- Regular attendance and activity at seminars, elaborating of homework assignments (30 points)
- Elaboration of the final assignment: transcription, translation and diplomatic analysis of a mediaeval charter (70 points).
- Grading scale: A – 100-92, B – 91-83, C – 82-76, D – 76-68, E – 67-60, FX – 59-0.
- A maximum of two absences will be accepted. In case of more documentation is required.
Latin
Diplomatics as an auxiliary science of history – genesis and division
Basic diplomatic categories – genesis, classification, criticism
Charter – technical and internal attributes
Mandate – technical and internal attributes
Letter – technical and internal attributes
Official book – technical and internal attributes
File – technical and internal attributes
Accounts – technical and internal attributes
False documents
30/70
After successfully completing the course, the students can handle the basic work with mediaeval diplomatic material, are able to read, transcribe, translate and analyses texts of charters. They also have an overview of the genesis, classification and criticism of charters and other diplomatic categories (mandates, letters, official books, files and accounts).
Commercially available German language textbooks
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého, 2005. ISBN 80-244-1161-X
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A1+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-86-8.
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A2+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-89-9.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008. ISBN 978-80-89323-08-1.
ZOLCEROVÁ, Ivana. Deutsch für Archivare und Archäologen. Niveau A2 [online]. Bratislava: Stimul, 2020 [cit. 2015-10-24]. Available: http://stella.uniba.sk/texty/FIF_IZ_978-80-8127-316-2.pdf
Supplementary literature will be presented at the beginning and during the semester. Unpublished materials of the lecturers, as well as other selected professional texts will be available in MS Teams.
Course requirements:
a) continuous short tests on the material covered: 40%
b) 1st test on the material covered in the first half of the semester, in 6th - 7th week: 30%
c) 2nd test on the material covered in the second half of the semester, in the credit week: 30%
d) Exam period: 0%
Grading scale:
100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59%
and below - FX (student has not met the credit requirements)
The exact date and topics of the midterm evaluation will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
No prior knowledge of the German language is required to enrol in the course.
The course is intended for students of archiving and history with no or minimal knowledge of German.
The course is aimed at acquiring:
a) general lexis related to everyday life, with the possibility of application in communicative situations in the above-mentioned fields of study
b) morphology
c) syntax – getting familiarized and acquiring knowledge of the structure of German sentences (multiple sentences)
d) acquisition and development of receptive and productive skills which enable students to master everyday communication
Selected topics:
• First contacts, introductions and basic information about oneself
• Occupations in the past and today, basics of German pronunciation
• Countries, kingdoms and languages in the past and today
• Leisure time, formation of the negative
• In the workplace, definite and indefinite articles of nouns, days of the week
• At university
• In a hotel
• City plan, landmarks, names of historical offices and buildings
• Ancient monuments in Germany
• Museums
• Food and drink
• Food and drink in ancient Rome
100%/0%
Upon successful completion of the course, students have the basic knowledge necessary for the study of German-language professional and scientific literature. Students are able to understand simple texts dealing with topics already covered. Students can use the technical and general vocabulary covered in everyday and professional communication. Students have a basic understanding of the morphology and syntax of the German language and are able to apply their knowledge in selected processes of ordinary and professional communication.
Students are familiarized with:
(a) general lexis related to everyday life with the possibility of application to communicative situations in the areas of study listed above
(b) the basics of morphology
(c) the basics of syntax – getting familiarized and mastering the structure of German sentences (multiple sentences)
The student is able to respond to selected topics (hobbies, family, studies) in everyday communication.
Commercially available German language textbooks
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého, 2005. ISBN 80-244-1161-X
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A1+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-86-8.
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A2+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-89-9.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008. ISBN 978-80-89323-08-1.
ZOLCEROVÁ, Ivana. Deutsch für Archivare und Archäologen. Niveau A2 [online]. Bratislava: Stimul, 2020 [cit. 2015-10-24]. Available at: http://stella.uniba.sk/texty/ FIF_IZ_978-80-8127-316-2.pdf
Supplemental literature will be presented at the beginning and throughout the semester. Unpublished materials of the lecturers as well as other selected scholarly authentic texts are available in MS TEAMS.
a) continuous short tests on the material covered: 40%
b) 1st test on the material covered in the first half of the semester, in 6th - 7th week: 30%
c) 2nd test on the material covered in the second half of the semester, in the credit week: 30%
d) exam period: 0%
Grading scale:
100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59%
and below - FX (student has not met the credit requirements)
The exact date and topics of the midterm assessment will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
German language proficiency of at least A 1.1 is required for enrollment in the course.
The course is intended for students of archiving and history with no or minimal knowledge of German.
The course is aimed at acquiring:
a) general lexis related to everyday life, with the possibility of application in communicative situations in the above-mentioned fields of study
b) selected topics in morphology
c) selected topics in syntax – acquiring and consolidating knowledge of the structure of German sentences (multiple sentences)
d) acquisition and development of receptive and productive skills which enable students to master everyday communication
Acquiring information from linguistically available authentic texts (e.g. simpler texts such as annotations, reviews, short dictionary entries, news, stories)
Producing selected linguistically available text genres.
Selected topics:
• Schedule of the day, in the workplace
• Profession of archivist and museologist, work activities of archivist and museologist, qualities and aptitudes for this profession
• Historical events, reading dates and years in German
• Weather, travel
• Means of transport in the past and today
• Housing, description of one’s own housing
• Housing in ancient Rome
• Human body, diseases
• Clothing and jewellery in the past
100%/0%
Upon successful completion of the course, students have the basic knowledge necessary for the study of German-language professional and scientific literature. Students are able to understand simple texts. Students are able to use the acquired professional and general lexis in everyday and professional communication, e.g. when describing work activities in archives and museums. Students master the basics of morphology and syntax of the German language and are able to apply their knowledge in selected processes of everyday and professional communication.
Students are familiarized with:
(a) general lexis related to everyday life with the possibility of application to communicative situations in the areas of study listed above
(b) the basics of morphology
(c) the basics of syntax – getting familiarized and mastering the structure of German sentences (multiple sentences)
The student is able to respond to selected topics (hobbies, family, studies) in everyday communication.
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého,
2005. ISBN 80-244-1161-X.
GRAEFEN, Gabriele a Melanie MOLL. Wissenschaftssprache Deutsch: lesen-verstehenschreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard a Veronika VLČKOVÁ. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008.
ISBN 978-80-89323-08-1.
PERLMANN-BALME, Michaela, SCHWALB, Susanne a Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Unpublished materials of the lecturers, as well as other selected professional texts will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), 1 presentation (30 points)
b) During the examination period: (0 points)
Grading scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
The required level of German for enrolment in this course is at least B1.
Selected topics:
• University studies, its organization, self-study techniques, techniques of acquiring a foreigner language
• Study program, its content, graduate profile, obtaining information about the field studied at foreign universities, comparison of studies in Slovakia and abroad (according to available information)
• Performance of the profession, necessary competencies of the graduate
• Language and language conventions in everyday and academic environments
• Lexical and grammatical means of factual texts
• Work with model factual texts with regard to the development of speech skills
• Recognition and acquisition of lexical and grammatical means of factual texts
• Summarization techniques, determining the main statements in the texts
• The first written mentions of today's Slovakia in German
• Archive / Museum: function and tasks in 21st century society
A structural-functional approach to language phenomena is applied in teaching.
100/0
Upon successful completion of the course, the students possess selected knowledge necessary for study of German professional and scientific literature. Students are able to report in a foreign language on university studies in Slovakia and its organizations. Students are able to present their own study program, they can describe their application and motivation to study. Students master the techniques of summarizing texts and are able to summarize a shorter professional text and determine the main statements of the text. Students can report on the first written texts from today's territory of Slovakia.
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého,
2005. ISBN 80-244-1161-X.
GRAEFEN, Gabriele a Melanie MOLL. Wissenschaftssprache Deutsch: lesen-verstehenschreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard a Veronika VLČKOVÁ. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008.
ISBN 978-80-89323-08-1.
PERLMANN-BALME, Michaela, SCHWALB, Susanne a Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Unpublished materials of the lecturers, as well as other selected professional texts will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), 1 presentation (30 points)
b) During the examination period: (0 points)
Grading scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
The required level of German for enrolment in this course is at least B1.
Selected topics:
• Issues of factual texts - composition, styles, register
• Developing reading competence
• Professional terminology and its use
• Text transformation into a graph, graph description
• Text-making techniques and their use in the practice of writing short professional texts (e.g., enumeration and comparative-contrast texts)
• Presentation of own thoughts based on arguments
• Research of websites accessing digitized archives (Difmoe database, Anno), standalone search
• Analysis of available information on the website of the selected archive / museum from German countries, comparison with available information on the pages of the selected Slovak archive / museums
• Events of the First and Second World War in German press and other authentic sources (personal correspondence from the front)
A structural-functional approach to language phenomena is applied in teaching.
