well as of the basic trends in the military from a social and a cultural perspective. Students are able to analyze and interpret - not only - written sources. They are also familiar with the current historiographical trends and methodological approaches used to research the history of the military in the early modern age.
50/50
HALLON, Ľudovít. Industrializácia Slovenska 1918 – 1938. (Rozvoj alebo úpadok?) Bratislava: Veda, vydavateľstvo Slovenskej akadémie vied, 1995, 211 s. ISBN 80-224-0410-1
MIČKO, Peter. Hospodárska politika Slovenského štátu. Kapitoly z hospodárskych dejín Slovenska v rokoch 1938 – 1945. Krakov: Spolok Slovákov v Poľsku, 2010, 304 s. ISBN 978-83-7490-351-6
PRŮCHA, Václav et al. Hospodářské a sociální dějiny Československa 1918 – 1992. 1. díl 1918 – 1945. Brno: Nakladatelství Doplněk, 2004, 578 s. ISBN 80-7239-147-X
RÁKOSNÍK, Jakub – NOHA, Jiří. Kapitalismus na kolenou. Dopad velké hospodářské krize na evropskou společnost v letech 1929 – 1934. Praha: Auditorium, 2012, 333 s. ISBN 978-80-87284-29-2
VANEK, Peter. Dopady územných zmien z roku 1938 na hospodárstvo Slovenska. In Historia nova 12. PODOLAN, Peter (ed.). Bratislava: Stimul, s. 46-70. ISBN 978-80-8127-186-1 Dostupné na internete: <https://fphil.uniba.sk/katedry-a-odborne-pracoviska/ksd/historia-nova/archiv/historia-nova-12/>
a) continuous: active participation in the lessons (30 points) – participating in the discussion, asking questions, etc.
b) final: paper (70 points) on the topic of industries/economic development in a specific year - e.g. industry in Slovakia in 1929, economic development in Slovakia in 1938, etc. The oral presentation is followed by the handing in of the report in written form.
All details and dates of continuous and final evaluation will be announced at the beginning of the semester.
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
1. Definition of key terms: boom, crisis, depression, recession, deflation, cartel, etc.
2. Historiography; archival, statistical and published sources on the topic of economic history - their possibilities, respectively. limits
3. The economy of Upper Hungary in the last decades of the existence of the monarchy
4. Creation of Czechoslovakia in 1918; post-war economic situation 1919-1921
5. Small crisis 1921-1923
6. Economic recovery 1924-1929
7. Great economic crisis 1929-1933
8. Business cycle 1934-1938
9. Development in Slovakia in the period from October 6, 1938 to March 14, 1939
10. Economic development in Slovakia 1939 – 1945 I
11. Economic development in Slovakia 1939 – 1945 II
12. Socio-economic aspects of the given period (emphasis on working, salary and living conditions mainly in the industry of Czechoslovakia).
30/70
Students gain basic overview knowledge of economic development in Slovakia in the years 1918-1945 with an emphasis on the broader Central European context. Within the course, the development in Slovakia, and in Czechoslovakia is viewed on the basis of alternation of individual phases of the economic cycle (expansion, peak, contraction and bottom). The space is also devoted to the economic impact of significant political and war events (the creation of Czechoslovakia, the Munich Agreement, the Vienna Arbitration, the creation of the Slovak state, World War II). After completing the course, students will be able to evaluate the overall economic position of Slovakia in the period in question.
HALLON, Ľudovít – SABOL, Miroslav – FALISOVÁ, Anna. Vojnové škody a rekonštrukcia Slovenska 1944 – 1948: (hospodárstvo, infraštruktúra, zdravotníctvo). Bratislava: Historický ústav SAV, 2011, 276 s. ISBN 978-80-89396-14-6
KUKLÍK, Jan. Znárodněné Československo. Praha: Auditorium, 2010, 448 s. ISBN 978-80-87284-12-4
LONDÁK, Miroslav. Ekonomické reformy v Československu v 50. a 60. rokoch 20. storočia a slovenská ekonomika. Bratislava: Prodama, 2012, 288 s. ISBN 978-80-89396-22-1
PRŮCHA, Václav et al. Hospodářské a sociální dějiny Československa 1918 – 1992. 2. díl 1945 – 1992. Brno: Nakladatelství Doplněk, 2009, 1004 s. ISBN 978-80-7239-228-5
ROKOSKÝ, Jaroslav – SVOBODA, Libor (eds.). Kolektivizace v Československu. Praha: Ústav pro studium totalitních režimů, 2013, 473 s. ISBN 978-80-87211-96-0
a) continuous: active participation in the lessons (30 points) – participating in the discussion, asking questions, etc.
b) Final: paper (70 points) on a selected topic from economic history - e.g. industry in Slovakia in the years 1945-1948, monetary reform in 1953, etc. The oral presentation is followed by the handing in of the report in written form.
All details and dates of continuous and final evaluation will be announced at the beginning of the semester.
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
1. Definition of basic terms: collectivization, five-year plan, mixed economy, centrally planned economy, unified peasant cooperative, production economic unit, etc.
2. Historiography; archival, statistical and published sources on the topic of economic history of the second half of the 20th century - their possibilities and limits.
3. Impacts of the Second World War on the economy of Slovakia and the Czech countries
4. – 5. The period from the end of the war to the February coup (1945 – 1948)
6.–7. From the first five-year plan to the Prague Spring (1949–1968)
8.-9. Economy in normalization I (end of the 1960s and 1970s)
10.-11. Economy in normalization II (the 1980s)
12. Socio-economic aspects of the given period (emphasis on working, salary and living conditions, myths about welfare in the period of socialism).
30/70
Students gain basic overview knowledge of economic development from the end of the Second World War in 1945 to the revolution in 1989. Durinbg the course, the development in Slovakia is compared with the situation in the Czech countries, taking into account the events in the Eastern Bloc and the context of the Cold War. After completing the course, students will be able to evaluate the overall economic position of Slovakia within the process of "building socialism".
Slovensko. Sprievodca po múzeách a galériách. Bratislava: SNM, 1994; Sprievodca po historických knižniciach na Slovensku. 1. a 2. Martin: SNK, 2004; Vademecum súčasných dejín. Slovensko. Sprievodca archívmi, výskumnými inštitúciami, knižnicami, spoločnosťami a múzeami. Bratislava; Berlin: Historický ústav SAV; Bundesstifung zur Aufarbeitung der SED-Diktatur, 2008.
Successful completion of the course is conditioned by the student's active work in class during the teaching part of the semester: independent preparation and reading of submitted texts with comprehension, engaging in class discussions, preparation of sub-tasks assigned directly in class.
Successful completion of the course is conditional on the student's active work in class during the teaching part of the semester (independent preparation and reading of submitted texts with comprehension, participation in class discussions) and submission of the essay by the end of the credit week.
The essay will be a minimum of 5 standard pages and will be accompanied by a list of references used.
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 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.
Scale of assessment preliminary/final: 100/0
Slovak
The implementation of the course is carried out on a collegial agreement on a voluntary basis by practitioners and external teachers.
1. Introduction. Implementing the practical skills portfolio in history curriculum education and professional development opportunities. Discussion.
2. Institutional basis of historical science in Slovakia.
3. Historical science in the academy (Historical Institute of the Slovak Academy of Sciences).
4. History in primary and secondary schools in Slovakia.
5. History Olympiad and possibilities for deepening interest in the study of history.
6. History and history on the Internet.
7. History in the creative industries.
8. Historical research and its application in tourism - guided tour of Bratislava.
9. Popularisation of own scientific research: Necessity or meritorious work?
10. The 21st century museum.
Scale of assessment preliminary/final: 100/0
The student has an overview of contemporary historical scholarship in Slovakia and is familiar with selected aspects of history teaching in Slovak education at lower school levels. The student is able to lead a constructive discussion on problems and trends in Slovak historiography, knows the academic environment, can debate on popularisation of science, ethical issues in science, the applicability of historians and history teachers in the labour market.
DUCHOŇOVÁ, Diana. Palatín Mikuláš Esterházy a jeho dvor. Spoločnosť, normy, rituály
každodennosti. Bratislava: Historický ústav SAV vo vydavateľstve Prodama s.r.o., 2013. ISBN
978-80-89396-25-2.
LENGYELOVÁ, Tünde et al. Thurzovci a ich historický význam. Bratislava: Pro Historia, 2012.
ISBN 978-80-89396-19-1.
LENGYELOVÁ, Tünde. Život na šľachtickom dvore. Bratislava: Slovart, 2016. ISBN
978-80-556-1287-4.
FUNDÁRKOVÁ, Anna. Barokový aristokrat. Bratislava: Veda, 2018. ISBN 978-80-224-1694-8.
Assessment of learning outcomes is carried out exclusively by continuous monitoring of learning
results during the teaching part of the semester. Successful completion of the course is conditioned by the preparation and verbal presentation of a paper in the time range of 10 - 15 minutes (approximately 5 standard pages with an attached list of literature used, a ppt presentation is welcome).
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 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.
Slovak
1. Aristocracy in Hungary. The political elite of the country.
2. Aristocratic court and court career.
3. Aristocratic mansions, castles/chateaux and city palaces.
4. Birth, baptism, childhood, youth, upbringing, education of an aristocrat.
5. Festivities. Marriage. Funeral.
6. Health, treatment, baths in the life of an aristocrat.
7. Hungarian aristocratic clothing, presentation of the family.
8. Aristocrats - patrons and collectors of art.
9. Social life - parliaments, coronations, games, music, leisure.
10. Cuisine, dining.
11. In the service of the country.
Scale of assessment preliminary/final: 100/0
At the end of the course, students have an overview of one of the current research topics in Slovak / Central European historiography. Students are familiar with the nobility in general and with everyday life at the court of the aristocracy in the Kingdom of Hungary in the early modern period. Students can work not only with edited written sources that provide insight into the private spheres of the high nobility, but are also familiar with history of art and anthropological research on the issue.
HAVLÍK, Lubomír. Počátky slovanského vědomí. In ŠŤASTNÝ, Vladislav (ed.). Slovanství v národním životě Čechů a Slováků. Praha : Melantrich, 1968, pp. 17-23.
KUČERA, Matúš. Veľká Morava a začiatky našich národných dejín. In Historický časopis, 1985, vol. 33, no. 2, pp. 163 – 199.
MARSINA, Richard. Samuel Timon a jeho predstavy o najstarších dejinách Slovákov. In Historický časopis, 1980, vol. 28, no. 2, pp. 238 – 251.
TIBENSKÝ, Ján. Slovenská historiografia v období počiatkov slovenského národného obrodenia. (1780 – 1830). In Historický časopis, 1980, vol. 28, no. 4, pp. 531 – 553.
SASINEK, Franko Víťazoslav. Dejiny drievnych národov na území terajšieho Uhorska. Martin: Kníhtlačiarsky účastinársky spolok, 1878.
a) preliminary - regular attendance during the course, preparedness for the lessons, engagement
in the discussions
b) final - 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.
Maximum number of unjustified absences: 2
Slovak
1. Introduction to the subject, organizational meeting, follow-up to the curriculum of the winter semester
2. Characteristics of historical sources, common and different features of narratives
3. Brothers Bohemia, Lech and Rus, Trojan and Germanic history
4. History of Slavs in Hungarian chronicles, modern history of Slovaks and Slovakia
5. Slavic origin of the Czechs in late-medieval chronicles
6. Constructions of the history of the Poles in humanist writing – Slavs, Veneti, Vandals, Sarmatians
7. Formulas for "world history" in Croatia (e.g. Vinko Pribojević)
8. Medieval Bulgarian writing and the relationship between Bulgarian and Slavic history
9. Chronicles of the Russians, Slavic vs. local identity (Novgorod, Galicia-Volyn annals)
10. Possibilities of interpretation of diplomatic written sources, geographical tracts,
legal collections, etc.
11. Current trends in historiography in interpreting the history of the Slavs
12. Summarization of the subject, the first term of the test.
20/80
The subject is a follow-up and an extension of the subject SC: Ethnogenesis of the Slavs. It focuses on ideas about the origin of Slavs in medieval and modern Slovak, Czech, Croatian, etc. writings and their analysis by individual younger historiographies. Students will be able to confront the motives that stood behind the narratives with those that influenced their interpretations in the modern or recent historical science. The set of tools and procedures, used in the investigation of the identity of the Slavs as a whole, will be verified in the constructions of Slavic history, with which the intellectuals of medieval and modern nations operated.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
BURIAN, Jan. Římské impérium. Vrchol a proměny antické civilizace. Praha: Svoboda-Libertas, 1994. ISBN 80-205-0391-9.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
GRANT, Michael. Dějiny antického Říma. Praha: BB art, 1999. ISBN 80-7257-009-9.
PENROSE, Jane. Řím a jeho nepřátelé. Říše stvořená a zničená válkou, Praha 2007. ISBN
8086977102
Presentation of a chosen topic and a written paper. Activity during the semester. Two absences are permitted. 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.
Slovak
Introduction, work plan, assignments.
Basic literature and heuristic sources – encyclopaedias, bibliographies, bibliographical dictionaries.
Sources to early Roman Empire I. – numismatic sources.
Sources to early Roman Empire II. – epigraphic sources.
Sources to early Roman Empire I. – literal sources and works of the Roman historiography.
Basic problems of political development in the Roman Empire: the downfall of the republic, the formation of the new political system.
Basic problems of political development in the Roman Empire: successional system, dynasties, rulers.
Basic political institutions of the Roman Empire during the Principate: public gatherings, the senate, offices.
Building of new political institutions in the early Empire.
Basic problems of political development in the Roman Empire during the late Principate and the formation of the Dominate.
Social stratification in the Roman Empire in the first three centuries AD.
100/0
The student gains knowledge about the political history of the Roman Empire. The student can work with the ancient sources of different character, is able to interpret and evaluate them. The student gets to know the basic characteristics of the Roman Empire and its everyday life, is able to present his knowledge in oral and written form while applying the basic rules of academical work (orientation in the literature and sources of ancient history, forms of citation, academical ethic).
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN
9788082000644.
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN
978-80-73915-79-7.
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2.
BURIAN, Jan. Římské impérium. Vrchol a proměny antické civilizace. Praha: Svoboda-Libertas, 1994. ISBN 80-205-0391-9.
GRANT, Michael. Dějiny antického Říma. Praha: BB art, 1999. ISBN 80-7257-009-9.
VAŇKOVÁ, Jarmila. Rímske reálie pre právnikov, Bratislava: Iura edition, 2010. ISBN
9788080783020.
Presentation of a chosen topic and a written paper. Activity during the semester. Two absences are permitted. 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.
Slovak
Introduction, work plan, assignments.
Basic literature and heuristic sources – encyclopaedias, bibliographies, bibliographical dictionaries.
Sources to early Roman Empire – numismatic, epigraphic, and literal sources and works of the Roman historiography.
Basic problems of political development in the Roman Empire.
Basic political institutions of the Roman Empire during the Principate: public gatherings, the senate, offices.
The function and role of military in the political life of the Roman Empire in the first three centuries AD.
Social stratification in the Roman Empire in the first three centuries AD – free men, slaves, interlayers. Men, women, children.
The position of women in Roman society.
Problems of everyday life – family, marriage, raising children, education, work, and professions.
Everyday life in Rome – living, eating, baths, games and amusements, death, burial rituals.
100/0
The student gains knowledge about the social and cultural history of the Roman Empire. The student can work with the ancient sources of different character, is able to interpret and evaluate them. The student gets to know the basic characteristics of the Roman Empire and its everyday life, is able to present his knowledge in oral and written form while applying the basic rules of academical work (orientation in the literature and sources of ancient history, forms of citation, academical ethic).
MAYER, Hans Eberhard. Dejiny křížových výprav. Praha.: Argo 2014. ISBN: 978-80-257-0933-7.
TYERMAN. Christopher. Svaté války. Dějiny křížových výprav. Praha: Lidové noviny. 2012. ISBN: 9788074220913.
HROCHOVÁ, Věra., HROCH, Miroslav. Křižáci ve svaté zemi. Praha: Mladá fronta, 1996. ISBN, 80-204-0621-2
PARTNER, Peter.Bůh válek. Svaté války mezi křestanstvím a islamem. Brno: BB/art. ISBN 80-7341-028-1, (s. 1- 155)
discussion. Credit conditions: Reading and processing of materials. Answers to pre-prepared questions for individual texts. Final essay on pre-prepared questions. Permitted absences 2 (no reason given). 3 absences (alternative form of credit - test) 4 or more non-completion of the course
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak language
1. Introductory meeting of course participants. Familiarization of students with the program of the course, the form in which it will be conducted and the conditions of evaluation
2. Entry into the phenomenon of crusades, terminology of crusades, attempt to define the crusades and their distinction from other religious wars in the 11th century.
3. Crusades from the perspective of historiography. Analysis of selected authors dealing with the phenomenon of crusades. Discussion of the character of the crusades
4. The origin of the Christian holy war. Christianity and the problem of religiously motivated war. Early Christian Fathers on the problem of the violence and war. Ideas that influenced the later concept of the Crusades.
5. From just war to holy war. The idea of a holy war in the program of the reform papacy. The papacy and the Roman Catholic Church in the 11th century, the beginnings and character of the reform movement, the concept of Christian holy war and its understanding in the circles of the supporters of the Gregorian reform movement
6. The "Crusade" of Pope Gregory VII of 1074. Pope Gregory VII and its pontificate. His attitudes to the Christian holy war. The pope and the eastern question. Gregory's project of the "crusade" from 1074.
7. Byzantium and its contribution to the beginning of the First Crusade. Byzantium in the 11th century, the relations with the Seljuk Turks. The political situation of Byzantium after 1071. The beginning of the reign of Emperor Alexius I Comnenus and his relations with the Latin West.
8. The beginning of the Crusade: Pope Urban II and the Council of Clermont in 1095. Its significance for the history of the Crusades. The versions of the speech of Pope Urban II at Clermont. Reading and interpretation.
9. The character of the crusade according to Urban II. Analysis of his preserved correspondence. The canon of the Council of Clermont concerning the crusade. What factors made this campaign innovative in the relation with other forms of Holy War.
10. Heavenly Jerusalem: the crusade as viewed by the clergy and laity. The contemporary view on the crusade. A popular reaction to the crusade. Motives and consequences. The Crusade as another form of Christian pilgrimage?
11. The prologue of the crusade in 1096. The People´s Crusade? Evaluation in contemporary historiography. Peter the Hermit and his role in the genesis of the crusade.
70/30
After completing the course, students acquire knowledge of the basic characteristics, periodization and definition of the crusades. In the second part, they acquire knowledge of the genesis of the Crusades from the Augustinian concept of a just war (4th century) to the Gregorian concept of the holy war in the 11th century. In the final parts of the course, the participants will get acquainted with the circumstances of the declaration of the First Crusade by Pope Urban II at the Council of Clermont in 1095 and its definition in terms of preserved ecclesiastical canons and official papal correspondence.
webové stránky: http.//regia.org; https://www.bayeuxmuseum.com/en/the-bayeux-tapestry/; http://www.aemma.org/onlineResources/bayeux/bayeuxIndex1.html
GRAVET, Christopher. Hastings 1066 pád anglosaské Anglie. Praha: Grada, 2008. ISBN 978-80-247-2377-8.
HASKINS, Charles Homer. Normani v evropských dějinách. Jinočany: H and H, 2008. ISBN 978-80-719-071-2.
WALKER, Ian W. Harold, the last Anglo-Saxon king. [S.l.]: Wrens Park Publishing, 2000. ISBN 0-905-778-464.
GOETZ, Adrien. Intrika po anglicku. Brno: Host, 2008. ISBN 978-80-7294-272-5.
The Normans in Europe translated and edited by Elisabeth van Houts. Manchester: University Press, 2000. ISBN 0-7190-4751-X.
Work with key scenes from the tapestry during the semester. Xerocopies for the needs of students will be provided by the teacher. Student will describe specific scenes in detail and present a paper related to the motif portrayed on the tapestry. Based on the information provided by teacher and his classamates in papers, student will elaborate a seminar paper on the topic of „Conquest of the British Isles through the tapestry of Bayeux“ using a scene portrayed on tapestry entrusted to him and paper on given topic. Student also has the oportunity to write a creative seminar paper in which he must use informations related to the tapestry and historically verifiable facts have to correspond to reality. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Tapestry of Bayeux
2. Edward the Confessor and the Anglo-Saxon society
3. William the Conqueror and the Normans
4. Battle of Hastings 1066
5. Battle of Hastings in the period sources – Anglo-Saxon Chronicle, Carmen de Hastingae proelio, Gesta Guillelmi (William of Poitiers) and Gesta Normannoirum ducum (William of Jumièges)
6. Technique of fabrication of tapestry
7. Weapons and army
8. Ships
9. Clothing
10. Fables and ornaments portrayed on the tapestry
11. Latin texts on the tapestry
12. Informative value of the tapestry
100/0
Student has knowledge of working with non-traditional historical source – tepestry from the 11th century, its fabrication and the way of life in the 11th century which is captured on it. He is able to identify events pictured on the tapestry and compare them with other available written sources and with historical reality
HLOUŠKOVÁ, Kateřina - VYDRA, Zbyněk - TÉRA, Michal - KOMENDOVÁ, Jitka - ŘOUTIL, Michal. Dějiny Ruska. Praha : NLN, 2017. ISBN 978-80-7422-324-2
ŠVANKMAJER, M. [et al.] Dějiny Ruska. Praha, Lidové noviny, 2004. ISBN 80-7106-658-3.
DANIŠ, M.: Slovensko, husári a cárovná. Bratislava: Stimul,1993. ISBN 80-85697-12-2.
Z dejín československo - slovanských dejín I-III. Bratislava 1953-57.
MACÚREK, J. Dějiny východních Slovanu. D.I - III. Praha : Melantrich, 1947.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
A student is evaluated on basis of submitting a heuristic and syllabus of seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Russia and the Thirty Years War in Europe
Russia in the context of uprisings in Hungary in the 17th Century
Russia through the views of foreigners in the Middle Ages /Marco Polo, Plano de Carpini, Zigmund Herberstein, Antonio Possevino, Ambrosio Contarini in the 1473 in Moscow, Daniel Krman, etc.)
Russian students at the European universities in the Middle Ages (selected university: Prague, Padova, German universities, Cracow etc.)
German, Polish, Prussian and Czech medieval chronicles and Russia
German periodicals in the 16th and 17th Centuries and Russia
Papal Curia and Russia in the 16th and 17th Centuries
Russia and Recz Pospolita at the end of 16 – 17th Centuries
Russian-Swedish international relations in the 17th Century
Art of medieval Russia and West Europe; influences of Gothic into the architecture of Novgorod
Anglo-Russian relations during the reign of Peter the Great; Russian – English relations in the 16th and 17th Centuries
Russian – American contacts in the 18th Century
Czech – Russian trade contacts in the Middle Ages; Russian – Byzantine trade agreements from 10th Century
100/0
Students have knowledge of important European historical occurrences and personages as perceived from Russia perspective and how Russia has responded to them.
HLOUŠKOVÁ, Kateřina - VYDRA, Zbyněk - TÉRA, Michal - KOMENDOVÁ, Jitka - ŘOUTIL, Michal. Dějiny Ruska. Praha : NLN, 2017. ISBN 978-80-7422-324-2
ŠVANKMAJER, M. [et al.] Dějiny Ruska. Praha, Lidové noviny, 2004. ISBN 80-7106-658-3.
DANIŠ, M.: Slovensko, husári a cárovná. Bratislava: Stimul,1993. ISBN 80-85697-12-2.
Z dejín československo - slovanských dejín I-III. Bratislava 1953-57.
MACÚREK, J. Dějiny východních Slovanu. D.I - III. Praha : Melantrich, 1947.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
student is evaluated on basis of submitting a seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Russia and Poland in the 11th and 12th Centuries
2. Russian-German relations in the 11th and 12th Centuries
3. Scandinavia and Russia in the 8th and 9th Centuries
4. Russian dynastic marriages and Europe in the 11th and 12th Centuries
5. Russian dynastic marriages and Europe in the 13th and 14th Centuries
6. Anne Jaroslavovna – the Queen of France
7. Russia and Hungary from 9th until 11th Century
8. Russia and Hungary in the 12th and 13th Centuries
9. Russian-Byzantine dynastic marriages
10. Italian Renaissance and Sophia Palaiolog on the Russian throne
11. Russia and Great Moravia
12. Russian-Bulgarian contacts in the 10th and 11th Centuries
13. Novgorod and the German Hanseatic cities in the 13th and 14th Centuries
14. The Florentine Union in the context of Russian foreign policy in the first half of 15th Century
15. Papal Curia and Russia from 11th to 13th Century
16. Ukrainian Cossacks in the service of the European monarchs in the 16th and 17th Centuries
17. Russia and the Habsburgs
18. Russia and the Balkans in the 16th and 17th Centuries
19. Russia-Turkish relations in the 16th and 17th Centuries
100/0
Students have knowledge of important European historical occurrences and personages as perceived from Russia perspective and how Russia has responded to them.
DĄBROWSKI, Jan. Dawne dziejopisarstwo Polskie (do roku 1480). Kraków: Wydawnictwo Polskiej Akademii Nauk, 1964.
GRZESIK, Ryszard. Kronika węgiersko-polska. Poznań: PTPN, 1999.
HOMZA, Martin – SROKA, Stanisław A. Štúdie z dejín stredovekého Spiša. Krakov: Spolok Slovákov v Poľsku, 1998. ISBN 8390785579
WŁODARSKI, Bronislaw. Polska i Ruś. Warszawa: Państwowe Wydaw. Naukowe, 1966.
WYROZUMSKI, Jerzy. Historia Polski do roku 1505. Warszawa: Państwowe Wydawnictwo Naukowe, 1978.
Sources: chosen chronicles from the editions of texts from Poland (MPH a MPH Ns), Kievan Rus' (Povesť vremennych ľet, annals), Hungary (SSrerHung). The sources are made available to students during the semester.
Continuous evaluation 70%: Students are required to complete some partial tasks (preparing for the seminar exercises, reports), to take active part at the seminars and to engage in the discussions.
Final evaluation 30%: Students are required to hand in a chapter of the seminar paper.
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. Initial seminar - Basic information about the course. Assessment scheme.
2. Overview of the base of sources on the topic, heuristics, defining the different areas and assigning topics for the seminar papers.
3. Geographical factors determining the character and typology of relations, the prehistory of contacts of the Carpathian Basin with the area beyond the Carpathians (the Avars and Great Moravia).
4. The rise of the Arpads and the emergence of the statehood of the Kingdom of Hungary, Poland and Kievan Rus’ .
5. Contacts from 1000 up to 1038.
6. Contacts from 1038 up to 1075.
7. Contacts from 1075 up to 1095.
8. Contacts from 1095 up to 1138.
9. Contacts from 1138 up to 1162.
10. Contacts from 1162 up to 1205.
11. Contacts from 1205 up to 1214.
12. Final seminar - checking the status of the seminar papers, methodological exercises, preparing for the seminar, handing in a chapter of the seminar paper.
70/30
At the end of the course, students are familiar with the dynastic policy of the royal family of the Kingdom of Hungary in relation to Poland and Kievan Rus’ until the end of the 13th century with special regard to the territory of Slovakia and especially to the northeastern counties of the Kingdom of Hungary, namely Spiš, Šariš and Zemplín.
They also consolidate the practical skills they need to work as historians - medievalists, which they acquired in the proseminar, by completing their first professional scholarly work on a predetermined topic. Moreover, they are familiar with the basic geographical and historical data from earlier Slovak history and understand the basic geopolitical principles and strategic goals of the Arpads’ foreign policy in the Middle Ages. The course complements the Slovak History 1 and Slovak History 2 cycles of lectures.
DĄBROWSKI, Jan. Dawne dziejopisarstwo Polskie (do roku 1480). Kraków: Wydawnictwo Polskiej Akademii Nauk, 1964.
GRZESIK, Ryszard. Kronika węgiersko-polska. Poznań: PTPN, 1999.
HOMZA, Martin – SROKA, Stanisław A. Štúdie z dejín stredovekého Spiša. Krakov: Spolok Slovákov v Poľsku, 1998. ISBN 8390785579
WŁODARSKI, Bronislaw. Polska i Ruś. Warszawa: Państwowe Wydaw. Naukowe, 1966.
WYROZUMSKI, Jerzy. Historia Polski do roku 1505. Warszawa: Państwowe Wydawnictwo Naukowe, 1978.
Sources: chosen chronicles from the editions of texts from Poland (MPH a MPH Ns), Kievan Rus' (Povesť vremennych ľet, annals), Hungary (SSrerHung). The sources are made available to students during the semester.
20% continuous assessment: Students are required to complete parts of tasks (preparing for the seminar exercises, reports), based on the produced seminar paper.
80% final assessment: At the end of the two-term course, students submit a seminar paper on the topic they chose at the beginning of the course. The seminar paper needs to be at least 15 standard pages of text, including footnotes (27,000 characters with spaces). The seminar paper should be the result of the students’s systematic work during both course terms.
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. Initial seminar - getting acquainted with the assessment scheme. Checking the status of their seminar paper on the subject the Foreign Policy of the Arpads 1.
2. Previous semester recapitulation
3. Contacts from 1214 up to 1235.
4. Contacts from 1235 up to 1260.
5. Contacts from 1260 up to 1270.
6. Contacts from 1270 up to 1272.
7. Contacts from 1272 up to 1290.
8. Contacts from 1290 up to 1301.
9. Specific issues of Béla IV’s foreign policy - dynastic policy.
10. Specific issues of Béla IV and Stephen V’s foreign policy - the war over the Babenberg heritage.
11. Ladislas IV, the Cuman, the Empire and the Roman Curia.
12. Final seminar - assessing the fulfilment of the course objectives, checking the state of the seminar papers, methodological exercises, preparing for the seminar.
20/80
At the end of the course, students are familiar with the dynastic policy of the royal family of the Kingdom of Hungary in relation to Poland and Kievan Rus’ until the end of the 13th century with special regard to the territory of Slovakia and especially to the northeastern counties of the Kingdom of Hungary, namely Spiš, Šariš and Zemplín.
They also consolidate the practical skills they need to work as historians - medievalists, which they acquired in the proseminar by completing their first professional scholarly paper on a predetermined topic. Moreover, they are familiar with the basic geographical and historical data from earlier Slovak history and understands the basic geopolitical principles and strategic goals of the Arpads’ foreign policy in the Middle Ages. The course complements the Slovak History 1 and Slovak History 2 cycles of lectures.
MÚCSKA, Vincent. Uhorsko a cirkevné reformy 10. a 11. storočia. Bratislava: Stimul, 2004. ISBN 80-88982-84-7
MÚCSKA, Vincent - KOŽIAK, Rastislav (eds.). Rehole a kláštory v stredoveku. Banská Bystrica - Bratislava: Vydavateľstvo Chronos, 2002. ISBN 80-89027-05-9
VENCKO, Ján Dejiny štiavnického opátstva na Spiši. Ružomberok: b. v., 1927.
RÁBIK, Vladimír et al. Vývoj cirkevnej správy na Slovensku. Krakov: Spolok Slovákov v Poľsku, 2010. ISBN 9788374903479
SEDLÁK, Vincent. Rationes collectorum pontificiorum in annis 1332 – 1337. In Monumenta
Vaticana Slovaciae I. Trnava - Rím: Trnavská univerzita v Trnave, 2008. ISBN 9788080821869
Conditions for completion of the course and granting of credits: Students are required to submit a seminar paper consisting of at least 10 standard pages (18,000 characters, including spaces), in which they focus on history of a chosen medieval monastery. Topics of term papers are provided at the first meeting in the semester. Moreover, regular attendance and active participation in the discussions are also required.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2
Slovak
1. Introductory meeting - information about grading and course requirements, choosing of topics for term papers.
2. Origins of Christianity on the Slovak teritorry.
3. Formation of teritorial Church structure within the nascent Hungarian kingdom.
4. Problem of continuity of Great Moravian Christianity on the Slovak teritorry in the 10th century.
5. Zobory monastery and its charters.
6. Stabilisation oc Christianity over the 11th and 12th centuries, dioceses on the Slovak teritorry.
7. Formation of networks of parish churches and monasteries.
8. The order of St. Benedictine as the oldest European order and its monasteries on the Slovak teritorry.
9. New, reformed orders of Cistercians and Premonstratensians and their monasteries on the Slovak teritorry.
10. Changes in the monastic life in the first half of the 13th century - spread of mendicants on the Slovak teritorry.
11. Problem of seigneurial patrimonial rights. Completion of monastic networks over the 14th and 15th centuries.
12. Hungarian order of paulines and its activity in the south-western Slovakia. Monasteries as centres of education, scriptories, loca credibilia and examples of domain management.
60/40
At the end of the semester, students have basic knwoledge from Church history and history of various religious orders that were active on the territory of modern Slovakia. They are able to identify differences in lifestyles of various orders active in medieval Hungarian kingdom. They dispose of a general outlook of the development of each of those. They can work with charters and narrative sources that are related to the medieval monastic life.
JUCK, Ľubomír. Výsady miest a mestečiek na Slovensku I. (1238 - 1350). Bratislava: VEDA, 1984. 199 s.
MARSINA, Richard. K vývoju miest na Slovensku do začiatku 15. stor. In Historický časopis, 1973, roč. 21, č. 2. s. 337-368.
MARSINA, Richard. Bádanie o stredovekých miest na Slovensku. In Historický časopis, 1972, vol. 20, no. 1. pp. 187-204.
ŠTEFÁNIK, Martin - LUKAČKA, Ján (eds). Lexikón stredovekých miest na Slovensku. Bratislava: Historický ústav SAV, 2010. ISBN 978-80-89396-11-5
ŠTEFÁNIK, Martin - LUKAČKA, Ján. Stredoveké mesto ako miesto stretnutí a komunikácie. Bratislava: Historický ústav SAV, 2010. ISBN 9788097030216
Further literature will be specified during the semester.
Conditions for completion of the course and granting of credits: Students are required to submit a seminar paper consisting of at least 10 standard pages (18,000 characters, including spaces). In the paper they are expected to focus on general trends of development of a chosen (according to their preferences) medieval town, especially on the town's origins, development of town administration, economic activities, urban rights, etc. Skills for the work with the source material related to medieval towns are acquired during the semester.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2
Slovak
German, Latin - reading
1. Introductory meeting: Information about the course requirements, choosing of topic for the term paper.
2. Towns of the older type on the Slovak teritorry - location and functions.
3. Roads, markets, and tolls in medieval Hungary. Involvement of the Slovak teritorry in long-distance trade in Central Europe.
4. Reform of towns and origins of privileged communities.
5. Basic urban rits and concrete dispositions.
6. Medieval towns as centers of market and crafts. Specification of towns on the basis of occupation. Particularities of mining towns in Slovakia.
7. Overview of urbanisation processes in various regions of Slovakia.
8. Categorisation of towns: free royal towns, seigneurial tons, markets.
9. Social structura of urban population: patriciate, middle class (craftsmen), poor classes.
10. Ethnic composition of medieval towns and changes over time.
11. Position and importance of towns in the medieval society. Towns as centers of medieval culture and education.
12. Final meeting: Assessment of the semester, control of works on term papers, setting of the date of submitting.
0/100
Students are acquainted with evolution of medieval towns on the teritorry of Slovakia, urban rights, position and occupations of urban populations and general importance of towns for medieval society. They have basic knowledge about origins and economic functions of privileged medieval towns. On the basis of a chosen town, they are able to define economic, social, and cultural parametres of autonomous communities in the Middle Ages. They are capable of working with especially diplomatic written sources related to medieval towns in Slovakai (Hungary). They understand principles of urban law and privileges. Moreover, they can compare developments of various medieval towns.
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 ISBN 9788010022335.
To be granted the necessary credits, students are required to take active part in every seminar. During the different sessions, students are expected to engage in the seminar activities, namely reading and translating diplomatic sources in Latin (documents, letters, forms ...) and their subsequent interpretation. The students’ activity is evaluated during the last sessions of the credit week.