100 / 0
Students possess knowledge of the language means, styles and genres needed for successful management of foreign language communication processes (oral and written) in the field connected with the study of archiving and history. Students are able to transform the information gained from the study of professional literature into graphs or other forms of visualization and vice versa, they can describe diagrams or graph. They can recognize the main arguments presented in shorter professional texts. The students are able to substantiate their claims in the discussion. Students can work with historical manuscripts and printed sources from the 19th and 20th centuries. Students are familiar with digitized sources.
Commercially available German language textbooks
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého, 2005. ISBN 80-244-1161-X
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A1+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-86-8.
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A2+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-89-9.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008. ISBN 978-80-89323-08-1.
ZOLCEROVÁ, Ivana. Deutsch für Archivare und Archäologen. Niveau A2 [online]. Bratislava: Stimul, 2020 [cit. 2015-10-24]. Available at: http://stella.uniba.sk/texty/ FIF_IZ_978-80-8127-316-2.pdf
Selection of didacticised authentic texts related to the field of study.
Supplemental literature will be presented at the beginning and throughout the semester. Unpublished materials of the lecturers as well as other selected scholarly authentic texts are available in MS TEAMS.
a) continuous short tests on vocabulary and grammar: 40%
b) 1st test on the material covered in the first half of the semester, in 6th - 7th week: 30%
c) 2nd test on the material covered in the second half of the semester, in the credit week: 30%
d) exam period: 0%
Grading scale:
100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59%
and below - FX (student has not met the credit requirements)
The exact date and topics of the midterm assessment will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
German language proficiency of at least A 1.2 is required for enrollment in the course.
Selected topics:
• Leisure activities in ancient Rome
• Migration of nations, causes and consequences, character traits of various tribes from surviving sources
• Society in the Middle Ages, its structure, the roles of individual statuses
• Mining towns in Hungary and their economic development in the Middle Ages
• Biographies of selected rulers
• Archives/Museums: function and roles in 21st century society
• Reading archival documents in Kurent and Fraktur
• Search of websites providing access to digitised archival documents (Difmoe database, Anno), independent search
100%/0%
Upon successful completion of the course, students are able to obtain information necessary for their professional activities from German-language literature. Students are also able to work with texts written in Kurent and Fraktur, selecting the most relevant information and applying it into a broader context together with other sources. Students are familiar with websites providing digitised historical sources.
Recommended literature:
Commercially available German language textbooks
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého, 2005. ISBN 80-244-1161-X
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A1+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-86-8.
BUSCHA, Anne a Szilvia SZITA. Begegnungen – Sprachniveau A2+. Deutsch als Fremdsprache. Integriertes Kurs- und Arbeitsbuch. Leipzig: Schubert-Verlag, 2013. ISBN 978-3-929526-89-9.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008. ISBN 978-80-89323-08-1.
ZOLCEROVÁ, Ivana. Deutsch für Archivare und Archäologen. Niveau A2 [online]. Bratislava: Stimul, 2020 [cit. 2015-10-24]. Available at: http://stella.uniba.sk/texty/ FIF_IZ_978-80-8127-316-2.pdf
Selection of didacticised authentic texts related to the field of study.
Supplemental literature will be presented at the beginning and throughout the semester. Unpublished materials of the lecturers as well as other selected scholarly authentic texts are available in MS TEAMS.
a) continuous short tests on vocabulary and grammar: 40%
b) 1st test on the material covered in the first half of the semester, in 6th - 7th week: 30%
c) 2nd test on the material covered in the second half of the semester, in the credit week: 30%
d) exam period: 0%
Grading scale:
100 % - 91 % – A, 90 % - 81 % – B, 80 % -73 % – C, 72 % - 66 % – D, 65 % - 60 % – E, 59%
and below - FX (student has not met the credit requirements)
The exact date and topics of the midterm assessment will be announced at the beginning of the semester.
Violation of academic ethics will result in the cancellation of the points earned in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence.
In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
Languages necessary to complete the course:
German, Slovak
German language proficiency of at least A 2.1 is required for enrollment in the course.
Selected topics:
• Ideas about the future in The Modern Age, inventions, sketches
• The first written references in German from the territory of today's Slovakia
• Production of selected linguistically available factual texts related to the study
• Analysis of the information available on the website of the selected archive/museum from a German-speaking country, comparison with the information available on the website of the selected Slovak archive/museum
• Events of World War I and II in the German-language press and other authentic sources (personal correspondence from the front)
• Reading of archival material in Kurrent and Fraktur
100%/0%
Upon successful completion of the course, students are able to obtain information from German-language scientific literature necessary for their professional activities. Students are able to work with professional foreign-language texts, extract the most important ideas and use them in the form of paraphrases or citations appropriately in their own professional activities. Students are able to write short works of scientific genre (annotation, abstract) in the foreign language.
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého,
2005. ISBN 80-244-1161-X.
GRAEFEN, Gabriele a Melanie MOLL. Wissenschaftssprache Deutsch: lesen-verstehenschreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard a Veronika VLČKOVÁ. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008.
ISBN 978-80-89323-08-1.
PERLMANN-BALME, Michaela, SCHWALB, Susanne a Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Unpublished materials of the lecturers, as well as other selected professional texts will be available in MS Teams.
a) During the teaching part (continuous) 2 tests (70 points), 1 presentation (30 points)
b) During the examination period: (0 points)
Grading scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 4 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
The required level of German for enrolment in this course is at least B1.
Selected topics:
• Developing and consolidating communication competence in the academic environment
• Active use of professional vocabulary
• Basics of citation and paraphrasing
• Practical use of citations and paraphrases
• Identification of definitions in texts and rules of their use, formulation of definitions with the help of professional literature
• Selected professional studies in genealogy, heraldry, diplomacy
• Reading archives in currents and fractures
• Excursion (available online) through the exhibition of a selected museum and its subsequent analysis
A structural-functional approach to language phenomena is applied in teaching.
100/0
Upon successful completion of the course, students possess selected knowledge necessary for study of professional and scientific German-language literature and for professional and everyday communication. Students are able to work with definitions and define the concept with the help of professional literature by also referring to professional literature. Students can get information for their own paper from professional literature and to cite and paraphrase the source correctly. Students are able to refer on the role of the topic of their study program in society.
BAUMBACH, Rudolf. Němčina pro historiky a archiváře. Olomouc: Univerzita Palackého,
2005. ISBN 80-244-1161-X.
GRAEFEN, Gabriele a Melanie MOLL. Wissenschaftssprache Deutsch: lesen-verstehenschreiben.
Frankfurt am Main: Peter Lang Verlag, 2011. ISBN 978-3-631-60948-4.
KANICHOVÁ, Renáta, PALLAY, Eduard a Veronika VLČKOVÁ. Grammatik für
Humanwissenschaften ein Lehr- und Übungsbuch. Bratislava: Univerzita Komenského, 2011.
ISBN 978-80-223-2905-7.
LINGEA. Nemecko-slovenský, slovensko-nemecký veľký slovník. Bratislava: Lingea, 2008.
ISBN 978-80-89323-08-1.
PERLMANN-BALME, Michaela, SCHWALB, Susanne a Dörte WEEERS. em-Brückenkurs
Deutsch als Fremdsprache für die Mittelstufe. Ismaning: Max Hueber, 2000. ISBN
3-19-001627-5.
Supplementary literature will be presented at the beginning and during the semester. Unpublished materials of the lecturers, as well as other selected professional texts will be available in MS Teams.
a) During the teaching part (continuous) 1 written project (30 points), continuous tasks (20 points)
b) During the examination period: 1 presentation of the project (35 points), 1 discussion for own presentation and active participation in colleagues' discussions (15 points)
Grading scale:
100% - 91% - A, 90% - 81% - B, 80% - 73% - C, 72% - 66% - D, 65% - 60% - E, 59% and below - FX (student has not met the credit requirements)
The exact date and topics of the mid-term evaluation will be announced at the beginning of the semester.
Violation of academic ethics results in the cancellation of earned points in the respective assessment item.
The lecturer will accept a maximum of 2 absences with documented evidence. In justified cases (serious health problems, representation abroad, or other unforeseen circumstances), it is necessary to agree with the teacher on the possible assignment of alternative work and the subsequent recognition of the absence.
German, Slovak
The required level of German for enrolment in this course is at least B1.
Selected topics:
• Reading archives in currents and fractures
• Society in the Middle Ages, its division, tasks of individual states
• Mining towns in Hungary and their economic development in the Middle Ages
• Biographies of selected rulers
• Preparation of the presentation: selection of a suitable professional topic
• Literature search and its subsequent study
• Outline text and keyword selection
• Structure of professional work (abstract, keywords, introduction, core, conclusion)
• Presentation techniques
• Presentation of research data and research results
• Selected issues of primary text source translation
A structural-functional approach to language phenomena is applied in teaching.
50/ 50
Students possess key language resources, know the styles and genres needed for successful management of foreign language communication processes (oral and written) in the field related to study of archiving and history. Students are able to prepare a presentation on a chosen professional topic. They are able to support their claims with arguments from the studied literature, or their own research. They know how to ask questions and have a discussion with their classmates.
ŠEDIVÝ, Juraj. Úvod do latinskej paleografie I, II (skriptá), CD-ROM Bratislava 2019.
PÁTKOVÁ, Hana. Česká středověká paleografie, České Budějovice 2008.
Regular attendance and active class work (2 hours can be missed without adequate excuse + 1 additional hour for "A" from the continuous test) + continuous test of abbreviations = approx. 30% of the total evaluation and approx. 70% of the evaluation is the final test (theoretical questions + identifying and reading of a shorter historical text). If someone wants to correct an evaluation from the continuous test or get plus for final evaluation, he/she can do a short seminar paper (2-3 pages of the description of the historical inscription according to the instructions).
Student is required to achieve at least 60 percent success in the individual components of the evaluation in order to successfully complete the course.
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item.
- Introduction to Latin paleography (writing as a subject of research, aim, methods, paleographical terminology, short history of the science)
- Overview of Latin script in antiquity and the early Middle Ages;
- Carolingian scripts;
- Gothic scripts;
- Early modern scripts.
30/70
Student has a theoretical basis on the subject, methods and terminology as well as nomenclature and the main features of ancient, medieval and early modern book, charters and inscriptions from antiquity to approx. 16th century. They will not only learn theoretically about the development of historical scripts, but they will also be able to read the most important scripts of them (thanks to their knowledge of historical abbreviations and forms of writing).
This course integrates cutting-edge research and inclusive pedagogy to examine Jewish, Muslim, and Roma minorities in contemporary European urban spaces. It equips students with analytical, methodological, and pedagogical tools to responsibly research minorities and translate academic knowledge into empathetic, socially engaged teaching.
The course is explicitly designed to strengthen the research–teaching–societal impact nexus, in line with Erasmus+ priorities on inclusion, diversity, and innovative learning.
This course has been developed as part of the transnational project EUMUS – European Minorities in Urban Spaces: Mutual Recognition, Social Inclusion and Sense of Belonging, funded by the Erasmus+ Programme under Cooperative Partnerships (2024-1-CZ01-KA220-HED-000256814).
Dyduch, J., Skorek, A., Politicization of the Jewish and Muslim minorities in Poland, "Ethnicities", 2025, vol. 25(2).
Everett, S. and Gidley, B., 2017. Getting away from the noise: Jewish-Muslim interactions and narratives in E1/Barbès. Francosphères 7.
Fireberg, H., Glöckner, O. and Zoufalá, M.M. eds., 2020. Being Jewish in 21st Century Central Europe. De Gruyter Oldenbourg.
Gidley, B. and Kahn‐Harris, K., 2012. Contemporary Anglo‐Jewish community leadership: coping with multiculturalism 1. The British journal of sociology, 63(1), pp.168-187.
Glöckner, O. and Fireberg, H., 2015. Being Jewish in 21st-Century Germany. De Gruyter Oldenbourg.
Course requirements:
• Taking quizzes based on chapters‘ readings and visual accompanying materials
• Online class presentation analyzing a specific issue
• Final test or Colloquium (oral discussion-based exam)
Methods of Assessment:
• Successful quiz completion 25%
• Online class presentation 25%
• Final test or Colloquium (oral discussion-based exam) 50%
English
online / hybrid form
Lecturers from abroad: Marcela Zoufala, Timea Crofony, Joanna Dyduch, Artur Skorek, Ben Gindley, Eliaou Balouka, Olaf Glockner
Detailed Course Structure
1. Introduction: Teaching and Researching Minorities – Aims, Scope, and Responsibilities (All Partners)
2. Core Concepts and Theoretical Frameworks (Prague)
3. European Cities as Research and Teaching Sites (London)
4–5. Researching Jewish Communities in Contemporary Europe (Potsdam)
6–7. Researching Muslim Communities in European Contexts (Kraków)
8–9. Researching Roma Communities: Ethics, Participation, and Power (Prague)
10. Comparative and Intersectional Approaches (Kraków)
11. Studying Racism, Discrimination, and Hate (Bratislava)
12. Memory, Trauma, and Historical Responsibility (Potsdam)
13. Dialogue, Teaching, and Impact: From Research to Inclusive Practice (Prague – Kraków – Potsdam)
50/50
By the end of the course, students will be able to:
• Critically analyze minority–majority relations in European urban contexts
• Apply qualitative and comparative research methods in minority studies
• Assess ethical challenges in researching vulnerable or marginalized groups
• Compare Jewish, Muslim, and Roma experiences across Europe
• Translate research findings into inclusive, empathetic teaching practices
• Reflect on their own positionality as researchers and educators
ARON, Raymond. Demokracie a totalitarismus. Brno: Atlantis, 1993. ISBN 8071080640.
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011. ISBN 9788025704035
WHITE, Hayden. Tropika diskursu. Praha: Karolinum, 2010. ISBN 9788024611235
ŠUBRT, Jiří (ed.): Historická sociologie. Plzeň: Aleš Čeněk, 2007. ISBN 978-80-7380-061-1
DULMEN, Richard van: Historická antropologie. Praha: Dokořán, 2002. ISBN 80-86569-15-2
IGGERS, Georg G.: Dějepisectví ve 20. století. Praha: Lidové noviny, 2002. ISBN 80-7106-504-8
Lecturers draw attention of the other literature during the semester.
a) continously - Students are evaluated based on their performance during, their preparedness for the lessons, and engagement in the discussions of the assigned texts.
b) final assessment - students are required to submit a term paper (topic chosen at the beginning of the semester), with the lenght of 10 pages, complete with bibliography and footnotes
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. Historian, topic, craft
2. K. P. Popper and “misery of historicism”
3. Intentionalism and functionalism (relation of ideology and real politics in the 20th Century)
4. Interpretations of international relations (Realism and Liberalism)
5. Theory of Totalitarianism and interpretations of history of Fascism, Nazism and Communism
6. Psychoanalysis and interpretation of history
7. Post-modernism and interpretation of history (H. White)
8. Historical anthropology
9. Christian views to interpretation of history (Toynbee, Berďajev)
10. Memory and history (Le Goff)
11. Role of consciousness in history and national identity
12. Annales school
13. New concepts and trends in the economic history
14. New concepts and trends in the social history
15. Environmental history
16. Historical sociology
17. Cultural history
18. Virtual history and cliometry
19. Analytical historiography
50/50
The students have detailed knowledge about trends in historiography and methodology of history in the 20th Century. He understands the interior trends of historical science, establishment of several modern historical disciplines, essence of key discussions in several national historiographies, general concepts ant its application by Slovak historians.
HATTENHAUER, Hans. Evropské dějiny práva. Praha: C.H. Beck, 1998, 708 s. ISBN 8071790567.
KLÍMA, Josef. Zákony Asýrie a Chaldeje. Pokračovatelé Chammurapiho, Praha: Academia, 1985.
MALÝ, Karel. a kol.: Dějiny českého a československého práva do roku 1945. Praha: Linde, 1997, 572 s. ISBN: 80-7201-045-X.
VLČEK, Eduard a Karel SCHELLE. Obecné dějiny státu a práva v dokumentech. I. diel. Brno: Masarykova univerzita, 1994. ISBN 80-210-0926-8.
VLČEK, Eduard a Karel SCHELLE. Obecné dějiny státu a práva v dokumentech. II. diel Brno: Masarykova univerzita, 1994. ISBN 80-210-0916-0.
VLČEK, Eduard a Karel SCHELLE. Obecné dějiny státu a práva v dokumentech. III. Brno: Masarykova univerzita, 1994. ISBN 8021009160.
TRETERA, Jiří R. Církevní právo. Praha: Jan Krigl, 1993, 219 s. ISBN 80-270-8173-4
1. Completion of course at minimal requirement i.e. participation at least at 75% of whole course, 3 absences are permitted at most, of which only 1 can by without justification
2. Submission of written paper on chosen topic according to stated requirements of scope and quality.
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
Ancient states and their legal system – Oriental despotic monarchies and states (Mesopotamia, Egypt, Greece)
Roman state and law
Germanic kingdoms and consuetudes and customs of Germanic peoples
Carolingian period and pursuit of unification of law in Early Middle Ages
Medieval legal particularism – feudal law, town law, laws of corporations…
Medieval jurisprudence – canonists and legists
Suppression of legal particularism and beginning of state law
Anglo-Saxon law and development legal system on British Isles till 17th century
French legal system during Ancient Regime - coutumes a lois fondementales
regular active participation - 50%
written part - 50%
Participant has an overview of development of form of state and their judicial systems from Ancient Time till Early Modern Time
Weber, M. Metodologie, sociologie, politika. Oikoymenh, 2009.
Hobbes, T. Leviathan aneb látka, forma a moc státu cirkevního a politického. Oikoymenh, 2015.
Hunt, L. Inventing Human Rights. A History. W. W. Norton & Company, 2007.
Potměšil, J. Šarīa. Úvod do islamského práva. Grada, 2012.
Montesquieu, Ch. O duchu zákonů I. Oikoymenh, 2010.