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 (reading)
1. Initial session: Students get acquainted with the evaluation scheme and the term plan. They learn the basics of Latin paleography and its development in the Kingdom of Hungary in the middle ages.
2. The development of diplomacy in the 13th - 15th centuries in the Kingdom of Hungary. The characteristics, external and internal features of medieval documents.
3. The system of abbreviations used by authors of medieval documents. Difficulties in examining the authenticity of medieval documents. Ways of sealing a medieval document, dorsal notes.
4. Municipal documents, analyzing and using them to research settlements and the natural environment. Medieval charters as the main source of knowledge about aristocratic families and their land possessions.
5. Reading and interpreting XII century charters from the Kingdom of Hungary.
6. Reading and interpreting XIII century charters from the Kingdom of Hungary.
7. Reading and interpreting XIV century charters from the Kingdom of Hungary.
8. Reading and interpreting XV century charters from the Kingdom of Hungary.
9. Reading and interpreting Czech medieval charters.
10. Reading and interpreting Imperial medieval charters.
11. Reading and interpreting documents issued by the Roman Curia.
12. Final session: Evaluating the course and closing student evaluations.
100/0
At the end of the course, students have basic knowledge about the development of Latin paleography and are able to read and understand medieval documents. Besides being able to read original Latin texts, students are also familiar with the most frequent abbreviations used by scribes and are able to interpret the text. As for the provenience of the sources, students are familiar mainly with documents from the Kingdom of Hungary, Poland, the Czech lands and the Holy Roman Empire.
VOLTAIRE Storočie Ľudovíta XIV. Bratislava 1988.
BLUCHE F. Za časů Ludvíka XIV. Praha: Argo, 2006. ISBN 80-7203-675-0.
SCHUTLTZ Uwe.: Ludvik XIV a jeho doba. Praha: Beta-Dobrovský a Ševčík, 2008. ISBN 978-80-7306350-4.
Ludvik XIV. Pameti krále Slunce. Praha: Prostor, 2007, ISBN 978-80-7260-176-9.
LEVI, Anthony. Ludvík XIV. veřejný i soukromý život krále Slunce. Praha: Ikar, 2007. ISBN
978-80-249-0923-3.
Presentation of papers on chosen topics, elaboration of seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, knowledge of French language is welcome
1. Birth of the Sun King Louis XIV – the secret of a man in the iron mask
2. Regency of Anne of Austria and Cardinal Mazarin
3. The Parlementary Fronde and the Fronde of the Princes – political consequences for the government of young Louis
4. Basics of monarchical absolutism
5. Jean Baptiste Colbert and French economy in the 17th century
6. Expansive foreign policy of France
7. Turenne, the Great Condé, Vauban and warfare under Louis XIV
8. Diplomacy at the court of Louis XIV
100/0
Student will deepen his knowledge of the internal political and expansive foreign polical situation and economy in France in the 17th century, especially during the reign of Louis XIV.
La France au temps de Loius XIV. [Paris]: Hachette, 1967.
BLUCHE F. Za časů Ludvíka XIV. Praha: Argo, 2006. ISBN 80-7203-675-0.
SCHUTLTZ Uwe.: Ludvik XIV a jeho doba. Praha: Beta-Dobrovský a Ševčík, 2008. ISBN 978-80-7306350-4.
Ludvik XIV. Pameti krále Slunce. Praha: Prostor, 2007, ISBN 978-80-7260-176-9.
LEVI, Anthony. Ludvík XIV. veřejný i soukromý život krále Slunce. Praha: Ikar, 2007. ISBN
978-80-249-0923-3.
www.https://www.chateauversailles.fr/
Presentation of papers on chosen topics and submission of seminar paper on chosen topic. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, knowledge of French is welcomed
1. Construction of Versailles – the royal residence of Louis XIV
2. French gardens – André Le Nôtre
3. Architecture and painting – Le Vau, Le Bruns, Harduin – Mansard
4. Mistresses of Louis XIV – La Valiere, Montespan
5. Wives of Louis XIV – Infanta of Spain Maria Theresa and Madame de Maitenon
6. Dance (ballet), music (Lully) and theatre (Molière) at the royal court
7. Gallicanism in the French church
8. Revocation of the Edict of Nantes
9. Jansenism
100/0
Student will deepen his knowledge of the culture, art, life at the court and religious situation in France in the 17th century, especially during the reign of Louis XIV.
LOADES, David Tudor Queens of England. London: Continuum, 2009. ISBN 978-0-8264-3438-8.
HUTCHINSON, Robert. Poslední dni Jindřicha VIII. Praha : Beta-Dobrovský. 2010 ISBN 9788072912100.
HUTCHINSON, Robert. Dynastie zrady. Praha: Beta-Dobrovský, 2011. ISBN 978-80-7306-441-9.
STARKEY, David . Six wives of Henry VIII. London: Vintage Books, 2004. ISBN 978-0-099-43724-6.
ACKROYD, Peter.Dějiny Anglie Tudorovci. Praha: BB art, 2016. ISBN 978-80-7507-629-8.
BORMANOVÁ, Tracy Tudorovci soukromý život proslulé britské dynastie. Praha: Ikar, 2017. ISBN
978-80-249-3255-2.
BINGHAM, Jane. Tudorovci králové a královny anglického zlatého věku (1485-1603). Praha: Brána, 2012. ISBN 978-80-7243-580-7.
Elaboration of papers that will be presented during the semester and submission of a seminar paper on selected topics. Its range depends on selected topic. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. England after the Wars of the Roses – the beginning of new dynasty
2. Reformation
3. Elizabethan theatre
4. Henry VIII and his six wives
5. Bloody Mary Tudor – A Catholic on the English throne
6. Mary Stuart and her claims to the English throne
7. Her Majesty’s pirates
8. Life and reign of virgin queen Elizabeth
9. Royal court during the reign of Tudor dynasty
10. Free time
11. Architecture and fine arts – portraits of the Tudors
12. Food and beverages in the Tudor England
100/0
Student will deepen his knowledge about the political situation, culture, religion and everyday life in the British Isles during the reign of the Tudor dynasty.
1, KROPÁČEK, Luboš. Duchovní cesty islámu. Praha : Vyšehrad, 2006. ISBN 8070218215.
2, KROPÁČEK, Luboš. Islámský fundamentalismus. Praha : Vyšehrad, 1996. ISBN 80-7021-168-7.
3, KŘIKAVOVÁ, Adéla, MENDEL, Miloš a MÜLLER, Zdeněk. Islám. Ideál a skutečnost. Praha : Panorama 2002. ISBN 80-86223-71-X.
4, TAUER, Félix. Svět islámu. Praha : Vyšehrad, 2006. ISBN 8070218282.
5, LEWIS, Bernard. Dějiny Blízkého východu. Trans. M. Pellarová, Z. Rousová. Praha : Nakladatelství Lidové noviny, 2007. ISBN 8071069264.
Final seminar paper, attendance on the seminars, teacher accepts no more than 2 absences and only with the provable documents.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Islam and Christianity (and other religious systems) and theirs mutual relations in history.
2. Islam in the works of European travelers – image and reality.
3. Europe and Christianity in the works of Arab, Persian, Turkish and others travelers.
4. Influence of Islamic culture on Europe in the Middle Ages.
5. Economic and trade contacts of European and Muslim countries.
6. Islam and European colonialism.
7. Islamic fundamentalism and Europe.
8. Hungary (Slovakia) and Islam.
9. Europe and Muslim state and law (comparison, influences etc.).
100/0
Student has the ability to work adequately with the historical documents as well as basic knowledge of the history of relations between Islam and European society. This knowledge is essential for the basic intellectual equipment of every future historian.
1, KROPÁČEK, Luboš. Duchovní cesty islámu. Praha : Vyšehrad, 2006. ISBN 8070218215.
2, KROPÁČEK, Luboš. Islámský fundamentalismus. Praha : Vyšehrad, 1996. ISBN 80-7021-168-7.
3, KŘIKAVOVÁ, Adéla, MENDEL, Miloš a MÜLLER, Zdeněk. Islám. Ideál a skutečnost. Praha : Panorama 2002. ISBN 80-86223-71-X.
4, TAUER, Félix. Svět islámu. Praha : Vyšehrad, 2006. ISBN 8070218282.
5, LEWIS, Bernard. Dějiny Blízkého východu. Trans. M. Pellarová, Z. Rousová. Praha : Nakladatelství Lidové noviny, 2007. ISBN 8071069264.
Final seminar paper, attendance on the seminars, teacher accepts no more than 2 absences and only with the provable documents.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Islam and Christianity (and other religious systems) and theirs mutual relations in history.
2. Islam in the works of European travelers – image and reality.
3. Europe and Christianity in the works of Arab, Persian, Turkish and others travelers.
4. Influence of Islamic culture on Europe in the Middle Ages.
5. Economic and trade contacts of European and Muslim countries.
6. Islam and European colonialism.
7. Islamic fundamentalism and Europe.
8. Hungary (Slovakia) and Islam.
9. Europe and Muslim state and law (comparison, influences etc.).
100/0
Student has the ability to work adequately with the historical documents as well as basic knowledge of the history of relations between Islam and European society. This knowledge is essential for the basic intellectual equipment of every future historian.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
HEČKOVÁ, Jana. Rimania & Germáni na strednom Dunaji. Nitra: Univerzita Konštantína Filozofa, 2005. ISBN 80-8050-882-8.
HOŠEK, Radislav, SAKAŘ, Vladimír. Norikum a Pannonie v době Římské. Praha: Státní pedagogické nakladatelství, 1975.
BOUZEK, Jan, SAKAŘ, Vladimír. Římské provincie a Limes Romanus ve střední a západní Evropě. Praha: Státní pedagogické nakladatelství, 1990. ISBN 80-7066-161-5.
PELIKÁN, Oldřich. Slovensko a rímske impérium. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1960.
DE SENA, Eric C., DOBRZANSKA, Halina (ed.). The Roman Empire and beyond archaeological and historical research on the Romans and native cultures in Central Europe. Oxford: Archaeopress, 2011 ISBN 978-1-4073-0798-5.
KOVÁCS, Péter. A history of Pannonia during the principate. Bonn: Habelt, 2014, ISBN 978-3-7749-3918-9.
Presentation of a chosen topic and a written paper. Activity during the semester (assignments, papers, discussion). Two absences are permitted. 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.
Slovak
Introduction, work plan, assignments.
Basic literature and heuristic sources – encyclopaedias, bibliographies, bibliographical dictionaries.
Sources to Roman history – numismatic, epigraphic, and literary sources.
Basic political problems of the Roman Empire.
Development of the provinces.
Rome as a city and other important political centres of the Roman provinces.
Roman provinces in the first three centuries AD.
Roman provinces in Central Europe – specifical development.
Economic life in the Roman Empire, specifical development in Italy and the provinces.
Communication in the Roman Empire – traveling, state administration, change of information.
Material culture of the provinces in Central Europe – urbanisation, city constructions, city culture, the country.
Specifics of development in the border areas, armed conflicts, economic contacts.
The Roman Empire and the “Barbaric world”.
Evaluation, closure.
100/0
The student gains knowledge about the political, social, and cultural history of the Roman Empire in Central Europe. The student has knowledge about the development of the provinces and the entry of the Romans to Central Europe, with consideration for the area of Slovakia. The student gets to know the complexity of Roman expansion politics and its effect to the everyday life; can work with the ancient sources, is able to interpret and evaluate them and can apply the basic methods of scientific work (literature and sources, citations, academic ethics). After the course the student can demonstrate the scientific techniques of presentation in written and oral form as well.
DEÁK, Ladislav. Zápas o strednú Európu 1933 – 1938 : Politicko – diplomatické vzťahy. Bratislava: Veda, 1986, 287 s.
KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7.
SLÁDEK, Zdeněk. Malá dohoda Malá dohoda 1919-1938 : Její hospodářské, politické a vojenské komponenty. Praha: Karolinum, 2000, 297 s. ISBN 80-7184-820-4.
TKADLEČKOVÁ, Herta. Všeobecné dejiny I. (1918–1945). Bratislava: Univerzita Komenského, 1990, 112 s. ISBN 80-223-0275-9.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Two absences are allowed. Students are evaluated based on completion of assignments (40%) and final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. - 2. The Spanish Civil War and the interests of the powers. Committee on Non-Intervention 3. – 4. The Soviet Union and efforts to pursue an active foreign policy (Czechoslovakia, Romania, aid to the Spanish Republican Government) 5. – 6. Japanese expansionist policy in the 1930s 7. – 8. Foreign policy aspects and consequences of the Anschluss of Austria 9. – 10. The Sudeten crisis. Munich and international relations after Munich.
40/60
The student understands the process of the gradual deterioration of the international situation in the 1930s, following Adolf Hitler's rise to power and the destruction of the post-war order of Europe. By analysing individual crisis situations, the students become oriented in the foreign policies of Great Britain, France, Germany, and Italy, as well as in the political interests of individual states in Central Europe and the Balkans
DEÁK, Ladislav. Zápas o strednú Európu 1933 – 1938 : Politicko – diplomatické vzťahy. Bratislava: Veda, 1986, 287 s.
KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7.
SLÁDEK, Zdeněk. Malá dohoda Malá dohoda 1919-1938 : Její hospodářské, politické a vojenské komponenty. Praha: Karolinum, 2000, 297 s. ISBN 80-7184-820-4.
TKADLEČKOVÁ, Herta. Všeobecné dejiny I. (1918–1945). Bratislava: Univerzita Komenského, 1990, 112 s. ISBN 80-223-0275-9.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Two absences are allowed. Students are evaluated based on completion of assignments (40%) and final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. - 2. The Spanish Civil War and the interests of the powers. Committee on Non-Intervention 3. – 4. The Soviet Union and efforts to pursue an active foreign policy (Czechoslovakia, Romania, aid to the Spanish Republican Government) 5. – 6. Japanese expansionist policy in the 1930s 7. – 8. Foreign policy aspects and consequences of the Anschluss of Austria 9. – 10. The Sudeten crisis. Munich and international relations after Munich.
40/60
The student understands the process of the gradual deterioration of the international situation in the 1930s, following Adolf Hitler's rise to power and the destruction of the post-war order of Europe. By analysing individual crisis situations, the students become oriented in the foreign policies of Great Britain, France, Germany, and Italy, as well as in the political interests of individual states in Central Europe and the Balkans.
Akten der deutschen auswärtigen Politik, Reihe D,E. Berlin. (Časť pramennej základne bude poskytnutá študentom vyučujúcim na základe vybranej témy, ktorej spracovaniu sa študent bude venovať na seminári)
NIŽŇANSKÝ, E. a kol.: Slovensko-nemecké vzťahy 1938 – 1941 v dokumentoch I. Prešov: Universum, 2009. ISBN 978-80-89046-61-4.
NIŽŇANSKÝ, E. a kol.: Slovensko-nemecké vzťahy 1941 – 1945 v dokumentoch II.
Prešov: Universum, 2011, ISBN 978-80-89046-68-3.
A student introduces a basic literature (including written annotations of the most important monographs) Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
The lecturer (after consultation) assigns to students various chronologically or thematically defined topics (for example the history of Germany in the 20th Century) then the student presents a list of a basic bibliography about the selected topic and introduces it through the documents and literature, possibly the part of trends of this topic. The student submits the annotation in a written form of the most important monographs and studies.
100/0
A student has knowledge about the history and trends in Europe during the 20th Century through the specific topic. Also, especially by working with the basic literature, the sources and the documents of the selected topic.
Akten der deutschen auswärtigen Politik, Reihe D,E. Berlin ((Časť pramennej základne bude poskytnutá študentom vyučujúcim na základe vybranej témy, ktorej spracovaniu sa študent bude venovať na seminári)
NIŽŇANSKÝ, E. a kol.: Slovensko-nemecké vzťahy 1938 – 1941 v dokumentoch I. Prešov: Universum, 2009. ISBN 978-80-89046-61-4.
NIŽŇANSKÝ, E. a kol.: Slovensko-nemecké vzťahy 1941 – 1945 v dokumentoch II. Prešov: Universum, 2011, ISBN 978-80-89046-68-3.
At the seminar a student presents a paper and submits a seminar paper by range 20 pages with notes,. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Students present their papers gradually during the semester. They submit their seminar papers in a written form at the beginning of the examination period.
100/0
A student has knowledge about the history and trends in Europe during the 20th Century through the specific topic.
Because there is a lot literature about personalities of the 20th. century, all recommendation should consider individual choice of topics of student presentations
FERGUSON, Niall. Válka světa: Dějiny věku nenávisti. Praha: Academia, 2008, 751 s. ISBN 978-80-200-1650-8.
HOBSBAWM, Eric. Věk extrémů. Praha: Argo, 1998, 619 s. ISBN 80-7203-184-8.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Two absences are allowed. Students are evaluated based on completion of assignments. Weighting of continuous /final assessment: 100% continuous assessment.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introductory seminar. The role of personality in history. 2. Presentation of individual personalities and justification of the purposefulness of their inclusion in the selection. 3.-12. Presentations and discussions on individual personalities.
100/0
The students can identify not only significant modernisation processes, artistic and cultural innovations, but also the impact and consequences of various political events of the 20th century on the life and work of individuals through the biographies of prominent 20th century personalities in the fields of science, culture, and art.
DAVID, Ivan. Zrození předpisu z ducha doby. Dlouhá legislativní cesta k vládnímu nařízení č. 72/1948 Sb., o zřízení a organizaci státního podniku “Československý státní film”. In: Iluminace, 2016, vol. 28, no. 1, pp. 5 – 38.
HAVELKA, Jiří. Kronika našeho filmu 1898-1965. Praha: Filmový ústav, 1967, 253 s.
KOPAL, Petr a kol. Film a dějiny 7, Propaganda. Praha: Ústav pro studium totalitních režimů, 2018, 450 p. ISBN 9788088292227.
KOPAL, Petr a kol. Film a dějiny 4, Normalizace. Praha: Ústav pro studium totalitních režimů, 2014, 662 p. ISBN 9788087292266.
MAREŠ, Petr. Politika a „pohyblivé obrázky“. Spor o dovoz amerických filmů do Československa po druhé světové válce. In: Iluminace, 1994, vol. 6, no. 1, pp. 77 – 95.
ŽALMAN, Jan. Umlčený film: Kapitoly z bojů o lidskou tvář československého filmu. Praha: NFA, 1993.
50% 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.
50% 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 evaluation, distribution of presentation topics.
2. The beginnings of world cinematography.
3. Introduction to Czechoslovak cinematography.
4. Film as a research source.
5. The film industry and its changes over time.
6. Sovietization of Czechoslovak culture.
7. Nationalization of Czechoslovak cinematography in 1945.
8. Ministry of Information - or Ministry of Propaganda?
9. Film as a tool of communist policy.
10. Import of films as an indicator of foreign policy orientation.
11. Czechoslovak cinematography in the shadow of the Cold War
12. Conclusion.
50/50
After completing the series of lectures and seminars, students will acquire basic knowledge in the field of Czechoslovak cinematography, its creation and development during the 20th century. The seminar also focuses on film as a political tool and on the ways in which cinematography in Czechoslovakia was used for propaganda purposes - especially after 1945.
BARTLOVÁ, Alena. Túžby, projekty, realita. Slovensko v medzivojnovomm období. Bratislava : Prodama, 2010. ISBN 978-80-89396-06-1
BYSTRICKÝ, Valerián - ZEMKO, Milan. Slovensko v Československu (1918 - 1939). Bratislava : VEDA, 2004. ISBN 80-224-0795-X
FERENČUHOVÁ, Bohumila – ROGUĽOVÁ, Jaroslava a kol. Občianska spoločnosť a politická kultúra. Kapitoly z dejín Slovenska 1918 – 1938. Bratislava : Historický ústav SAV, 2012. ISBN 978-80-971189-0-7
PEKNÍK, Miroslav a kol. Pohľady na slovenskú politiku. Bratislava : Veda, 2000. ISBN 80-224-0584-1
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Martin : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
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. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - Students need to submit a written term paper based on the topic of their report. It needs to be around 10 pages of their own words including 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
The Slovak issue in the First Czechoslovakia. Introduction to the issue. Different segment overview (national, state, economic, social, cultural and geopolitical). The 1932 events in Matica Slovenska as a reaction to Václav Vážný’s Slovak orthography rules. Defense of an independent Slovak language.
Congresses of the young Slovak intelligentsia in Trenčianske Teplice and Zvolen. The young generation rejects centralism.
Establishment of the autonomous HSĽS and SNS bloc. The Pribina festivities in Nitra and their political impact.
The older Slovak National Party generation (Anton Hlinka, Jozef Tiso, Jozef Buday) and their approaches to solving the Slovak issue.
The younger Slovak National Party generation (Karol Sidor, Ferdinand Ďurčanský, Alexander Mach, Martin Sokol) and their approaches to solving the Slovak issue.
The young Slovak agrarians, social democrats and non-party members (Peter Zaťko, Imrich Karvaš) and their approaches to solving the Slovak issue.
Milan Hodža. The shaping of his approach to solving the Slovak issue. Ivan Dérer. The shaping of his approach to solving the Slovak issue. Martin Rázus. The shaping of his approach to solving the Slovak issue.
Slovak communists. Vladimír Clementis and Laco Novomeský. The shaping of their approach to solving the Slovak issue.
From Munich to 6 October 1938. The victory of autonomism and the HSĽS concept. The autonomy period. Concepts of radicals and moderates in HSĽS. Circumstances of March 14, 1939.
30/70
At the end of the course, students are familiar with the emancipation of the Slovak nation and its shaping into a modern political nation within Czechoslovakia between 1930 and 1939. They are able to distinguish and compare the different ideas on how to solve the Slovak issue and the views of different Slovak representatives of autonomist and centralist parties. They also have comprehensive knowledge of the circumstances under which the autonomous Slovakia and the Slovak State were established on 6 October 1938 and 14 March 1939, respectively. Their active participation in the discussion of the issue is of key importance.
ARPÁŠ, Róbert. Autonómia: víťazstvo alebo prehra? Bratislava : Veda, 2011. ISBN 8-80-224-1190-5
BYSTRICKÝ, Valerián. Od autonómie k vzniku Slovenského štátu. Bratislava : Prodama, 2008. ISBN
978-80-969782-5-0
VAŠŠ, Martin. Dr. Jozef Buday a jeho reflexia slovenskej otázky v rokoch 1920 – 1939. In Štúdie k slovenským dejinám. Historia nova II – 2011 – 2. [online] Bratislava : Stimul, 2012, pp. 155-181. Available online: <http://www.fphil.uniba.sk/fileadmin/user_upload/editors/ksd/HinoII-2011-2.pdf>
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Bratislava : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
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. - They need to present a 15 min. long report on a selected class syllabus topic.
b) final - Students need to submit a written term paper based on the topic of their report. It needs to be around 10 pages of their own words including 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. Previous development of autonomism in Slovakia. Hlinka’s trip to Paris. The Year 1921 - independence of the parliamentary SĽS group.
2. Slovak National Party - efforts for continuity. Personalities. Conceptual approaches.
3. Three HSĽS proposals for Slovakia’s autonomy.
4. Emil Stodola and his conceptual approaches to the Slovak issue.
5. Andrej Hlinka - political profile in the interwar period.
6. Martin Rázus - political profile in the interwar period.
7. The 1920s vs the 1930s in the development of Slovak autonomism.
8. Manifestations of Slovak nationalism in the 1930s. Analyzing nationalism as a phenomenon on the example of the Slovak autonomist movement.
9. The geopolitical context of the autonomist movement in Slovakia. Revisionism. Irredentism.
10. Young HSĽS radicals around the Nástup magazine. The 1934 autonomy proposal. Student demonstrations in the autumn of 1937.
11. Attitudes the Czech political elite and Slovak representatives of Czechoslovak political parties took to Slovakia’s autonomism in the interwar period.
12. Jozef Tiso and his thesis on the sovereignty of the Slovak nation. Controversies about the sovereignty of the Slovak nation between representatives of Czechoslovak political parties and autonomists.
13. Analyzing the activities of the HSĽS parliamentary group in the Chamber of Deputies.
14. Autonomist tendencies of Slovak representatives of Czechoslovak political parties.
15. From HSĽS’s third proposal for Slovakia’s autonomy of 5 June 1938 to the Žilina Agreement of 6 October 1938.
16. Autonomism and its reflection in contemporary literature. Autonomists and their ideas about Slovak culture.
30/70
At the end of the course, students are familiar with the Slovak autonomist movement in the first Czechoslovak Republic. They are able to independently analyze various conceptual approaches, personalities as well as domestic and foreign policy contexts of autonomism in Slovakia. They also have an overview of the literature and source material on this issue.
JABLONICKÝ, Jozef. Príspevok k česko-slovenským vzťahom od konca 19.stor. do roku 1914. Historické štúdie, vol. IV. (1958), pp. 5-54
BUTVIN, Jozef. Česko-slovenské vzťahy koncom 19. a začiatkom 20.storočia (1880-1914). Historica. Zb. FF UK, vol. 29-30 (1978-1979), pp. 13-58
PEKNÍK, Miroslav (ed.). Pohľady na slovenskú politiku. Bratislava: Veda, 2000. ISBN 80-224-0584-1
HUDEK, Adam - KOPEČEK, Michal - MERVART, Jan (eds.). Čecho/slovakismus. Praha: Lidové noviny, 2020. ISBN 978-80-74-22-679-3
RYCHLÍK, Jan. Češi a Slováci ve 20.století. I. Bratislava: AEP Bratislava a ÚTGM Praha, 1997. ISBN 80-88880-10-6
KOVÁČ, Dušan. Česi-Slováci-Dejiny. Bratislava: ARP, 1997. ISBN 80-88880-08-4
ROSENBAUM, Karol. Vzťahy slovenskej a českej literatúry 19. a 20. storočia. Bratislava: Obzor, 1989. ISBN 8021500220.
KAMENEC, Ivan. Slovenské, české a československé dejiny: Problém či pseudoproblém. Česko-slovenská historická ročenka, roč. 5 (Brno 2000), pp. 11-18. ISBN 80-210-2233-7
Students are evaluated based on their engagement at the seminar, a paper on a selected topic (in line with the syllabus) of up to 15 min., their preparation for the classes and their involvement in the discussions of the read texts.
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
- The 1848/9 revolution and its program documents, the Prague Slavic Congress, the attitude of Czechs towards Slovaks.
- The attitudes of Slovaks and Czechs towards the language issue, the Kollár - Štúr controversy.
- Štúr’s “Slavdom and the World of the Future,” Palacký’s idea of the Austrian state.
- The Austro-Hungarian Compromise of 1867, Czechs and Slovaks take different paths, the 1868 Nationality Act.
- Economic cooperation.
- The barrel factory in Krupina, the Slávia insurance company in Slovakia and the Kingdom of Hungary, financial and credit cooperation, the Martin pulp mill project.
- The National Economy and Agricultural Department at the ČSJ, cooperatives, the Tatrabanka bailout.
- The foreign policy context of the Czech-Slovak relations
- The politicization of Czech-Slovak relations in the 1890s (T. G. Masaryk and the Hlas movement—Hlasisti, Detvan, the Czechoslovak unity)
- The Černová massacre and its response in the Czech lands, Bjørnson and Seton-Watson
- Karel Kálal and Slovaks, the Luhačovice meetings
- 1917 (restored political program compatibility) and 1918 (Declaration and the problems of Czechoslovakia in the first post-war years)
- The Survey of Prúdy Magazine on Czech and Slovak Fellowship
100/0
On the example of the analysis of Czech-Slovak polemics and relations, by the end of the course, students have acquired deep knowledge of the mentioned period and are familiar with a sufficiently broad context. They are also familiar with the basic theoretical concepts of a nation or people. On the example of specific events, personalities and disputes, they understand the complexity of the Czech-Slovak relations and their model assumptions. They are able to think from a historical perspective, model parallel situations and compare them in different historical periods.
DARNTON, Robert. Velký masakr koček a další epizódy z francouzské kulturní historie. Praha: Argo, 2013. ISBN 978-80-257-0862-0.
FOUCAULT, Michel. Dozerať a trestať. Zrod väzenia. Bratislava: Kalligram, 2000. ISBN 80-7149-329-5.
HROCH, Miroslav. Pohledy na národ a nacionalismus. Čítanka textů. Praha: Sociologické nakladatelství, 2003. ISBN 80-86429-20-2.
ARENDTOVÁ, Hannah. Pôvod totalitarizmu I.-III. Bratislava: Premedia, 2018. ISBN 978-80-8159-618-6.
STORCHOVÁ, Lucie (ed.) Koncepty a dějiny. Proměny pojmů v současné historické věde. Praha: Scriptorium, 2014. ISBN 978-80-87271-87-2.
presentation of the selected topic at the seminar
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, English
1.-6. Work with concepts, acquiring the basic methodological prerequisites for the elaboration of a historical biography of a personality of the 19th century 7.-13. Individual presentations, critical reflection, and discussion.
100/0
The student can prepare a portrait of a key figure in the social, political, and cultural life of 19th-century European history according to his/her own choice. The student can work with biographies of historical figures in both subjective and objectivist contexts. Great emphasis is placed on social, cultural, and political contextualization. Furthermore, students can work with methodological texts which enable them to gain a deeper understanding of the approaches by which we are able to analyse the agency of individuals in a predominantly modern, historical period. At the same time, students have skills related to the presentation of acquired knowledge. They possess the skills of speech and presentation, the ability to adhere to time frames of presentation, as well as habits of public speaking. The 19th Century Personalities course is a sensitively balanced course that combines several aspects that students need to successfully carry out not only scholarly but also any socially beneficial systematic activity.
FOJTÍK, Juraj. Hospodárske dôsledky urbárskej regulácie na Trenčianskom hrade. In: Agrikultúra, vol. 7, 1968, pp. 145-171.
MARSINA, Richard – KUŠÍK, Michal (eds.). Urbáre feudálnych panstiev na Slovensku. I. – II. Bratislava : Vydavateľstvo SAV, 1959.
REBRO, Karol. Urbárska regulácia Márie Terézie a poddanské úpravy Jozefa II. na Slovensku. Bratislava : Vydavateľstvo SAV, 1959, 655 p.
REBRO, Karol. Postoj urbárskej regulácie Márie Terézie k poddanským privilégiám a kontraktom. In: Právnické štúdie, vol. 5, 1957, pp. 283-322.
ŠPIESZ, Anton. Hospodársko-spoločenské pomery v zemepanských mestách a mestečkách na Slovensku v čase urbárskej regulácie Márie Terézie. In: Historický časopis, vol. 23, 1975, pp. 576-600.
To successfully complete the course, students are required to take active part in class during the lesson period of the term (in the form of questions and colloquial discussions, inquiries about the state of completion of their seminar paper) and to submit a seminar paper by the end of the credit week. During the first two teaching weeks, students choose a research area – a feudal lordship in the Kingdom of Hungary, on whose example they will study the characteristics of the serfs in specific areas and in the rural environment.
The seminar paper must have at least 10 standard pages and, from the formal viewpoint, it needs to have the relevant footnotes, include an introduction, a core, the conclusions, the bibliography and optional illustrative pictures. In order to complete the course successfully and submit their seminar paper, students need to work systematically during the lesson period of the term.
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.
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
1. Social and legal status of serfs in the Kingdom of Hungary from the establishment of the monarchy until the end of the 18th century. State legislation regulating the urbarial obligations of serfs and special regulations in estates.
2. Urbaria and their importance for economic and social history. Origin and development of urbaria. Definition of urbarium as a written source, its formal and content side. The language of urbaria.
3. Overview of the preserved urbaria of castle estates, church institutions, individual municipalities and estates property in Slovakia.
4. Urbaria as a source of demographic and genealogical data, the social stratification of serfs according to the urbaria, the mobility of serfs.
5. Order and administration of estates, municipalities.
6. Serf settlement and duties of serfs (in kind, money and labor).
7. Urbaria as mirrors of the level of economic production in Slovakia in the modern age (grange, crop and domestic animal husbandry, fish farming, viticulture, crafts, used measures and weights).
8. Urbaria as a source of historical geography and topography (settlement location, toponymy, natural conditions of specific regions).
9. The economic policy of the Vienna court and its approach to serf issues in the 18th century.
10. Maria Theresa’s urbarial regulation, basic features, significance.
11. Analysis of the country urbarium.
12. Consequences of the urbarial regulation and the legal status of serfs before the abolition of serfdom.
Scale of assessment preliminary/final: 100/0
At the end of the course, students understand the necessity of linking research in agrarian and social history in order to understand the position of serfs - the majoritarian social class in the Kingdom of Hungary. By analysing and interpreting specific historical sources - urbaria, students get familiar with the relationship between serfs and landowners in the 16th - 18th century, when enlightened rulers developed this originally private legal relationship—defined primarily in the urbaria of the different estates—into a common land regulation. This way, and by means of further serf regulations, they shaped the public legal order and stabilized the social order up to 1848 in the form of new legislation. Students are familiar with the methodology of working with economic administration sources of feudal lordships and are able to assess their informative methodological limits.
RIZNER, Ľudovít Vladimír. Bibliografia písomníctva slovenského na spôsob slovníka od najstarších čias do konca r. 1900. I-VI. Turčiansky Sv. Martin: Matica slovenská, 1929-1934.
KOTVAN, Imrich. Bibliografia bernolákovcov. Martin: Matica slovenská, 1957.
TIBENSKÝ, Ján. Juraj Fándly a slovenské národné obrodenie. Historický časopis. 1991, vol. 39, no. 1, pp. 49-78.
BRTÁŇ, Rudo. Bohuslav Tablic. Bratislava: Veda, 1974.
HUČKO, Ján. Život a dielo Ľudovíta Štúra. Martin : Osveta, 1984.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them. They are also expected to present a report and deliver a term paper.
a) Maximum number of justified absences: 3
b) At the seminar, students need to work actively following the teacher’s instructions.
c) Students are required to present a (15-20 min. long) report. For that purpose, they need to be able to speak in front of an audience, elaborate a (printed, electronic) presentation, and answer questions. However, they can present an extra written paper instead of the presentation.
d) Term paper: Students are assigned the topics for their preliminary assessment at the beginning of the term. The topics of the term papers are in the form “Life and Work” of a personality, e.g. Anton Bernolák, Juraj Fándly, Ján Kollár, Pavol Jozef Šafárik, Ľudovít Štúr, Samuel Chalupka etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech
1. Introduction. Getting familiar with the course requirements.
2. Students are assigned the topics for their seminar papers and reports.
3. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature.
4. Getting familiar with research techniques and methods, learning how to create a seminar work and paper.
5. Specific sources when working with biographical methods (archival sources, registries, literature).
6. Biographical methods on the example of selected personalities.
7. Model for presenting a specific figure.
8. Starting point: Life, work and activities of selected national revival personalities. Ideology, worldview.
9. The Enlightenment Generation (Jozef Ignác Bajza, Anton Bernolák, Juraj Fándly, Juraj Palkovič, Ondrej Plachý, Ján Hrdlička, Juraj Ribay, etc.)
10. The early 19th century generation (Juraj Palkovič, Bohuslav Tablic, Samuel Rožnay).
11. The Všeslávia Generation (Ján Kollár, Pavol Jozef Šafárik, Ján Hollý, Martin Hamuljak, Michal Godra, Karol Kuzmány, Gašpar Fejerpataky Belopotocký, Ján Benedikti, Ján Chalupka, Ján Koiš, Ján Herkeľ, Alexander Rudnay, Štefan Moyzes)
12. The Štúr Generation (Alexander Boleslavín Vrchovský, Michal Miloslav Hodža, Jozef Miloslav Hurban, Ľudovít Štúr, Samuel Chalupka, Ján Šafárik, Samuel Štúr, Viliam Pauliny-Tóth, Samuel Štefanovič, Jonáš Záborský, Andrej Sládkovič, Peter Kellner Hostinský, Ctiboh Zoch, Ján Botto, Ján Kalinčiak, Ján Francisci, Ján Kráľ, Štefan Marko Daxner, Mikuláš Dohnány, Karol Holuby, Ján Kadavý, Benjamin Pravoslav Červenák, Andrej Radlinský, Štefan Launer, Andrej Lanštjak, Anna Jurkovičová (Hurbanová), Miloslava Lehotská, etc.)