Active participation will be assessed. Other outcomes will be assessed, including: presentation of a given topic and a research essay. Preliminary draft of the essay is to be submitted in the middle of the course.
Klasifikačná stupnica: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak , English (B2)
1. Introduction to state and law in modern history I.
2. Introduction to state and law in modern history II.
3. French revolution and constitutionalism
4. Bureaucracy and modern state apparatus
5. Law and Empire
6. Ottoman Empire and Islamic legal modernization
7. Nation-building processes
8. Citizenship, rights and legal exclusion
9. Totalitarianism and rule of law
10. Decolonization, state, semiotics
11. Human rights in history
12. Presentations
25/75
Students will understand historical development of legal and political institutions. Students will be able to trace the origins, evolution, and functions of key institutions such as courts, constitutions, police, legislatures, and bureaucracies within specific historical contexts. Students will be capable of interpreting legal and political texts in historical context. Students will learn to read and interpret constitutions, legal codes, charters, and court rulings as historical documents—considering who created them, why, and with what effects. They will be able to analyze the relationship between law, power, and society. They will understand how law has been used both to legitimize authority and as a tool for resistance or reform (e.g., civil rights, decolonization, or constitutional movements). By comparing state formation and legal traditions across cultures and periods, students will be able to move beyond a Eurocentric model and engage with comparative perspectives: for example, islamic legal traditions, colonial legal systems, or indigenous legal orders. Students will engage with historiographical debates and will understand competing interpretations about the role of law (e.g., was it a tool of empire, a force for justice, or both?) which will help develop critical thinking and analytical skills. Students will develop research and argumentation skills. Students will be able to construct well-supported arguments using historical evidence and demonstrate how legal and political changes influenced broader historical transformations
KUČERA, Matúš. Slovensko po páde Veľkej Moravy. Bratislava: Veda, 1974.
KOHÚTOVÁ, Mária – VOZÁR, Jozef. Hospodárske dejiny Slovenska 1526 – 1848. Bratislava: Veda, 2006. ISBN 80-224-0915-4.
HOLEC, Roman. "Neviditeľná ruka" trhu alebo "všadeprítomné ruky" manažmentu (k novým diskusiám a metódam na poli hospodárskych dejín). In: Historický časopis, 2006, vol. 54, no. 1, pp. 3-24. ISSN 0018-2575.
To be admitted to the written exam during the examination period, students are required to attend the lessons regularly and to take active part in them throughout the whole lesson period of the term (in the form of direct questions, reflecting individual efforts to engage in conversation, commenting on the analyzed source, engaging in general discussions on the subject). The teacher will consider any students obviously lacking interest to be absent from class.
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 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
The exact regular and retake dates will be published in the AIS during the credit week.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Economic and social history: a scholarly discipline from the end of the 19th century to the “boom” of social and cultural history. “New economic history” and “business history.” New branches of social history.
2. Conceptualization of economic and social history in modern Slovak historiography, core topics, institutional background, projects, conferences.
3. The nobility in the Middle Ages.
4. The nobility in the early modern period.
5. Towns in the Middle Ages.
6. Towns in the early modern period.
7. Agriculture and forestry in the Middle Ages.
8. Agriculture and forestry in the early modern period.
9. Mining and metallurgy in the Middle Ages.
10. Mining and metallurgy in the early modern period.
11. Population composition by nation in the Middle Ages.
12. Population composition by nation in the early modern period.
Scale of assessment preliminary/final: 0/100
At the end of the course, students have an overview of the scholarly discipline “economic and social history,” or “economic history” and “social history,” as well as of its scholarly apparatus and methodological concepts. They are familiar with the development in economic and social history in world historiography, and through specific topics understand the direction and profile of “earlier” economic and social history in Slovak historical science. Students are familiar with the medieval and modern history of the Slovak territory in the context of the Kingdom of Hungary / Central Europe. The list of topics help students understand some of the fundamental issues resonating in modern Slovak historiography.
BURKE, Peter. Francouzská revoluce v dějepisectví. Praha 2004. ISBN 80-7106-719-9
DUDEKOVÁ, Gabriela (ed.). Na ceste k modernej žene. Kapitoly z dejín rodových vzťahov na Slovensku. Bratislava, Veda 2011. ISBN 978-80-224-1189-9
MYŠKA, Milan a kol. Prameny k hospodářským a sociálním dějinám novověku. I. – II. Ostrava 2008 a 2010. ISBN 978-80-7368-845-5
Further literature will be specified during the semester, especially works by Ľ. Lipták, E. Mannová, R. Holec, Ľ. Hallon, G. Dudeková, G. Gyáni, V. Průcha, E. Kubů,
editions of sources (e.g. correspondence), Slovak and international syntheses, ,most up-to-date partial literature and congress proceedings
a) In class - Students are required to attend the lessons regularly and take active part in them. They are expected to give a max. 15 minute-long presentation on a specific topic (in line with the contents of the subject).
b) Final - Students need to present a term paper (and defend it). The paper needs to be 10 pages long with 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
Economic history areas (the German and Austrian model, economic positivism, Marxism, the history of business and enterprise, Cliometrics) and social history areas (historical anthropology, Alltagsgeschichte, archontology, micro-history, history of social classes and social activities - sports, clothing, hygiene, etc.). Their intersections (historical demography, environmental history, etc.).
Economic concepts (proto-industrialization, industrialization, industrial revolution, take off, mathematization, etc.) and social concepts (collective identities, historical representations, historical memory, festivities, social mobilization, etc.) in history, working with them and using them in practice.
Economic and social development from the late 18th century to the mid-20th century - trends, regularities, specifics.
50/50
At the end of the course, students have basic knowledge and the most modern conceptual apparatus of two important and interconnected historical disciplines and are able to use them. They also understand the different concepts of both historical disciplines and their potential. Students are familiar with and understand the basic trends of economic and social development from the end of the 18th century to the mid-20th century.
- During the semester: preliminary written test (in the 8th week, 50 points).
- In the examination period: written test (50 points). The dates for the tests will be announced through AIS no later than in the last week of the instruction period.
- Grading scale: A – 50-47, B – 46-42, C – 41-38, D – 37-34, E – 33-30, FX – 29-0.
- A maximum of two absences will be accepted. In case of more documentation is required.
Period of the bourgeois revolution
Neoabsolute monarchy
Constitutional (dual) monarchy
Bourgeois-democratic republic
Clerico-fascist republic
Period of people's democratic revolution
People's democratic republic
Socialist republic
Democratic republic
50/50
The course focuses on the history of public administration in Slovakia from 1848 to the present days. After successfully completing the course, the students have an overview of the periodization, government, administrative divisions of the country, their institutions and functionaries.
McCARTHY, Michael - O´DELL, Felicity. Academic Vocabulary in Use with Answers. Second edition. Cambridge: Cambridge University Press, 2016. ISBN 9781107591660.
JORDAN, R. R.. Academic Writing Course. Study Skills in English. Longman, 2004 [cit. 2021-10-29]. Dostupné na: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7mdi_gvPzAhUCif0HHaKuBH0QFnoECAMQAQ&url=https%3A%2F%2Fdl2.languagecentre.ir%2FWriting%2FAcademic_Writing_Course%2520%5Bwww.languagecentre.ir%5D.pdf&usg=AOvVaw1zhy4688cst68QL_78gmCk
SWALES, John - FEAK, Christine. Academic Writing for Graduate Students, 3rd edition. University of Michigan Press, 2012. ISBN 978-0472034758.
Other texts will be provided in the course of the semester.
The course is aimed for students with English level B1 and above.
Students are required to continuously prepare for the lessons, read the assigned texts, take active part in the classes and carry out smaller tasks (in writing and orally) that are assigned continuously throughout the term. They need to present a specialized text they have read.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
English, Slovak
The course is aimed at students with English on the level B1 and higher.
Work with scholarly texts and information sources. Strategies for reading and understanding English scholarly texts effectively.
Analysing texts with regard to its communication function and thematic and content structure. Consolidating and expanding the students’ knowledge of lexical and grammatical means to use in historical sciences.
Communication competencies for the public presentation of their own scholarly results - preparing an abstract, a research plan, a poster, a conference paper, etc.
Producing academic communications in written and oral form. The range of the different elements can be adapted to the course participants and their practical needs in research and study.
100/0
During the course, students practice and consolidate the language skills they need to work with historical science texts focusing on developing their reading skills.
They get familiar with the scholarly vocabulary, as well as with the key language resources, styles and genres that allow them to work successfully with selected types of written sources and scholarly literature in English.
Students also develop the basic skills and resources necessary to present scholarly historical science themes and their own work in English.
The course is intended for students with English level B1 and higher.
McCARTHY, Michael - O´DELL, Felicity. Academic Vocabulary in Use with Answers. Second edition. Cambridge: Cambridge University Press, 2016. ISBN 9781107591660.
JORDAN, R. R.. Academic Writing Course. Study Skills in English. Longman, 2004 [cit. 2021-10-29]. Dostupné na: https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=&cad=rja&uact=8&ved=2ahUKEwj7mdi_gvPzAhUCif0HHaKuBH0QFnoECAMQAQ&url=https%3A%2F%2Fdl2.languagecentre.ir%2FWriting%2FAcademic_Writing_Course%2520%5Bwww.languagecentre.ir%5D.pdf&usg=AOvVaw1zhy4688cst68QL_78gmCk
SWALES, John - FEAK, Christine. Academic Writing for Graduate Students, 3rd edition. University of Michigan Press, 2012. ISBN 978-0472034758.
Other texts will be provided during the semester.
Students are required to continuously prepare for the lessons, read the assigned texts, take active part in the classes and carry out smaller tasks (in writing and orally) that are assigned continuously throughout the term.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
English, Slovak
The course is aimed at students with English on the level B1 and higher.
Work with scholarly texts and information sources, reading and understanding English scholarly texts.
Analyzing Texts.
Consolidating and expanding the students’ knowledge of lexical and grammatical means to be used in historical sciences.
Communication competencies for the public presentation of the results of their own scholarly activity - preparing an abstract, a research plan, a poster, a conference paper, etc.
Producing academic communications in written and oral form. Presenting their own scholarly results in English and conducting a scholarly discussion in English.
The range of the different elements can be adapted to the course participants and their practical needs in research and study.
100/0
During the course, students practice and consolidate the language skills they need to work with historical science texts focusing on developing their reading skills.
They get familiar with the scholarly vocabulary, as well as with the key language resources, styles and genres that allow them to work successfully with selected types of written sources and scholarly literature in English.
Students also develop the basic skills and resources necessary to present scholarly historical science themes and their own work in English.
BENKŐ Loránd (red.). A magyar nyelv történeti-etimológiai szótára. Budapest: Akadémia Kiadó, 1967–1992. Dostupné na: https://adt.arcanum.com/hu/collection/MNYTESZ/
CZUCZOR SÁNDOR, Pál. Magyar-angol történelmi, országismereti szótár 1–2. Budapest: Tinta Könyvkiadó, 2023. ISBN: 9789634093657
DANČOVÁ JAKABOVÁ, Veronika. Feladatgyűjtemény magyar nyelvű történeti források tanulmányozásához (I. rész) / Zbierka úloh k štúdiu maďarských historických prameňov (I. časť). Bratislava: Szenci Molnár Albert Egyesület – Združenie Alberta Szenci Molnára, 2025. ISBN 978-8069002-25-8. Dostupné na: https://stella.uniba.sk/texty/FIF_ZASM_VDJ_zbierka_uloh_historicke_pramene_hu.pdf
EMBER, Győző. Levéltári terminológiai lexikon. Budapest: Akadémia Kiadó, 1982. ISBN 963-05-2599-2.
JABLONSKÝ, Dávid. Maďarčina pre historikov: základy gramatiky a prekladové texty pre študentov. Trnava: Univerzita sv. Cyrila a Metóda v Trnave, 2020. ISBN 978-80-572-0058-1.
Adatbázisok Online [online databáza]. MNL, ©2020 [cit. 2026-02-10]. Dostupné na: https://adatbazisokonline.hu/
Elektronikus Levéltári Portál [online databáza]. MNL, ©2016 [cit. 2026-02-10]. Dostupné na: https://www.eleveltar.hu/kereses
Hungaricana Közgyűjteményi Portál [online databáza]. NKA, ©2014 [cit. 2026-02-10]. Dostupné na: https://hungaricana.hu/hu/
Supplementary literature will be presented at the beginning and during the semester.
During the semester: continuous collaboration in the translation of written historical sources (50 points), short written tests focused on specialized terminology (20 points).
b) During the exam period: oral exam (30 points).
The condition for admission to the exam is to achieve a minimum of 40 points from the continuous assessment.
Grading scale:
100–93: A
92–85: B
84–77: C
76–69: D
68–61: E
60–0: FX
Teachers accept a maximum of 2 absences with supporting documentation.
The dates of the final exam will be published via AIS no later than the last week of the teaching period.
Weighting of continuous/final assessment: 70/30
Slovak (C1),
No prior knowledge of Hungarian is required to take this course, but it is an advantage.
1. Introduction to working with digitized historical sources. Overview of the Elektronikus Levéltári Portál, Hungaricana Közgyűjteményi Portál, and Adatbázisok Online databases: search, filtering, and navigation options in archival collections.
2. Working with dictionaries and their use in interpreting period terminology: a) bilingual Hungarian-Slovak and Slovak-Hungarian dictionaries, b) explanatory dictionary of the Hungarian language, c) historical and etymological dictionaries.
3. Basic spelling peculiarities of the Hungarian language in historical sources (archaic forms).
4. Morphological and syntactic peculiarities of the Hungarian language in administrative and journalistic texts.
5. Translation strategies when working with historical texts (terminological accuracy, historical adequacy, literalness vs. functional equivalence).
6. Registry documents – birth, marriage, and death records: record structure, form language, basic ecclesiastical and administrative terminology.
7. Short wills – basic legal terminology, fixed wording, and identification of socio-historical data.
8. Short advertisements and announcements in periodicals – language of the public sphere and its historical specifics.
9. Inscriptions and public texts in urban space (memorial plaques, inscriptions on buildings, cemetery epitaphs, historical designations of institutions).
10. Contemporary press (e.g., Pesti Hírlap or according to students' preferences) – analysis of a newspaper article, stylistic features of journalistic discourse.
11. Contemporary press (e.g., Vasárnapi Újság or according to students' preferences) – analysis of a newspaper article, stylistic features of journalistic discourse.
12. Synthesis of knowledge: comparison of types of historical sources, reflection on the linguistic and terminological specifics of individual texts, and preparation for the oral exam.
During the semester, students work with various types of historical sources (administrative documents, registers, correspondence, official records, contemporary journalism), on the basis of which they systematically expand their language and translation skills in Hungarian.
After successfully completing the course, students:
a) understand the basic morphological, syntactic, and stylistic features of modern Hungarian,
b) have a command of basic Hungarian archival and historical terminology,
c) are able to work with bilingual, explanatory, and historical-etymological dictionaries of the Hungarian language,
d) are familiar with digitized Hungarian archival databases,
e) are able to independently analyze and translate selected types of Hungarian historical documents (18th century – present).
Translated with DeepL.com (free version)
BENKŐ Loránd (red.). A magyar nyelv történeti-etimológiai szótára. Budapest: Akadémia Kiadó, 1967–1992. Dostupné na: https://adt.arcanum.com/hu/collection/MNYTESZ/
CZUCZOR SÁNDOR, Pál. Magyar-angol történelmi, országismereti szótár 1–2. Budapest: Tinta Könyvkiadó, 2023. ISBN: 9789634093657
DANČOVÁ JAKABOVÁ, Veronika. Feladatgyűjtemény magyar nyelvű történeti források tanulmányozásához (I. rész) / Zbierka úloh k štúdiu maďarských historických prameňov (I. časť). Bratislava: Szenci Molnár Albert Egyesület – Združenie Alberta Szenci Molnára, 2025. ISBN 978-8069002-25-8. Dostupné na: https://stella.uniba.sk/texty/FIF_ZASM_VDJ_zbierka_uloh_historicke_pramene_hu.pdf
EMBER, Győző. Levéltári terminológiai lexikon. Budapest: Akadémia Kiadó, 1982. ISBN 963-05-2599-2.
JABLONSKÝ, Dávid. Maďarčina pre historikov: základy gramatiky a prekladové texty pre študentov. Trnava: Univerzita sv. Cyrila a Metóda v Trnave, 2020. ISBN 978-80-572-0058-1.
Levéltári leltárak [online databáza]. NKA, ©2020 [cit. 2026-02-10]. Dostupné na: https://library.hungaricana.hu/hu/collection/mltk_mol_sorozatok_leveltari_leltarak/
Telekkönyvi betétek [online databáza]. NKA, ©2020 [cit. 2026-02-10]. Dostupné na: https://archives.hungaricana.hu/hu/lear/Telekkonyv/
Adatbázisok Online [online databáza]. MNL, ©2020 [cit. 2026-02-10]. Dostupné na: https://adatbazisokonline.hu/
Elektronikus Levéltári Portál [online databáza]. MNL, ©2016 [cit. 2026-02-10]. Dostupné na: https://www.eleveltar.hu/kereses
Supplementary literature will be presented at the beginning and during the semester.
a) During the semester: analysis and translation of more demanding administrative and legal historical sources (50 points), ongoing written assignments focused on advanced professional terminology and linguistic analysis of text (20 points).
b) During the exam period: oral exam (30 points).
A minimum of 40 points from the ongoing assessment is required to be admitted to the exam.
Grading scale:
100–93: A
92–85: B
84–77: C
76–69: D
68–61: E
60–0: FX
Teachers accept a maximum of 2 absences with supporting documentation.
The dates of the final exam will be published via AIS no later than the last week of the teaching period.
Weighting of continuous/final assessment: 70/30
Slovak (C1), Hungarian (A1)
This course requires knowledge of Hungarian at the A1.1 level, which students acquire by completing the course "Hungarian for History Students 1."