100/0
At the end of the course and after their self study cycle, students have additional information on major figures of the Slovak National Revival both from focusing on a specific figure (in order to produce a term paper and presentation), as well as from the presentations of other figures. They are capable of finding information on their own (archive sources, digital collections, literature) from memory institutes and to process the biographies of the personalities in question. Students are familiar with the different biographic methods and categories (biography, life and work, key life events; the impact the environment, education and descent have on the nature, abilities and activities of the individual; the individual as part of the social reality; work, politics, worldview, philosophy.).
ČEŠKA, Josef. Zánik antického světa. Praha: Vyšehrad, 2000, 141 s. ISBN 80-7021-386-8; ŘÍČAN, Rudolf – MOLNÁR, Amadeo. 12 století církevních dějin. Praha: Kalich, 2008, 415 s. ISBN:978-80-7017-064-9; KOŽIAK, Rastislav – MÚCSKA, Vincent. Rehole a kláštory v stredoveku. Banská Bystrica – Bratislava: Chronos, 2002, 211 s. ISBN:80-89027-05-9; MÚCSKA, Vincent a kol. Dejiny európskeho stredoveku I. Raný stredovek. Prešov: VMV, 2006, 388 s. ISBN:80-7165-576-7; SUCHÁNEK, Drahomír - DRŠKA, Václav. Církevní dějiny. Antika a středověk. Praha: Grada, 2013, 427 s. ISBN:978-80-247-3719-5.
S ďalšou literatúrou budú študenti oboznámení počas výučby.
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Continuous preparation for the seminars
3. Writing of an essay in established length.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introduction to the history of the church, its sources, and literature.
2. Development of church in the late Roman Empire (4th and 5th centuries); the effect of German invasions to the life of the church and its organisation (Gregory of Tours, Isidore of Seville, Beda Venerabilis…)
3. Papacy and its development until the end of the Carolingian era (Leo the Great, Gregory the Great…)
4. Formation and development of monasteries in the early Middle Ages; their missions and work in the field of culture and education (Benedict of Nursia, Columba, Columbanus…)
5. The re-birth of church life in the Carolingian era (Alcuin of York, Benedict of Aniane…)
6. At the turn of the millennium (Gerbert of Aurillac, Adalbert of Prague)
7. Exercises for the essay
Evaluation: 40% for the preparations during the semester; 60% for the essay. The student has to accomplish both parts of the evaluation.
The student gains knowledge about the lives of the characters of western Christianity during the key events of the development of church in the Migration Period; about the Christian missions in western Europe in the early Middle Ages, about the papacy and its development to the 11th century and about the formation of monasteries.
BAĎURÍK, Jozef. Malokarpatské vinohradníctvo v 16. storočí. Bratislava: Univerzita Komenského, 1990. ISBN 80-223-0009-8.
DRÁBIKOVÁ, Ema. Človek vo vinici. Bratislava: Veda, 1989. ISBN 80-224-0012-2.
HOLEC, Roman. Vinohradníctvo na Slovensku v období kapitalizmu (1848-1918). In: Historica, 1991, vol. 39-40, pp. 225-232. ISBN 80-08-01312-5.
HRUBALA, Martin. Vinohradnícke lisy v Malokarpatskej oblasti. Pezinok: Malokarpatské múzeum v Pezinku, 2010, 210 p. ISBN 978-80-967537-5-8.
KAZIMÍR, Štefan. Pestovanie viniča a produkcia vína na Slovensku v minulosti. Bratislava: Veda, 1986.
The students’ results are evaluated exclusively by continuously checking their performance during the teaching part of the semester. During the first two teaching weeks, students choose a research area – a wine-growing district (according to the current list of wine-growing areas in Slovakia). In the following weeks, students research this area on their own and present their results at the beginning of the lesson, following the teacher’s explanation. Students present their results verbally (without any written support) or in the form of a PPT presentation - depending on the number of registered students). To successfully complete the course, students need to work systematically, regularly informing the teacher about the progress they have achieved in their research. The deadline of their tasks cannot be postponed as they are connected to specifically scheduled lessons. Likewise, the teacher may not consider every research report by the student to be satisfactorily completed. To successfully meet their tasks, students need to successfully complete at least 6 out of 10 assignments. They are evaluated in the credit week according to the following scale: 10 adequately completed tasks adequately completed tasks A, 9 adequately completed tasks B, 8 adequately completed tasks C, 7 adequately completed tasks D, 6 adequately completed tasks E, 5 and less adequately completed tasks.
To successfully meet their term tasks, students can have no more than 2 absences.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. History of grapevine cultivation in the world and in the Kingdom of Hungary.
2. – 3. An outline of the history of viticulture in Slovakia until the end of the 19th century.
4. An outline of the history of viticulture in Slovakia in the 20th century.
5. Agricultural engineering and vine varieties.
6. Wine production and types of wines (including sparkling wines).
7. From the winegrower, through the vineyard mayor (Pereg) to the innkeeper.
8. Viticultural law, viticultural and winemaking legislation.
9. Material monuments of viticulture and winemaking, viticultural museums in Slovakia.
10. Vineyards and wine in written sources (literature, correspondence, oral tradition).
11. Personalities in the history of viticulture and winemaking (oenology, ampelography, education).
12. Vineyards as historical landscape structures.
Scale of assessment preliminary/final: 100/0
At the end of the course, students are familiar with the subject of research in a specific discipline of agrarian history - the history of viticulture and winemaking. During the seminar, students get acquainted with the cultivation of vineyards and wine production in the territory of today’s Slovakia in a wider Central European framework from the earliest times to the 20th century. An advantage of the course is that it is connected with the practice of historians in the field of museology (through excursions to wine museums) and points out the interdisciplinary character of research in an international framework.
ŘÍČAN, Rudolf – MOLNÁR, Amadeo. 12 století církevních dějin. Praha: Kalich, 2008, 415 s. ISBN 9788070170649; KOŽIAK, Rastislav – MÚCSKA, Vincent. Rehole a kláštory v stredoveku. Banská Bystrica – Bratislava: Chronos, 2002, 211 s. ISBN:8089027059; MÚCSKA, Vincent a kol. Dejiny európskeho stredoveku II. Vrcholný stredovek. Bratislava: Hlbiny, 2019, 352 s. ISBN 9878089743445; SUCHÁNEK, Drahomír - DRŠKA, Václav. Církevní dějiny. Antika a středověk. Praha: Grada, 2013, 427 s. ISBN 9788024737195. LeGOFF, Jacques – SCHMITT, Jean-Claude: Encyklopedie středověku. Praha: Vyšehrad, 2003, 935 s. ISBN 9788070219171; BROOKE, Christopher. Evropa středověku v letech 962–1154. Praha: Vyšehrad, 2006, 480 s. ISBN 8070218312; MUNDY, John Hine. Evropa vrcholného sředověku 1150–1300. Praha: Vyšehrad, 2008, ISBN 9788070219270 .
S ďalšou literatúrou budú študenti oboznámení počas výučby.
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Continuous preparation for the seminars
3. Writing of an essay in established length.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Church reforms in the 10th and 11th centuries and their consequences (Peter Damiani, Gregory VII, Anselm of Canterbury, Ivo of Chartres)
2. Renaissance of the 12th century (Peter Abelard, Bernard of Clairvaux, Suger, Gratian)
3. The conflict of the papacy and the Empire in the 12th and 13th centuries (Innocent III, Gregory IX)
4. Heterodox movements in the western Christianity during the high Middle Ages (Arnold of Brescia, Peter Valdés)
5. New monastic orders in the high Middle Ages (Dominic de Guzmán, Francis of Assisi)
6. Theology in the high Middle Ages (Peter Lombard, Alfred the Great, Thomas of Aquino)
7. The breakdown of the western church (William Ockham, John Wyclif, John Hus)
8. Exercises for the essay.
Evaluation: 40% for the preparations during the semester; 60% for the essay. The student has to accomplish both parts of the evaluation.
The student gains knowledge about the lives of the characters of western Christianity and the development of church in the 11th–14th centuries.
KAPLAN, Karel. Kronika komunistického Československa. Kořeny reformy 1956-1968: Společnost a moc. ISBN 978-80-87029-31-2.
LONDÁK, Miroslav a kol. Predjarie. Politický, ekonomický a kultúrny vývoj na Slovensku 1960-1967. Bratislava: Veda, 2002. ISBN 978-80-224-1095-3.
PEŠEK, Jan. Komunistická strana Slovenska. Dejiny politického subjektu I. Bratislava: Veda, 2012. ISBN 978-80-224-1256-8.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
Students are required to take active part in the lessons. They need to make and deliver a PowerPoint presentation (ca. 20 min.) and to submit a written seminar paper, which needs to cover the most important issues of the topic in question and be at least 10 pages long.
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. Adoption of the 1960 constitution and the amnesty for political prisoners
2. The second de-Stalinization phase and socialist Czechoslovakia
3. The year 1963 and the rehabilitation processes.
4. Consistencies and differences between the development in the Czech lands and Slovakia.
5. The Federation issue and the Slovak national movement.
6. The Fall of Antonín Novotný.
7. The Year 1968.
8. Alexander Dubček.
9. The International Situation in 1968.
10. Soviet Policy towards Czechoslovakia in 1968.
11. Czechoslovakia’s Occupation and Following Development.
30/70
At the end of the course, students have in-depth knowledge of the socio-political situation in socialist Czechoslovakia in the 1960s. Therefore, they are able to follow the development that culminated in 1968. They are familiar with the period in questions as well as with the domestic and foreign political situation of the time. They can also critically evaluate the shortcomings of the communist regime. They are familiar with the events that took place in 1968 and the resulting changes.
MORYS, Matthias (ed.) The Economic History of Central, East and South-East Europe. 1800 to the Present. London – New York: Routdge, Taylor & Francis, 2021. ISBN 978-1-138-92198-6
BEREND, Iván, T. Central and Eastern Europe 1944 – 1993. Detour from the Periphery to the Periphery. Cambridge: Cambridge University Press, 2001. ISBN 9780521550666
PUTNA, Martin C. Obrazy z kultúrnich dějin Střední Evropy. Praha: Vyšehrad, 2018. ISBN 978-80-7429-977-3
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária. A History of Modern Political Thought in East Central Europe. Volume 1: Negotiating Modernity in the „Long Nineteenth Century“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-880313-3
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part I: 1918 – 1968. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-873715-5
TRENCSÉNYI, Balász, KOPEČEK, Michal, BAÁR, Mónika, JANOWSKI, Maciej, FALINA, Mária, LISJAK, Luka, . A History of Modern Political Thought in East Central Europe. Volume 2: Part II: 1968 – 2018. Negotiating Modernity in the „Short Twentieth Century and beyon“. Oxford: Oxford University Press, 2018. ISBN 978-0-19-882960-7
Two absences are allowed; Students are evaluated based on completion of assignments and active participation in class. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak a English language
1. Basic problems of working with text 2.-12. Working with historical texts, critical analysis, interpretation, discussion.
100/0
The seminar gradually introduces students to the methodological assumptions of working with contemporary texts. They are then able to use the theoretical assumptions in practice and work independently with 19th and 20th century texts of Central European provenance throughout the course. They have competencies related to understanding the contemporary discourses, assumptions, and backgrounds of the foundational/underpinning texts in the different periods of Central European history in an international context, as working with primary materials will help to better understand the specific developments and nuances of Central European geographical and political space better and more directly in the sources of political thought. At the same time, students will be facilitated to contextualise some of the discourses occurring in the space at the same time.
KVAČALA, Ján. Dejiny reformácie na Slovensku. Liptovský Svätý Mikuláš : Tranoscius, 1933.
BUCKO, Vojtech. Mikuláš Oláh a jeho doba, 1493-1568 : (štúdia zo slovenských dejín 16. storočia). Bratislava : Vedecké ústavy mesta Bratislavy, 1940.
KÓNYOVÁ, Annamária, KÓNYA, Peter a kol. Konfesionálny vývin Uhorska v ranom novoveku. Prešov : Vydavateľstvo PU, 2017. ISBN 978-80-555-2440-5
Further literature and sources will be provided during the semester.
Course requirements:
a) preliminary - Students are required to work with the assigned texts (historiographic documents, sources), take active part in the seminar discussions, and produce parts of tasks (e.g. hand in an overview of the bibliography for the chosen term paper topic, present the basic term paper structure to the whole class)
b) Students are required to produce a term paper on a chosen topic. For this purpose, students are required to write about 10 pages of their own words with the relevant footnotes
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) Reformation, re-Catholicization and Counter-Reformation? : Terminological and Methodological questions, historiographic approaches.
2) The beginnings of the Reformation and its spread in our territory. Patronage and Christian humanism.
3) Patronage law and reformation in cities. Moderate and radical reformation forms.
3) Unity efforts in opinion diversity. The first confessions of faith, church administration, denomination formation (Konfessionsbildung) in its theological sense.
4) The organizational and social aspects of the reform movement. Reformation in the countryside. The beginnings of lower ecclesiastical organization. Reformation in the public and everyday spheres (Konfessionalisiserung, Konfessionskultur)
5) The reaction of the “old church.” Humanists and “compromise Catholicism.” Mikuláš Oláh and the beginnings of recatholicization.
6) The “Second Reformation.” Calvinism. Denominational identity and its external elements.
7) Education. The new media (printing) and their role in religious life.
8) The crisis around 1600.The jesuits. Bocskai’s uprising
9) The socio-political delimitation and institutionalization. The treaty of Vienna. The Lutheran Synod in Žilina and the beginnings of an independent church organization.
10) Religion and politics. The role denomination played in the uprisings of the estates in the first half of the 17th century.
11) The culture of religious controversy. Literary tradition in the local language.
12) Musical culture and religious life.
40/60
Students get familiar with the most significant ecclesiastical and intellectual development trends in the early modern period in the Kingdom of Hungary focusing on the 16th and first half of the 17th century. They get acquainted with the current historiographical trends in researching the given issue, which they are then able to apply to the selected topic. They are able to analyze “religion” as a cultural phenomenon in its full social implications, not only from a narrowly defined church history perspective. They are able to look at the different religious issues of the period from the perspective of collective identities and their implications for the political development not only of the Kingdom of Hungary, but of the whole Central Europe.
KVAČALA, Ján. Dejiny reformácie na Slovensku. Liptovský Svätý Mikuláš: Tranoscius, 1933.
KOWALSKÁ, Eva. Evanjelické a. v. spoločenstvo v 18. storočí. Hlavné problémy jeho vývoja a fungovania v spoločnosti. Bratislava: Veda, 2001. ISBN 80-224-0704-6
KÓNYOVÁ, Annamária, KÓNYA, Peter a kol. Konfesionálny vývin Uhorska v ranom novoveku. Prešov : Vydavateľstvo PU, 2017. ISBN 978-80-555-2440-5
KUŠNIRÁKOVÁ, Ingrid. Piae Fundationes. Zbožné fundácie a ich význam pre rozvoj uhorskej spoločnosti v ranom novoveku. Bratislava: HÚ SAV, 2009. ISBN 80-970060-5-7
Course requirements:
a) preliminary - Students are required to work with the assigned texts (historiographical documents and sources), to take active part in the seminar discussions and produce parts of tasks (e.g. hand in an overview of the bibliography for the chosen term paper topic, present the basic term paper structure to the whole class)
b) Students are required to produce a term paper on a chosen topic. For this purpose, students are required to write about 10 pages of their own words with the relevant footnotes. Students who completed the HS: From reformation to tolerance 1 in the winter term (not a pre-requisite), can continue working on the chosen topic of their papers, developing and complementing it. In that case, they need to produce 5-10 pages of new text.
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 into the subject matter. Terminology issues (recatholicization, counter-reformation). Basic historiography on the topic.
2) The religious situation in the Kingdom of Hungary (in the context of the Habsburg Monarchy) in the mid-17th century.
3) Higher education and the different denominational communities (Trnava University, Prešov Collegium)
4) Denominational uniformity efforts: counter-reformation in the context of Habsburg absolutism.
5) Religious exiles in the early modern period on the example of evangelical clergy in the last third of the 17th century.
6) Religion and political power: confessional identity as part of the kuruc discourse.
7) Book printers, literary production and language as an identification factor.
8) The evangelical community between orthodoxy and religiousness.
9) Baroque Catholicism: hierarchy, religious orders, possibilities and limits of alliance with the dynasty.
10) Baroque Catholicism: forms of popular religiousness.
11) Resolutio Carolina and the so-called silent counter-reformation in everyday reality.
12) The influences of enlightenment and religious life.
13) Tolerance as a socio-political ideal.
40/60
Students get familiar with the most significant trends in the ecclesiastical and intellectual development of the early modern period and their significance for the Slovak history in the period (i.e. the second half of the 17th century and the 18th century). The main topics in this period are recatholicization and counter-Reformation, the possibilities and limits of religious tolerance, confessional exile, cultural development in the vernacular language, the effects of religiousness, Jansenism and Enlightenment, education and printing in the 17th and 18th centuries, the possibilities of religious tolerance, etc. They also get familiar with the current historiographical trends for researching the subject matter and are able to apply them on the chosen topic.
Students are able to analyze “religion” as a cultural phenomenon in its full social implications, not only from a narrowly defined church history perspective. They are able to look at the different religious issues of the period from the perspective of collective identities and their implications for the political development not only of the Kingdom of Hungary, but of the whole Central Europe.
BARTAL, Antonius. Glossarium mediae et infimae latinitatis regni Hungariae. Lipsiae: Teubner, 1901.
GLEJTEK, Miroslav – LABANC, Peter. Cvičenia zo stredovekej latinskej paleografie uhorské listinné písmo v 13. – 16. storočí. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2015. ISBN 978-80-558-0905-2.
KUKLICA, Peter. Slovník stredovekej latinčiny. Bratislava: SPN, 2000. ISBN 80-08-01405-9.
LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov. Bratislava: Univerzita Komenského, 1982.
MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. 2. ed. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
During the lesson period of the term, students are required to actively engage in practical exercises associated with reading and translating a pre-selected and prepared source (provided by the teacher in photocopy or digital form). In order to register the students’s involvement in the lessons and to ignite their interest in taking interactive and dynamic part in the different sessions, the teacher gives them the possibility to freely engage (in the form of suggestions or comments) or calling out students to answer or discuss a specific question the teacher or a student has asked. During the lesson period of the term, students need to pass two short tests consisting of ten questions / points covered during the second half of the term (the second takes place during the lesson in the credit week. Students are notified of the date of the first test with two weeks notice). The tests aim not only at grading students, but also to provide the teacher with feedback and to test their knowledge of the specific linguistic characteristics of medieval Latin. Example illustrating the form of the tests: Topic “Abbreviations in Latin medieval texts:” to identify and name the abbreviations used in writing practice in 10 sentences selected from the sources analyzed in the previous lessons. After taking the second test, the points from both tests are added up and students are evaluated according to the following scale 100 - 92 %: A; 91 - 84 %: B; 83 - 76 %: C; 75 - 68 %: D; 67 - 60 %, E; 59 - 0 %.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
The maximum number of possible absences is 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
Latins (basics)
1. Introduction to the subject: students get familiar with the content of the course, its goals, requirements and the relevant bibliography.
2. The position and function of Latin (from a socio-linguistic perspective) in the Middle Ages in continental Europe, focusing mainly on Central Europe / the Kingdom of Hungary.
3. Introduction to the practical study of medieval Latin 1 - majuscule vs minuscule, diphthongs ae / oe, period linguistic preferences (e.g. semantics, typography of vowels / consonants, diacritics, punctuation)
4. Introduction to the practical study of medieval Latin 1 - specifics of medieval narrative texts and diplomatic categories
5. Reading, translating and interpreting a selected narrative source: Chronicle
6. Reading, translating and interpreting a selected narrative source: Annals
7. 1. test
8. Reading, translating and interpreting a selected diplomatic source: Charters
9. Reading, translating and interpreting a selected diplomatic source: Letters
10. Reading, translating and interpreting a selected diplomatic source: Formularies
11. Reading, translating and interpreting a selected diplomatic source: University registry
12. 2. test
Scale of assessment preliminary/final: 100/0
At the end of the course, students have a general overview of various types of sources in Neo-Latin focusing on the territory of Central Europe. They are also skilled in working with databases of early modern sources. As the course aims to take students “ad fontes” (to the sources) and make them familiar with the practical side of Neo-Latin research, students are able to characterize narrative and diplomatic sources. Having worked with original period texts (autographs and transcripts), students understand the lexicon used in early modern texts and can name the linguistic specifics of contemporary Latin. After going through this intensive training course, students understand—of course using a Latin-Slovak dictionary—simple word/sentence constructions, can find their way within the text and are able to look up specific information.
BARTAL, Antonius. Glossarium mediae et infimae latinitatis regni Hungariae. Lipsiae: Teubner, 1901.
LEHOTSKÁ, Darina. Diplomatický seminár. Latinské písomnosti zo 16.-18. storočia. Bratislava: Univerzita Komenského, 1985.
MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. 2. vyd. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
NOVÁK, Jozef a et al. Paleografická čítanka. Pomôcka na čítanie rukopisov z 12. – 19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť, 2001. ISBN 80-7090-599-9.
ŠPAŇÁR, Július – HRABOVSKÝ, Jozef. Latinsko-slovenský a slovensko-latinský slovník. 5. ed. Bratislava: SPN, 1993. ISBN 80-08-02051-2.
During the lesson period of the term, students are required to actively engage in practical exercises associated with reading and translating a pre-selected and prepared source (provided by the teacher in photocopy or digital form). In order to register the students’s involvement in the lessons and to ignite their interest in taking interactive and dynamic part in the different sessions, the teacher gives them the possibility to freely engage (in the form of suggestions or comments) or by calling out students to answer or discuss a specific question either the teacher or a student has asked. During the lesson period of the term, students need to pass two short tests consisting of ten questions / points covered during the second half of the term (the second takes place during the lesson in the credit week. Students are notified of the date of the first test with two weeks notice). The tests aim not only to grade students, but also to provide the teacher with feedback and to test their knowledge of the specific linguistic characteristics of medieval Latin. Example illustrating the form of the tests: Topic “Abbreviations in Latin medieval texts:” to identify and name the abbreviations used in writing practice in 10 sentences selected from the sources analyzed in the previous lessons. After taking the second test, the points from both tests are added up and students are evaluated according to the following scale 100 - 92 %: A; 91 - 84 %: B; 83 - 76 %: C; 75 - 68 %: D; 67 - 60 %, E; 59 - 0 %.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
The maximum number of possible absences is 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
Latin (basics)
1. Introduction to the subject: students get familiar with the content of the course, its goals, requirements and the relevant bibliography.
2. The position and function of Latin in the Middle Ages in European culture, focusing mainly on Central Europe / the Kingdom of Hungary.
3. Introduction to the practical study of early modern / humanistic and baroque Latin 1 – linguistic peculiarities
4. Introduction to the practical study of early modern / humanistic and baroque Latin 2 – lexicon
5. Reading, translating and interpreting a selected narrative text: Country chronicle
6. Reading, translating and interpreting a selected narrative text: Town chronicle
7. 1. test
8. Reading, translating and interpreting a selected diplomatic source: Charters
9. Reading, translating and interpreting a selected diplomatic source: Letters (private correspondence)
10. Reading, translating and interpreting a selected diplomatic source: Canonic visitation
11. Reading, translating and interpreting a selected diplomatic source: Urbarium
12. 2. test
Scale of assessment preliminary/final: 100/0
At the end of the course, students have a general overview of various types of sources in Neo-Latin focusing on the territory of Central Europe. They are also skilled in working with databases of early modern sources. As the course aims to take students “ad fontes” (to the sources) and make them familiar with the practical side of Neo-Latin research, students are able to characterize narrative and diplomatic sources. Having worked with original period texts (autographs and transcripts), students understand the lexicon used in early modern texts and can name the linguistic specifics of contemporary Latin. After going through this intensive training course, students understand—of course using a Latin-Slovak dictionary— simple word/sentence constructions, can find their way within the text and are able to look up certain information.
BARTAL, Antonius. Glossarium mediae et infimae latinitatis regni Hungariae. Lipsiae: Teubner, 1901.
KUKLICA, Peter. Slovník latinských skratiek. Bratislava: SPN, 1995. ISBN 80-08-00422-3.
MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. 2. ed. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
ŠPAŇÁR, Július – HRABOVSKÝ, Jozef. Latinsko-slovenský a slovensko-latinský slovník. 5. ed. Bratislava: SPN, 1993. ISBN 80-08-02051-2.
Students are required to take active part in all the sessions throughout the whole lesson period of the term. For this purpose, prior to every practical lesson they are expected to prepare and study on their own and present their translations of the passages assigned by the teacher (approximately two to three sentences) from specific narrative texts from the Middle Ages and early modern times. They are also expected to verbally analyze and interpret the context of the narrative text or diplomatic source so that they get acquainted with a well-known historical event. During the last two lessons (including the credit week), students present their translation and interpretation of an excerpt assigned by the teacher. The last but one week it will be a medieval source and in the credit week an early modern source. They will be evaluated according to their performance during the credit week.
The maximum number of possible absences is 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 students need to submit a translation of the assigned excerpt from a source (up to 1⁄2 standard pages).
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.
Students can enrol in this course upon successfully completing the courses Latin practicum 1 and Latin practicum 2.
Slovak
Latin (passive knowledge)
1. Introduction to the course: students get acquainted with the content of the course, its goals, requirements and the relevant bibliography. Written narrative sources from the Middle Ages and early modern times.
2. The Annals of Pressburg (Annales Posonienses) - reading, translating and interpreting.
3. The Annals of Melk (Annales Mellicenses) - reading, translating and interpreting.
4. Simon of Kéza’s Chronicle (Gesta Hungarorum) - reading, translating and interpreting.
5. Continuatio Sancrucensis prima et secunda - reading, translating and interpreting.
6. Chronici Hungarici compositio saeculi XIV - reading, translating and interpreting.
7. John of Viktring’s “Book of certain histories”: (Ioannes abbas Victoriensis: Liber certarum historiarum) - reading, translating and interpreting.
8. Bartolini’s Odeporicon - reading, translating and interpreting.
9. Conrad Sperfogel’s Chronicle – reading, translating and interpreting.
10. Diarium rerum per Hungariam gestarum ab anno 1586 usque ad annum 1624 - reading, translating and interpreting.
11. Rerum hungaricarum libri viginti – reading, translating and interpreting.
12. Historiarum de rebus Hungaricis Libri – reading, translating and interpreting.
13. Matricula molleriana – reading, translating and interpreting.
Scale of assessment preliminary/final: 100/0
At the end of the course, students have deeper knowledge of narrative sources from the Middle Ages and early modern times from Central Europe. Thanks to the skills and knowledge acquired in Latin practicum 1 and 2, they are now able to independently translate short excerpts of sources. Having learned to interpret selected texts, students also understand historical events through the optics of the analyzed source. Students are familiar with the internal / external criticism of the source, as well as with the narrative potential and methodological limits of the narrative text.
BARTAL, Antonius. Glossarium mediae et infimae latinitatis regni Hungariae. Lipsiae: Teubner, 1901.
DRUGA, Marek. Falzá v službách pravdy, svedectvá na prahu lži. Niekoľko postrehov k pozadiu stredovekého falšovania. In: Historický časopis. 2019, vol. 67, no. 4, pp. 577-599. ISSN 0018-2575.
LEHOTSKÁ, Darina. Diplomatický seminár. Latinské písomnosti zo 16.-18. storočia. Bratislava: Univerzita Komenského, 1985.
MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. 2. ed. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
Students are required to take active part in all the sessions throughout the whole lesson period of the term. For this purpose, prior to every practical lesson they are expected to prepare and study on their own and present their translations of the passages assigned by the teacher (approximately two to three sentences) from specific narrative/diplomatic texts from the Middle Ages and early modern times. They are also expected to verbally analyze and interpret the context of the diplomatic source so that they get acquainted with a well-known historical event. During the last two lessons (including the credit week), students present their translation and interpretation of an excerpt assigned by the teacher. The last but one week it will be a medieval source and in the credit week an early modern source. They will be evaluated according to their performance during the credit week.
The maximum number of possible absences is 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 students need to submit a translation of the assigned excerpt from a source (up to 1⁄2 standard pages).
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.
Students can enrol in this course upon successfully completing the courses Latin practicum 1 a Latin practicum 2.
Slovak
Latin (reading)
1. Introduction to the course: students get acquainted with the content of the course, its goals, requirements and the relevant bibliography. Diplomacy as practiced in the Middle Ages and early modern times in Central European countries.
2. XI-XII century charters from the Kingdom of Hungary – reading, translating and interpreting.
3. XIII-XV century charters from the Kingdom of Hungary – reading, translating and interpreting.
4. XI-XII century charters from the Empire – reading, translating and interpreting.
5. XIII-XV century charters from the Empire – reading, translating and interpreting.
6. XI-XII century papal charters – reading, translating and interpreting.
7. XIII-XV century papal charters – reading, translating and interpreting.
8. XVI century ruler charters – reading, translating and interpreting.
9. Personal correspondence from the early modern times – reading, translating and interpreting.
10. Letters to economic officials in a feudal lordship – reading, translating and interpreting.
11. XVIII century royal mandates – reading, translating and interpreting.
12. Ecclesiastical charters – reading, translating and interpreting.
Scale of assessment preliminary/final: 100/0
At the end of the course, students are very well familiar with narrative sources from the Middle Ages and early modern times from Central Europe. Thanks to the skills and knowledge acquired in Latin practicum 1 and 2, they are now able to independently translate short excerpts of sources. Having learned to interpret selected texts, students also understand historical events through the optics of the analyzed source.
Moreover, students are familiar with the internal / external criticism of the source, as well as with the narrative potential and methodological limits of the narrative text.
* DEBNÁR, Marek – GOGORA, Andrej. Digitálne trendy v súčasných humanitných vedách. Nitra: Univerzita Konštantína Filozofa v Nitre, Centrum digitálnych humanitných vied pri Filozofickej fakulte, 2019, 130 p. ISBN 978-80-558-1498-8
* Journal Digital Humanities Quaterly (more volumes) Available online: http://digitalhumanities.org/dhq/about/about.html [cit. 2021-10-25]
* LABANCOVÁ, Ivana. Citačné softvéry a ich využitie pri práci historika. In Medea – Studia mediævalia et antiqua, 2020, vol. 23, no. 1, pp. 61-104. ISBN 978-80-223-5075-4
E-learning:
* CIFUENTES-GOODBODY, Nicolas. Zotero tutorial [video series available o youtube youtube] [cit. 2021-10-25]
* PIERAZZO, Elena – BURGHART, Marjorie. Digital Scholarly Editions: Manuscripts, Texts and TEI Encoding; [video series available on youtub] [cit. 2021-10-25]
Students are evaluated based on their continuous work. To successfully complete the course, students are required to continuously prepare for the seminars, read the assigned scholarly texts and deliver their assignments. The theoretical seminars alternate with the practical ones. To prepare for the theoretical part, students need to read the assigned texts and prepare a structured summary (500-700 words) of them. All the texts and other supplementary literature, as well as the exact form of the summary, are specified in the syllabus at the beginning of the term. During the practical lessons, students are required to engage in them and to carry out the relevant assignment (depending on the topic of the seminar). At the end of the term, students have a portfolio of assignments.
Maximum number of absences: 2
At the beginning of the term, students are informed about the exact plan, the detailed list of texts, and the deadline for submitting their final paper.
Assessment 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
English (understanding, passive skills)
Students will be asked to use their own laptops during lessons and to install freely available, open source programs needed for work.
The course thematically corresponds with the research grants, currently realized at the Department of Slovak History, namely: APVV-16-0374 and APVV-20-0598.
1. What is “digital” in the humanities? Basic terminology and definitions.
2. Overview of projects and opportunities for further study in digital humanities.
3. Overview of domestic and foreign library and source databases and work with them.
4. Open-source programs for bibliography creation and their use in scholarly work.
5. Importing bibliographic references from library catalogues and digital databases into Zotero.
6. Programs for text recognition of historical sources (mainly Transkribus).
7.GIS and data visualization in a cartographic environment (introduction to terminology).
8. GIS and data visualization in a cartographic environment (practical part).
9. Creation of digital critical editions (standards of creation, mainly TEI) and presentation of the basics of the XML language.
10. Basics of creating digital editions using Oxygen (practical part)
100/0
During the seminars, students get acquainted with different applications and programs that help 21st century historians in their work. They also gain an overview of the most important components, projects and perspectives of digital humanities. At the end of the course, students are able to work independently with foreign library databases, programs for creating bibliographic references (e.g. Zotero), to import information without having to rewrite it manually, and use the collected data to generate footnotes and bibliographies automatically when writing scholarly texts using a text editor. Students also learn the basics of geographic information systems (GIS) and data visualization in the form of maps. At the end of the semester, the basics of the XML markup language and its use in the creation of digital editions and databases will be presented.
DUCHOŇOVÁ, Diana, HANULA, Matej a kol. Človek raného novoveku. Bratislava: VEDA; Historický ústav SAV, 2020, 440 s. BŮŽEK, Václav – KRÁL, Pavel (eds.). Člověk českého raného novověku. Praha: Argo, 2007, 486 s. KUŠNIRÁKOVÁ, Ingrid a kol. „Pre blaho nášho ľudu, všetkých našich kráľovstiev a provincií“. Reformná politka Márie Terézie a jej pokus o modernizáciu Uhorska. Bratislava: VEDA, Historický ústav SAV, 2016, 270 s. LENGYELOVÁ, Tünde (ed.). Žena a právo. Právne a spoločenské postavenie žien v minulosti. Bratislava: AEP, 2004, 302 s. SZEGHYOVÁ, Blanka (ed.). Od konfliktu k zločinu. Skúmanie kriminality v minulosti. Bratislava: VEDA, 2022, 357 s.
Successful completion of the course is conditional on the student's active work in class during the teaching part of the semester (independent preparation and reading of submitted texts with comprehension, participation in class discussions) and submission of the essay by the end of the credit week.
The essay will be a minimum of 5 standard pages and will be accompanied by a list of references used.
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 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.
Scale of assessment preliminary/final: 0/100
Slovak
1. Introduction to the topic. Interdisciplinarity of research. Research methodology.
2. Man and society of the early modern period.
3. Migration as a social phenomenon
4. Social marginalization and exclusion.
5. Crime as a social phenomenon.
6. Social welfare phenomenon.
7. Gender stereotyping. Gender roles. Gender studies and the early modern period.
8. Archetypes and ideals.
9. Images of femininity. Femininity.
10. Images of masculinity. Masculinity.
Scale of assessment preliminary/final: 100/0
The student is familiar with current trends in social history and modern methodological approaches to the research of social phenomena and gender stereotypes in the early modern period and understands them through literature in the realities of Hungary in the early modern period.
Based on the method of historical criticism, the student is able to interpret social problems and themes in a historical context.
ADAMČÍK, Tomáš – ŠUTAJ, Štefan (ed.). Ľudia a dejiny - historická biografia a jej miesto v historiografii: zborník príspevkov z vedeckej konferencie. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 2016, 135 p. ISBN 9788081524271.
FERENČUHOVÁ, Bohumila (ed.). Biografia a historiografia: Slovenský, český a francúzsky pohľad. Bratislava: Spoločnosť Pro Historia, 2012, 239 p. ISBN 9788097124724.
GINZBURG, Carlo. Sýr a červi. Praha: Argo, 2000, 223 p. ISBN 807203278X.
HORIČKA, Martin. Gottwaldov demokrat. Zabudnutý príbeh Jána Ševčíka. Bratislava: Slovart, 2021, 310 p.
HORSKÝ, Jan. Historický aktér. In: STORCHOVÁ, Lucie a kol. Koncepty a dějiny: Proměny pojmů v současné historické vědě. Praha: Scriptorium, 2014, pp. 97–101. ISBN 9788087271872.
40% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic (ppt) 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, distribution of topics for seminar papers and presentations.
2. Who is the "forgotten" personality?
3. Biography and its significance for historiography.
4. Memoirs as a research source.
5. Biography and its author.
6. The issue of political biographies.
7. The privacy of a political personality - and its (un)importance in research.
8. Selection of a political personality.
9. Primary sources when writing a biographical profile.
10. Methodological and theoretical starting points for writing biographies.
11. Presentations.
12. Conclusion.
40/60
Our history hides a lot of forgotten political figures who are not written or talked about, although although it should be. In the course of this historical seminar, students will gain knowledge about the approaches to the research of lesser-known personalities from a methodological point of view. They will also acquire skills in writing biographical profiles of political figures.
The literature can be recommended by the teacher according to the focus of the excursion.
Active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student.
Slovak
A one-day visit to museums, galleries, historically remarkable places in Bratislava and the immediate vicinity focused on ancient history. Contact with the specific work of the teacher resp. specialist in those institutions. Individual teachers of departments list them during the semester.
100/0
After completing the excursion, the student has a comprehensive idea of a specific historical event associated with the place of the excursion or deepens his previous knowledge about the course of a specific historical event on the face of the place, or gets acquainted with the operation and function of the selected institution.
The literature can be recommended by the teacher according to the focus of the excursion.
Active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Full-day excursion outside Bratislava - visits to museums, galleries, historically remarkable places, contact with the specific work of the teacher resp. specialist - historian in these institutions. Individual teachers of departments list them during the semester.
100/0
After completing the excursion, the student has a comprehensive idea of a specific historical event associated with the place of the excursion, deepens his previous knowledge about the course of a specific historical event on the face of the place, or gets acquainted with the operation and function of the selected institution.
BARTLOVÁ, Milena – ČORNEJ, Petr. Velké dějiny zemí Koruny české VI. 1437–1526. Praha ; Litomyšl : Paseka, 2007. ISBN 80-7185-264-3
KUTNAR, František – MAREK, Jaroslav. Přehledné dějiny českého a slovenského dějepisectví : od počátků národní kultury až do sklonku třicátých let 20. století. 3. dopl. vyd. Praha : NLN, Nakladatelství Lidové noviny, 2009. ISBN 978-80-7106-402-2.
MACEK, Josef. Jagellonský věk v českých zemích : (1471–1526). Díl 1., Hospodářská základna a královská moc. 1. Vyd. Praha : Academia, 1992. ISBN 80-200-0300-2.
NOWAKOWSKA, Natalia (ed.) Remembering the Jagiellonians. London ; New York : Routledge, Taylor & Francis Group, 2019. ISBN 978-1-138-56240-0.
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. They need to present a 15 min. long report on a selected class syllabus topic.
b) final - They need to submit a 2-page long written report on a selected class syllabus topic.
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: 3
Scale of assessment (preliminary/final): 50/50
1. The Jagiellonians and their place in the history of Central and Eastern Europe (introduction)
2-3. The development of the image of the Jagiellonian dynasty in the historiographies of Belarus, Ukraine and Russia
4-5. Study of the Jagiellonian period in Czech and Slovak historical literature and periodicals of the late 18th - first half of the 19th century.
6. The Jagiellonian dynasty in the historical works of F. Palacký
7. Reconstruction of the Jagiellonian period in the works of F. V. Sasinek and J. Botto
8. The Jagiellonian period in the works of Czech and Slovak intellectuals of the late 19th and early 20th centuries.
9. Research of the Jagiellonian period in the interwar years.
10. The Jagiellonian era in the works of J. Macek
11. The Jagiellonian dynasty in modern Slovak and Czech historiography.
12. Representation of the image of the Jagiellonians in school textbooks of Central and Eastern Europe
13. The Jagiellonians in fiction and art.
50/50
The student is oriented in the key thematic areas of the Jagiellonian period in the historiography of Central (Slovakia, Czechia) and Eastern Europe (Belarus, Ukraine, Russia). The student also has knowledge of key trends in the historiography of the Jagiellonian past in the context of socio-political processes of the 19th-21st centuries.
HARTIGAN, Cathie, and Margaret JAMES. The Creative Writing. A Student's Handbook. London: CreativeWritingMatters, 2014. ISBN 978-1-5005-9954-6.
MORLEY, David, and Philip NEILSEN, eds. The Cambridge Companion to Creative Writing. Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
RAMSEY, Janet E. Feature and Magazine Article Writing. Madison: WCB Brown and Benchmark, 1994. ISBN 0-697-13832-1.
Continuous assessment:
- rehearsing a theatre performance in English, organizing and preparing the performance technically OR
- working on the editorial board of a department student magazine, writing articles in English, managing socia media content, promoting the magazine, organizing events for readers, proof reading texts in English, administering the website, graphic content OR
- independent research and participation in an academic conference
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Rehearsing a theatre performance in English
2. Writing for the web-based magazine Perspectives: writing, editing, proof reading, graphic content creation, web administration, social media content creation, organizing events for readers
3. Independent research - a student research project or assisting a teacher
100/0
Upon successful completion of the course, students will be capable of independent creative work and teamwork, they will have improved their organizational, managerial, and communication skills, both oral and written, and their critical reading and analytical skills.
HARTIGAN, Cathie, and Margaret JAMES. The Creative Writing. A Student's Handbook. London: CreativeWritingMatters, 2014. ISBN 978-1-5005-9954-6.
MORLEY, David, and Philip NEILSEN, eds. The Cambridge Companion to Creative Writing. Cambridge: Cambridge University Press, 2012. ISBN 978-0-521-14536-7.
RAMSEY, Janet E. Feature and Magazine Article Writing. Madison: WCB Brown and Benchmark, 1994. ISBN 0-697-13832-1.
Continuous assessment:
- rehearsing a theatre performance in English, organizing and preparing the performance technically OR
- working on the editorial board of a department student magazine, writing articles in English, managing socia media content, promoting the magazine, organizing events for readers, proof reading texts in English, administering the website, graphic content OR
- independent research and participation in an academic conference
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Rehearsing a theatre performance in English
2. Writing for the web-based magazine Perspectives: writing, editing, proof reading, graphic content creation, web administration, social media content creation, organizing events for readers
3. Independent research - a student research project or assisting a teacher
100/0
Upon successful completion of the course, students will be capable of independent creative work and teamwork, they will have improved their organizational, managerial, and communication skills, both oral and written, and their critical reading and analytical skills.
BAŠTÍN, Štefan, OLEXA, Jozef, a STUDENÁ, Zuzana. Dejiny anglickej a americkej literatúry.
Bratislava: Obzor, 1993. ISBN 80-215-0253-3.
DRABBLE, Margaret. The Oxford Companion to English Literature. Oxford: Oxford University
Press, 1993. ISBN 978-0-19-866233-4.
GENČIOVÁ, Miroslava. Literatura pro děti a mládež. Praha: SPN, 1984. ISBN 17.50.
POKRIVČÁKOVÁ, Silvia. Anglophone Literature for Children and Juvenile Readers. Trnava: University of Trnava, 2018. ISBN 978-80-568-0176-5 9.
Additional literature will be distributed during the course.
The student must acquire at least 60 percent to pass the course.
Continuous assessment:
- 20 % active participation
- 20 % presentation
Final assessment:
- 60% final essay
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
This course requires the student's English language skills to be at least at level B2 according to CEFR standards.
The students read and analyse selected relevant texts in and outside of class. The students discuss and present their perspectives and train themselves in literary criticism.
1) Introduction to study of children's and young adult literature
2) Children's folklore
3) Victorian children's literature I
4) Victorian children's literature II
5) Edwardian children's literature
6) Inter-War children's literature
7) Literature for children after 1945
8) Contemporary children's literature
9) Young adult (YA) literature
10) Picture books and comics for children and young adults
100/0 (%)
The student acquires knowledge of selected essential texts from British children's and young adult literature. After successfully finishing the course, the student is capable to evaluate the works' historical background and literary significance. The student's skills of literary analysis are furthered by in-class close analysis exercises of selected relevant texts. The chosen form of final assessment furthers the student's abilities of literary interpretation.
ABRAMS, Meyer Howard. A Glossary of Literary Terms.New York: Holt, Rinehart and Winston, 1988. ISBN 0-03011953-7.
BELTON, John ed. by. Movies and Mass Culture. New Brunswick, New Jersey: Rutgers University Press, 1996. ISBN 0-8135-2227-7.
BORDWELL, David and Kristin THOMPSON. Film Art. (An Introduction). New York: Alfred A. Knopf, 1986. ISBN 0-39435237-8.
BROWNE, Nick ed. by. Refiguring Film Genres. Theory and History. Berkeley, Los Angeles, London: University of California Press, 1998. ISBN 0520-20730-0.
CHILDERS, Joseph and Gary HENTZI ed. by. The Columbia Dictionary of Modern Literary and Cultural Criticism. New York: Columbia University Press, 1995. ISBN 0-231-07242-2.
SMIEŠKOVÁ, Alena. Violence as Art Experience. In: Ars Aeterna. Volume 8/ Number 1/ 2016. https://doi.org/10.1515/aa-2016-0001, dostupné na: https://sciendo.com/article/10.1515/aa-2016-0001
30%. active participation in class discussions
20% continuous written assessment
20% oral presentation
30% final written assessment: film review
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. How to Read a Film.
2. Film and Drama.
3. Auteur Cinema.
4. Elements of Drama. Tragedy.
5. Black Humor. Comedy.
6. Elements of Fiction. Narration in Modernist Fiction.
7. Film Noir. Hardboiled Fiction in American tradition.
8. From Film Noir to Neo Noir.
9. Fantasy and SF in Film and Fiction.
10. Illusion of the Screen. World within a World.
100/ 0
continuous assessment
Students are able to recognise general characteristics of literary and film art, the difference in the narrative form, general genres in literature and film: comedy, tragedy, detective story, science-fiction genre, comics/ adaptation of comic books, graphic novel/ adaptation of graphic novel, postmodern novel, thriller, dystopia. Students are able critically analyse literary and film texts. Students are able to present the results of their examination based on specific topic in the form oral presentation. Students strengthen their writing skills, their writing is critical and evaluative, and meets formal characteristics of a review.
ABRAMS, Meyer Howard. A Glossary of Literary Terms.New York: Holt, Rinehart and Winston, 1988. ISBN 0-03011953-7.
BORDWELL, David and THOMPSON, Kristin. Film Art. (An Introduction). New York: Alfred A. Knopf, 1986. ISBN 0-39435237-8.
BROWNE, Nick ed. by. Refiguring Film Genres. Theory and History. Berkeley, Los Angeles, London: University of California Press, 1998. ISBN 0520-20730-0.
BELTON, John ed. by. Movies and Mass Culture. New Brunswick, New Jersey: Rutgers University Press, 1996. ISBN 0-8135-2227-7.
CHILDERS, Joseph and HENTZI, Gary ed. by. The Columbia Dictionary of Modern Literary and Cultural Criticism. New York: Columbia University Press, 1995. ISBN 0-231-07242-2.
SMIEŠKOVÁ, Alena. Violence as Art Experience. In: Ars Aeterna. Volume 8/ Number 1/ 2016. https://doi.org/10.1515/aa-2016-0001, dostupné na: https://sciendo.com/article/10.1515/aa-2016-0001
30 % active participation in seminars, home preparation: reading of assigned class materials
20 % oral presentation
20 % continuous written assignment
40 % final written assignment: film review
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. How to Read a Film.
2. Film and Drama.
3. Auteur Cinema.
4. Elements of Drama. Tragedy.
5. Black Humor. Comedy.
6. Elements of Fiction. Narration in Modernist Fiction.
7. Film Noir. Hardboiled Fiction in American tradition.
8. From Film Noir to Neo Noir.
9. Fantasy and SF in Film and Fiction.
10. Illusion of the Screen. World within a World.
100/ 0
continuous assessment
Students are able to recognise general characteristics of literary and film art, the difference in the narrative form, general genres in literature and film: comedy, tragedy, detective story, science-fiction genre, comics/ adaptation of comic books, graphic novel/ adaptation of graphic novel, postmodern novel, thriller, dystopia. Students are able critically analyse literary and film texts. Students are able to present the results of their examination based on specific topic in the form oral presentation. Students strengthen their writing skills, their writing is critical and evaluative, and meets formal characteristics of a review.
BENJAMIN, Walter. Výbor z díla I. Literárnovědné studie. Uspořádal a přeložil Martin Ritter. Praha: OIKOYMENH, 2009. ISBN 978-80-7298-278-3.
BERGER, John. Způsoby vidění. Překlad a doslov Andrea Pruchová. Praha: Labyrint, 2017. ISBN 978-80-87260-78-4.
OUELLETTE, Laurie and Jonathan Gray ed. by. Keywords for Media Studies. New York: NYU Press, 2017. ISBN 9788875219291. dostupné na: https://www.jstor.org/stable/j.ctt1gk08zz
STURKEN, Marita a Lisa Cartwright. Studia vizuální kultury. Přeložili Lucie Vidmar a Milan Kreuzzieger. Praha: Portál, 2009. ISBN 978-80-7367-556-1.
STURKEN, Marita and Lisa Cartwright. Practices of Looking: An Introduction to Visual Culture. 2nd ed. New York: Oxford University Press. ISBN 978-0-19-531440-3.
V labyrinte popkultúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2004. ISBN 80-8050-709-0.
30 % active participation in seminars and discussions
30 % continuous written assignment
40% final written assignment: creative task
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. Text. Definitions. Literature. Visual Culture
2. Representation. Tradition in visual art. Male Gaze.
3. The invention of camera. Context in visual culture.
4. Traditional art forms and new media.
5. Understanding of the Self. Identity and image. Image and social status.
6. New media. Social networks.
7.The role of media in contemporary culture. (Television, the Internet, Publicity, Commercials, etc.)
8. The concept of the real in visually loaded world. Realism as an artistic method.
9.Spectatorship. Power. Knowledge
10. Flow of visual culture
100/ 0 continuous assessment
When SS complete the course they understand the concept of text in larger circumstances, for example in literary and visual art. They are able to define contemporary situation when in culture visual perceptions and impulses prevail. Based on analyses of various text materials (literary text, painting, film, photography, street art, videoclip/ lyrics), students understand processes taking place in contemporary culture/ art and they can analyse them critically.
BENJAMIN, Walter. Výbor z díla I. Literárnovědné studie. Uspořádal a přeložil Martin Ritter. Praha: OIKOYMENH, 2009. ISBN 978-80-7298-278-3.
BERGER, John. Způsoby vidění. Překlad a doslov Andrea Pruchová. Praha: Labyrint, 2017. ISBN 978-80-87260-78-4.
OUELLETTE, Laurie and Jonathan Gray ed. by. Keywords for Media Studies. New York: NYU Press, 2017. ISBN 9788875219291. dostupné na: https://www.jstor.org/stable/j.ctt1gk08zz
STURKEN, Marita a Lisa Cartwright. Studia vizuální kultury. Přeložili Lucie Vidmar a Milan Kreuzzieger. Praha: Portál, 2009. ISBN 978-80-7367-556-1.
STURKEN, Marita and Lisa Cartwright. Practices of Looking: An Introduction to Visual Culture. 2nd ed. New York: Oxford University Press. ISBN 978-0-19-531440-3.
V labyrinte popkultúry. Nitra: Univerzita Konštantína Filozofa, Filozofická fakulta, 2004. ISBN 80-8050-709-0.
30 % active participation in seminars and discussions
30 % continuous written assignment
40% final written assignment: creative task
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes SS can speak the level of English (at least B2) according to the CEFR.
1. Text. Definitions. Literature. Visual Culture
2. Representation. Tradition in visual art. Male Gaze.
3. The invention of camera. Context in visual culture.
4. Traditional art forms and new media.
5. Understanding of the Self. Identity and image. Image and social status.
6. New media. Social networks.
7.The role of media in contemporary culture. (Television, the Internet, Publicity, Commercials, etc.)
8. The concept of the real in visually loaded world. Realism as an artistic method.
9.Spectatorship. Power. Knowledge
10. Flow of visual culture
100/ 0 continuous assessment
When SS complete the course they understand the concept of text in larger circumstances, for example in literary and visual art. They are able to define contemporary situation when in culture visual perceptions and impulses prevail. Based on analyses of various text materials (literary text, painting, film, photography, street art, videoclip/ lyrics), students understand processes taking place in contemporary culture/ art and they can analyse them critically.
CRYSTAL, David. Linguistics. Harmondsworth: Penguin Books, 1990. ISBN
0-14-013531-6.
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge University Press, 1995. ISBN 0-521-40179-8.
KIRKPATRICK, Andy. World Englishes: Implications for international Communication and English Language Teaching. Cambridge: Cambridge University Press, 2007. ISBN 978-0-521-61687-4.
LANČARIČ, Daniel. Linguistics for English Language Students. Bratislava: Z-F Lingua, 2008. ISBN
978-80-89328-14-7.
LYONS, John. Language and Linguistics. Cambridge: Cambridge University Press, 1981. ISBN 0-521-29775-3.
Durig the semester: students attend lectures
In the examination period: final written test
Date of the final test will be announced during the last week of the semester
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Minimum for passing the test is 60%.
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Linguistics and its place among other philological disciplines
General linguistics, terminology and categories
Language as a communication system. Basic functions and features of communication
Language levels, basic units
Morphological typology of languages
Historical development of English (Old English, Middle English, Modern)
Linguistic features of Modern English
Geographical and sociolinguistic varieties of English
0/100
The course introduces students to basic terminology and concepts in the study of the English language. Students learn and understand the principles of language study from the diachronic and synchronic viewpoint. They get the basic knowledge of all language levels and their units. They learn about the evolution of the English language and are aware of major linguistic changes that happened on all levels of the language throughout history.
BÁZLIK, Miroslav a Jolana MIŠKOVIČOVÁ. Pravidlá výslovnosti britskej a americkej angličtiny. Bratislava: Iura, 2012. ISBN 978-80-8078-447-8.
BOROŠOVÁ, Beata. Segmental and Suprasegmental Phonetics and Phonology: British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
GIMSON, Alfred C. An Introduction to the Pronunciation of English. London: Edward Arnold, 1994.
ISBN 0-340-58265-0.
JONES, Daniel. Cambridge English Pronouncing Dictionary. Cambridge: Cambridge University Press, 2006. ISBN 0-521-68087-5.
PAVLÍK,Radoslav. A Practical Introduction to English Pronunciation. Bratislava: Z-F Lingua, 2015. ISBN 978-80-8177-011-1.
ROACH, Peter. English Phonetics and Phonology. Cambridge: Cambridge University Press, 1995. ISBN 0-521-40718-4.
During the semester:
2 transcription tests (20%)
presentation of students´own recordings (5) - selected texts from different communication contexts (British or American English) (20%)
1 test - theory of segmental phonetics and phonology (30%)
1 test - theory of suprasegmental phonetics and phonology (30%)
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
The condition for passing the course is to reach minimum 60 % for assignments and tests during the semester
A detailed course syllabus with assignments and instructions is provided to enrolled students the first week of the semester.
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Phonetics and Phonology as linguistic disciplines, basic units
Accents of English - Received pronunciaton and General American
Transcription symbols and their usage
Organs of speech and the production of speech sounds
English vowels
English diphthongs and triphthongs
English consonants
Syllable, structure and types of English syllables
Lexical stress in English. Sentence stress
Linguistic rhythm
Vowel reduction, elision, linking and assimilation in connected speech
Intonation in English
Practising correct pronunciation, differences in pronunciation based on context
Introduction of different accents of the English language
100/0
The purpose of the course is to provide knowledge of the sound system of English and the place of phonetic and phonological level in the study of the English language. Students gain skills in fluent oral communication with the emphasis on the correct pronunciation both on the segmental and suprasegmental level. They know the British and American standard pronunciation models and can use the system of transcription symbols.
LANČARIČ, Daniel: English Grammar in Theory and Practice. Bratislava: Univerzita Komenského v Bratislave, 2020. ISBN: 978-80-223-4906-2.
ALEXANDER, Louis: Longman English Grammar Harlow: Longman, 1991. ISBN: 0-582-55892-1.
CARTER, Ronald a Michael McCARTHY.: Cambridge Grammar of English a comprehensive guide. Spoken and written English; Grammar and usage. Cambridge: Cambridge University Press, 2006. ISBN: 0-521-67439-5.
DUŠKOVÁ, Ludmila. a kol.: Mluvnice současné angličtiny na pozadí češtiny. Praha: Academia, 2006. ISBN: 80-200-1413-6.
GREENBAUM, Sidney, QUIRK, Randolph a Sylvia CHALKER.: A Student´s English Grammar Workbook being a workbook for A student´s grammar of the English language. Harlow: Longman, 1992. ISBN: 0-582-08819-4.
QUIRK, Randolph a Sidney GREENBAUM.: A Student´s Grammar of the English Language. Harlow: Longman, 1992. ISBN: 0-582-05971-2.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Grammar and grammatical units; sentences, clause elements; simple sentence categories; phrases, categories of phrases; words; open and closed clases; conversion; morphemes; relations between grammatical units; noun phrase - nouns and their classification, secondary categories of the nounL definiteness, number, gender, case; verb phrase - verbs and their classification, secondary categories of the verb: aspect, tense, mood, voice; adjectives and adverbs; closed class categories; conjunctions, numerals, interjections, particles, pronouns, simple sentence: interrogative, imperative, exclamative; concord and negation in the simple sentence; multiple sentence: compound and complex; subordinate clauses: nominal, adverbial, relative, comparative; word order; inversion; ellipsis and substitution
30/70
The student has a knowledge of the basic aspects of the English language system and is able to identify grammatical categories and their functions in context. The student is competent to explain the character of English grammatical units in terms of their form and meaning. He is able to apply his knowledge in communication as well as in teaching and translation practice.
OXENDEN, Clive a Christina LATHAM-KOENIG. New English File Advanced. Student's Book. Oxford: Oxford University Press, 2010. ISBN 978-0-19-459458-5.
VINCE, Michael. Advanced Language Practice. Grammar and Vocabulary. Oxford: Macmillan, 2009. ISBN 978-0-2307-2703-8.
Additional materials might be used.
Continuous assessment:
- 20 % active participation
- 25 % short written assignments aimed at target vocabulary and grammar
- 25 % tests
- 30 % oral exam assessing a student's speaking skills (fluency, discourse management, pronunciation, grammar, vocabulary)
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Listening to and comprehending authentic texts in English
2. Developing communication skills
3. Developing and expanding vocabulary in different walks of social life
4. Developing writing skills
100/0
Upon successful completion of the course, students will have consolidated their speaking and writing skills in English at B2 CEFR level and further developed them with the aim to achieve C1 level. They will be able to read and understand longer and more demanding texts, express ideas fluently, with ease, without too much searching for words, flexibly and effectively use the language in a variety of life situations, create clear, well-structured texts even on more complex topics.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
BAUER, Laurie.: English Word-formation. Cambridge: CUP, 1996. ISBN: 0-521-28492-9.
CRUSE, David.: Lexical Semantics. Cambridge: CUP, 1986. ISBN: 0-521-27643-8.
CRYSTAL, David: The Cambridge Encyclopaedia of the English Language. Cambridge
University Press, 1996. ISBN: 0-521-40179-8.
KVETKO, Pavol.: English Lexicology in Theory and Practice. Trnava: UCM, 2009. ISBN: 978-80-8105-639-0.
PAVLÍK, Radoslav.: A Textbook of English Lexicology 1: Word Structure, Word-Formation, Word Meaning. Bratislava: Z-F Lingua, 2017. ISBN: 978-80-8177-038-8.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Definig the lexical level of English and its relation to other linguistic levels and linguistic disciplines, basic concepts and terminology; extralinguistic reality and onomasiological aspects of English lexis; diachronic aspects of present-day English lexis; native words and loanwords; morphological structure of the word; word-formation processes in English, synchronous explanation and communicative functions; semantic categories, functions, changes and systemic relations in lexis; lexical variability, lexicography
30/70
Gaining theoretical knowledge of lexis as the most extensive, comprehensive and dynamic component of the language; Improving knowledge and language competences in the field of English vocabulary. The student who completes the course knows the basic features and functions of English lexis, masters the basic principles of word-formation and systemic relations in language. The student is able to apply theoretical knowledge in communication, translation and English didactics.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
DOLLAHITE, Nancy E. and Julie HAUN. Sourcework: Academic Writing from Sources. Boston: Heinle, 2006. ISBN 978-0-618-41287-7.
GREETHAM, Bryan. How to Write Better Essays. New York: Palgrave, 2001. ISBN 0-333-94715-0.
HAMILTON, Carole L. Anthem Guide to Essay Writing [online]. London: Anthem Press, 2011. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=3001959.
LEVIN, Peter. Write Great Essays [online]. New York: McGraw-Hill Education, 2009. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=487786.
MURRAY, Neil and Geraldine HUGHES. Writing up Your University Assignments and Research Projects [online]. New York: McGraw-Hill Education, 2008. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=345139.
SHIELDS, MungLing. Essay Writing: A Student's Guide. Los Angeles: SAGE, 2010. ISBN 978-1-84787-090-2.
ZEMACH, Dorothy and Lisa A. RUMISEK. Academic Writing: From Paragraph to Essay.
Oxford: Macmillan, 2005. ISBN 978-1-4050-8606-6.
Continuous assessment:
- 10% active participation (regular contributions to class discussions)
- 40% short written assignments
- 50% final research paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
1. Research topic, research question, thesis statement
2. Research, types of sources, source evaluation
3. Paraphrasing and summarizing skills
4. Citation techniques
5. Work with sources, plagiarism, types of plagiarism, and how to avoid plagiarism
6. Basic citation styles (MLA, APA, Chicago), bibliography compilation
7. English paragraph and source integration
8. Essay composition, structure, and coherence
9. Writing introductions, techniques, thesis statements
10. Writing conclusions, techniques
11. Analyzing student essays, most common shortcomings
100/0
Upon a successful completion of the course, students will be familiar with the structure, form, and methodology of writing academic texts in English, they will have understood the foundations of research and sourcework, they will be able to present an effective argument, and they will have acquired competencies necessary for writing theses.
BAZERMAN, Charles. The Informed Writer: Using Sources in the Disciplines. 3rd edition. Boston: Houghton Mifflin, 1989. ISBN 0-395-36901-0.
DOLLAHITE, Nancy E. and Julie HAUN. Sourcework: Academic Writing from Sources. Boston: Heinle, 2006. ISBN 978-0-618-41287-7.
GREETHAM, Bryan. How to Write Better Essays. New York: Palgrave, 2001. ISBN 0-333-94715-0.
HAMILTON, Carole L. Anthem Guide to Essay Writing [online]. London: Anthem Press, 2011. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=3001959.
LEVIN, Peter. Write Great Essays [online]. New York: McGraw-Hill Education, 2009. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=487786.
MURRAY, Neil and Geraldine HUGHES. Writing up Your University Assignments and Research Projects [online]. New York: McGraw-Hill Education, 2008. Available at: ProQuest Ebook Central, https://ebookcentral.proquest.com/lib/uniba-ebooks/detail.action?docID=345139.
SHIELDS, MungLing. Essay Writing: A Student's Guide. Los Angeles: SAGE, 2010. ISBN 978-1-84787-090-2.
ZEMACH, Dorothy and Lisa A. RUMISEK. Academic Writing: From Paragraph to Essay.
Oxford: Macmillan, 2005. ISBN 978-1-4050-8606-6.
Continuous assessment:
- 10% active participation (regular contributions to class discussions)
- 40% short written assignments
- 50% final research paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
1. Research topic, research question, thesis statement
2. Research, types of sources, source evaluation
3. Paraphrasing and summarizing skills
4. Citation techniques
5. Work with sources, plagiarism, types of plagiarism, and how to avoid plagiarism
6. Basic citation styles (MLA, APA, Chicago), bibliography compilation
7. English paragraph and source integration
8. Essay composition, structure, and coherence
9. Writing introductions, techniques, thesis statements
10. Writing conclusions, techniques
11. Analyzing student essays, most common shortcomings
100/0
Upon a successful completion of the course, students will be familiar with the structure, form, and methodology of writing academic texts in English, they will have understood the foundations of research and sourcework, they will be able to present an effective argument, and they will have acquired competencies necessary for writing theses.
KVETKO, Pavol Translation Studies an introduction course. Trnava: Univerzita
sv. Cyrila a Metoda. ISBN 978-80-8105-641-3. BAKER, Mona (2018) In Other Words: A Coursebook on Translation. London: Routledge 2018. ISBN 978-1-138-66688-7. Zuzana Kraviarová: Integrovaná výučba odborného prekladu in: Prekladateľské listy 3, Bratislava, Univerzita Komenského 2014 ISBN 978-80-223-3584-3; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN 978-0-415-83791-0; Alojz Keníž: Preklad ako hra na invariant a ekvivalenciu, AnaPress 2008. ISBN 978-80-89137-38-1; Martin Djovčoš a Pavol Šveda: Mýty a fakty o preklade a tlmočení na Slovensku, Veda 2017. ISBN
978-80-224-1566-8; Jana Rakšányiová: Preklad ako intekultúrálna komunikácia, AnaPress 2005. ISBN 80-89137-09-1
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual translation tasks in the class and homework, which are a prerequisite for active participation in the class. Translation assignments are submitted the day before an hour via MS Teams or Moodle. In addition to the translation, the student answers the questions asked about the translation and briefly summarizes his / her progress in the given translation. In the class, the subject of discussion is translation solutions and their mutual confrontation. Classification scale: 0-60-68-76-94-92-100 % = FX-E-D-C-B-A. Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [B2] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Basics of working in CAT tool 2. Popularization text, sparsely terminologically saturated 3. Translation of a fictional text, descriptively saturated 4. Text with high terminological saturation 5. Translation of a children's fiction 6. Translation of a newspaper article 7. Birth certificate, formal processing of the translation, work of the official translator 8. Fantasy / sci-fi text with a poem, translation license 9. Translation of the tourist guide 10. Cookbook translation, localization 11. Post-editing and machine translation work 12. Medical text 13. Intercultural communication - traditions and folklore
100% continuous evaluation
After completing the course, the student knows the basic translation theories and knows how to use their procedures in practice. Can analyze and translate texts from various fields into Slovak. He knows CAT tools and masters the basics of working with them. The student masters the principles of a professional translation approach to texts and, based on their analysis, is able to identify the risk areas of the text before translation and adequately prepare. He knows the translational pitfalls typical of different types of texts and is ready to solve them. They can critically approach and edit their own text during the second reading, they takes care of the risks that the hypnosis by the orgiginal text can pose. Thgey can communicate these procedures to others from the position of a teacher.
BOROŠOVÁ, Beata. Segmental and Suprasegmental Phonetics and Phonology, British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge:Cambridge University Press, 1995. ISBN 0-521-40179-8.
HUGHES, Alan, TRUDGILL, Peter a Dominic WATT. English Accents and Dialects. London: Routledge, 2013. ISBN 978-1-444-12138-4.
TRUDGILL, Peter. Dialects. London:Routledge,1994. ISBN 0-415-09038-5.
British Accents and Dialects. Available at https://www.bl.uk/british-accents-and-dialects.
During the semester:
- presentation of a selected British accent/dialect (30%)
- presentation of students´own recordings in a prestigeous British accent Received Pronunciation (30%)
During the examination period: final written test (50%)
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Students has to reach minimum 30 % for assignmens during the semester to qualify for the final test
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Dialect, sociolect, ethnolect, accent
Regional dialects and accents of British English
Received Pronunciation as a prestigeous accent in the UK
Dialects and accents of London - RP, Estuary English, Cockney, Multicultural London English
Dialects and accents of northern and southern England - linguistic differences
Popular dialects and accents of big cities (Liverpool, Manchester, Birmingham, Newcastle...)
English in Scotland, Northern Ireland and Wales
50/50
The purpose of the course is to provide knowledge of the variability of the English language on the territory of the United Kingdom. Students get the overview of the main regional accents and dialects of British English and their basic phonetic/phonological, grammatical and lexical characteristics. They learn about social stratification of British society and understand the relationship between social classes and linguistic behaviour of their members. Students develop listening skills and master Received Pronunciation accent.
BOROŠOVÁ, Beata. Segmental and Suprasegmental Phonetics and Phonology, British English. Bratislava: Comenius University, 2017. ISBN 978-80-223-4366-4.
CRYSTAL, David. The Cambridge Encyclopedia of the English Language. Cambridge:Cambridge University Press, 1995. ISBN 0-521-40179-8.
HUGHES, Alan, TRUDGILL, Peter a Dominic WATT. English Accents and Dialects. London: Routledge, 2013. ISBN 978-1-444-12138-4.
TRUDGILL, Peter. Dialects. London:Routledge,1994. ISBN 0-415-09038-5.
British Accents and Dialects. Available at https://www.bl.uk/british-accents-and-dialects.
During the semester:
- presentation of a selected British accent/dialect (30%)
- presentation of students´own recordings in a prestigeous British accent Received Pronunciation (30%)
During the examination period: final written test (50%)
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
Students has to reach minimum 30 % for assignmens during the semester to qualify for the final test
Marking scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Unexcused absences allowed: 2
Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
Dialect, sociolect, ethnolect, accent
Regional dialects and accents of British English
Received Pronunciation as a prestigeous accent in the UK
Dialects and accents of London - RP, Estuary English, Cockney, Multicultural London English
Dialects and accents of northern and southern England - linguistic differences
Popular dialects and accents of big cities (Liverpool, Manchester, Birmingham, Newcastle...)
English in Scotland, Northern Ireland and Wales
50/50
The purpose of the course is to provide knowledge of the variability of the English language on the territory of the United Kingdom. Students get the overview of the main regional accents and dialects of British English and their basic phonetic/phonological, grammatical and lexical characteristics. They learn about social stratification of British society and understand the relationship between social classes and linguistic behaviour of their members. Students develop listening skills and master Received Pronunciation accent.
DE CHAZAL, Edward and Julie MOORE. Oxford EAP. A Course in English for Academic Purposes. Advanced/C1. Oxford: Oxford University Press, 2013. ISBN 978-0-19-400179-3.
MCCARTHY, Michael and Felicity MCCARTHY. Academic Vocabulary in Use. Cambridge: Cambridge University Press, 2008. ISBN 978-0-521-68939-7.
WALLACE, Michael J. Study Skills in English: A Course in Reading skills for Academic Purposes. Cambridge: Cambridge University Press, 2004. ISBN 0-521-53385-6.
Additional materials might be used.
Continuous assessment:
- 20 % active participation
- 25 % oral presentation
- 25 % final text
- 30 % short written assignments
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Reading comprehension of academic texts
2. Listening comprehension of academic lectures and presentations
3. Writing short academic assignments
4. Development of academic vocabulary
5. Preparing and rehearsing an oral presentation on an academic topic
100/0
Upon a successful completion of the course, students will have knowledge and skills necessary for reading and comprehending academic texts, listening to academic presentations and lectures, writing academic assignments, actively participating in discussions, and preparing and giving an oral presentation. They will also have better note-taking and research skills.
DOLNÍK, Juraj.: Lexikálna sémantika. Bratislava: UK, 1990. ISBN: 80-223-0011-X.
CRUISE, David.: Lexical Semantics. Cambridge: CUP, 1991. ISBN: 0-521-27643-8.
CRYSTAL, David: The Cambridge Encyclopaedia of the English Language. Cambridge: CUP, 1995. ISBN: 0-521-40179-8.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LYONS, John.: Linguistic Semantics An Introduction. Cambridge: CUP, 1996. ISBN: 0-521-43877-2.
PALMER, Frank.: Semantics. Cambridge: CUP, 1981. ISBN: 0-521-28376-0.
ŠTEKAUER, Pavol. (ed.). Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Introduction to semantics; basic concepts; thinking and reality; types of meaning; word and concept; sentence and speech; proposition; reference; argument and predicate; deixis and definiteness; extension; prototypes; stereotypes; semantic relations; polysemy, synonymy, antonymy, hyponymy, meronymy, taxonomy; semantic shifts - metaphor and metonymy; actants; interpersonal meaning; speech acts - perlocuctions and ilocutions
30/70
Gaining theoretical knowledge about language semantics as a basic component of linguistic units and speech in English; extension and improvement of language knowledge and competence in the field of English lexical and sentence semantics and pragmatics.