1. Updating and deepening language and translation skills – analysis and translation of practice texts with historical themes.
2. Various types of registers (ecclesiastical, administrative): structure of brief records and condensed terminology.
3. Extracts from the land register: records of property relations and legal terminology.
4. Notarial deeds (purchase and sale agreements, inheritance proceedings): fixed wording and language of legal acts.
5. Court documents and inheritance disputes: legal discourse and narrative elements.
6. County and city meeting minutes.
7. Church visitations and parish chronicles.
8. Working with digital archival tools on the Hungaricana website, orientation in inventories, structure of fonds, searching for specific documents.
9. Working with digital archival tools on the Hungaricana website, orientation in inventories, structure of fonds, searching for specific documents.
10. Municipal final accounts: economic terminology and structure of financial documents.
11. Municipal final accounts: economic terminology and structure of financial documents.
12. Synthesis of knowledge: preparation for the oral exam.
The course follows on from Hungarian for Students of Historical Sciences 1 and systematically develops students' linguistic, terminological, and interpretative skills in working with more complex administrative, legal, and economic historical sources.
Upon successful completion of the course, students will:
a) identify and interpret more complex morphological and syntactic constructions of modern Hungarian,
b) be familiar with advanced legal, property, administrative, and economic terminology in the context of historical documents,
c) analyze the linguistic and stylistic specifics of various types of historical sources,
d) interpret historical texts in their socio-historical and administrative context,
e) independently translate more complex sources and justify their chosen translation strategy,
f) critically reflects on terminological equivalents in the Slovak-Hungarian historical context.
BALÁŽ, G [et al.] : Krátka gramatika ruského jazyka. Bratislava: SPN, 1976.
BALCOVÁ, T.: Rusko-slovenský a slovensko-ruský slovník. Bratislava: Kniha – Spoločník, 2006. ISBN
80-88814-45-6.
KOLLÁR, D. a kol.: Slovensko-ruský slovník. Bratislava: SPN, 1976.
NEKOLOVÁ, V., Camutaliová, I., Vasiljevova-Lešková, A.: Ruština nejen pro samouky. Praha: Leda, 2002. ISBN 80-85927-96-9.
Jazykovo dostupné autentické tlačové materiály
Written tests, compositions, brief presentations. The Grading Scale is set as: 100 % – 91% A, 90 – 81% B, 80% – 73% C, 72% – 66% D, 65% – 60% E, 59% and less – FX (a student does not fill the conditions for evaluation).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Russian, Slovak
The student acquires:
• font system
• general vocabulary which is directly related to daily life and professional interests (1)
• grammar rules (morphological and syntactic), which are necessary to perception and production of texts in common situations of personal and professional life (1)
• learning and development the receptive and productive skills, which are necessary for communication on the topics of common life and are also useable for factual conversation. (1)
• making and keeping contact, personal life, family, work, hobbies, and free time.
Evaluation score value: 100/0
Students can use a language (writing, vocabulary, grammar) and communication competence (receptive and productive) which are necessary for daily communication on the topic of personal, professional life and which are also useable for factual conversation.
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 (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
Evaluation score value: 100/0
Students can use a language (writing, vocabulary, grammar) and communication competence (receptive and productive) which are necessary for daily communication on the topic of personal, professional life and which are also useable for factual conversation.
- During the semester: preliminary written test (in the 8th week, 50 points).
- In the examination period: written test (50 points). The dates for the tests will be announced through AIS no later than in the last week of the instruction period.
- Grading scale: A – 50-47, B – 46-42, C – 41-38, D – 37-34, E – 33-30, FX – 29-0.
- A maximum of two absences will be accepted. In case of more documentation is required.
Definition, subject, terminology and periodization of the history of public administration in Slovakia
Patrimonial state (monarchy)
„Hradské španstvo“ („várispánság“), its functionaries and inhabitants
State (monarchy) in the era of feudal fragmentation
Noble county and its functionaries
Estate monarchy
King, royal court, royal council and the diet
Prelates and barons
Ecclesiastical organization
Administration of the cities
Other (economic etc.) functionaries
Absolute monarchy
50/50
The course focuses on the history of public administration in Slovakia to the year 1848. After successfully completing the course, the students have an overview of the periodization, status of the ruler, administrative divisions of the country and their institutions, the most important secular and ecclesiastical dignitaries, who played essential role in governing.
The students will receive texts of inscriptions at the beginning and during the semester.
VIDMAN, Ladislav. Psáno do kamene, Praha: Academia, 1975.
HOŠEK, Radislav. Tituli Latini Pannoniae Superioris annis 1967 - 1982 in Slovacia reperti. Praha: Univerzita Karlova, 1984.
SCHUMACHER, Leonhard. Römische Inschriften Lateinisch-Deutsch ausgewählt, übersetzt, kommentiert und mit einer Einführung in die lateinische Epigraphik herausgegeben von Leonhard Schumacher. Stuttgart: Philipp Reclam, 2001. ISBN 3-15-008512-8
ŠEDIVÝ, Juraj a kol. Latinská epigrafia, dejiny a metodika výskumu historických nápisov zo Slovenska. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3776-2.
KEPPIE, Lawrence. Understanding Roman Inscriptions, London: Johns Hopkins University Press, 1991. ISBN 9780415151436.
SCHMIDT, Manfred G. Einführung in die lateinische Epigraphik, Darmstadt: Wissenschaftliche Buchgesellschaft, 2015. ISBN-10: 3534267559.
Systematic preparation and active work in classes. Analysis of the selected text and its subsequent elaboration in written form. Final colloquium. One absence is allowed. In the case of the second absence the student prepares a substitute assignment on the assigned topic. In the case of multiple absences (for serious reasons), the lecturer decides on the substitution of duties or on the repetition of the course. The student is evaluated according to active participation in class throughout the whole semester (sub-assignments, papers, translations and analysis of texts, discussion) and according to final colloquium.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction to the history of epigraphy. Epigraphy in the world. Epigraphy in Slovakia. The importance of epigraphy for the study of ancient history. Editing and publishing of epigraphic sources. Overview of the most famous collections of inscriptions (CIL, ILS, AE). Corpus inscriptionum Latinarum. Modernising inscription work-inscription databases. Working with online inscription databases. Types of Latin inscriptions. Reading selected Latin inscriptions and their interpretation. Final colloquium.
100/0
The students gain an overview of epigraphic sources -Latin inscriptions and of epigraphy as a science and its importance for the study of the history of ancient antiquity. Students are able to apply basic rules for reading ancient epigraphic sources and they know how to interpret them in a historical context. They are able to work with and to interpret the ancient epigraphic sources of various kinds (fasti Romani, diplomata, miliaria, instrumenta publica, tituli sacri, tituli sepulcrales...). After successful completion of this course, the students know how to work effectively with epigraphic sources, and they also know the basic rules of reading them. The students are able to develop abbreviations, to translate and to interpret. The students are also able to present their knowledge by presenting their own findings and to discuss their interpretations.
Students will receive the texts of the inscriptions from the teacher at the beginning and during the semester. Texts and additional literature will be available in MS TEAMS.
VIDMAN, Ladislav. Psáno do kamene, Praha: Academia, 1975.
HOŠEK, Radislav. Tituli Latini Pannoniae Superioris annis 1967 - 1982 in Slovacia reperti. Praha: Univerzita Karlova, 1984.
SCHUMACHER, Leonhard. Römische Inschriften Lateinisch-Deutsch ausgewählt, übersetzt, kommentiert und mit einer Einführung in die lateinische Epigraphik herausgegeben von Leonhard Schumacher. Stuttgart: Philipp Reclam, 2001. ISBN 3-15-008512-8
ŠEDIVÝ, Juraj a kol. Latinská epigrafia, dejiny a metodika výskumu historických nápisov zo Slovenska. Bratislava: Univerzita Komenského, 2014. ISBN 978-80-223-3776-2.
KEPPIE, Lawrence. Understanding Roman Inscriptions, London: Johns Hopkins University Press, 1991. ISBN 9780415151436.
SCHMIDT, Manfred G. Einführung in die lateinische Epigraphik, Darmstadt: Wissenschaftliche Buchgesellschaft, 2015. ISBN-10: 3534267559.
Systematic preparation and activity during the semester. Analysis and a written paper of a chosen text. Final colloquium. One absence is permitted, two more absences could be compensated with an assignment on a chosen topic. In the case of more absences the teacher decides about the additional assignments or the repetition of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Latin language - at least 2 semesters of Latin; basic knowledge of Latin and work with Latin texts.