The student, who completes the course, has a knowledge of the basic features of English language units in terms of their semantic content. He masters the functions of speech and is able to apply theoretical knowledge in communication, translation and English didactics.
HlLADKÝ, Jozef a Milan RUŽIČKA: A Functional Onomatology of English. Brno: MU, 2001. ISBN: 80-210-1426-1.
LANČARIČ, Daniel.: Linguistics for English language students, Bratislava: ZF-Lingua, 2010. ISBN: 978-80-89328-36-9.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LANČARIČ, Daniel.: English Grammar in Theory and Practice. Bratislava: UK, 2020. ISBN: 978-80-223-4906-2.
PAVLÍK, Radoslav.: A practical guide to the lexical analysis of written texts. Bratislava: Z-F Lingua, 2015. ISBN: 978-80-8177-012-8.
ŠTEKAUER, Pavol. Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN: 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Process of naming; differences in extralinguistic reality; basic differences between naming units - conventionality and universality of naming unit; levels of abstraction - differences between English and Slovak; content of the naming unit - differences between English and Slovak; form of naming unit, simple and descriptive units - basic differences between English and Slovak; conversion; adjectives; differences between English and Slovak secondary categories of nouns and verbs; functional and structural analysis of the sentence, function of the subject and predicate - differences between English and Slovak; prediction types in English; nominalization in English; functional sentence perspective, communicative dynamism, word order in English and in Slovak; text analyses
30/70
Applying theoretical knowledge from individual language disciplines (morphology and syntax, lexicology and lexicography, phonetics and phonology, etc.) in the structural and semantic analysis of English written text. Contrastive comparison of English and Slovak.
The student who completes the course understands a common text from a linguistic point of view. He is able to analyze it and apply his knowledge in communication. He is competent to use theoretical knowledge in the process of translation and teaching.
HlLADKÝ, Jozef a Milan RUŽIČKA: A Functional Onomatology of English. Brno: MU, 2001. ISBN: 80-210-1426-1.
LANČARIČ, Daniel.: Linguistics for English language students, Bratislava: ZF-Lingua, 2010. ISBN: 978-80-89328-36-9.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LANČARIČ, Daniel.: English Grammar in Theory and Practice. Bratislava: UK, 2020. ISBN: 978-80-223-4906-2.
PAVLÍK, Radoslav.: A practical guide to the lexical analysis of written texts. Bratislava: Z-F Lingua, 2015. ISBN: 978-80-8177-012-8.
ŠTEKAUER, Pavol. Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN: 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Process of naming; differences in extralinguistic reality; basic differences between naming units - conventionality and universality of naming unit; levels of abstraction - differences between English and Slovak; content of the naming unit - differences between English and Slovak; form of naming unit, simple and descriptive units - basic differences between English and Slovak; conversion; adjectives; differences between English and Slovak secondary categories of nouns and verbs; functional and structural analysis of the sentence, function of the subject and predicate - differences between English and Slovak; prediction types in English; nominalization in English; functional sentence perspective, communicative dynamism, word order in English and in Slovak; text analyses
30/70
Applying theoretical knowledge from individual language disciplines (morphology and syntax, lexicology and lexicography, phonetics and phonology, etc.) in the structural and semantic analysis of English written text. Contrastive comparison of English and Slovak. The student who completes the course understands a common text from a linguistic point of view. He is able to analyze it and apply his knowledge in communication. He is competent to use theoretical knowledge in the process of translation and teaching.
HlLADKÝ, Jozef a Milan RUŽIČKA: A Functional Onomatology of English. Brno: MU, 2001. ISBN: 80-210-1426-1.
LANČARIČ, Daniel.: Linguistics for English language students, Bratislava: ZF-Lingua, 2010. ISBN: 978-80-89328-36-9.
LANČARIČ, Daniel.: English Lexicology. Theory ad Exercises. Numbrecht: Kirsch-Verlag, 2016. ISBN: 978-3-943906-25-7.
LANČARIČ, Daniel.: English Grammar in Theory and Practice. Bratislava: UK, 2020. ISBN: 978-80-223-4906-2.
PAVLÍK, Radoslav.: A practical guide to the lexical analysis of written texts. Bratislava: Z-F Lingua, 2015. ISBN: 978-80-8177-012-8.
ŠTEKAUER, Pavol. Rudiments of English Linguistics. Prešov: Slovakontakt, 2000. ISBN: 80-88876-04-4.
Continuous preparation of assignments for seminars; active participation in classes; successful completion of the continuous written test and the final written test. One continuous test (30 points) and one final test (70 points). A minimum score of 60% in the continuous test is the condition for admission to the final test; The same score applies to the final test. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A. A maximum of two documented absences will be accepted. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
B2 CEFR level English is a prerequisite for participation in this course.
Process of naming; differences in extralinguistic reality; basic differences between naming units - conventionality and universality of naming unit; levels of abstraction - differences between English and Slovak; content of the naming unit - differences between English and Slovak; form of naming unit, simple and descriptive units - basic differences between English and Slovak; conversion; adjectives; differences between English and Slovak secondary categories of nouns and verbs; functional and structural analysis of the sentence, function of the subject and predicate - differences between English and Slovak; prediction types in English; nominalization in English; functional sentence perspective, communicative dynamism, word order in English and in Slovak; text analyses
30/70
Applying theoretical knowledge from individual language disciplines (morphology and syntax, lexicology and lexicography, phonetics and phonology, etc.) in the structural and semantic analysis of English written text. Contrastive comparison of English and Slovak. The student who completes the course understands a common text from a linguistic point of view. He is able to analyze it and apply his knowledge in communication. He is competent to use theoretical knowledge in the process of translation and teaching.
O’DRISCOLL, James. Britain For Learners of English. Oxford: Oxford University Press, 2009. ISBN 978-0-19-430644-7.
McDOWALL, David. An Illustrated History of Britain. Harlow: Longman, 1989. ISBN 0-582-74914-X.
STORRY, Mike a Peter CHILDS, ed. British Cultural Identities. London: Routledge, 2007. ISBN 978-0-415-42460-8.
CHRISTOPHER, David P. British Culture. An Introduction. London: Routledge, 2006. ISBN 0-415-35397-1.
OAKLAND, John. British Civilization. An Introduction. London: Routledge, 2006. ISBN 0-415-36522-8.
Active participation in classes and discussions, a presentation on the assigned topic, 2 written tests. A minimum overall score of 60% is required to successfully pass the course. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A The instructor will accept a maximum of two documented absences. A violation of academic ethics will be penalized by grade reduction or disciplinary proceedings in serious cases. The exact continuous assessment dates will be announced no later than in the first week of the instruction period according to the Study Regulations.
Students must be proficient to at least CEFR level B2 to attend the course.
Key events and figures from the past to the present (earliest times, the Middle Ages, the Modern Period - the Tudors, the Stuarts, the 18th-20th centuries).
Country and people, geography, identity, attitudes.
Political life, the monarchy, the government, parliament, elections, the law, international relations.
Religion, education, the economy, the media, transport, welfare, housing, food and drink, sport and competition, the arts, holidays and special occasions.
Cultural identities, British- Slovak relations in the past and today, the Slovak media image of Britain, UNESCO sites.
50/50 (%)
Students get a general overview of British history, political unification and constitutional developments and are able to interconnect them with the present and identify those aspects of the culture and way of life in the country which stem from the past. Students also acquire greater familiarity with the existing system, institutions and current affairs. They are able to draw a comparison between Britain and Slovakia and apply the acquired knowledge to the pedagogical process. Students develop critical thinking, argumentation a presentation skills.
BALDICK, Chris. The Concise Oxford Dictionary of Literary Terms. New York: Oxford University Press, 2004. ISBN 0-19-860883-7.
BENNET, Andrew and Royle, Nicolas. An Introduction to Literature, Criticism, and Theory. London: Routledge, 2014. ISBN 978-1-4058-5914-1.
BLAKE, Jason. Writing Short Literature Essays: A Guide for s for Slovenian Students. Ljubljana: The University of Ljubljana, 2010. ISBN 978-961-245-898-0.
CUDDON, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. London: Penguin, 1999. ISBN 0-140-51363-9.
EAGLETON, Terry. Literary Theory. An Introduction. Malden: Blackwell.,2008. ISBN 978-14051-7921-8.
FRANKO, Štefan. Theory of Anglophonic Literature. Prešov: Slovacontact. 1994 ISBN: 8090141722.
LENTRICCHIA, Frank and McLaughlin, Thomas ed. by. Critical Terms for Literary Study. Chicago & London: The University of Chicago Press. 1995. ISBN-13: 978-0226472034.
WELLEK, René and WARREN, Austin. Theory of Literature. Harmondsworth: Penguin Books. 1963. ISBN: 0-14-060027-2.
30 % active participation in seminars, home preparation: reading of analysed works
15% oral presentation
15 % continuous written test
40 % final written assignment: analysis and interpretation of two selected literary works
Minimum Required Level: 60 percent
Classification Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Maximum 2 absences allowed. Students must submit valid proof of absence.
The breach of academic ethics (plagiarism) will be disciplined according to the level of seriousness, from students receiving lower grade to filing a complain at the disciplinary committee.
The participation in the course assumes students can speak the level of English (at least B2) according to the CEFR.
1. Composition of poetry, fiction, and drama
2. Genres
3. Depiction of reality and its reflection in literature, interpretation of a literary text, the influence of a literary and historical context on authors' work
4. Language and style, figures and tropes
5. Sample analyses of short literary genres
6. Principles of academic writing about literature
7. Literature in ELT classroom
100/0 continuous assessment
By the end of the course students will be able to:
- think critically about literature, representation, and denoted and connoted meanings in written texts
- understand the conventions of the basic forms of literature: poetry, fiction, and/or drama
- identify and analyze such elements of literature as imagery, diction, figurative language, symbolism, point of view, setting, tone, and theme
- form individual interpretations of literature and evaluate these for validity
- clearly and logically synthesize and articulate individual positions on issues presented in literature to others in both written and oral forms
- become, through the practice of reading and writing, textually literate
O’CALLAGHAN, Bryn. An Illustrated History of the USA. Harlow: Longman, 1997. ISBN
0-582-74921-2.
WOODARD, Colin. American Nations. London: Penguin Books, 2012. [online] [cit 2021-10-22]. ISBN 9780143122029. Dostupné na https://books.google.sk/books?id=Sb40EosBr90C&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
LUEDTKE, Luther, S. et al. Making America. The Society & Culture of the United States. Washington: United States Information Agency, 1992
JANDA, Kenneth et al. The Challenge of Democracy. Government in America. Boston: Houghton Mifflin, 1989. ISBN 0-395-43292-8.
BIRDSALL, Stephen a John FLORIN. Outline of American Geography. New York: John Wiley and Sons, 1992.
a) during the semester, presentation on a selected topic (topics will be published during the introductory seminar) (30%), active participation in discussions (20%). b) during the examination period, written test (50%) Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A The teacher will accept a maximum of two absences without documentation. Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common
European Framework of Reference for Languages (CEFR).
1. Introduction to the course. The first Americans. Settlement of the continent. The way of life of the original inhabitants of the Americas. The introduction of European diseases, the disappearance of the native peoples, their legacy in the present.
2. The Columbian Exchange. Exploration of the New World. Spanish and Dutch colonies, their cultural footprint today. The slave trade.
3. The first English settlements. Tidewater. "Hellhole of epic proportions", the beginnings of the plantation economy, the aristocracy of Tidewater, indentured servants. New England. The Pilgrims and the Mayflower. Puritans. Salem witches. Texts: “The Mayflower Compact” (1620).
4. The Struggle for Independence. The colonies in the 18th century. "No taxation without representation", events in Boston, War of Independence. Growing regional disparities . Text: Thomas Jefferson, "Declaration of Independence" (1776).
5. Civil War. "A house divided against itself cannot stand." Abraham Lincoln, Union vs. Confederacy. Text: Abraham Lincoln, “The Gettysburg Address” (1863).
6. Reconstruction of the South. 14th, 15th Amendments, Ku Klux Klan. Jim Crow. Settlement of the West. Manifest Destiny. Farmers, cowboys, and gold miners. The building of the transcontinental railroad. The Battle of Little Big Horn, the Massacre at Wounded Knee. Immigration.
7. Great Depression. World War II. The New Deal. Rising fascism and nationalism, Pearl Harbor. Hiroshima.
8. The Cold War. Bipolar world. McCarthy and the witch hunts. The Cuban missile crisis. The wars in Korea and Vietnam. Apollo 11. Text: John F. Kennedy: "Inaugural Address" (1961).
9. Civil Rights Movement. The Montgomery bus boycott and Rosa Parks. Freedom Rides, Civil Rights Act. Selma. Black nationalism and Malcom X. Counterculture. Film: Hidden Figures (2016). Martin Luther King: "I Have a Dream" (1963).
10. 1970s. Watergate. The easing of Cold War tensions. Détente. The oil crisis of 1973. Jimmy Carter. The Iran hostage crisis.
11. 1980s and 1990s. Ronald Reagan. The rise of conservatism. Building up the military. The "evil empire". The Iran Contra affair. The end of the Cold War. The Gulf War. Clinton. "I did not have a sexual relationship with that woman." Film: The Day After (1987). Text: Ronald Reagan: "Tear down this wall." (1983).
12. Political System. Separation of powers. The federal system. Political parties. Election of the President. Text: Bill of Rights (1789).
50/50
This course is designed to provide an overview of important events in American history from the pre-Columbian era to the late 20th century. Using presentations, primary texts, and popular culture artifacts, students will learn about the important figures and processes that shaped the country on its way to becoming a world power. The course also provides background information on the regional geography of the United States and the country's political system. Upon completion of the course, the student will gain an understanding of the history and culture of the United States. The student will understand the country's political system and be able to interpret and discuss important historical documents. Students will hone their presentation skills while presenting.
ALEXANDER, Michael. A History of English Literature. 3rd edition. London: Palgrave Macmillan, 2014. ISBN 978-0-230-36831-6.
AUSTEN, Jane. Pride and Prejudice. London: Vintage, 2016. ISBN 978-1-784-87172-7.
BRONTE, Charlotte. Jane Eyre. London: Arcturus, 2010. ISBN 978-1-84837-313-6.
CARTER, Ronald, and John MCRAE. The Routledge History of Literature in English: Britain and Ireland. London: Routledge, 2001. ISBN 978-0-415-24318-6.
DICKENS, Charles. A Christmas Carol and Other Christmas Books. Edited by Robert Douglas-Fairhurst. Oxford: Oxford University Press, 2006. ISBN 978-0-19-953630-6.
HARDY, Thomas. Tess of the D'Urbervilles. Edited by Juliet Grindle and Simon Gatrell. Oxford: Oxford University Press, 2008. ISBN 978-0-19-953705-1.
KERMODE, Frank, and John HOLLANDER, eds. The Oxford Anthology of English Literature. Volume II, 1800 to the Present. New York: Oxford University Press, 1973. ISBN 0-19-501658-0.
SHAW, Bernard. Pygmalion: A Romance in Five Acts. London: Penguin, 2003. ISBN 0-141-43950-5.
WILDE, Oscar. The Importance of Being Earnest and Related Writings. London: Routledge, 1992. ISBN 0-415-04368-9.
Continuous assessment:
- 20 % active participation in the seminar (regular contributions to class discussions)
- 20 % mid-term exam
- 20 % oral presentation
Final assessment: 40%
- Students must get a minimum of 60% of the points available for continuous assessment to qualify for the final examination.
- The final assessment takes the form of a written examination focused on the analysis of the required literary texts and theoretical knowledge in the history of British literature.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Final examination dates will be notified in the last week of the teaching part of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 70/30%
B2 CEFR level English is a prerequisite for participation in this course.
1. Pre-Romantism and the first generation of Romantic poets (W. Blake, W. Wordsworth, S. Coleridge)
2. The second generation of Romantic poets (G. G. Byron, P. B. Shelley, J. Keats)
3. Between the Enlightment and Romanticism: J. Austen
4. Viktorian poetry (A. Tennyson, R. Browning, T. Hardy, Ch. Rossetti, E. Browning)
5. Social novel and critical realism (Ch. Bronte, Ch. Dickens, T. Hardy)
6. Victorian drama (G. B. Shaw, O. Wilde)
70/30
Upon a successful completion of the course, students will have knowledge about the authors, texts, and theoretical problems of English literature from the period of Romanticism through the turn of the 19th and the 20th centuries, i.e. the end of the Victorian period and the period of realism. They will understand how social conditions influenced trends and developments in literature. They will be able to analyze literary texts, using knowledge of literary theory, identify essential elements of a literary text, their meaning and mutual relations, and interprent literary texts in a broader social and historical context. They will be able to write a coherent English essay offering an interpretation of a selected aspect of a literary text, using the method of close reading and secondary sources.
ALEXANDER, Michael. A History of English Literature. 3rd edition. London: Palgrave Macmillan, 2014. ISBN 978-0-230-36831-6.
CARTER, Ronald, and John MCRAE. The Routledge History of Literature in English: Britain and Ireland. London: Routledge, 2001. ISBN 978-0-415-24318-6.
CONRAD, Joseph. Heart of Darkness. London: Penguin, 1994. ISBN 0-14-062048-6.
GOLDING, William. Lord of the Flies. London: Faber and Faber, 2011. ISBN 978-0-571-27357-7.
KERMODE, Frank a John HOLLANDER, eds. The Oxford Anthology of English Literature. Volume II, 1800 to the Present. New York: Oxford University Press, 1973. ISBN 0-19-501658-0.
LODGE, David. Changing Places. London: Vintage, 2011. ISBN 978-0-099-55417-2.
MARCUS, Laura a Peter NICHOLLS, eds. The Cambridge History of Twentieth-Century English Literature. Cambridge: Cambridge University Press, 2013. ISBN 978-0-521-82077-6.
OSBORNE, John. Look Back in Anger. London: Faber and Faber, 1996. ISBN 978-0-571-03848-0.
PINTER, Harold. The Birthday Party. London: Faber and Faber, 2005. ISBN 0-571-23224-8.
RUSHDIE, Salman. Haroun and the Sea of Stories. London: Puffin Books, 1993. ISBN 978-0-14-036650-1.
WOOLF, Virginia. Mrs Dalloway. Edited by David Bradshaw. Oxford: Oxford University Press, 2009. ISBN 978-0-19-953600-9.
Continuous assessment:
- 20 % active participation in the seminar (regular contributions to class discussions)
- 25 % mid-term exam
- 25 % discussion lead
Final assessment: 30%
- Students must get a minimum of 60% of the points available for continuous assessment to qualify for the final examination.
- The final assessment takes the form of a written examination focused on the analysis of the required literary texts and theoretical knowledge in the history of British literature.
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Final examination dates will be notified in the last week of the teaching part of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 70/30%
B2 CEFR level English is a prerequisite for participation in this course.
1. Modernist fiction – J. Joyce, J. Conrad, V. Woolf, E. M. Forster, D.H. Lawrence, K. Mansfield;
2. Modernisti poetry - T. S. Eliot, W. B. Yeats, W. H. Auden;
3. Post-war poetry - T. Hughes, Ph. Larkin;
4. Anrgy Young Men- K. Amis, J. Osborne;
5. Post-war British drama - H. Pinter, T. Stoppard, S. Beckett, S. O’Casey, D. Hare, C. Churchill;
6. Postmodern literature - G. Greene, W. Golding, E. Waugh, D. Lessing, I. Murdoch, I. McEwan, D. Lodge, M. Amis, G. Swift, J. Barnes, atď.
7. Postcolonial literature - S. Rushdie, H. Kureishi, V.S. Naipaul
70/30
Upon a successful completion of the course, students will have knowledge about the main trends and developments in 20th- and 21st-century British literature, they will be familiar with aesthetic-philosophical schools and movements, socio-political events that influenced the development of British literature in a given period, as well as the most prominent authors and their most significant works. They will be able to formulate, support, and present their own perception of a literary text, analyze literary texts, using the knowledge of literary theory, and identify essential elements of a literary text, their meaning and mutual relations. They will understand literary texts in a broader social and historical context.
BAYM, Nina et al. The Norton Anthology of American Literature, Vol. 1. New York: W. W. Norton, 1989. ISBN 0-393-95736-5.
CUNLIFFE, Marcus. American Literature to 1900. London: Sphere Books, 1975. ISBN 0-7221-8055-1.
GRAY, Richard. A History of American Literature. Malden: Blackwell, 2004. ISBN 0-631-22135-2.
HAYES, Kevin J. (ed.). The Oxford Handbook of Early American Literature. New York: Oxford University Press, 2008. ISBN 978-0-19-518727-4.
LAWRENCE, D. H. Studies in Classic American Literature. London: Penguin, 1971. ISBN 0-14-018377-9.
McMICHAEL, George et al. Anthology of American Literature Volume 1: Colonial through Romantic. New York: Macmillan, 1989. ISBN 0-02-379601-4.
RULAND, Richard a Malcolm BRADBURY. From Puritanism to Postmodernism. New York: Penguin Books, 1992. ISBN 0-14-014435-8.
During the teaching part of the semester, active participation in seminar discussions based on reading the required materials and completing sub-tasks - individually or in teams, as well as a short exam test during the semester is a requirement (50%).
In the exam period, students will take a final test (50%)
Midterm/final assessment weighting: 50/50
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires English competence at C1 level of the CEFR.
1. Introduction – essential information about the course.
2. Beginnings – the Puritan writing of Thomas Hooker (1586-1647), Anne Bradstreet (1612-1672), and Cotton Mather (1663-1728). Religious guidelines, strict moral values and their effect on the texts. Modern scholarship – Paul Boyer & Stephen Nissembaum: Salem Possessed (1974)
3. Away from the religious doctrine, towards democracy and human rights. Thomas Jefferson (1743-1826): Declaration of Independence (1776), Notes on the State of Virginia (1787). Thomas Paine (1737-1809): Common Sense (1776)
4. National literature - Washington Irving (1783-1859): Rip van Winkle (1819), The Legend of Sleepy Hollow (1820). Defining fiction writing. The first success of ‘American’ literature abroad.
5. The American Gothic - Edgar Allan Poe (1809-1849): Annabel Lee (1849), The Tell-Tale Heart (1843). Romantic poetry & short prose.
6. Transcendentalism. Ralph Waldo Emerson (1803-1882): Self-Reliance (1841). ‘To be great is to be misunderstood.’ One of the most influential essays of the 19th century. Henry David Thoreau (1817-1862): On Civil Disobedience (1849). ‘That government is best which governs the least.’ Margaret Fuller (1810-1850): Woman in the 19th Century (1855).
7. American renaissance and Dark Romanticism – Nathaniel Hawthorne (1804-1864) – The Minister’s Black Veil (1836), Young Goodman Brown (1835).
8. American renaissance continued - Herman Melville (1819-1891) – Bartleby the Scrivener (1856). Symbols and their interpretation. Walking in bewitched woods and staring at the wall in Wall Street. Detailed insight in the technique and artistic approach of Hawthorne and Melville.
9. The impact of transcendentalism. Walt Whitman (1819-1892) – Song of Myself (1855). Poetry of endless vigour and exuberance. The sound of the famous barbaric yawp. Emily Dickinson (1830-1886) – selected poems.
50/50
This course focuses on the reading, analysis, and interpretation of selected works of American literature from the colonial period to the late 19th century. Students will become familiar with major authors and literary movements in American literature through the late 19th century and will be able to understand literary works in their historical and social context.
Particular attention is also given to connections with the Central European and contemporary social context, as this is relevant general knowledge applicable in an educational setting.
By the end of the learning process, the student understands stylistic differences in relevant periods of American literature as well as their social and historical context, can critically analyze literary works, and apply critical reading practices in analyzing and interpreting representative works.
JAMES, Patrick and Mark KASOFF. Canadian Studies in the New Millennium. Toronto: University of Toronto Press, 2008. ISBN 978-0-8020-9468-1.
PRYKE, Kenneth G. and Walter C. SODERLUND, eds. Profiles of Canada. 3rd edition. Toronto: Canadian Scholars' Press, 2003. ISBN 1-55130-226-8. Available also at https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=129037&lang=sk&site=ehost-live&scope=site.
TARAS, David, RASPORICH, Beverly and Eli MANDEL, eds. A Passion for Identity: An Introduction to Canadian Studies. 2nd edition. Scarborough: Nelson Canada, 1993. ISBN 0-17-604158-3.
Additional literature might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Canadian geography
2. Canadian history in the North American context
3. Canada as a middle power and its impact on world affairs, foreign policy
4. Canadian-American relations
5. Canada's political system
6. Canadian healthcare
7. Canadian economy
8. Multiculturalism policy
9. Immigration policy
10. Quebec natiolism and separatism
11. Native peoples
12. Gender issues
100/0
Upon successful completion of the course, students will be knowledgable about the main aspects of Canadian political, economic, social, and cultural life and understand them from the viewpoint of their historical development. They will understand Canada's special position in North America, both historically and from a contemporary perspective. They will be able to analyze primary and secondary texts, including audiovisual ones, related to Canadian culture, and discuss them and more effectively use academic skills, including research, critical reading, and academic writing.
JAMES, Patrick and Mark KASOFF. Canadian Studies in the New Millennium. Toronto: University of Toronto Press, 2008. ISBN 978-0-8020-9468-1.
PRYKE, Kenneth G. and Walter C. SODERLUND, eds. Profiles of Canada. 3rd edition. Toronto: Canadian Scholars' Press, 2003. ISBN 1-55130-226-8. Available also at https://search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=129037&lang=sk&site=ehost-live&scope=site.
TARAS, David, RASPORICH, Beverly and Eli MANDEL, eds. A Passion for Identity: An Introduction to Canadian Studies. 2nd edition. Scarborough: Nelson Canada, 1993. ISBN 0-17-604158-3.
Additional literature might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Canadian geography
2. Canadian history in the North American context
3. Canada as a middle power and its impact on world affairs, foreign policy
4. Canadian-American relations
5. Canada's political system
6. Canadian healthcare
7. Canadian economy
8. Multiculturalism policy
9. Immigration policy
10. Quebec natiolism and separatism
11. Native peoples
12. Gender issues
100/0
Upon successful completion of the course, students will be knowledgable about the main aspects of Canadian political, economic, social, and cultural life and understand them from the viewpoint of their historical development. They will understand Canada's special position in North America, both historically and from a contemporary perspective. They will be able to analyze primary and secondary texts, including audiovisual ones, related to Canadian culture, and discuss them and more effectively use academic skills, including research, critical reading, and academic writing.
BARRER, Peter. Going Nowhere for Now: Changing New Zealand’s Flag and the Move to a Republic [online]. Hradec Králové Journal of Anglophone Studies, vol. 5, no. 1, 2018, pp. 24-36 [cit. 2021-10-14]. Available at: http://pdf.uhk.cz/hkjas/pi/pdf/vol5nr2_2018.pdf#page=24.
KIRKPATRICK, Andy. World Englishes: implications for international communication and English language teaching. Cambridge [Eng.]; New York: Cambridge University Press. pp. 69–84. ISBN 9780521616874. Available through the CU Academic Library.
MACINTYRE, Stuart. Dějiny Austrálie. Praha: Nakladatelství Lidové noviny, 2013. ISBN 978-80-7422-222-1. Available through the CU Academic Library.
National Top Stories. Australian Broadcasting Corporation [online]. 2021. [cit. 2021-10-14]. Available at: https://www.abc.net.au/news/.
News – New Zealand. Radio New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://www.rnz.co.nz/news/national.
Te Ara - The Encyclopedia of New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://teara.govt.nz/en.521616874.
1. A short oral presentation (30 points) on a selected and current topic from an Australian or New Zealand newspaper; 2. A response paper (30 points) on a selected film or television series with an Australian or New Zealand theme; 3. A general knowledge test (40 points) at the end of the semester, which will examine the knowledge gained on the topics outlined in the course outline below.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences without documented evidence. Violations of academic ethics will be sanctioned by a reduction in the grade awarded and even the submission of the case for disciplinary action, depending on the degree of severity.
Exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
Participation in this course requires at least a B2 level of English according to the Common European Framework of Reference for Languages.
1. Australian Aborigines - history before and after 1788, society, culture, religion, traditions. 2. New Zealand Maori - history before and after 1840, society, culture, religion, traditions. 3. Colonization and the migration policies of Australia and New Zealand from the 19th century to the present day. 4. The political system in Australia and New Zealand. 5. The economic structure of Australia and New Zealand. 6. Military history. 7. Urban life and culture. 8. Sport and other recreational activities. 9. Australia and New Zealand's mutual relations. 10. Australian and New Zealand English - important aspects. 11. Australia and New Zealand’s relationship with Slovakia.
100/0
This course provides students with a general introduction to aspects of the history, cultures, and societies of Australia and New Zealand through presentations, discussions, and audio-video material. Students will be able to discuss these countries in comparison to Slovakia and gain a solid overview of the customs and national institutions, history, politics, economies, and ethnic relations in Australia and New Zealand. Students will also be able to compare these two countries with other countries in the English-speaking world with confidence.
BARRER, Peter. Going Nowhere for Now: Changing New Zealand’s Flag and the Move to a Republic [online]. Hradec Králové Journal of Anglophone Studies, vol. 5, no. 1, 2018, pp. 24-36 [cit. 2021-10-14]. Available at: http://pdf.uhk.cz/hkjas/pi/pdf/vol5nr2_2018.pdf#page=24.
KIRKPATRICK, Andy. World Englishes: implications for international communication and English language teaching. Cambridge [Eng.]; New York: Cambridge University Press. pp. 69–84. ISBN 9780521616874. Available through the CU Academic Library.
MACINTYRE, Stuart. Dějiny Austrálie. Praha: Nakladatelství Lidové noviny, 2013. ISBN 978-80-7422-222-1. Available through the CU Academic Library.
National Top Stories. Australian Broadcasting Corporation [online]. 2021. [cit. 2021-10-14]. Available at: https://www.abc.net.au/news/.
News – New Zealand. Radio New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://www.rnz.co.nz/news/national.
Te Ara - The Encyclopedia of New Zealand [online]. 2021. [cit. 2021-10-14]. Available at: https://teara.govt.nz/en.521616874.
1. A short oral presentation (30 points) on a selected and current topic from an Australian or New Zealand newspaper; 2. A response paper (30 points) on a selected film or television series with an Australian or New Zealand theme; 3. A general knowledge test (40 points) at the end of the semester, which will examine the knowledge gained on the topics outlined in the course outline below.
Grading scale:
100-92: A
91-84: B
83-76: C
75-68: D
67-60: E
59-0: FX
The teacher will accept a maximum of two absences without documented evidence.
Violations of academic ethics will be sanctioned by a reduction in the grade awarded and even the submission of the case for disciplinary action, depending on the degree of severity.
Exact dates and topics for the continuous evaluation will be announced at the beginning of the semester.
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages.
1. Australian Aborigines - history before and after 1788, society, culture, religion, traditions. 2. New Zealand Maori - history before and after 1840, society, culture, religion, traditions. 3. Colonization and the migration policies of Australia and New Zealand from the 19th century to the present day. 4. The political system in Australia and New Zealand. 5. The economic structure of Australia and New Zealand. 6. Military history. 7. Urban life and culture. 8. Sport and other recreational activities. 9. Australia and New Zealand's mutual relations. 10. Australian and New Zealand English - important aspects. 11. Australia and New Zealand’s relationship with Slovakia.
100/0
This course provides students with a general introduction to aspects of the history, cultures, and societies of Australia and New Zealand through presentations, discussions, and audio-video material. Students will be able to discuss these countries in comparison to Slovakia and gain a solid overview of the customs and national institutions, history, politics, economies, and ethnic relations in Australia and New Zealand. Students will also be able to compare these two countries with other countries in the English-speaking world with confidence.
ALEXANDER, Michael. A History of English Literature, Basingstoke, Hampshire: Palgrave Macmillan, 2007. ISBN 978-0-230-00723-9
CARTER, Ronald, McRAE, John. The Routledge History of Literature in English, Abingdon: Routledge. 2001. ISBN 0-415-24318-1
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993.
ISBN:9780199214921
GILL, Richard. Mastering English Literature. Basingstoke: Palgrave, 2006. ISBN 978-1-4039-4488-7
STŘÍBRNÝ, Zdeněk. Dějiny anglické literatury II. Praha: Academia, 1987
WIDDOWSON, Peter. The Palgrave Guide to English literature and Its Context 1500-2000, Basingstoke, Hampshire: Palgrave Macmillan,2004.ISBN 0-333-79218-1
Theory and History of British Literature 1 and 2
Active participation in discussions on particular literary work on the basis of the list or required works according to the period studied at the moment (1720s up the end of the 18th century); one written test (in the middle of the term (30%), seminar paper on the basis of a particular literary work assigned in advance, oral presentation (40%).
30 % final written test in the examination period.
The condition of being allowed to be examined is gaining of minimum 60% within the continuous evaluation during the term. Final evaluation is executed in the form of a written test.
Evaluation Scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
Violation of the academic ethics will be punished according to the degree of seriousness of a misdemeanour from worsening of evaluation up to submitting a proposal of disciplinary proceedings.
The dates of final evaluation will be made public in agreement with the text of the Study Statues in the last week of the term.
Participation in the subject requires knowledge of English at least on the level C1 according to
Common European Framework of Reference of Language Skills (CEFR).
The rise of the genre: Daniel Defoe: Robinson Crusoe and other his works as fundamental works of the given genre which caused the wave of its imitations (so-called Robinsonades).
Satirical novel by Jonathan Swift The Gulliver Travels: criticism of English colonialism in Ireland and a satire on contemporary political life.
Sentimentalism: Samuel Richardson: Pamela, Clarissa as a manifestation of upper middle-class life values.
Realistic novel and a comic romance: parody of Henry Fielding on the novel Pamela: Shamela and the novel Tom Jones
Laurence Sterne: Narrative experiments in the novel Tristram Shandy
Picaresque novel: Tobias Smollett: Roderick Random
70 / 30 %.
Students will gain orientation on elementary works, crucial authors and theoretical problems of English novel from the the beginning of the 18th century (1720s, since the publication of R. Crusoe by D. Defoe) up to the end of that century (works by L. Sterne and T. Smollett). Students will gain orientation in development of the novel as a new genre in the 18th century.
By critical reading and analysing of novels by D. Defoe, S. Richardson, J. Swifta, T. Smollett and H. Fielding students will be acquainted with developmental transformations as a new narrative genre and will understand the role of novel as a tool of representationof a wider social a historical context.
Students will be able to analyze literary works on the basis of knowledge of theory of literature and with having a respect to contemporary historical context and the state of English society, they will recognize fundamental compositional and semantic elements of literary work, their meaning and mutual determination and will be able to interpret meaning of literary works from the aspect of global social-historical context. Along with being acquainted with particular literary sources students learn also the most important Slovak translations of the works published by most important Slovak translators.
ALEXANDER, Michael. A History of English Literature, Basingstoke, Hampshire: Palgrave Macmillan, 2007. ISBN 978-0-230-00723-9
CARTER, Ronald, McRAE, John. The Routledge History of Literature in English, Abingdon: Routledge. 2001. ISBN 0-415-24318-1
DRABBLE, Margaret. The Oxford Guide to English Literature. Oxford: Oxford University Press, 1993.
ISBN:9780199214921
GILL, Richard. Mastering English Literature. Basingstoke: Palgrave, 2006. ISBN 978-1-4039-4488-7
STŘÍBRNÝ, Zdeněk. Dějiny anglické literatury II. Praha: Academia, 1987
WIDDOWSON, Peter. The Palgrave Guide to English literature and Its Context 1500-2000, Basingstoke, Hampshire: Palgrave Macmillan,2004.ISBN 0-333-79218-1
Theory and History of British Literature 1 and 2
Active participation in discussions on particular literary work on the basis of the list or required works according to the period studied at the moment (1720s up the end of the 18th century); one written test (in the middle of the term (30%), seminar paper on the basis of a particular literary work assigned in advance, oral presentation (40%).
30 % final written test in the examination period.
The condition of being allowed to be examined is gaining of minimum 60% within the continuous evaluation during the term. Final evaluation is executed in the form of a written test.
Evaluation Scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
Violation of the academic ethics will be punished according to the degree of seriousness of a misdemeanour from worsening of evaluation up to submitting a proposal of disciplinary proceedings.
The dates of final evaluation will be made public in agreement with the text of the Study Statues in the last week of the term.
Participation in the subject requires knowledge of English at least on the level C1 according to
Common European Framework of Reference of Language Skills (CEFR).
The rise of the genre: Daniel Defoe: Robinson Crusoe and other his works as fundamental works of the given genre which caused the wave of its imitations (so-called Robinsonades).
Satirical novel by Jonathan Swift The Gulliver Travels: criticism of English colonialism in Ireland and a satire on contemporary political life.
Sentimentalism: Samuel Richardson: Pamela, Clarissa as a manifestation of upper middle-class life values.
Realistic novel and a comic romance: parody of Henry Fielding on the novel Pamela: Shamela and the novel Tom Jones
Laurence Sterne: Narrative experiments in the novel Tristram Shandy
Picaresque novel: Tobias Smollett: Roderick Random
70 / 30 %.
Students will gain orientation on elementary works, crucial authors and theoretical problems of English novel from the the beginning of the 18th century (1720s, since the publication of R. Crusoe by D. Defoe) up to the end of that century (works by L. Sterne and T. Smollett). Students will gain orientation in development of the novel as a new genre in the 18th century.
By critical reading and analysing of novels by D. Defoe, S. Richardson, J. Swifta, T. Smollett and H. Fielding students will be acquainted with developmental transformations as a new narrative genre and will understand the role of novel as a tool of representationof a wider social a historical context.
Students will be able to analyze literary works on the basis of knowledge of theory of literature and with having a respect to contemporary historical context and the state of English society, they will recognize fundamental compositional and semantic elements of literary work, their meaning and mutual determination and will be able to interpret meaning of literary works from the aspect of global social-historical context. Along with being acquainted with particular literary sources students learn also the most important Slovak translations of the works published by most important Slovak translators.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume I. Toronto: Oxford University Press, 1982. ISBN 0-19-540311-8.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume II. Toronto: Oxford University Press, 1983. ISBN 0-19-540394-0.
NEW, William Herbert. A History of Canadian Literature. Montreal: McGill-Queen's University Press, 2003. ISBN 0-7735-2597-1.
NISCHIK, Reingard M., ed. History of Literature in Canada: English-Canadian and French-Canadian, Rochester: Camden House, 2008. ISBN 978-1-57113-359-5.
Continuous assessment:
- 20% active participation (regular contributions to class discussions about the analyzed literary texts)
- 40% oral presentation analyzing a selected literary text
- 40% written paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Pre-contact indigenous literature
2. First contact literature: travel narratives, journals...
3. Pre-Confederation literature: immigrants and first settlers
4. Post-Confederation literature: a new nation
5. Literature at the turn of the 19th and 20th century: Canada in the world
6. Lucy Maud Montgomery
7. Canadian modernism and innovations
8. The rise of Canadian nationalism and literature in 1960-1985
9. Margaret Atwood as a Canadian icon
10. The local, national, and global in contemporary Canadian literature (1985-today)
11. Canadian ethnic literature
12. Is Canadian literature postcolonial?
100/0
Upon successful completion of the course, students shall have acquired knowledge of texts, authors, theoretical problems, and developmental trends in Canadian literature from its beginnings to the 21st century. They will be familiar with key Canadian literary texts and understand the historical and cultural context of the development of Canadian literature. They will be able to present their interpretation of a literary text both in a written and oral form.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume I. Toronto: Oxford University Press, 1982. ISBN 0-19-540311-8.
BROWN, Russell and Donna BENNETT, eds. An Anthology of Canadian Literature in English. Volume II. Toronto: Oxford University Press, 1983. ISBN 0-19-540394-0.
NEW, William Herbert. A History of Canadian Literature. Montreal: McGill-Queen's University Press, 2003. ISBN 0-7735-2597-1.
NISCHIK, Reingard M., ed. History of Literature in Canada: English-Canadian and French-Canadian, Rochester: Camden House, 2008. ISBN 978-1-57113-359-5.
Continuous assessment:
- 20% active participation (regular contributions to class discussions about the analyzed literary texts)
- 40% oral presentation analyzing a selected literary text
- 40% written paper
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. Pre-contact indigenous literature
2. First contact literature: travel narratives, journals...
3. Pre-Confederation literature: immigrants and first settlers
4. Post-Confederation literature: a new nation
5. Literature at the turn of the 19th and 20th century: Canada in the world
6. Lucy Maud Montgomery
7. Canadian modernism and innovations
8. The rise of Canadian nationalism and literature in 1960-1985
9. Margaret Atwood as a Canadian icon
10. The local, national, and global in contemporary Canadian literature (1985-today)
11. Canadian ethnic literature
12. Is Canadian literature postcolonial?
100/0
Upon successful completion of the course, students shall have acquired knowledge of texts, authors, theoretical problems, and developmental trends in Canadian literature from its beginnings to the 21st century. They will be familiar with key Canadian literary texts and understand the historical and cultural context of the development of Canadian literature. They will be able to present their interpretation of a literary text both in a written and oral form.
NISCHIK, Reingard M. (ed.). The Canadian Short Story: Interpretations. Rochester, New York: Camden House, 2007. ISBN: 978-1-57113-127-0.
NISCHIK, Reingard M. (ed.). History of Literature in Canada. Rochester, New York: Camden House, 2008. ISBN: -10 : 1571133593
ONDAATJE, Michael (ed.). The Faber Book of Contemporary Canadian Short Stories. London, Boston : Faber and Faber, 1994. ISBN: 0-571-14276-1.
ATWOOD, Margaret. Survival. A Thematic Guide to Canadian literature. Toronto, ANANSI 1972.
GORJUP, Branko (ed.): Tichá hudba. Antológia anglo-kanadských poviedok. Bratislava: JUGA 2000. ISBN: 80-85506-74-2.
Introduction to Canadian Literature
Continuous evaluation (education part) 100 % /0%
Active participation in seminars on particular short stories on the basis of the list of required short stories; two written tests (the firs in the middle of the term (30%), the second final test (30%)), seminar paper on the basis of a chosen author of short stories or some specific problem connected with the genre of short story in Canadian literature of the 20th century, oral presentation (40%).
Condition of awarding credits is reaching at least 60% points within continuous evaluation.
Grading scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
There are two allowed absences with a duty to prove them.
Violation of academic ethics will be punished according to a degree of their importance from lowering of the grade result up to submitting a proposal on disciplinary proceeding.
The dates of continuous evaluation will be published in accordance with the content of Study Statutes in the first week of education part of the term.
Minimal border of success: 60%
Participation in the subject requires knowledge of English at least on the level B2 according to Common European Framework of Reference of Language Skills (CEFR).
1. Rise of modernism represented by the works of Morley Callaghan and Sinclair J. Ross.
2. Remarkable realist short story writer of the inter-war period: Ethel Wilson.
3. Post-war (1950s and 1960s) years representing new impulse for Canadian short story writing. Works by Alice Munro and Mavis Gallant.
4. Two important women short prose writers depicting complex multi-ethnic Canadian society: Margaret Laurence and Alice Munro.
5. Significant representative of voices from the outside: emigrant’s experience in the works of Mavis Gallant.
6. 1970s: rising experimental and post-modern trends and feminist reflection of position of women in Canadian short story writing: Margaret Atwood
7. 1970s and 1980s: other post-modern and experimental tendencies in Canadian short prose writing: Leon Rooke, Barry Callaghan and b.p.nichol.
8. Reflection of the position of the “First nations” in Canadian society: B. Johnston, H. Garner a M. Laurence
9. The last two decades of Canadian short story writing: multi-ethnic experience and post-modern elements in the works of Evelyn Lau, Yann Martell and Madeleine Thien.
10. 20th century Canadian short story as a mosaic of Canadian society and its development.
100/0
- Students acquire or revise basic theoretical genre specific features of short story as a particular short prosaic genre.
- Students get familiar with various literary pieces and significant authors of Canadian short stories of the 20th century.
- Students apply the methods of critical reading at analysing and interpreting important short stories of Canadian literature and assess their value.
- Students can place the analysed pieces in social and historical context and create certain idea on the tendencies of the development of the Canadian society during the 20th century.
NISCHIK, Reingard M. (ed.). The Canadian Short Story: Interpretations. Rochester, New York: Camden House, 2007. ISBN: 978-1-57113-127-0.
NISCHIK, Reingard M. (ed.). History of Literature in Canada. Rochester, New York: Camden House, 2008. ISBN: -10 : 1571133593
ONDAATJE, Michael (ed.). The Faber Book of Contemporary Canadian Short Stories. London, Boston : Faber and Faber, 1994. ISBN: 0-571-14276-1.
ATWOOD, Margaret. Survival. A Thematic Guide to Canadian literature. Toronto, ANANSI 1972.
GORJUP, Branko (ed.): Tichá hudba. Antológia anglo-kanadských poviedok. Bratislava: JUGA 2000. ISBN: 80-85506-74-2.
Introduction to Canadian Literature
Continuous evaluation (education part) 100 % /0%
Active participation in seminars on particular short stories on the basis of the list of required short stories; two written tests (the firs in the middle of the term (30%), the second final test (30%)), seminar paper on the basis of a chosen author of short stories or some specific problem connected with the genre of short story in Canadian literature of the 20th century, oral presentation (40%).
Condition of awarding credits is reaching at least 60% points within continuous evaluation.
Grading scale: 0-60-68-76-94-92-100 = Fx-E-D-C-B-A.
There are two allowed absences with a duty to prove them.
Violation of academic ethics will be punished according to a degree of their importance from lowering of the grade result up to submitting a proposal on disciplinary proceeding.
The dates of continuous evaluation will be published in accordance with the content of Study Statutes in the first week of education part of the term.
Minimal border of success: 60%
Participation in the subject requires knowledge of English at least on the level B2 according to Common European Framework of Reference of Language Skills (CEFR).
1. Rise of modernism represented by the works of Morley Callaghan and Sinclair J. Ross.
2. Remarkable realist short story writer of the inter-war period: Ethel Wilson.
3. Post-war (1950s and 1960s) years representing new impulse for Canadian short story writing. Works by Alice Munro and Mavis Gallant.
4. Two important women short prose writers depicting complex multi-ethnic Canadian society: Margaret Laurence and Alice Munro.
5. Significant representative of voices from the outside: emigrant’s experience in the works of Mavis Gallant.
6. 1970s: rising experimental and post-modern trends and feminist reflection of position of women in Canadian short story writing: Margaret Atwood
7. 1970s and 1980s: other post-modern and experimental tendencies in Canadian short prose writing: Leon Rooke, Barry Callaghan and b.p.nichol.
8. Reflection of the position of the “First nations” in Canadian society: B. Johnston, H. Garner a M. Laurence
9. The last two decades of Canadian short story writing: multi-ethnic experience and post-modern elements in the works of Evelyn Lau, Yann Martell and Madeleine Thien.
10. 20th century Canadian short story as a mosaic of Canadian society and its development.
100/0
- Students acquire or revise basic theoretical genre specific features of short story as a particular short prosaic genre.
- Students get familiar with various literary pieces and significant authors of Canadian short stories of the 20th century.
- Students apply the methods of critical reading at analysing and interpreting important short stories of Canadian literature and assess their value.
- Students can place the analysed pieces in social and historical context and create certain idea on the tendencies of the development of the Canadian society during the 20th century.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.
O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Additional literature will be introduced to students during the course.
Interim Evaluation
- 20% active participation in seminars
- 20% presentation during class
Final Evaluation:
- 60% seminar work
Grading Scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (failed, no credits awarded) < 60%.
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.
1. Introduction to the study of Irish literature and film.
2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.
3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.
4. Reading Joyce's Dublin in Dubliners (1914).
5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.
6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.
7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.
8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.
9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.
10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.
40/60 (%)
Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
JOYCE, James. Dubliners. London: Penguin, 2012. ISBN 9780141199627.
O'CONNOR, Frank. Classic Irish short stories. Oxford: Oxford University Press, 1985. ISBN 9780192819185.
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Additional literature will be introduced to students during the course.
Interim Evaluation
- 20% active participation in seminars
- 20% presentation during class
Final Evaluation:
- 60% seminar work
Grading Scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (failed, no credits awarded) < 60%.
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
The aim of the course is to familiarize students with the basic framework of Irish literature and culture of the 20th and 21st centuries. Selected literary works represent key movements in Irish literature and culture. The reading and analysis of the texts and films is complemented by the historical and social contexts of Ireland, Great Britain, the EU, and the USA. A “close reading” approach will be the point of departure for the discussion of selected texts and films. Based on their analyses, students present their insights and develop their artistic-critical and presentation skills. One of the course’s content aspects is a critical perspective on the reception of Irish literature in the Slovak (Czech) translation environment.
1. Introduction to the study of Irish literature and film.
2. Ireland in the Sixties. "What do you do with your revolution once you've got it?" The Rocky Road to Dublin (1967), directed by Peter Lennon, cinematography by Raoul Coutard.
3. "History is a Nightmare from which I am trying to Awake." Literary, Historical, and Cultural Context of J. Joyce's Ulysses. 100 Years of James Joyce's Ulysses (2022), directed by Ruán Magan.
4. Reading Joyce's Dublin in Dubliners (1914).
5. Ireland and Hollywood. The Image of Ireland Abroad. The Quiet Man (1952), directed by John Ford.
6. Reading Irish poetry. Yeats, and after Yeats. Poetry as an Agency of Change in a Conservative Cultural Climate. W.B. Yeats, Seamus Heaney, Sinéad Morrissey.
7. Irish Drama in Historical and Cultural Context. Playwrights: Samuel Beckett, G.B. Shaw, Oscar Wilde, J.M. Synge.
8. Struggle for Independence. Tradition of Hunger Strikes in Ireland and Northern Ireland. Hunger (2008), directed by Steve McQueen.
9. Reading Social and Cultural situation in Ireland in Contemporary Irish Fiction: Jan Carson, Claire Keegan, Sally Rooney, Colm Tóibín.
10. Growing up in Ireland: The Quiet Girl (2022), directed by Colin Baired.
40/60 (%)
Student who completes the course will be familiar with selected works of Irish literature and filmography and their artistic context. They will be able to place the works within a broader historical context and critically analyze them. They will possess literary-critical skills, strengthened through detailed analysis of texts in class, and will be capable of using interpretive skills and critical thinking in the realm of Irish studies. The student will be able to identify the fundamental cultural and historical context of Irish culture and apply this knowledge with insight and a critical perspective on the current situation in the EU, Great Britain, and the USA.
BAZERMAN, Charles a Harvey S. WIENER. Side by Side: A Multicultural Reader. Boston: Houghton Mifflin, 1993. ISBN 0-395-63684-1.
BERGER, Arthur Asa. Applied Discourse Analysis in Popular Culture, Media, and Everyday Life. Cham: Palgrave Macmillan, 2017. ISBN 978-3-319-83671-3.
BERGER, Arthur Asa. Narratives in Popular Culture, Media, and Everyday Life. Thousand Oaks: SAGE, 1997. ISBN 0-7619-0345-3.
COLOMBO, Gary, Robert CULLEN, Bonnie LISLE (eds.). Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford Books, 1998. ISBN 0-312-14837-2
DANESI, Marcel. Popular Culture: Introductory Perspectives. Lanham: Rowman and Littlefield, 2019. ISBN 978-1-5381-0743-0.
FISKE, John. Understanding Popular Culture. London: Routledge, 2010. ISBN 978-0-415-59652-7.
MEYER, David S., Belinda ROBNETT, Nancy WHITTIER (eds.). Social Movements Identity, Culture, and the State. New York: Oxford University Press, 2002. ISBN 0-19-514356-6.
1. Active participation in seminars based on a critical perception of the discussed works of popular culture as well as various theoretical texts. Discussions require the ability to understand an academic text, to evaluate one's own perception of works of popular culture, to find parallels and differences between the Anglophone environment and the Central European context, and also to communicate effectively one's own critical and fact-based opinion. (25% weight)
2. Written and oral assignments and tasks completed at home or in class. The assignments are done individually or in teams with the aim of finding a functional balance between individual and group work. Assignments and tasks take the form of short reactions and responses to the topics covered, summarizing the theoretical background and practical interpretation. (25% weight)
3. End-of-semester, final test in which students must demonstrate their ability to comment on a specific issue related to the individual topics. The test is written and consists of several questions that require an analysis and synthesis of the acquired knowledge as well as effective academic communication in English about the studied works of popular culture. (50% weight).
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires English language skills at least at B2 level according to the CEFR.
The course focuses on working with works of popular culture from English-speaking areas - film, television, music and performance art - to provide a context for popular production in anglophone contexts, as well as to enable students to critically perceive and discuss major social and cultural issues in these countries.
The thematic scope is different each semester and reflects the most resonant themes in contemporary Western society (politics, the role of art in society, issues of individual freedom, the rise of technology and human enhancement, etc.).
100/0
Students will gain an overview of anglophone popular culture from different geographical areas and will understand its importance in society as a source of identity of an individual or an entire community or nation, also within the context of different subcultures. Students will learn to view topics through a critical lens and use theoretical frameworks, while developing their communication skills in academic discussions of English speaking cultures.
Upon successful completion of the course, students will have acquired better oral and written academic communication skills to discuss popular culture topics and be able to apply these effectively in, for example, curriculum development in secondary school English language teaching, or in translating and interpreting texts that require general knowledge and orientation in popular culture. Student will be able to respond adequately to academic stimuli (both orally and in writing), have appropriate presentation and discussion skills, and read professional literature with comprehension.
The course also focuses on developing students' personal value attitudes in the spirit of the principles of humanism, tolerance and social awareness.
BAZERMAN, Charles a Harvey S. WIENER. Side by Side: A Multicultural Reader. Boston: Houghton Mifflin, 1993. ISBN 0-395-63684-1.
BERGER, Arthur Asa. Applied Discourse Analysis in Popular Culture, Media, and Everyday Life. Cham: Palgrave Macmillan, 2017. ISBN 978-3-319-83671-3.
BERGER, Arthur Asa. Narratives in Popular Culture, Media, and Everyday Life. Thousand Oaks: SAGE, 1997. ISBN 0-7619-0345-3.
COLOMBO, Gary, Robert CULLEN, Bonnie LISLE (eds.). Rereading America: Cultural Contexts for Critical Thinking and Writing. Boston: Bedford Books, 1998. ISBN 0-312-14837-2
DANESI, Marcel. Popular Culture: Introductory Perspectives. Lanham: Rowman and Littlefield, 2019. ISBN 978-1-5381-0743-0.
FISKE, John. Understanding Popular Culture. London: Routledge, 2010. ISBN 978-0-415-59652-7.
LACKO, Ivan. Prekrásny nový postsvet: posthumánne situácie v literárnych a filmových dielach. Bratislava: Univerzita Komenského, 2021. ISBN 978-80-223-5266-6.
MEYER, David S., Belinda ROBNETT, Nancy WHITTIER (eds.). Social Movements Identity, Culture, and the State. New York: Oxford University Press, 2002. ISBN 0-19-514356-6.
1. Active participation in seminars based on a critical perception of the discussed works of popular culture as well as various theoretical texts. Discussions require the ability to understand an academic text, to evaluate one's own perception of works of popular culture, to find parallels and differences between the Anglophone environment and the Central European context, and also to communicate effectively one's own critical and fact-based opinion. (25% weight) 2. Written and oral assignments and tasks completed at home or in class. The assignments are done individually or in teams with the aim of finding a functional balance between individual and group work. Assignments and tasks take the form of short reactions and responses to the topics covered, summarizing the theoretical background and practical interpretation. (25% weight) 3. End-of-semester, final test in which students must demonstrate their ability to comment on a specific issue related to the individual topics. The test is written and consists of several questions that require an analysis and synthesis of the acquired knowledge as well as effective academic communication in English about the studied works of popular culture. (50% weight). Grading scale: A ≥92% B ≥84% C ≥76% D ≥68% E ≥60% Fx <60%
The course requires English language competence at least at B2 level of CEFR.
The course focuses on working with works of popular culture from English-speaking areas - film, television, music and performance art - to provide a context for popular production in anglophone contexts, as well as to enable students to critically perceive and discuss major social and cultural issues in these countries. The thematic scope is different each semester and reflects the most resonant themes in contemporary Western society (politics, the role of art in society, issues of individual freedom, the rise of technology and human enhancement, etc.).
100/0
Students will gain an overview of anglophone popular culture from different geographical areas and will understand its importance in society as a source of identity of an individual or an entire community or nation, also within the context of different subcultures. Students will learn to view topics through a critical lens and use theoretical frameworks, while developing their communication skills in academic discussions of English speaking cultures. Upon successful completion of the course, students will have acquired better oral and written academic communication skills to discuss popular culture topics and be able to apply these effectively in, for example, curriculum development in secondary school English language teaching, or in translating and interpreting texts that require general knowledge and orientation in popular culture. Student will be able to respond adequately to academic stimuli (both orally and in writing), have appropriate presentation and discussion skills, and read professional literature with comprehension. The course also focuses on developing students' personal value attitudes in the spirit of the principles of humanism, tolerance and social awareness.
CONRAD, Margaret. A Concise History of Canada. Cambridge University Press, 2012. ISBN 978-0-521-76193-2. Available at EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=e000xww&AN=443719&lang=sk&site=ehost-live&scope=site.
CONRAD, Margaret, and Alvin FINKEL. History of the Canadian Peoples. Vol. I: Beginnings to 1867. Toronto: Copp Clark Pitman, 1993. ISBN 0-7730-4843-X
CONRAD, Margaret, and Alvin FINKEL. History of the Canadian Peoples. Vol. II: 1867 to the Present. Toronto: Copp Clark Pitman, 1993. ISBN 0-7730-5189-9
TARAS, David, RASPORICH, Beverly, and Eli MANDEL, eds. A Passion for Identity: An Introduction to Canadian Studies. 2nd edition. Scarborough: Nelson Canada, 1993. ISBN 0-17-604158-3
Additional materials might be used.
Continuous assessment:
- 20% active participation (regular contributions to class discussions)
- 30% oral presentation
- 50% written assignment
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Max. 2 absences without documentation.
Academic dishonesty shall be penalized by a lower grade or a disciplinary complaint depending on how serious it is.
Deadlines and continuous assessment criteria shall be notified in the first week of the semester as required by the Study Regulations.
Continuous/Final assessment ratio: 100/0%
B2 CEFR level English is a prerequisite for participation in this course.
1. The territory of Canada in the pre-Contact period
2. The French in America
3. The period of British North America
4. The development and growth of colonies
5. The development of industry
6. The foundation of Canada
7. Canada in the world wars
8. Inter-war period
9. Search for Canadianness in the post-war period
10. Postmodern Canada
100/0
Upon a successful completion of the course, students will have knowledge about the history of Canada from the pre-Contact period until today and will have an understanding of its history in a regional, national, continental, and global context. They will be able to explain what role the concept of (regional, linguistic, ethnic, and cultural) diversity played in the development of Canadian society. They will be able to analyze and discuss primary and secondary texts, including audiovisuals, on Canadian culture and more effectively use academic skills, including research, critical reading, and academic writing skills.
BARRER, Peter a Bohdan ULAŠIN. From Here To University. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4466-1.
BÖHMEROVÁ, Ada (ed.). Slovak Studies in English: Identity in Intercultural Communication. Bratislava: Ševt, 2011. ISBN 978-80-8106-047-2.
HARPUR, John. Innovation, Profit, and the Common Good in Higher Education: the New Alchemy. New York: Palgrave Macmillan, 2010. ISBN 978-0-230-53787-3.
LOWMAN, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1990. ISBN 1-55542-221-7.
MARTIN, Judith N. a Thomas K. NAKAYAMA. Intercultural Communication in Contexts. Boston: McGraw-Hill, 2007. ISBN 978-0-07-110703-7.
NICHOLS, Gill. Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page, 2001. ISBN 0-7494-3207-1.
The course is designed as an intensive course of 28 full-time teaching hours. Since the goal is practical work in the field of global issues in education and intercultural communication, the course requires active class participation, the ability to discuss and argue the issues discussed in English, and to present one's findings on the basis of the materials read and discussed (50% of the total grade). The other 50% of the grade consists of a final written student response to the knowledge, skills, and attitudes acquired, consisting of a narrative response of approximately 1000-1500 words and a questionnaire with questions about the course.
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages (CEFR).
The course focuses on the introduction and theoretical support of topics that are important for future English language teachers, especially with regard to the intercultural dimension of their profession. The topics of the course vary according to the current issues that (not only) foreign language teachers may encounter in their practice - from issues specific to English-speaking areas (race, colonialism) to specific topics that are increasingly resonating also in the Central European area (human rights issues, ethnic orations, approaches to teaching and discussing so-called sensitive topics, e.g. the Holocaust).
Formally, the course relies on collaboration with academics from international backgrounds as well as NGO staff in relevant fields.
100/0
By the end of the course, the student is familiar with specific topics that are relevant to current issues in global education and is able to discuss and write about societal issues potentially related to the practice of teaching. Students will become familiar not only with the global dimension of the contemporary educational process but also with the basics of intercultural communication.
BARRER, Peter a Bohdan ULAŠIN. From Here To University. Bratislava: Univerzita Komenského, 2017. ISBN 978-80-223-4466-1.
BÖHMEROVÁ, Ada (ed.). Slovak Studies in English: Identity in Intercultural Communication. Bratislava: Ševt, 2011. ISBN 978-80-8106-047-2.
HARPUR, John. Innovation, Profit, and the Common Good in Higher Education: the New Alchemy. New York: Palgrave Macmillan, 2010. ISBN 978-0-230-53787-3.
LOWMAN, Joseph. Mastering the Techniques of Teaching. San Francisco: Jossey-Bass, 1990. ISBN 1-55542-221-7.
MARTIN, Judith N. a Thomas K. NAKAYAMA. Intercultural Communication in Contexts. Boston: McGraw-Hill, 2007. ISBN 978-0-07-110703-7.
NICHOLS, Gill. Professional Development in Higher Education: New Dimensions and Directions. London: Kogan Page, 2001. ISBN 0-7494-3207-1.
The course is designed as an intensive course of 28 full-time teaching hours. Since the goal is practical work in the field of global issues in education and intercultural communication, the course requires active class participation, the ability to discuss and argue the issues discussed in English, and to present one's findings on the basis of the materials read and discussed (50% of the total grade). The other 50% of the grade consists of a final written student response to the knowledge, skills, and attitudes acquired, consisting of a narrative response of approximately 1000-1500 words and a questionnaire with questions about the course.
Grading scale:
A ≥92%
B ≥84%
C ≥76%
D ≥68%
E ≥60%
Fx <60%
Participation in the course requires at least a B2 level of English according to the Common European Framework of Reference for Languages (CEFR).
The course focuses on the introduction and theoretical support of topics that are important for future English language teachers, especially with regard to the intercultural dimension of their profession. The topics of the course vary according to the current issues that (not only) foreign language teachers may encounter in their practice - from issues specific to English-speaking areas (race, colonialism) to specific topics that are increasingly resonating also in the Central European area (human rights issues, ethnic orations, approaches to teaching and discussing so-called sensitive topics, e.g. the Holocaust).
Formally, the course relies on collaboration with academics from international backgrounds as well as NGO staff in relevant fields.
100/0
By the end of the course, the student is familiar with specific topics that are relevant to current issues in global education and is able to discuss and write about societal issues potentially related to the practice of teaching. Students will become familiar not only with the global dimension of the contemporary educational process but also with the basics of intercultural communication.
Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.
Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.
James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.
Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.
Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.
Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
minimum level of English - B2
. Orthography and pronunciation - letter-sound relationship
2. Important principles of English pronunciation
3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs
4. Communicating with single vowel sounds
5. Practicing pronunciation of English consonants and their clusters
6. Correct articulation and lip reading
7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs
8. Homographs and homophones in English
9. Predicting weak and strong forms of function words
10. Connected speech - linking, assimilation and elision
11. Connected speech - sentence stress and rhythm of speech
12. Connected speech - intonation in questions, “news” and “non-news”
13. Common pronunciation errors among Slovak learners of English.
100/0
Student:
- describes the sound system of the English language,
- recognizes individual sounds, sound structure of words, prosody and reduced forms,
- applies theoretical principles of English pronunciation in his/her own speech,
- analyses and evaluates the pronunciation aspect of speech,
- produces speech whose pronunciation aspect does not cause problems in communication.
Form of teachinng is face-to-face. During seminars various teaching techniques and activities for pronunciation are implemented and pronuciation focusing on different aspects is practiced. Forms of work are in pairs and groups. Autonomous learning includes completion of pronunciation assignments and their presentation.
Hewings, M. 2004. Pronunciation Practice Activities; Cambridge: Cambridge University Press.
James, L., Smith, O. 2007. Get Rid of your Accent; Business&Technical Communication Services Limited.
Vaughan-Rees, M. 2002. Test your Pronunciation; Penguin.
Reid, E. 2016. Teaching English Pronuncation to Different Age Groups; Bratislava: Z-F LINGUA.
Reid, E. (2021). Foreign Language Pronunciation, from Theory to Practice : Foreword. In: Foreign Language Pronunciation, from Theory to Practice. Newcastle upon Tyne : Cambridge Scholars Publishing, p. ix-xvi.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars and completion and presentation of assignments focused on practicing pronunciation peculiarities of English and improving student’s own pronunciation. The evaluation “failed” is given to a student who misses any classes without a relevant reason and a student who fails to submit all practical assignments.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
minimum level of English - B2
. Orthography and pronunciation - letter-sound relationship
2. Important principles of English pronunciation
3. Practicing pronunciation of English monophthongs, diphthongs and triphthongs
4. Communicating with single vowel sounds
5. Practicing pronunciation of English consonants and their clusters
6. Correct articulation and lip reading
7. Word stress - strong and weak syllables, stress shifts and stress in noun-verb pairs
8. Homographs and homophones in English
9. Predicting weak and strong forms of function words
10. Connected speech - linking, assimilation and elision
11. Connected speech - sentence stress and rhythm of speech
12. Connected speech - intonation in questions, “news” and “non-news”
13. Common pronunciation errors among Slovak learners of English.
100/0
Student:
- describes the sound system of the English language,
- recognizes individual sounds, sound structure of words, prosody and reduced forms,
- applies theoretical principles of English pronunciation in his/her own speech,
- analyses and evaluates the pronunciation aspect of speech,
- produces speech whose pronunciation aspect does not cause problems in communication.
Face-to-face lessons are twice a week, where active participation at discussions, debates, role-plazs and creative tasks such as creation of cultures is expected.
Autonomous studying and creative video making (weekly assignments, writing of reflections, creating videos)
Reid, E. 2014. Intercultural aspects in teaching English at primary schools. Frankturt am Main: Peter Lang.
Reid, E. 2013. Models of Intercultural Competences in Practice. International Journal of Language and Linguistics. Vol. 1, no. 2, p. 44-53.
Reid, E. 2015. Techniques Developing Intercultural Communicative Competences in English Language Lessons. Procedia - Social and Behavioral Sciences, Vol. 186, p. 939-943.
Byram, M. 2021. Teaching and Assessing Intercultural Communicative Competence Revisited. Bristol: Multilingual Matters.
Kramsch, C. 1998. Language and Culture, Oxford: OUP.
Deardorff, D. 2009. The SAGE Handbook of Intercultural Competence. Thousand Oaks: SAGE Publications.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars (missed classes only for a relevant reason). Home study consist of weekly given topics (texts, videos and quizzes) and weekly written assignments (all in Moodle course). Final part of the assessment a group work of creating a video on a chosen intercultural topic. Evaluation “failed” is given to a student who does not fulfil all mentioned criteria.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
English - minimal level B2
1. Culture, definitions of culture and concepts of culture
2. Cultural relativism and cultural ethnocentrism
3. Cultural awareness and intercultural awareness
4. Cultural generalisations and cultural stereotypes
5. Relation between languages and cultures
6. Communication and intercultural communication
7. Intercultural competences and intercultural communicative competences
8. Non-verbal communication as a part of intercultural communication
9. Developing intercultural competences in foreign language education
10. Ladder of inference
11. Culture shock
12. Models of intercultural competences
13. Do’s and don’ts in different cultures
100/0
Students learn basic terminology and understand various definitions and concepts of culture. They can express the difference between awareness of own culture and awareness of other cultures, cultural relativism and ethnocentrism, cultural generalisations and stereotypes. Students can describe the relation between culture and language. Based on the knowledge on cultural diversity, they acquire intercultural awareness, can accept cultural differences, critically compare cultural aspects of different countries and can effectively use intercultural communicative competences in contact with representatives of different cultures. Students can use and be aware of the importance of intercultural communicative competence as an inevitable competence for English language professionals.
Face-to-face lessons are twice a week, where active participation at discussions, debates, role-plazs and creative tasks such as creation of cultures is expected.
Autonomous studying and creative video making (weekly assignments, writing of reflections, creating videos)
Reid, E. 2014. Intercultural aspects in teaching English at primary schools. Frankturt am Main: Peter Lang.
Reid, E. 2013. Models of Intercultural Competences in Practice. International Journal of Language and Linguistics. Vol. 1, no. 2, p. 44-53.
Reid, E. 2015. Techniques Developing Intercultural Communicative Competences in English Language Lessons. Procedia - Social and Behavioral Sciences, Vol. 186, p. 939-943.
Byram, M. 2021. Teaching and Assessing Intercultural Communicative Competence Revisited. Bristol: Multilingual Matters.
Kramsch, C. 1998. Language and Culture, Oxford: OUP.
Deardorff, D. 2009. The SAGE Handbook of Intercultural Competence. Thousand Oaks: SAGE Publications.
Continuous assessment of student performance during semester is 100 percent of the final grade. The conditions for passing the course are active participation in all seminars (missed classes only for a relevant reason). Home study consist of weekly given topics (texts, videos and quizzes) and weekly written assignments (all in Moodle course). Final part of the assessment a group work of creating a video on a chosen intercultural topic. Evaluation “failed” is given to a student who does not fulfil all mentioned criteria.
Evaluation criteria:
A – 92 až 100%
B – 84 až 91%
C – 76 až 83%
D – 68 až 75%
E – 60 až 67%
Fx <60%
Scale of assessment (preliminary/final): 100 percent continuous evaluation.
English - minimal level B2
1. Culture, definitions of culture and concepts of culture
2. Cultural relativism and cultural ethnocentrism
3. Cultural awareness and intercultural awareness
4. Cultural generalisations and cultural stereotypes
5. Relation between languages and cultures
6. Communication and intercultural communication
7. Intercultural competences and intercultural communicative competences
8. Non-verbal communication as a part of intercultural communication
9. Developing intercultural competences in foreign language education
10. Ladder of inference
11. Culture shock
12. Models of intercultural competences
13. Do’s and don’ts in different cultures
100/0
Students learn basic terminology and understand various definitions and concepts of culture. They can express the difference between awareness of own culture and awareness of other cultures, cultural relativism and ethnocentrism, cultural generalisations and stereotypes. Students can describe the relation between culture and language. Based on the knowledge on cultural diversity, they acquire intercultural awareness, can accept cultural differences, critically compare cultural aspects of different countries and can effectively use intercultural communicative competences in contact with representatives of different cultures. Students can use and be aware of the importance of intercultural communicative competence as an inevitable competence for English language professionals.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN
0-486-22430-9.
DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN
1-874159-07-6.
FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Interim Evaluation
- Active participation in class, regular attendance, and attendance of Irish Studies events – 20%
Final Evaluation:
- In-class culture assessment – 20%
- In-class language exam – 60%
Grading scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Language necessary to complete the course: Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Additional literature:
Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)
Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
Irish grammar; - http://nualeargais.ie/gnag/gram.htm
Raidio na Gaeltachta, https://www.rte.ie/rnag/
TG4, https://www.tg4.ie/ga/
Week 1:
- General information about the Irish language and introduction to learning resources.
- Greetings, introductions, and language for the classroom.
Week 2:
- Irish Language pronunciation and spelling. Numbers and telephones numbers.
- A survey of Gaelic culture in Ireland and in Britain, and further afield.
Week 3:
- Telling the time.
- Myth and Legend: Leabhar Gabhála Éireann -The Book of Invasions of Ireland
Week 4:
- Talking about the weather, describing physical charecteristics I.
- Sean Nós Song and Dance
Week 5:
- Talking about the weather, describing physical charecteristics II.
- The Gaelic Cultural Revival and Irish Nationalism.
Week 6:
- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes I.
- Language and Identity in Northern Ireland.
Week 7:
- An tAinm Briathra (The verbal noun). Talking about current actions and pastimes II.
- Popular Irish-Language culture today.
Week 8:
- An Aimsir Láithreach (The present habitual tense). Daily routines I.
- Minortiy Language Identity internationally and Language Revival.
Week 9:
- An Aimsir Láithreach (The present habitual tense). Daily routines II.
- Gaelic Games.
Week 10:
- Likes and Dislikes.
- Controversy surrounding the Irish Lanuage.
Week 11:
- In-class presentations.
Week 12:
- Review and Exam
40/60 % (preliminary/final)
After finishing the Irish Language and Culture 1 course, the student has developed their following elementary linguistic competencies:
- an ability to read and pronounce Irish as pronounced by native Irish-speakers
- a knowledge of basic (A1) Irish vocabulary
- a knowledge of basic (A1) Irish grammar and grammatical terminology
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- an ability to make simple dialogues and communicate on basic topics such as family, food, travelling.
The student who successfully finished the Irish Language and Culture 1 course is able to critically engage in discussions about various aspects of Gaelic Culture in Ireland. The student possesses an introductory knowledge of Gaelic culture and identity, language, and history, both in Ireland and in Britain and have a an understanding of various elements of Gaelic culture in Ireland, such as:
- Sean-Nós Song and Dance
- Myth and Legend
- Folklore
- The cultural divide in Ireland between the Gaeltacht and Galltacht
- The importance of the Irish Language to Irish Identity and history
- Controversial issues surrounding the language, in Ireland, Northern Ireland, the UK, the EU, and further afield.
- Minority Language Rights and Language Revival.
CROTTY, Patrick. Modern Irish poetry an anthology. Belfast: Blackstaff Press, 2003. ISBN 9780856405617.
CURTIN, Jeremiah. Myths and folk tales of Ireland. New York: Dover, 1975. ISBN 0-486-22430-9.
DENNISON, Colette. This Is Ireland People Culture Landscape. Dublin: Euro Lingua, 1994. ISBN 1-874159-07-6.
FOSTER, Robert Fitzroy. The Oxford History of Ireland. Oxford: Oxford, 1992. ISBN 0-19-285271-X
WELCH, Robert. The Oxford Companion to Irish Literature. Oxford: Clarendon Press, 1996. ISBN 978-0198661580.
Irish Language and Culture 1
Interim Evaluation
- Active participation in class, regular attendance, and attendance of Irish Studies events – 20%
Final Evaluation:
- In-class culture assessment – 20%
- In-class language exam – 60%
Up to 2 absences are allowed without the need for documentation. Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Additional literature:
Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
Strana: 2
Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie)
Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html Irish grammar; - http://nualeargais.ie/gnag/gram.htm
Raidio na Gaeltachta, https://www.rte.ie/rnag/ TG4, https://www.tg4.ie/ga/
Week 1:
- Review of language introduced in Irish Language 1.
- Myth and Legend II
Week 2:
- An tAinm Briathartha. Talking about current actions and pastimes I.
- Logainmneacha agus Dinnseanchas – Placenames and Lore
Week 3:
- An tAinm Briathartha. Talking about current actions and pastimes II.
- Logainmneacha agus Dinnseanchas – Placenames and Lore
Week 4:
- An tAinm Briathartha. Talking about current actions and pastimes III.
- Gaelic connections between Scotland and Ireland – The Bruce Invasion of Ireland
Week 5:
- Likes and Dislikes. Prepostional pronoun: le
- Geoffrey Keating’s Foras Feasa ar Éirinn – Gaelic Identity in the Early-Modern Period
Week 6:
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
Week 7:
- Talking About sickness. Going to the doctor
- Rubaí – Contemporary Irish Language Culture
Week 8:
- An tAinm Briathartha IV. Purpose and cause.
- Kneecap – Contemporary Irish Language Culture
Week 9:
- An Aimsir Láithreach (The present habitual tense). Review.
- An Cailín Ciúin – Contemporary Irish Language Culture
Week 10:
- Food and Drink.
- Review of topics.
Week 11:
- In-class presentations
Week 12:
- Review and in-class exam.
40 / 60 % (preliminary/ final)
After finishing Irish Language and Culture 2 course, the student knows how to use basic conversational Irish phrases, common vocabulary, as well as basic grammar and phonology which students have been introduced to during Irish Language and Culture 1. Students further develop their communicative skills in Irish towards achieving an A1 level at the CEFR.
During Irish Language 2 and Culture 2 students have gained the following skills:
- a further developed vocabulalry in line with an A1 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- functional language related further areas required for the A1 Level according to the CEFR.
The student who successfully finished the Irish Language and Culture 2 course is able to critically
engage in complex discussions about various aspects of Gaelic Culture in Ireland and possesses an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
-A survey of selected Irish-Language Poetry
-Myth and Legend II
-Folklore II
-Survey of Gaelic cultural links between Scotland, Ireland and the Isle of Mann from the Bruce Invasion of Ireland to the Modern Revival.
-Kneecap, An Cailín Ciúin, and short film – Contemporary Irish Language Culture
-Logainmneacha agus Dinnseanchas – Placenames and Lore
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in Irish Language 1.
2.
- An tAinm Briathartha. Talking about current actions and pastimes I.
- An Aimsir Láithreach. The present habitual tense.
3.
- An Aimsir Chaite: The Past Tense
- Giving accounts and narratives. Storytelling.
4.
- An tAinm Briathartha. Talking about current actions and pastimes III.
5.
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
6.
- Talking About sickness. Going to the doctor
7.
- An tAinm Briathartha IV. Purpose and cause.
8.
- An Aimsir Láithreach (The present habitual tense). Review.
9.
- Food and Drink.
10.
- In-class presentations
11.
- Review.
12.
- In-class exam
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in Irish Language 1.
2.
- An tAinm Briathartha. Talking about current actions and pastimes I.
- An Aimsir Láithreach. The present habitual tense.
3.
- An Aimsir Chaite: The Past Tense
- Giving accounts and narratives. Storytelling.
4.
- An tAinm Briathartha. Talking about current actions and pastimes III.
5.
- Likes and Dislikes II.
- Antoine Ó Raifteiri – Playing music to empty pockets – Gaelic Culture in the Early-Modern Period
6.
- Talking About sickness. Going to the doctor
7.
- An tAinm Briathartha IV. Purpose and cause.
8.
- An Aimsir Láithreach (The present habitual tense). Review.
9.
- Food and Drink.
10.
- In-class presentations
11.
- Review.
12.
- In-class exam
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in previous Irish Language and culture courses.
2.
- An Aimsir Fháistineach – The Future Tense
3.
- Making plans and arrangements.
4.
- Giving Opinions
5.
- My background and where I live.
6.
- My background and where I live II
7.
- The House
8.
- The family I
9.
- The family II
10.
- Work Matters
11.
- Work matters II
12.
- Review
13.
- In-class test
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2, and Irish Language and Culture 3. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
• Ó Domhnalláin, T. 1967, Buntús cainte: a first step in spoken Irish, Oifig an tSoláthair, Baile Átha Cliath.
• Teastas Eorpach na Gaeilge (European Certificate of Irish) Welcome to Teastas Eorpach na Gaeilge (teg.ie) (https://www.teg.ie/english.167.html)
• Bibliography of Irish Linguistics and Literature: https://bill.celt.dias.ie/vol4/index2.html
• Irish grammar; - http://nualeargais.ie/gnag/gram.htm
• Raidio na Gaeltachta, https://www.rte.ie/rnag/
• TG4, https://www.tg4.ie/ga/
Interim Evaluation
- Attendance – 10%
- Active participation in class and in Irish Studies events – 10%
- In-class culture test – 20%
Final Evaluation:
- In-class final language exam – 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Up to 2 absences are allowed without the need for documentation.
Violations of academic ethics will be penalized with a reduction in grade and may result in disciplinary proceedings.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
1.
- Review of language introuced in previous Irish Language and culture courses.
2.
- An Aimsir Fháistineach – The Future Tense
3.
- Making plans and arrangements.
4.
- Giving Opinions
5.
- My background and where I live.
6.
- My background and where I live II
7.
- The House
8.
- The family I
9.
- The family II
10.
- Work Matters
11.
- Work matters II
12.
- Review
13.
- In-class test
40/60 (%)
Irish Language and Culture 3 is a course for students who have completed either Irish Language and Culture 1 or Irish Language and Culture 2, and Irish Language and Culture 3. The course provides interested students with the opportunity to further develop their communicative competencies in Irish towards achieving an A2 level at the CEFR.
Irish Language and Culture 3 aims to give students:
- a further developed vocabulary in line with an A1/A2 level at the CEFR.
- a improved working knowlede of basic Irish grammar and sentence formation.
- an ability to form basic grammatical sentences involving various parts of speech (prepositions, pronouns, nouns, adjectives, verbs, adverbs, etc.)
- funtional language related further areas required for the A2 Level according to the CEFR.
Irish Language and Culture 3 aims to introduce students to a broadened range of topics related to Gaelic Culture in Ireland, and aims to give students:
- an informed understanding of a broad range of topics related to Gaelic culture in Ireland, such as:
• A selection of Irish-Language contemporary culture in film, literature, and music.
• Myth, legend, and folklore.
• Issues around identity and minority language rights in Ireland and elsewhere
Crowley, J., Smyth, W.J. & Murphy, M. 2012, Atlas of the Great Irish Famine, 1845-52, Cork University Press, Cork.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Girvin, B. 2002, From union to union: nationalism, democracy and religion in Ireland-- Act of union to EU, Gill & Macmillan, Dublin.
Hanley, B. 2018, The impact of the Troubles on the Republic of Ireland, 1968–79: boiling volcano? Manchester University Press, Manchester, UK.
Hast, D. E. & Scott, S. (Stanley A. (2004) Music in Ireland : experiencing music, expressing culture. New York: Oxford University Press.
McAnallen, D, Hassan, D, & Hegarty, R (eds) 2009, The Evolution of the GAA : Ulaidh, Éire agus Eile, Ulster Historical Foundation, Belfast. Available from: ProQuest Ebook Central. [23 January 2024].
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
SLATINSKÁ, A. 2014. Irish language as a part of cultural identity of the Irish. In European journal of social and human sciences. - Banská Bystrica : Univerzita Mateja Bela v Banskej Bystrici, Filozofická fakulta, 2014. - ISSN 1339-6773. - Vol. 3, no. 3 (2014), pp.151-155.
Smith, T. (2012) Ancestral imprints: histories of Irish traditional music and dance. Cork: Cork University Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Each student will make an in-class presentation in English on a selected aspect of Irish Studies. They may choose a topic or theme discussed in class or propose another topic related to Irish Studies. The chosen topic must contribute to the student’s understanding of Irish history, culture, politics, or literature. All presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation:
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation:
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: General, introductory geographical and political on Ireland.
Week 2: Gaelic Games - Myth and Legend.
Week 3: Amhránaíocht ar an Sean Nós (Sean Nós Singing).
Week 4: The Irish cultural roots of Halloween (Oíche Shamhna).
Week 5: Minority Languages
Week 6: Communal historical memonry and identity. The Fields of Athenry and memories of the Great Irish Famine in Irish identity.
Week 7: Commedy and history – The cultural zeitgeist and societal change (Father Ted).
Week 8: Religion in Ireland.
Week 9: Commedy and history – The cultural zeitgeist and societal change (Derry Girls).
Week 10: The Northern Ireland Troubles I: Historical Background.
Week 11: The Northern Ireland Troubles: Northern Ireland today.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as intercommuncal relations on the islands of Britain and Ireland.
2. To define and describe significant factual infomation about Ireland, Irish history and cultural identity, as well as governmental systems and social issues.
3. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
4. To critically analyse arguments, statements, documents, and other materials related to a thematic, survey study of Ireland..
5. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Crowley, J., Smyth, W.J. & Murphy, M. 2012, Atlas of the Great Irish Famine, 1845-52, Cork University Press, Cork.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Girvin, B. 2002, From union to union: nationalism, democracy and religion in Ireland-- Act of union to EU, Gill & Macmillan, Dublin.
Hanley, B. 2018, The impact of the Troubles on the Republic of Ireland, 1968–79: boiling volcano? Manchester University Press, Manchester, UK.
Hast, D. E. & Scott, S. (Stanley A. (2004) Music in Ireland : experiencing music, expressing culture. New York: Oxford University Press.
McAnallen, D, Hassan, D, & Hegarty, R (eds) 2009, The Evolution of the GAA : Ulaidh, Éire agus Eile, Ulster Historical Foundation, Belfast. Available from: ProQuest Ebook Central. [23 January 2024].
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
SLATINSKÁ, A. 2014. Irish language as a part of cultural identity of the Irish. In European journal of social and human sciences. - Banská Bystrica : Univerzita Mateja Bela v Banskej Bystrici, Filozofická fakulta, 2014. - ISSN 1339-6773. - Vol. 3, no. 3 (2014), pp.151-155.
Smith, T. (2012) Ancestral imprints: histories of Irish traditional music and dance. Cork: Cork University Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Each student will make an in-class presentation in English on a selected aspect of Irish Studies. They may choose a topic or theme discussed in class or propose another topic related to Irish Studies. The chosen topic must contribute to the student’s understanding of Irish history, culture, politics, or literature. All presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation:
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation:
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: General, introductory geographical and political on Ireland.
Week 2: Gaelic Games - Myth and Legend.
Week 3: Amhránaíocht ar an Sean Nós (Sean Nós Singing).
Week 4: The Irish cultural roots of Halloween (Oíche Shamhna).
Week 5: Minority Languages
Week 6: Communal historical memonry and identity. The Fields of Athenry and memories of the Great Irish Famine in Irish identity.
Week 7: Commedy and history – The cultural zeitgeist and societal change (Father Ted).
Week 8: Religion in Ireland.
Week 9: Commedy and history – The cultural zeitgeist and societal change (Derry Girls).
Week 10: The Northern Ireland Troubles I: Historical Background.
Week 11: The Northern Ireland Troubles: Northern Ireland today.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as intercommuncal relations on the islands of Britain and Ireland.
2. To define and describe significant factual infomation about Ireland, Irish history and cultural identity, as well as governmental systems and social issues.
3. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
4. To critically analyse arguments, statements, documents, and other materials related to a thematic, survey study of Ireland..
5. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Does Integrating Europe Need Polylingualism and Multiculturalism? In: European Researcher. Vol. 42, no. 2-3, s. 455-461. DE PAOR. 1988.
BILOVESKÝ, V. 2012. Globalizácia ako negatívum rozvoja. In: Studia russico-slovaca 1. Ružomberok : UC Rosenbergensis. s. 119 – 122. ISBN 978-8080-8497-02. BILOVESKÝ, V. 2013.
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Students are required to undertake comparative analysis between Ireland and their own country. As such, they are expected to draw connections, comparisons and contrasts between Ireland and their own country in relation to a chosen theme. The comparative element should demonstrate critical engagement with similarities and/or differences between the two countries within the selected area of study. The theme should in some way be of cultural/societal significance.
Presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation: 10%
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation: 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: Introduction to course and St. Brigid’s Day.
Week 2: Politics of Ireland.
Week 3: St Patrick’s Day and Seachtain na Gaeilge.
Week 4: Religion in Ireland II.
Week 5: The Irish Travellers – A Minority Ethnicity
Week 6: Irish Literature in the English Language I.
Week 7: Irish Literature in the English Language II.
Week 8: Ireland in the European Union.
Week 9: The 1916 Rising.
Week 10: Irish Nationalism and the War of Independence.
Week 11: Immigrant communities in Ireland.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To research, compare, and contrast cultures, history, and identities in order to assist in broader understanding of national and international dynamics.
2: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as relations on the islands of Britain and Ireland.
3. To define, describe, and contrast significant factual information about Ireland, Irish history and cultural identity, as well as governmental systems and social issues with similar issues in a different national context.
4. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
5. To critically analyse arguments, statements, documents, and other materials related to a thematic study of national identities and cultures.
6. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Darby, P. (2009) Gaelic games, nationalism and the Irish diaspora in the United States. Dublin: University College Dublin Press.
Thacker, V. 2018, Adapting Voices: The Musical Lifeworld of Sean-nós Singing in Carna, Ireland, University of Toronto (Canada).
Does Integrating Europe Need Polylingualism and Multiculturalism? In: European Researcher. Vol. 42, no. 2-3, s. 455-461. DE PAOR. 1988.
BILOVESKÝ, V. 2012. Globalizácia ako negatívum rozvoja. In: Studia russico-slovaca 1. Ružomberok : UC Rosenbergensis. s. 119 – 122. ISBN 978-8080-8497-02. BILOVESKÝ, V. 2013.
Raising Children to be Bilingual in the Gaeltacht: Language Preference and Practice. In: International Journal of Bilingual Education and Bilingualism. 2008. vol. 10, no. 4, s. 510-528. ISSN 1367-0050.
Walsh, M. 2022, Fintan O’ Toole, We Don’t Know Ourselves: A Personal History of Ireland Since 1958: London: Head of Zeus, 616 pp., ISBN: 978-1784978297, Springer US, New York.
Students are required to undertake comparative analysis between Ireland and their own country. As such, they are expected to draw connections, comparisons and contrasts between Ireland and their own country in relation to a chosen theme. The comparative element should demonstrate critical engagement with similarities and/or differences between the two countries within the selected area of study. The theme should in some way be of cultural/societal significance.
Presentation topics must be discussed with the course instructor in advance.
Continuous Assessment
• Attendance and class participation: 10%
• Written presentation rationale and research reflection: 30%
Final Assessment
• In-class presentation: 60%
Grading Scale: 0-60-68-76-84-92-100 % = FX-E-D-C-B-A
Students may have up to two absences without providing documentation.
Violations of academic ethics may result in a reduction of the final grade and may lead to disciplinary proceedings in accordance with university regulations.
Participation in the course requires a command of English at least at the B2+ level according to the Common European Framework of Reference for Languages (CEFR).
Week 1: Introduction to course and St. Brigid’s Day.
Week 2: Politics of Ireland.
Week 3: St Patrick’s Day and Seachtain na Gaeilge.
Week 4: Religion in Ireland II.
Week 5: The Irish Travellers – A Minority Ethnicity
Week 6: Irish Literature in the English Language I.
Week 7: Irish Literature in the English Language II.
Week 8: Ireland in the European Union.
Week 9: The 1916 Rising.
Week 10: Irish Nationalism and the War of Independence.
Week 11: Immigrant communities in Ireland.
Week 12: In-class assessment.
40/ 60 (%)
The student is able:
1: To research, compare, and contrast cultures, history, and identities in order to assist in broader understanding of national and international dynamics.
2: To analyse discrete topics covered in the course and how these can be interpreted in order to better understand Irish society today, as well as relations on the islands of Britain and Ireland.
3. To define, describe, and contrast significant factual information about Ireland, Irish history and cultural identity, as well as governmental systems and social issues with similar issues in a different national context.
4. To apply the acquired facts in different situational contexts (dialogues, presentations, discussions).
5. To critically analyse arguments, statements, documents, and other materials related to a thematic study of national identities and cultures.
6. To elaborate a seminar project on the selected topic on the basis of acquired knowledge and independent research in the given subject.
Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion Volume [online]. Council of Europe Publishing: Strasbourg, 2020. ISBN 978-92-871-8621-8 Dostupné na: https://www.coe.int/en/web/common-european-framework-reference-languages/home
HOLDEN, Susan and Vinicius NOBRE. Teaching English Today: Contexts and Objectives. Callender: Scotland, 2019. ISBN 978-1-901760-13-2.
Odporúčaná literatúra:
HARMER, Jeremy. The Practice of English Language Teaching. Harlow: Pearson Education, 2015. ISBN 1447980255.
NUNAN, David and Ronald CARTER. Cambridge Guide to Teaching Speakers of Other Languages. Cambridge: Cambridge University Press, 2001. ISBN 9780511667206
TANDLICHOVÁ, Eva. Didaktika anglického jazyka. Bratislava: UK Bratislava, 2001. ISBN 80-223-1611-3
THORNBURY, Scott. 30 Language Teaching Methods. Cambridge: Cambridge University Press. 2017. ISBN 9781108408462
10% Active participation in and preparedness for class discussions
15% Oral presentation of an ELT method or approach
50% Weekly readings & writing reactions
25% Final exam
Both the presentation and at least six (6) of the weekly written reading reactions must be completed in order to take the final exam.
Academic misconduct (e.g., plagiarism, cheating, etc.) will not be tolerated and will result in an F on the assignment in question. If it happens more than once, the student will be referred for formal disciplinary action by the faculty.
Marking scale:
A – 92 to 100%
B – 84 to 91%
C – 76 to 83%
D – 69 to 75%
E – 60 to 68%
FX (fail, no credits awarded) < 60%.
Unexcused absences allowed: 2
A detailed course syllabus with assignment deadlines and instructions is provided to enrolled students the first week of the semester.
English (a minimum proficiency of B2+ [CEFR] is required)
The course meets for three hours a week.
1. English language teaching methods and approaches since 1800
2. Foundational principles and theories in English language teaching
3. An introduction to second language acquisition and communicative language teaching
4. An introduction to the Common European Framework of Reference for Languages
5. The context: English language teaching in the world today
6. The language teacher: their role(s) and place in language teaching; characteristics and skills of an effective language teacher
7. The language learner (and learning): how they differ based on age and reason for learning English (subject at school vs English for special purposes); positive and negative influences on learning; motivation
8. The language: its role(s) and place in today’s world (language awareness); linguistic vs communicative competence
9. The lesson plan: the aim, strategies, and implementation
10. Teaching skills: traditional (i.e., reading, writing, listening, and speaking) and untraditional (e.g., viewing, interpersonal, digital and media literacy, etc.)
11. Teaching grammar and vocabulary
Assessment is comprised of coursework and a final exam: 75%/25%
After successful completion of this course, a student will be able to do the following:
1. Discuss and reflect on their own beliefs about and experiences with language, language learning, and language teaching
2.Explain in general how various views of language (i.e., structural, functional, and notional) and learning (i.e., behaviourist, cognitivist, and social constructivist perspectives) influence language teaching and how they are reflected in various materials and activities
3. Provide examples of techniques and activities used in various methods and approaches, and discuss their relevance to current English as a foreign language classroom conditions
4. Explain what influences language learners in their learning (e.g., learning strategies, motivation, age, level, etc.) and why that is so
5. Prepare and organise basic lesson plans with a clear and effective aim based on the type of target learner (e.g., lower or upper secondary, large or small class, language level, etc.) while applying the principles of second language acquisition
DUNCAN, Randy a Matthew J. SMITH. Icons of the American Comic Book: From Captain America to Wonder Woman. Santa Barbara: ABC-CLIO, LLC, 2013. [online] [cit 2021-10-22]. ISBN 978-0313399237. Dostupné na https://books.google.sk/books?id=2GNaoeiY51EC&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
HATFIELD, Charles et al. The Superhero Reader. Jackson: University Press of Mississippi, 2013. [online] [cit 2021-10-22]. ISBN 978-1617038068. Dostupné na https://books.google.sk/books?id=A-exXwYTg0oC&printsec=frontcover&hl=sk&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false
HEER Jeet a Kent WORCESTER: A Comic Studies Reader. Jackson: University Press of Mississippi, 2008. [online] [cit 2021-10-22]. ISBN 978-1604731095. Dostupné na https://books.google.sk/books/about/A_Comics_Studies_Reader.html?id=9LUYhG9qO_8C&redir_esc=y
McCLOUD, Scott. Understanding Comics: The Invisible Art. New York: William Morrow Paperbacks, 2001. ISBN 006097625X.
WRIGHT, Bradford. Comic Book Nation. The Transformation of Youth Culture in America. Baltimore: Johns Hopkins University Press, 2003. ISBN 978-0801874505.
a) during the semester, presentation on a selected topic (topics will be published during the introductory seminar) (30%), active participation in discussions (20%). b) during the examination period, written test (50%) Grading scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A The teacher will accept a maximum of two absences without documentation. Violations of academic ethics will be sanctioned by grade reduction and may even include a submission of the case for disciplinary action depending on severity.
Participation in the course presupposes at least a C1 level of English according to the Common European Framework of Reference for Languages (CEFR).
1. Introduction to the course.
2. Terminology of comics. Scott McCloud, Understanding Comics.
3. Origins: from the Yellow Kid to the pulp magazines of the 1930s.
4. Superheroes. Action Comics #1 (1938), Detective Comics #27 (1939), Wonder Woman #1 (1942)
5. Mobilizing comics for the war. Captain America Comics #1 (1941)
6. New genres. Crime, romance and horror comics. Frederick Wertham's Seduction of the Innocent (1954) Comics Code Authority. The end of the golden age. "Poetic Justice" (1952), "Foul Play!" (1953)
7. The revival of superheroes. The rise of Marvel. Amazing Fantasy #15 (1962), Fantastic Four #1 (1961).
8. Graphic novels. Will Eisner. Art Spiegelman. Maus (1986-1991),
9. Graphic novels. Frank Miller. Alan Moore. The Dark Knight Returns (1986)
10. Developments in the present. Superheroes on screen. The Amazing Spider-Man #36 (2001), Bitch Planet, Volume I (2014)
50/50
This course offers an overview of the history of American comics from the late 19th century to the present. In particular, it focuses on the emergence of comics as an independent medium in the 1940s during the so-called Golden Age of Comics. Students will also learn about the development of the medium in the second half of the twentieth century and the emergence of graphic novels. They will be familiar with comics book terminology and the work of major authors. Upon completion of the course, students will be able to explain the importance of the comics medium to popular culture in the United States.
BARTL, Július: Úvod do štúdia dejepisu. Bratislava. : Univerzita Komenského, 1997 (2003), 133 s.; HROCH, Miroslav a kol.: Úvod do studia dějepisu. Praha : SPN, 1985, 304 s.; KAMENEC, Ivan. Ako sa vidíme sami a ako nás vidí verejnosť reflexia po dvadsiatich rokoch. http://www.shs.sav.sk/zjazd11/Kamenec-Ako_sa_vidime_sami_a_ako_nas_vidi_verejnost.pdf
KOVÁČ, Dušan. Veda, historiografia a etika. http://www.shs.sav.sk/zjazd16/Dusan-Kovac_Veda-historiografia-a-etika.pdf; ŠVORC, Peter. Spoločnosť a história. http://www.shs.sav.sk/zjazd11/Svorc-Spolocnost_a_historia.pdf
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Svoboda, 1967. (nové vydanie Praha: Argo, 2011. ISBN 978-80-257-0403-5); EVANS, Richard J. Na obranu historie. Praha: Argo, 2019, 300 s. ISBN 978-80-257-3006-5;
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. The student must pass two tests during the semester.
3. At the end of the semester the student must write an essay in an established length, which must contain citations and bibliography.
Evaluation: The student can gain 30 p. for each of the tests and 40 p. for the essay, in total 100 p. The student has to gain at least 60 p. to pass the course, while they must come from each of the assignments. Grades: 100 – 91 b = A; 90 – 81 b = B; 80 – 71 b = C; 70 – 61 = D; 60 – 51 b = E; 50 and less = FX
Slovak
1.History as a science, the place of history in the system of sciences, internal classification of historical sciences.
2. The past and history. The specifics of the scientifical knowing of the past.
3. General methods of work of a historian:
a) choosing a topic
b) heuristics
c) historical critique
d) interpretation
e) synthesis
4. The discipline of sources, classification of historical sources, historical critique.
5. Methods of historical research.
6. Processing the results of historical research and their publication:
a) evaluation and procession of knowledge
b) the structure and editing of a historical work
7. The evolution of ideas about history: the progress of historiography from the ancient times to the 20th century.
8. Institutional development of the Slovak historiography, historical workplaces.
60/40
The student gains knowledge about history as a science, about its place in the system of sciences and about the methods and techniques of work as a historian in order to successfully handle the next chapters of his studies.
MÚCSKA, Vincent, DANIŠ, Miroslav, ŠEVČÍKOVÁ, Zuzana: Dejiny európskeho stredoveku I. Raný stredovek. Prešov: Vydavateľstvo Michala Vaška, 2006. ISBN 80-7165-576-7.
MÚCSKA, Vincent a kol. Dejiny európskeho stredoveku II. Vrcholný stredovek. od polovice 11. storočia do polovice 13. storočia. Bratislava: OZ Hlbiny, 2019. ISBN 9788089743445.
COLLINS, Roger. Evropa raného středověku 300-1000. Praha: Vyšehrad, 2005. ISBN 80-7021-660-3.
BROOKE, Christopher. Evropa středověku v letech 962-1154. Praha: Vyšehrad, 2006. ISBN 80-7021-831-2.
DRŠKA, Václav; PICKOVÁ, Dana. Dějiny středověké Evropy. Praha: Aleš Skřivan ml., 2004. ISBN 80-86493-11-3.
HAY, Denis. Evropa pozdního středověku 1300-1500. Praha: Vyšehrad, 2010. ISBN 978-80-7021-986-7.
LE GOFF, Jacques; SCHMITT, Jean-Claude, a kol. Encyklopedie středověku. 2. vyd. Praha: Vyšehrad, 2008. ISBN 978-80-7021-917-1.
MUNDY, John Hine. Evropa vrcholného středověku 1150-1300. Praha: Vyšehrad, 2008. ISBN 978-80-7021-927-0.
1.To get through the class in the prescribed extent: the student must take part in at least 75% of the classes. 3 absences are accepted, two of them must be excused.
2. Oral exam
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 to medieval history. The changes in Europe in the early Middle Ages – fall of the Western Roman Empire and the Migration Period.
2. The Frankish Empire from the rule of the Merovingian dynasty until its fall in the 9th century.
3. The Holy Roman Empire – from universalism to particularism.
4. Development of states in Eastern Middle Europe (Bohemia, Poland, Hungary).
5. Christianity and culture in the Middle Ages. Development of the Church in the early Middle Ages. Ancient heritage in the Middle Ages. The character of medieval culture and Church. Education in the Middle Ages.
6. Islam and its place in the history of Medieval Europe.
7. The Byzantine Empire in the Middle Ages. Characteristics of the Byzantine Empire. From the Eastern Roman Empire to the Byzantine Empire: transformation in the 6-8th century. Medieval Byzantine Empire in the 9-11th century. The fall of the Byzantine Empire and its effect to Europe.
8. Formation and development of the Ottoman Empire in 14-15th century.
9. Eastern Europe in the Middle Ages. The Russian state in 10-11th centuries. Society and culture in the Kievan Rus. Rus and the nomads. The Mongolian inbreak to Eastern Europe and its consequences.
10. The rise of Moscovite Rus in the 14-15th century. Ivan III and his idea of Moscow as the Third Rome.
100% in examination period - oral exam
The student gains knowledge about the main problems of political, social, religious, and cultural development of medieval Europe.
Basic literature:
MARSINA, Richard et al. Dejiny Slovenska I (do roku 1526. Bratislava: VEDA, 1986.
Further literature:
LUKAČKA, Ján et al. Chronológia starších slovenských dejín. Bratislava: Historický ústav SAV - PRODAMA, 2008. ISBN 978-80-969782-8-1
MANNOVÁ, Elena et al. Krátke dejiny Slovenska. Bratislava: AEP, 2004. ISBN 80-88880-53-X
SEDLÁK, Vincent (ed.). Pod vládou anjouovských kráľov. Pramene k dejinám Slovenska a Slovákov IV. Bratislava: Literárne informačné centrum 2002. ISBN: 80-88878-72-1
SEDLÁK, Vincent (ed.). V kráľovstve svätého Štefana. Pramene k dejinám Slovenska a Slovákov III. Bratislava: Literárne informačné centrum 2004. ISBN: 80-88878-82-9
Credits are granted upon passing a test and an oral exam. Students are admitted to the oral exam after completing the lecture cycle and answering at least 60% of the written test correctly.
Test:
Students take a written test. The questions cover the medieval history of Slovakia (the Kingdom of Hungary) up to 1526. The topics cover the political (including the foreign policy led by the relevant rulers), social, cultural and economic history in the High and Late Middle Ages. Students can obtain a maximum number of 100 points.
The tests are evaluated according to the following classification scale:
A - excellent - 100 - 92 %/points,
B - very well - 91 - 84 %/points,
C - well - 83 - 76 %/points,
D - satisfactory - 75 - 68 %/points,
E - sufficient - 67 - 60 %/points,
FX - insufficient - > 60 %/points.
Oral exam:
After successfully completing the course (grades A - E), students take an oral exam. They need to answer two randomly assigned questions from Slovak history up to 1526: The first from the period up to 1205, the second from the period between 1205 and 1526. The examined topics correspond to the class syllabus and the topics of the lectures within the lesson period of the term. In the evaluation, the examiner takes into account not only the quality of their answers, but also the result achieved in the test. Students can take one regular and two retake dates.
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
Lecture Topics:
1. Slavs in Central Europe. Great Moravia and its continuity and discontinuity in the successor states.
2. The origin of the Kingdom of Hungary 1000 – 1001. Stephen I
3. The Nitrava Arpads in the struggle over the Hungarian throne. Ladislaus I and Coloman the Learned, the new synthesis of the history of the Kingdom of Hungary. The beginnings of the expansionist policy of the Hungarian kings.
4. Economic foundations of the Kingdom of Hungary. The social establishment of the patrimonial Kingdom of Hungary. The ecclesiastical structure of the Kingdom of Hungary up to 1200.
5. The rule of the last Arpads in the Kingdom of Hungary. The crisis of the old economic and social system. The circumstances that led Andrew II to issue the Golden Bull in 1222 and its different provisions.
6. The rule of Béla IV. Attempts to save the patrimony of the kingdom. The Tatar invasion of the Kingdom of Hungary in 1241 - 1242 and its consequences.
7. The re-population of Slovakia and the creation of a system of stone castles and castle estates. The spread of (German) Emphyteusis .
8. Anarchy at the turn of the 13th and 14th centuries and Matthew III Csák . The new Anjou dynasty on the Hungarian throne and the consolidation of the country during the 14th century.
9. The rule of Sigismund of Luxembourg 1387-1437, the Hussite struggle. The 19th century press. The Habsburg-Jagiellonian double-rule and anarchy in the Kingdom of Hungary in the mid 15th century. The Jiskra army and the Unitas Fratrum in Slovakia.
10. Attempts to build a centralized monarchy during the reign of Matthias Corvinus.
11. The autumn of the Middle Ages - the Jagiellonian period in Slovak history.
12. The economic development of Slovakia in the Middle Ages. The importance of the mining industry in Slovakia.
0/100
After completing the lecture cycle and further individual study, students have a basic knowledge of the political, economic, social and cultural history of the Middle Ages. They also know the key development tendencies and trends, historical concepts, personalities and basic historiographical issues of Slovak history up to 1526. Students also understand the basic trends in the development of society in the Kingdom of Hungary in this period and, therefore, have the foundations necessary to continue studying Slovak history.
SKŘIVAN, A. – DRŠKA,V. – STELLER,F.: Kapitoly z dějin evropské politiky do roku 1648. Praha : ISE, 1995. ISBN 80-85241-87-0.
SKŘIVAN, A. – DRŠKA,V. – STELLER,F.: Kapitoly z dějin mezinárodních vztahů 1648 – 1914. Praha : ISE, 1994. ISBN 80-85241-57-9.
MACKENNEY, R. : Evropa 16. století. Praha : Vyšehrad, 2001. ISBN 80-7021-469-4.
MUNCK, T. Evropa v 17. století. Praha : Vyšehrad, 2002. ISBN 80-7021-508-9.
DANIŠ, Miroslav. Úvod do štúdia dejín východnej Európy I. Stredovek. Bratislava : Hlbiny, 2016. ISBN 9788089743162.
ŠVANKMAJER, M. [et al.] Dějiny Ruska. Praha, Lidové noviny, 2004. ISBN 80-7106-658-3.
HLOUŠKOVÁ, Kateřina - VYDRA, Zbyněk - TÉRA, Michal - KOMENDOVÁ, Jitka - ŘOUTIL, Michal. Dějiny Ruska. Praha : NLN, 2017. ISBN 978-80-7422-324-2
Oral exam consists of two phases. The first phase will examine student´s knowledge of history of Western Europe and second phase will examine the student´s knowledge of history of Eastern Europe. Each part of examination is evaluated separately, the final grade is based on students results of both partial examinations. The student can take part on second phase of examination only after successful accomplishment of the first phase. Sequence of phases will be will be announced through AIS no later than in the last week of the instruction period of semester.
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. Renaissance and beginnings of the European overseas expansion
2. Reformation and Counter-Reformation and religious war in Europe
3. Thirty Years’ War
4. England on the way to the constitutional monarchy
5. France in the 17th century
6. Trends of development in Europe in the first half of the 18th century
7. Kievan Rus
8. Russia in the 14. – 15th centuries
9. Russia in the 16. – 17th centuries
10. Russia in the 18th century
50/50
After successfully completing the course, the student has an basic knowledge of key problems of European history during the period between Middle Ages and Modern times generally called Early Modern Times with focus on history of Western and Eastern Europe
BADA, Michal. Slovenské dejiny II. 1526 – 1780. Bratislava: LIC, 2017. ISBN 978-80-8119-103-9.
KRŠÁK, Pavol (ed.). Ottov historický atlas Slovensko. Praha: Ottovo nakladatelství, s. r. o., 2009, s. 176-273. ISBN 978-80-7360-834-7.
LUKAČKA, Ján et al. Chronológia starších slovenských dejín. Bratislava: PRODAMA, 2010. ISBN 978-80-969782-8-1.
MATULA, Vladimír – VOZÁR, Jozef (eds.). Dejiny Slovenska II. Bratislava: VEDA, 1987, s. 13-456.
SEGEŠ, Vladimír et al. Kniha kráľov. Panovníci v dejinách Slovenska a Slovákov. 4. vyd. Bratislava: SPN, 2010. ISBN 80-10-02026-3.
The students are assessed during the examination period in two phases as follows. The main part is the oral exam. Students can take it only after passing a short factual test consisting of 10 questions (at least 60% of the answers need to be correct, i.e. 6 correct answers out of 10). With these questions the teacher asks them to describe facts, without analyzing or generalizing them. The aim of the test is to make sure the students have the knowledge necessary to answer the questions in the oral exam, at which they will need to discuss interactively, dynamically and thoroughly with the examiner (the results of the test do not influence final grade). At the beginning of the exam, the students draw two random questions whose the exact wording is unknown to them in advance. From the first lesson, however, students will be given more extensive theses on the required (lectured and self-study) topics the questions will be based on. They have 10 minutes to prepare the answers to the questions and 20 minutes for answering. The students take the test and the oral exam on the same day and the final evaluation in the form of a test and an oral exam must be completed not only in regular date, but also in the retake dates. The exact regular and retake dates will be published in the AIS during the credit week.
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.
Students with 3 and more absences will not be admitted to the exam.
Slovak
1. Introduction to the subject: what should be understood by Slovak history in the early modern age, phases of the early modern age, Mohács as a milestone in the history of Slovakia, the Kingdom of Hungary and Central Europe.
The Habsburg monarchy in the geopolitics of Central Europe.
2. Basic historical sources and scholarly literature - historiography in the early modern age.
3. The population of the Kingdom of Hungary in the modern age - demographic development, social stratification and property differentiation in the estates of the Kingdom of Hungary with emphasis on the territory of today’s Slovakia.
4. Economic conditions in the Kingdom of Hungary with emphasis on the economic potential of the territory of today’s Slovakia (from agricultural production through mining to guilds and manufactories).
5. The Habsburgs as a (Central)European phenomenon, genealogy of the lineage, marriage policy.
6. The Ottomans in the Kingdom of Hungary, the existence of the Border between the Kingdom of Hungary Kingdom and the Ottoman empire in the 16th and 17th centuries.
7. The anti-Habsburg uprisings: the reality of the country in the 17th and early 18th century, the political, social and denominational context of these uprisings.
8. The Reformation, its social and institutional dimension in the 16th and 17th centuries.
9. The intellectual culture of humanism. Education. Book printing and literary production in vernacular languages.
10. Re-Catholicization and counter-reformation, the relationship between political and religious power in the 16th and 17th centuries. The culture of baroque catholicism.
11. Religious and cultural conditions in the 18th century. Inter-confessional relations at everyday and political levels. Between baroque and enlightenment.
12. Maria Theresa’s rule and reforms.
0/100
Upon completing the cycle of lectures for the term and the topics for self-study, students are familiar with the basic political, economic, social and cultural history of the period. Furthermore, they understand the key development tendencies and historical concepts, the historical processes and aspects of the early modern period, as well as the basic questions modern Slovak historiography deals with. The students are familiar with the so-called great political history of the Kingdom of Hungary (of which the territory of today’s Slovakia was an integral part in the 16th to 18th centuries) in the context of the development in Central Europe. At the same time they understand the facts and aspects of the time through the lens of the micro-history and regional history in relation to today’s Slovakia).
RAPPORT, Michael. Evropa devatenáctého století. Praha: Vyšehrad, 2011. ISBN 978-80-7429-061-9.
Oral exam. 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. Characteristics of the 19th century - concepts of state, society and
2. The Great French Revolution and Napoleon
3. Conservative order and demographic development
4. Issues of poverty and political realisation
5. European revolutions 1848/49
6. The Eastern Question and the Crimean War
7. The origin of national states (the unification of Italy, the establishment of the German Empire)
8. Conservatism, liberalism, and ideologies
9. Radical democratic ideologies
10. The Unions and the emergence of the role of the State
11. Laissez faire capitalism
12. Bureaucracy, individualism, liberal order
100% final examination
Students have a basic overview of the main developments in general history from 1789 to 1871. They possess competencies that enable them to understand the evolution of modern society, the state, bureaucracy, nationalism, and dominant political ideologies that still show relevance today. The course is designed to minimize students' activities in memorizing dates and events. On the contrary, it emphasizes an understanding of phenomena and concepts that have largely defined developments in the 20th and 21st centuries. Students can analyse political society, public discourse, and the nature of modernisation as such.
1. PODOLAN, Podolan – VIRŠINSKÁ, Miriam. Slovenské dejiny III. 1780-1914. Bratislava: LIC, 2014 ISBN 9788081190810.
2. Dejiny Slovenska II. (1526-1848). Zost. V. Matula - J. Vozár. Bratislava: Veda, 1987.
3. Dejiny Slovenska III. (1848 – 1900). Zost. M. Podrimavský. Bratislava: Veda, 1992 ISBN 80-224-0078-5.
4. Slovensko na začiatku 20. storočia. Zost. D. Kováč. (Slovensko v 20. storočí 1.). Bratislava: Veda vydavateľstvo SAV, 2004 ISBN 80-224-0776-3.
5. Prvá svetová vojna. Ed. D. Kováč. (Slovensko v 20. storočí 2.). Bratislava: Veda vydavateľstvo SAV, 2008 ISBN 978-80-224-1014-4.
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
1. Enlightened Absolutism. Joseph II and Leopold II’s reign. Enlightened absolutism and the Kingdom of Hungary. Elements of equality and citizenship in the Josephine reforms.
2. Francis II and Ferdinand V’s reign. The Habsburg Monarchy. The Kingdom of Hungary and the Napoleonic Wars. The Economic Situation. The Hungarian Jacobin movement. The East Slovak peasant uprising and cholera.
3. The shaping of a modern Slovak nation. The character of the Enlightenment stage. Achievements and limits of the Slovak national movement. Confessional dualism. Personalities.
4. The shaping of the Slovak nation vs. national revival. Ján Kollár and Ján Hollý’s generation. The defensive attitude and the idea of Slavic fellowship. Slovak as a literary language. Creating a modern national culture.
5. The Štúr Generation. Orientation to social problems and the people’s classes, structure of institutional background and diversity of activities. Solution to the issue of Slovak as a literary language, the national identity and the achievements of the national culture of Slovaks. Shaping the Slovak political program.
6. The 1848/49 Revolution in the Habsburg Monarchy and the Kingdom of Hungary. Armed actions and results of political negotiations. The new political program of Slovaks. Results and significance of the 1848/49 revolution and the activities of Slovaks.
7. The period of neo-absolutism, conflicting assessments of this period and its importance for the formation of society. Passive resistance and the language issue.
8. The ideological basis of the Provisional Government, concepts of the legal form of the country (Slovak memoranda), the legislative solution to the national issue, the differentiation of Hungarian (Kingdom) and Magyar politics. Matica slovenská and the achievements of the national movement. The path to a solution.
9. The Austro-Prussian War. The Austro-Hungarian Compromise of 1867 and the essence of the dual system. The legislative and executive powers. Bodies of the dual system. The role of the monarch. The Nationalities Act.
10. Towards a Magyar national state. Ideas of the solution of the nationality issue. Nation and nationality. The assimilation of non-Magyar nationalities. Methods and forms of Magyarization.
11. Differentiation of Slovak politics at the turn of the 19th and 20th centuries. The Hlas movement (Hlasisti), Néppárt, the Slovak People’s Party, the social democrats, the beginnings of the agrarian movement, the Prúdy movement. Differentiation of Hungarian (Kingdom) - Magyar politics.
12. Economic development of the Kingdom of Hungary and of Slovakia within it. Agriculture and industry, minerals. Railways as a modernizing element. Development and decline of the different cities. Foreign circumstances: crises, the emerging European market, Austro-Hungarian animosities, the emerging foreign trade, economic nationalism.
13. Social modernization and the Kingdom of Hungary. The center and the periphery. Modernization factors, economic and political remnants of feudalism. The Industrial Revolution and the Industrialization Phases.
14. Czech and Slovak relations. Palacky, Rieger and the parting mutual relations. The Slovakophile movement. ČSJ and Luhačovice. The political dimension of Czech and Slovak relations.
15. Emigration and its consequences. Slovaks in the USA and their meaning for the Slovak national movement and the shaping of society.
16. World War I, fronts and backgrounds. The Resistance at home and abroad. USA and Russia, the Czechoslovak National Council in Paris. Programs and acceleration.
17. The origin of Czechoslovakia and the—Slovak and Czech— paths towards it.
0/100
At the end of the lecture and self study cycle, students are familiar with the political, economic and cultural history of the period. They are also familiar with the key development tendencies of historical concepts, figures and basic historiographic questions of the period.
FERGUSON, Niall. Válka světa: Dějiny věku nenávisti. Praha: Academia, 2008, 751 s. ISBN 978-80-200-1650-8.
KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7.
ŠKORVANKOVÁ, Eva. Úvod do štúdia dejín Európy v rokoch 1871-1918 prehľad politického, hospodárskeho, spoločenského a kultúrneho vývoja. Bratislava: Hlbiny, 2020, 127 s. ISBN 978-80-89743-47-6.
TKADLEČKOVÁ, Herta. Úvod do politických dejín Európy 1871 až 1945. Bratislava: Univerzita Komenského, 1994, 173 s. ISBN 80-223-0800-5.
VINEN, Richard. Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Two absences are allowed. Student is evaluated according to his/her performance during the oral exam consisting of two questions. The first question focuses on political development, international relations, and distinctive features of the internal political development of individual powers. The second question focuses on economic, social, and cultural problems.
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. International relations before outbreak of WWI.
2. WWI and its consequences.
3. Formation of Versailles-Washington system in conference of Paris and Washington and its problems. German-French relations in the 20´s (reparations, Locarno and policy of collective security of Aristide Briand, Kellogg-Briand Pact, project of European integration)
4. Great Depression, and international relations after rise of A. Hitler (Disarmament Conference at Genève, reaction of European powers to Hitler´s rise to power)
5. Deterioration of international situation in the 30´s (Italian-Ethiopian war, Spanish Civil war), Hitler´s policy (Anschluss of Austria, Sudeten Crisis) and the politics of Appeasement.
6. World War II.
7. Situation of world after the end of WWII, Cold War
8. Sovietisation of Eastern Europe, situation in Balkan
9. Hot conflicts of Cold War – Korean conflict, Vietnam War, Cuban Crisis.
10. Development of USSR and the USA. Western Europe
11. On the way to break down of Eastern bloc
0/100
Students have the knowledge about the political, social, and economic developments in Europe at the end of 19th century and in the 20th century. They can follow the main lines of development within the international relations of period from the year 1871 till the breakdown of Eastern bloc
Basic literature:
Period 1918 - 1945:
FERENČUHOVÁ, Bohumila – ZEMKO, Milan a kolektív. Slovensko v 20. storočí. V medzivojnovom Československu 1918 – 1939. Bratislava : VEDA, 2012. ISBN 978-80-224-1199-8
LETZ, Róbert. Slovenské dejiny IV. 1914 – 1938. Bratislava : Literárne informačné centrum. 2010. ISBN 978-80-8119-028-5
LETZ, Róbert. Slovenské dejiny V. 1938 – 1945. Bratislava : Literárne informačné centrum, 2012. ISBN 978-80-8119-055-1
Period 1945 - 1993:
PEŠEK, Jan, LETZ, Róbert. Štruktúry moci na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2004. ISBN 80-7165-469-8.
PEŠEK, Jan a kol. Aktéri jednej éry na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2003. ISBN 80-7165-417-5.
RYCHLÍK, Jan. Češi a Slováci ve 20. století. Česko-slovenské vztahy 1945-1992. Bratislava: Academic Elektronic Press, 1998. ISBN 80-88880-11-4.
Further literature will be specified during the semester.
For their final evaluation, students need to pass the oral exam. In it, students draw one of the thematic areas (in line with the syllabus) and then show they have the necessary knowledge, are familiar with the topic in question and are able to analyze and interpret the chosen issue. Students are required to attend the lectures regularly.
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
For the students who choose the predmet as voluntary/not obligatory, the following requirements apply: presence at lectures (maximum 2 absences), coloquy
1. Introduction to 20th century Slovak history (Periodization, literature, sources). The establishment of Czechoslovakia and the integration of Slovakia in Czechoslovakia (1918-1920). The political system of the First Republic. The 1920 Constitution. Party and political structure. The Ruling Five. (Prague) Castle.
2. Slovakia in the first Czechoslovak Republic. Czechoslovak versus Slovak nationalism. Autonomism versus centralism. Regionalism. The Rule of Law and state organization ideas. Nationalities and minorities in the first Czechoslovak Republic.
3. The 1938 crisis. The Sudeten German crisis and the Slovak question. The Žilina agreement. Slovakia’s autonomy in the second Czech-Slovak Republic (1938-1939). The development of Slovakia’s domestic and foreign policy from the declaration of autonomy to the establishment of the Slovak State. Building an authoritarian political system.
4. The Slovak State (1939-1945). Its political system and development. Power structures. Radicals and moderation in the Slovak People’s Party (HSĽS). Persecution of political opponents of the regime. The Jewish question. Adoption of the leadership system in 1942. Decline of the regime after 1943.
5. The Resistance at home and abroad. Preparation and course of the Slovak National Uprising. Legal significance of the Slovak National Uprising. The Košice government program.
6. Basic trends of economic, social and cultural development in Slovakia in 1918-1945.
7. The Renewal of Czechoslovakia and its political, economic and social development in 1945-1948.
8. The February 1948 coup d’état in Czechoslovakia, the establishment of the communist regime in Czechoslovakia, political, economic and social development in the 1950s.
9. The gradual relaxation of the communist regime and the path towards 1968. The 1960s in society, culture and economy.
10. The year 1968, the August 21 occupation and the gradual onset of Normalization.
11. The period of Normalization in Czechoslovakia, the dissent and exile movements. The path towards 1989.
12. November 1989, the new political and social system, relations between Slovaks and Czechs and the establishment of independent Slovakia.
0/100
At the end of the lecture series and individual study, students have the basic knowledge of the political, economic, social and cultural history of the period. They are also familiar with the key development trends, historical concepts, personalities, and basic historiographical issues of the time in question. They are able to perceive the social and cultural specificities of Slovakia from a recent historical perspective.
BARTL, Július. Úvod do štúdia dejepisu. Bratislava: Univerzita Komenského, 1997. ISBN 80-223-1249-5.
HROCH, Miroslav et al. Úvod do studia dějepisu. Praha: SPN, 1985.
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011. ISBN 978-80-257-0403-5.
EVANS, Richard J. Na obranu historie. Praha: Argo, 2019. ISBN 978-80-257-3006-5.
BERGER, Stefan – FELDNER, Heiko – PASSMORE, Kevin (eds.) Jak se píšou dějiny. Teorie a praxe. Brno: CDK, 2016. ISBN 978-80-7325-398-1.
To pass the course the student must work continuously during the semester. The student must be active in the courses, read texts and research literature for the final essay. The student must hand over three essays until the end of the semester which are connected with the topic of the course, e.g. annotation/book review, making of bibliographical notes and others. One of the works must be an essay of 10 – 12 standard pages (18 000 – 21 600 characters). During the semester 3 absences are accepted, two of them must be excused.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Czech (passive knowlegde)
1.The work of a historian, the difference between scientific and popular texts.
2. Choosing the topic of the essay.
3. Heuristics – the basic sources of information I: libraries.
4. Heuristics – the basic sources of information II: Slovak and foreign encyclopaedias of Slovak and general history. Bibliographical entries.
5. Heuristics – the basic sources of information III: Slovak and foreign bibliographies, recherche. Bibliographical entries.
6. Heuristics – the basic sources of information IV: periodicals (Slovak and foreign). Bibliographical entries.
7. Heuristics – the basic sources of information V: sources: the classification of historical sources, editions of sources, archives in Slovakia, archival instruments. Bibliographical entries.
8. Heuristics – the basic sources of information VI: historical maps and atlases, guides of localization. Bibliographical entries.
9. The technique of work with scientific literature and sources – notes, critique, interpretation.
10. The process of writing.
11. Interdisciplinarity in historical research.
12. Ethical questions of the historian’s work.
13. Institutions of the Slovak historical research and the work of a historian in practice.
100/0
The aim of the course is the basic professional preparation of a historian. The student gains knowledge about the basic theoretical, methodical, and practical competences of a historian. The student can work on his own, is able to choose the relevant sources of information, their critical appraisal, analysis, and interpretation. He is able to write a scientifical text about history, he understands the process of writing from the choosing of topic to the final editing.
The literature can be recommended by the teacher according to the focus of the excursion.
Active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student (travel expenses, food and admittance fee).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Excursion of several days can take place inside or outside the territory of Slovakia. Particularities are given by teachers during the semester.
100/0
After completing the excursion, the students have a comprehensive idea of historical event associated with the chosen region or other places of excursion, eventually deepens their previous knowledge about the course of specific historical events
The literature can be recommended by the teacher according to the focus of the excursion.
Active participation in the excursion. Specific conditions according to the specification of the selected excursion. The costs associated with the excursion are borne by the student (travel expenses, food and admittance fee).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Excursion of several days can take place inside or outside the territory of Slovakia. Particularities are given by teachers during the semester.
100/0
After completing the excursion, the students have a comprehensive idea of historical event associated with the chosen region or other places of excursion, eventually deepens their previous knowledge about the course of specific historical events
Bialeková, Darina a kol. Pramene k dejinám osídlenia Slovenska z konca 5. až 13. storočia 1 – 3. Nitra: Archeologický ústav SAV, 1989 - 2002
Habovštiak, Alojz. Stredoveká dedina na Slovensku. Bratislava: Obzor, 1985.
Varsik, Branislav. Osídlenie Košickej kotliny I.-III. Bratislava: SAV, 1964-1977.
Špeciálna literatúra:
Lukačka, Ján. Západné Tríbečské podhorie do roku 1526. In: Historické štúdie XXVI, 1982. pp. 131-161.
Further literature will be specified during the semester,
Students are required to submit a term paper that is the result of systematic preparation during the semester. They are also required to complete assigned tasks that provide basis for the completion of the term papaer. Topic for the papers are chosen at the first meeting and generally deal with environmental developments in a chosen region on the modern Slovak teritorry. The paper consists of at least 10 standard pages (18,000 characters, including spaces), including footnotes.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Max. number of unjustified absences: 2
Slovak
1. Introductory meeting: information about the requirements, assignment of topics for term papers.
2. Overview of sources and literature.
3. Mapping of natural space in various Slovak regions I: pedology, hydrology.
4. Mapping of natural space in various Slovak regions II: climate, flora and fauna
5. Developments of settlement on the basis of archaeology, focusing on early medieval burial and settlement finds. Work with archaeological literature.
6. Heuristics of preserved medieval written sources about all types of medieval settlements.
7. Presentation of the resulty achieved so far in the form of short papers - ecplanation of used methodolagy.
8. Next phases of settlement processes and their impact on natural space in the High and Later Middle Ages.
9. Charters related to borders 1: form, aim
10. Charters related to borders 2: translation and work with the information
11. Discussion, colloquy.
12. Final meeting: Assesment of the semester, slution of problems occuring at writing of the papers. Setting of the date for their submitting.
50/50
During the semester, students deepen their knowledge of historical, linguistic and natural science disciplines within the topic of medieval settlement processes. At the end, they submit a term paper where they show their capabilities in working with secondary literature and written sources. They are acquianted with charters related to setting domains' boundaries. They also have knowledge about ways of delimiting domains' borders in the Middle Agesand the role of land formation in the process.
SEGEŠ, Vladimír et al. Kniha kráľov. Panovníci v dejinách Slovenska a Slovákov. 4. vyd. Bratislava: SPN, 2010. ISBN 80-10-02026-3.
HAMANN, Brigitte. Habsburkové. 2. ed. Praha: Brána, 2001. ISBN 80-7243-109-9.
To be admitted to the written exam during the examination period, students are required to attend the lessons regularly during the lesson period of the term. 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. 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.
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.
The exact regular and retake dates will be published in the AIS during the credit week.
Slovak
Czech (reading)
1. The Habsburgs in Slovak history. Historiography.
2. Ferdinand I.
3 Maximilian II
4. Rudolf II.
5. Matthew II
6. Ferdinand II
7. Ferdinand III and Ferdinand IV
8. Leopold I
9 Joseph I
10 Charles III
11. Maria Theresa
12. Personal contacts of the Habsburgs with the territory of Slovakia.
Scale of assessment preliminary/final: 0/100
Students have an overview of the Habsburgs who ruled the Kingdom of Hungary, starting with Ferdinand I and ending with Maria Theresa. The course does not focus on the political scene in the Kingdom of Hungary (the Habsburg Monarchy) or the atmosphere in the 16th to 18th centuries but, instead, looks at the individual personalities of the different Habsburgs and their private relations with military commanders, diplomats, philosophers, friends, relatives and espouses of monarchs.
MILLER, Jaroslav: Uzavřená společnost a její nepřátelé : Město středovýchodní Evropy (1500 – 1700). Praha : Nakladatelství Lidové noviny, 2006. ISBN 80-7106-805-5
ŠPIESZ, Anton: Slobodné kráľovské mestá na Slovensku v rokoch 1680 – 1781. Košice : Východoslovenské vydavateľstvo, 1983.
ŠPIESZ, Anton: Remeslo na Slovensku v období existencie cechov. Bratislava : Vydavateľstvo SAV, 1972.
Further literature and sources will be provided during the semester.
a) preliminary - students are required to read the assigned texts to the scheduled topics and to take active part in the discussions. They also need to work with the sources presented at the sessions throughout the term
b) Students need to submit a final seminar paper showing they have applied analytical approaches to the different topics throughout the term on the example of a particular urban community in the early modern period (for example, analyzing its self-government form in line with the concepts acquired throughout the term on the example of the city of Trnava in the early modern period).
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
reading: Czech
1) Definition of city. Forms of “urbanism” in the late Middle Ages and the early modern times.
2) City privileges. The position of the bourgeoisie within the estate society. The identity of the bourgeoisie and its symbols.
3) City rights in the political self-government and the judiciary. Political power rituals. Urban historiography.
3) The position of cities in the political system of the kingdom. Self-government vs centralization
4) The community of the bourgeoisie. Rights and obligations of the bourgeoisie. Immigration and demographic specifics of the urban society.
5) Social stratification of the urban community. Urban elites, definition and representation methods.
Poverty in towns and social care schemes.
6) City life forms. Public and private spheres. Defense against external enemies
(siege) and internal threats (fires).
7) Specifics of economic development of cities. Their role in contemporary financial and military policy. Possibilities and limits of the city’s economic policy.
8) Trade, remote and local. Cities as market centers at regional and supraregional level.
9) The crafts and guild organization in the early modern period.
10) The city and the countryside. The role of agriculture for the life of urban communities.
11) Religious and cultural development of urban societies during the early modern period. The church and the school. Reformation, re-Catholicization, counter-reformation.
12) Urban communities on the threshold of modern times. Specific development in the 18th century.
40/60
Students get acquainted with the specific aspects of town and city development in the Kingdom of Hungary from the 15th to the 18th century, they get familiar with the different types of cities and culture in this period and learn about the changes urban communities went through in the political-administrative, financial, economic, religious and cultural spheres. Through the different thematic areas, students get acquainted with the current methodological approaches used for researching a whole range of issues concerning urban history. Students are able to apply these methodological approaches to specific examples.
BŮŽEK, Václav a kol. Člověk českého raného novověku (16.-17. století). Praha: Argo 2007. ISBN 978-80-7203-694-3
BURKE, Peter. Co je kulturní historie. Praha: Dokořán 2011. ISBN 978-80-7363-302-8
DÜLMEN, Richard van. Historická antropologie: Vývoj / Problémy / Úkoly. Praha: Dokořán, 2002. ISBN 80-86569-15-2
Further literature and sources will be provided during the semester.
a) preliminary - Students are required to prepare and present a source text (assigned by the teacher) on a selected topic (according to the syllabus). In it, students will briefly (approx. 15 min) present the type and genre of the text, the circumstances of its origin, the topic, the assumed (and actual) addressees, etc. The report will serve as an introduction into the subject matter for the rest of the students and to be discussed at the seminar.
- Students are required to read historiographic texts assigned to them according to the scheduled topics throughout the term. All students get familiar with a shorter secondary text (provided by the teacher) on the topic of the seminar. This text will introduce the topic and the current methodological approaches used for its research.
b) final - Students are required to hand in a written, 5-8 pages long, report with the relevant bibliography
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
reading: Czech
1) introduction into the subject matter of the cultural history and anthropological approaches in historical research.
2) Values: Hierarchy
3) Values: Tradition
4) Values: The truth
5) Ideals: Unity
6) Ideals: Justice
7) Ideals: Order and freedom
8) The life of the individual: the family
9) The life of the individual: the body
10) The life of the individual: death
11) The life of society: the ruler
12) The life of society: Money
13) The life of society: Foreigners
70/30
On the example of the history of the Kingdom of Hungary / Slovakia in the early modern period, students get acquainted with the current cultural-historical approaches to historical research. At the end of the course, students are able to understand and analyze cultural phenomena in a broader, anthropological sense, including different phenomena in the life of communities in the past. They are able to apply current methodological approaches used in the historiographies of other countries to local source materials (form Slovakia / the Kingdom of Hungary / Central Europe) and thus perceive the specifics, similarities and differences between the development at home and broader European trends in the early modern period. They also acquire a broader understanding of history, based not only on thinking about the history of “events,” but they will be able to perceive the importance of broader, superindividual processes and trends for society and culture, as well as the role of the individual in their shaping.
AYTO, John. Movers and Shakers. A Chronology of Words That Shaped Our Age. Oxford: Oxford University Press, 2006. Dostupné na: https://archive.org/details/moversshakerschr0000ayto/page/n7/mode/2up
BÖHMEROVÁ, Ada. Blending As Lexical Amalgamation and Its Onomatological and Lexicographical Status in English and in Slovak. Bratislava: ŠEVT, 2010. ISBN 978-80-8106-032-8.
CRYSTAL, David. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge University Press, 1996. ISBN 0-521-55967-7.
GÖRLACH, Manfred. A Dictionary of European Anglicisms. Oxford: Oxford University Press, 2005. ISBN 978-0-19-928306-4.
KNOWLES, Elizabeth a Julia ELLIOT. The Oxford Dictionary of New Words. The Intriguing Stories behind 2,000 New Words in the News. Oxford: Oxford University Press, 1998. ISBN 0-19-863152-9.
LANČARIČ, Daniel. English Lexicology Theory and Exercises. Nümbrecht: Kirsch, 2016. ISBN
978-3-943906-25-7.
MATTIELLO, Elisa. Analogy in word-formation: A study of English neologisms and occasionalisms (Trends in Linguistics: Studies and Monographs 309). Berlin & Boston, MA: De Gruyter Mouton, 2017. Dostupné na: EBSCOhost Web – eBook Academic Collection.
Throughout the course, students will receive 10 assignments. Students need to complete at least 8/10 (2 allowed absences). Assignments will consist of team and individual work, and the results will be presented at seminars by the students. Students' active participation in discussions will be also evaluated throughout the seminar. 8 assignments mean 40 points (10 - 8 assignments 40 points, 7 - 35, 6 - 30, 5 - 25, 4 - 20, 3 - 15, 2 - 10, 1 - 5 points). 10 points are participation and presentation at lessons. During the examination period, students will receive an individual written assignment (max. 50 points = 50% of the final assessment). They must have at least 60 points to pass. Credits will not be awarded to students with 59 points or less. Classification scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A Maximum twice absent.
English proficiency - at least at B2 - C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Linguistic changes as a result of intra- and extra-lingual dynamics in the socio-cultural context; types of neologisms: neolexicalism and neosemantism; semantic and pragmatic aspects of neologization; productivity of current vocabulary processes and their preferences in discourses; drawing on and presenting the results in various contexts: specialized language, academic English, songs, media, advertisement, literature, movies. Anglicisms in Slovak. Compiling corpora and creating neologism databse.
50/50 (%)
Extension of vocabulary and acquisition of knowledge about the current dynamics of English lexis; acquiring sensitivity to relevant lexical phenomena and tendencies in their pragmatic contexts; improving the ability to understand current discourse and use neological lexis appropriately.
AYTO, John. Movers and Shakers. A Chronology of Words That Shaped Our Age. Oxford: Oxford University Press, 2006. Dostupné na: https://archive.org/details/moversshakerschr0000ayto/page/n7/mode/2up
BÖHMEROVÁ, Ada. Blending As Lexical Amalgamation and Its Onomatological and Lexicographical Status in English and in Slovak. Bratislava: ŠEVT, 2010. ISBN 978-80-8106-032-8.
CRYSTAL, David. The Cambridge Encyclopaedia of the English Language. Cambridge: Cambridge University Press, 1996. ISBN 0-521-55967-7.
GÖRLACH, Manfred. A Dictionary of European Anglicisms. Oxford: Oxford University Press, 2005. ISBN 978-0-19-928306-4.
KNOWLES, Elizabeth a Julia ELLIOT. The Oxford Dictionary of New Words. The Intriguing Stories behind 2,000 New Words in the News. Oxford: Oxford University Press, 1998. ISBN 0-19-863152-9.
LANČARIČ, Daniel. English Lexicology Theory and Exercises. Nümbrecht: Kirsch, 2016. ISBN
978-3-943906-25-7.
MATTIELLO, Elisa. Analogy in word-formation: A study of English neologisms and occasionalisms (Trends in Linguistics: Studies and Monographs 309). Berlin & Boston, MA: De Gruyter Mouton, 2017. Dostupné na: EBSCOhost Web – eBook Academic Collection.
Throughout the course, students will receive 10 assignments. Students need to complete at least 8/10 (2 allowed absences). Assignments will consist of team and individual work, and the results will be presented at seminars by the students. Students' active participation in discussions will be also evaluated throughout the seminar. 8 assignments mean 40 points (10 - 8 assignments 40 points, 7 - 35, 6 - 30, 5 - 25, 4 - 20, 3 - 15, 2 - 10, 1 - 5 points). 10 points are participation and presentation at lessons. During the examination period, students will receive an individual written assignment (max. 50 points = 50% of the final assessment). They must have at least 60 points to pass. Credits will not be awarded to students with 59 points or less. Classification scale: 0-60-68-76-84-92-100% = FX-E-D-C-B-A Maximum twice absent.
English proficiency - at least at B2 - C1 level according to the Common European Framework of Reference for Languages (CEFR) is required.
Linguistic changes as a result of intra- and extra-lingual dynamics in the socio-cultural context; types of neologisms: neolexicalism and neosemantism; semantic and pragmatic aspects of neologization; productivity of current vocabulary processes and their preferences in discourses; drawing on and presenting the results in various contexts: specialized language, academic English, songs, media, advertisement, literature, movies. Anglicisms in Slovak. Compiling corpora and creating neologism databse.
50/50 (%)
Extension of vocabulary and acquisition of knowledge about the current dynamics of English lexis; acquiring sensitivity to relevant lexical phenomena and tendencies in their pragmatic contexts; improving the ability to understand current discourse and use neological lexis appropriately.
Markéta Škrlantová: Preklad právnych textov na národnej a nadnárodnej úrovni, Anapres 2005. ISBN 80-89137-19-9; Edita Gromová, Jaroslav Šoltýs: Odborný preklad 2, Anapres 2006. ISBN 80-89137-24-5; Anthony Pym: Exploring translation theories, Routledge 2014. ISBN 978-0-415-83791-0; Daniel Lančarič: Úvod do konfrontačnej lexikológie a lexikografie, Z-F Lingua 2009. ISBN 978-80-89328-27-7; www.linguee.com; www.lingea.sk;
Continuous assessment of student performance in class during the semester (100% of the final grade). Assessment includes the student's ability to handle individual tasks in the class and homework, which are a prerequisite for active participation in the class. Translation / text / lexicological assignments are submitted the day before the class via MS Teams or Moodle. In addition to translation and work with the text, the student answers the questions posed to the given translation / work with the text and briefly summarizes his / her progress in the given translation / text. In the class, the subject of discussion are translation, text and lexicological solutions and their mutual confrontation. Classification scale: 0-60-68-76-94-92-100 % = FX-E-D-C-B-A. Teachers accept a maximum of 2 absences with proven documents .
Participation in the course presupposes mastery of English at the level [B2] and Slovak at the level [C2] according to the Common European Framework of Reference for Languages (CEFR).
1. Formal and informal texts in Slovak and English (from narration to speeches; from news to articles) 2. Traditions of Slovakia and English speaking countries, exoticization / domestication 3. Food, its preparation and description 4. Births, deaths, anniversaries and holidays (announcements, obituaries, invitations) 5 Translation of a newspaper article / journalistic text (media language and choice of words) 6. Environment and RES, glossary 7. Tourist guides, glossary 8. Medical text, aspect of health (medical documentation, covid and health) 9. Legal text, principles of legal and official translation 10. Family law relations, documentation (birth certificate, adoption, marriage certificate, divorce) 11. Education, documents (transcripts, statements and diplomas); texts in Slovak and English; 12 Professional text with high terminological saturation, glossary in the given field
100% continuous evaluation
After completing the course, the student knows the basic translation and lexicological theories and knows how to use their procedures in practice. Can analyze and translate texts from various fields into Slovak and English. The student masters the principles of a professional translation approach to texts and, based on their analysis, is able to identify the risk areas of the text before translation and adequately prepare. The student can compile a glossary needed for different areas of practical and professional life, knowing the pitfalls of intercultural communication and being able to recognize and avoid them. They can critically approach and edit their own text during the second reading, they takes care of the risks that the hypnosis by the orgiginal text can pose. They master the principles of intercultural communication and are able to mediate the dialogue between the Slovak and the relevant English-speaking culture