Brief history of epigraphy
The importance of epigraphy in the study of ancient history
Editing and publishing epigraphic sources. The most famous editions of inscriptions (CIL, ILS, AE)
Modernization of work with inscriptions – work with online databases of inscriptions
Types of Latin inscriptions
Family epitaphs
Imperial epitaphs – dedicatory and grave inscriptions
Instrumenta domestica
Votive inscriptions
Reading of chosen Latin inscriptions and their interpretation
Final colloquium
100/0
The students gain knowledge about the epigraphic sources – Latin inscriptions and about epigraphy as a science and its importance for the study of ancient history. They know the basic rules of reading ancient epigraphic sources and they can interpret them in a historical context. They can work with ancient epigraphic sources of different types (fasti Romani, diplomata, miliaria, instrumenta publica, tituli sacri, tituli sepulcrales...) especially with grave inscriptions. With their interpretation they exhibit their knowledge in the form of presentation and discussion of their interpretations. After finishing the course, the students can work with epigraphic sources (reading, resolving abbreviations, translating, and interpreting them) and apply them to their research.
KOLLÁROVÁ, Zuzana a HANUS, Jozef. Sprievodca po slovenských archívoch. Prešov : Universum, 1999. ISBN 80-96 77 53-6-7.
STIEBEROVÁ, Mária. Informatívny sprievodca štátnych archívov Slovenskej republiky I. Bratislava : MV SR, 2000. ISBN80-967553-7-4.
MIŠOVIČ, Milan. Informatívny sprievodca štátnych archívov Slovenskej republiky II/1, II/2. Bratislava : MV SR, 2001. ISBN 80-967553-8-2.
RAGAČOVÁ Júlia. Informatívny sprievodca osobitných archívov Slovenskej republiky. Bratislava : MV SR, 2001. ISBN 80-967553-9-0
BUZINKAYOVÁ, Anna et al. Príručka archivára. Bratislava : PT Servis apol. s. r.o., 1999. ISBN - 80 - 967737 - 5 - 5.
HORVÁTH, Vladimír, KARTOUS, Peter a WATZKA, Jozef. Ochrana, sprístupňovanie a využívanie archívnych dokumentov. Bratislava : AS MV SR, 1988.
KARTOUS, Peter, MRIŽOVÁ, Mária. Správa registratúrnych záznamov a archívnych dokumentov u ich pôvodcov. Bratislava : KZT, a. s., 2003.
The student is obliged to attend regular classes during the teaching part of the semester (two unjustified absences are allowed, each additional one must be replaced by a substitute assignment) - if he / she successfully completes the attendance, the student may take the exam. Within the set deadline (by 31 December of the current year), he / she submits in electronic form (in MS Word and PDF format) and then presents and defends the submitted seminar paper in the exam period. The seminar paper must be formally completed in accordance with the provisions of the Rector's Directive of Charles University no. 12/2013 t.j. in basic formal as well as content requirements as a final work. Extent of own seminar work (from introduction to conclusion) 15 to 20 standard pages (1 standard page = 1800 characters). The topic of the thesis is chosen by each student individually after joint consultation with the subject teacher. As a topic you can choose: Analysis and description of the selected archive file. Subsequently, the student will take part in an oral exam, which will consist of lectured topics and issues as well as self-study of literature in terms published through the academic information system. Attendance: 10 points Seminar work: 90 points Final oral exam: 100 points Rating scale: "A" - 200 - 185 points "B" - 184 - 170 points "C" - 169 - 155 points "D" - 154 - 140 points "E" - 139 - 120 points "Fx" - 119 - 0 points Exam dates will be published via AIS no later than the last week of the training section. Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item. Weight of the intermediate / final evaluation: 50/50
1. Archiving as ASH
2. Archival science and archival science - archival studies
3. Brief overview of the history of archives and archival organization (with special regard to Slovakia)
4. Current archival organization and legislation in Slovakia
5. Basics of archival theory
6. File service in the organization and administration of the registry
7. Problems of pre-archival care
8. Decommissioning proceedings and acceptance of archival material
9. Basic records in the archive
10. Sorting and organizing archival material
11. Synthetic and analytical archival aids
12. Possibilities of using archives and Researcher in archives
13. Excursion to a selected archive workplace
Acquisition of basic knowledge about archiving, history of archives and archival organization, current archival theory, valid archival legislation, knowledge of archival terminology, acquaintance with pre-archival care, administration of registry records and basic professional activities in archives, possibilities of using archival information apparatus, rights and duties of the researcher.
BAJCUROVÁ, Katarína. Moderna. Bratislava: Slovenská národná galéria, 2023.
BARTOŠOVÁ, Zuzana. Napriek totalite. Neoficiálna slovenská výtvarná scéna sedemdesiatych a osemdesiatych rokov 20. storočia. Bratislava: Kalligram, 2011.
GERŽOVÁ, Jana (ed.). Slovník svetového a slovenského výtvarného umenia druhej polovice 20. storočia. Od abstraktného umenia k virtuálnej realite. Idey – pojmy – hnutia. Bratislava: Profil, 1999.
KUSÁ, Alexandra. Prerušená pieseň. Výtvarné umenie v časoch stalinskej kultúrnej praxe 1948 – 1956. Bratislava: Slovenská národná galéria, 2019.
RUSINOVÁ, Zora a kolektív. 20. storočie: dejiny slovenského výtvarného umenia. Bratislava: Slovenská národná galéria, 2000.
Online database: Web umenia. [online] Available on: <https://www.webumenia.sk/>
Preliminary - presentation (around 15 min.) on a chosen topic (work of an artist, their style, technique, etc.), attendance at visits to galleries, active engagement in the discussions during classes
Final - Students need to submit a written term paper based on the interpretation/commentary of a group of works/an oevre of a chosen artist
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3.
Slovak
1. The founding generation of Slovak modern art
2. Košice modernism
3. Avant-garde artistic expressions and influences in the interwar period
4. Generation 1909
5. Socialist realism
6. Galandovci (Mikuláš Galanda Group)
7. Abstract art and conceptual art
8. Op-art, kinetic art and geometric abstraction
9. Gradual promotion of postmodernism
10. Neoconceptual and postconceptual art
11. Video art and performance
12. Excursions to galleries in Bratislava, ongoing sharing of observations, comments, asking questions, discussions about works of art and selected topics of artistic life
50/50
Students gain orientation in the key developmental stages, styles, representative personalities and concepts of modern and postmodern visual arts in Slovakia in the 20th and early 21st centuries.
Kopeček, M. – Wciślik, P. (eds.) Thinking Through Transition. Liberal Democracy, Authoritarian Pasts, and Intellectual History in East Central Europe After 1989. Budapest – New York: CEU Press, 2015.
Assmann, A. Introduction to Cultural Studies Topis, Concepts, Issues. Berlin: Erich Schmidt, 2012.
Krapfl, J. Revolution with a Human Face. Politics, Culture, and Community in Czechoslovakia, 1989 – 1992. New York: Cornell University Press, 2013.
Ypi, L. Free. Coming of Age at the End of History. London: Penguin, 2022.
Active participation will be assessed. The evaluation will fully take place during the cou
English
1. Memory as a historical problem
2. Conceptualizing Postcommunism – Methodological approaches to transition and transformation
3. Economic thought and transformation
4. Memory of the neoliberal turn, socialist nostaligia
5. Memory and cultural history
6. Memory and public space, political utilization of history
7. „Coming to terms with the past“ in East-Central Europe
8. Thinking the postcommunist democracy
9. Gender and democratic transition, postcommunist memory
10. The midwives of the long change – depolitisation of the public space/sphere
11. Nation – a return or a long hatching of the nationalist imagination
12. „A return to Europe?“
13. Fukuyama, or CODA?
100/0
Students will acquire in-depth knowledge about the development and history of thought, memory politics, and collective, group, or individual memory as expressions and means of shaping post-communist societies. The course is designed to equip students with competencies in methodologies of the history of political thought and intellectual history, memory politics, and the creation of different forms and levels of memory, allowing them to understand and learn how to historically analyze and interpret texts, contexts, and correlations of different thought currents or intellectual milieus. Rather than a static, predominantly psychological perception of democracy, economic transformation, and democratic transition, the course emphasizes agency and the subjects involved in the production of thought, enabling students to anchor thought and memory in the specific historical, political, and geographical conditions of Central and Eastern Europe. Upon completing the course, students will be able to work dynamically with the underpinnings of contemporary discourses, allowing them to navigate the public sphere with a well-grounded understanding.
-PIJOAN, J.: Dejiny umenia. Gotické umenie. Bratislava: Ikar, 1999. ISBN 8071187135.
- PIJOAN, J.: Dejiny umenia. Ranokresťanské a byzantské umenie. Bratislava: Ikar, 1999. ISBN 8071186554.
GOMBRICH, Ernst. Príbeh umenia. Bratislava : Ikar, 2017. ISBN 978-80-551-5381-0.
Le GOFF, J.: Kultura středověké Evropy. Praha: Odeon, 1991. ISBN 80-207-0206-7.
MRÁZ, B.: Dějiny výtvarné kultury 1. Praha: Idea servis, 2016. ISBN 978-80-85970-89-0.
The Art of medieval Hungary. ed. Xavier Barral i Altet ... [et al.] Roma: Viella, 2018. ISBN 978-88-6728-661-4.
GERÁT, Ivan. Stredoveké obrazové témy na Slovensku osoby a príbehy. Bratislava: Veda, 2001. ISBN 80-224-0643-0.
Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Art of late antiquity and Germanic art.
2. Art in the Frankish Empire.
3. Art in the 6th to 11th centuries in Central Europe. (Great Moravia and Hungary).
4. Byzantine art.
5. Romanesque art in Western Europe.
6. Romanesque art in our territory.
7. Gothic architecture.
8. Gothic painting.
9. Gothic sculpture.
10. Gothic art in our territory and its specific features.
11. Medieval aesthetics.
100/0
The student shall have a basic knowledge of art in the period of late antiquity and the German tribes and the art of Central Europe in the 6th - 11th centuries, with special emphasis on Great Moravian art. He shall be able identify the basic elements of Romanesque culture in Western Europe and in our territory. Student shall know and understand characteristic elements of Gothic architecture, painting and sculpture and their specific features on the European continent and in our territory.
- RUSINA, Ivan. Rusina Renesancia umenie medzi neskorou gotikou a barokom. Bratislava: Slovenská národná galéria, Slovart, 2009. ISBN 978-80-8085-940-4.
- SAVICKÝ, Nikolaj. Savický Renesance jako změna kódu o komunikaci slovem a obrazem v italském rinascimentu. Praha: Prostor, 2010. ISBN 978-80-7260-236-0.
- HUYGHE, René. a kol.: Umění renesance a baroku. Encyklopedie. Umění a lidstvo. Praha : Odeon, 1970.
- COLEOVÁ, Alison. Renesancia. Umenie zblízka. Bratislava : Perfekt, 1995. ISBN 80-8046-008-6.
- PIJOAN, J.: Dejiny umenia. Počiatky renesancie. Bratislava: Ikar, 1999. ISBN
80-7118-714-3.
- PIJOAN, J.: Dejiny umenia. Vrcholné diela renesancie. Bratislava: Ikar, 1999. ISBN 80-7118-715-1.
- PIJOAN, J.: Dejiny umenia. Barok. Bratislava: Ikar, 1999. ISBN 80-7118-793-3.
Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. The birth of the Renaissance art. Late Gothic and Europe. Humanism and the Renaissance, new impulses for the arts. Church transformations, science and art. Roots in antiquity. Material culture. 2. Early Renaissance. Architecture, painting, sculpture F. Brunelleschi, L. B. Alberti - architects inspired by antiquity. From Giotto to Leonardo da Vinci. Personalities, art paths in the 15th century. The victorious L. Ghiberti and the door of the Baptistery in Florence. Donatello. 3. Leonardo da Vinci and the synthesis of the 15th century. 4. Architecture of the High Renaissance. Michelangelo as an architect. Rome as the center of the art of the High Renaissance. Sculpture and painting of the High Renaissance (15th - 16th centuries). Michelangelo, Raffaelo Santi, Corregio. 5. Late Renaissance of Venice. Bellini, Giorgione, Titian. Contacts. 6. Renaissance beyond the Alps. Germany, the Netherlands, France and the rest of Europe. 7. Mannerism. (1520 - 1,600) 8. Art of the 17th and 18th centuries. Expansion and inspiration. Main tasks and topics. Development of arts. The importance of the Council of Trent. The main laws of the Baroque. Counter-Reformation art and secular art.9. Baroque architecture and sculpture in Italy. Important personalities in Italy and the rest of Europe. 10. Rococo - the final period of the Baroque. Art areas, influence. 11. Baroque classicism of the 17th century. France, Versailles. Russian architecture.
100/0
Student shall have a basic knowledge of art in the 15th to 18th centuries. He shall be able to identify the great transformations of art in the late Gothic and the birth of the Renaissance in Italy. Moreover shall understand the importance of the position of cities and their influence on the development of art in humanism and the Renaissance, which passed into Mannerism as a bridge to the Baroque of the 17th century. Student shall be able to identify the expansion of Baroque art on a geographical basis and thus the emergence of new areas.
- Příběh malířství jak se dělalo umění. Praha: Grada, 2021. ISBN 978-80-271-1348-4.
- Hollingsworthová, M.: Umenie v dejinách človeka. Bratislava : Obzor, 1994. ISBN 80-215-0277-0.
- Rusinová, Z.: Dejiny slovenského výtvarného umenia 20. storočia. Bratislava: Slovenská národná galéria, 2000. ISBN 80-8059-031-1.
- GOMBRICH, Ernst. Príbeh umenia. Bratislava : Ikar, 2017. ISBN 978-80-551-5381-0.
- PIJOAN, J.: Dejiny umenia. Umenie 18. a 19. storočia. Bratislava: Ikar, 2000. ISBN 80-7118-828-X.
- PIJOAN, J.: Dejiny umenia. Umenie posledných desaťročí 19. storočia až po dvadsiate roky 20. storočia. Bratislava: Ikar, 2000. ISBN 80-7118-829-8.
- PIJOAN, J.: Dejiny umenia. Vývoj umenia až po sedemdesiate roky 20. storočia. Bratislava :Tatran, 1991. ISBN 80-222-0255-X.
Successfully passing exam test. Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
I. The revolutionary changes of the 19th and 20th centuries are foreshadowed already in the 2nd half. 18th century. Changes in the focus of world architecture development. Concepts of classicism and romanticism. Utopian architecture of classicism. II. Empire. French architecture, sculpture, painting. Napoleon and culture. Empire and neoclassicism in Italy, England, Germany, Northern Europe. Personalities. Classicist complexes in Russia. III. Romanticism, individualism, subjective life, vitality. From measurable to freedom without conventions. Secular and bourgeois art. The importance of personality and nation in art. Painting and sculpture in Germany and France. Romanticism in England and the importance of civil engineering for future development. IV. Historicism and academicism. Early and late eclectic. Urban redevelopment, engineering and art synthesis. World exhibitions. V. Painters of realism. Barbizons. City painters. VI. Impressionism and reactions. Sculpture. VII. Art Nouveau and the early 20th century. VIII. Modern art - a means of visual understanding of the world. Subjective and objective. Means of art in the 20th century. IX. 20th century art trends. Fauvizmism, Futurism, Cubism, Expressionism. X. Orphism, Subjective Abstraction, Neoplasticism, Russian avant-garde. From Dadaism to Surrealism. Bauhaus.
100/0
The student shall have a knowledge of art from the end of the 18th century, trends of the first half of the 20th century in brief. Student shall be able to characterize development tendencies in the culture of the environment, in architecture, artistic expressions to the trends of visual communication.
GOMBRICH, Ernst H. Příběh umění. Praha: Mladá fronta, Argo, 1995. ISBN 80-204-0685-9.
KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004. ISBN 80-86493-12-1.
McAULIFFE, Mary. Dawn of the Belle époque : the Paris of Monet, Zola, Bernhardt, Eiffel, Debussy, Clemenceau, and their friends. Lanham: Rowman & Littlefield, 2014. ISBN 978-1-4422-0928-2.
PETERAJOVÁ, Ľudmila. Secesia. Bratislava: Pallas, 1974.
PIJOAN, José. Dejiny umenia 9. Bratislava: Tatran, 1991. ISBN 80-222-0249-5.
Two absences are allowed; The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Brief introduction to the social conditions and political situation at the turn of the 19th and 20th centuries.
2. Industrialization and redefinition of artistic approaches
3. Avant-garde movements.
4. Impressionism and Post-Impressionism
5. Arts & crafts and Art Nouveau (Jugenstil, L'art nuoveu, Moderný štýl)
6. Art Deco
7. Russian and Soviet avant-garde
8.Cubism, Futurism
9. Film, theatre, visual arts
10. Literature
11. Symbolism
12. Architecture -functionalism, Bauhaus, historicizing styles, eclecticism
40/60
The course provides an overview of the transformation and development of art at the turn of the 19th and 20th centuries in the context of scientific and technological progress, social and political changes. The look at the development of fine and applied arts, architecture, music, dance, and literature creates the preconditions for a better understanding of the overall social modernization in the period before the First World War, which is symbolically labelled the Belle Époque. Students can identify trends which became crucial for the modern period in the 20th century, especially the so-called Soviet avant-garde. Equally important for understanding of social development is the history of film, visual art, theatre, and other forms which have emphasized the interaction with society. Students gain competencies enabling them to analyse modern art and culture in correlation with modern understandings of the individual and society.
KRŠÁK, Pavol (ed.). Ottov historický atlas Slovensko. Praha: Ottovo nakladatelství, s. r. o., 2009, pp. 176-273. ISBN 978-80-7360-834-7.
HALÁSZOVÁ, Ingrid. Pred portrétom. Úvahy o obsahoch, významoch, funkciách a reprezentačných stratégiách portrétu v ranom novoveku. Trnava: Typi Universitatis Tyrnaviensis, 2020. ISBN
978-80-568-0388-2.
RUSINA, Ivan a kol. Renesancia. Bratislava: SNG, 2009. ISBN 978-80-8085-940-4.
RUSINA, Ivan a kol. Barok. Bratislava: SNG, 1998. ISBN 80-8059-014-1.
Students are evaluated on the basis of the results of the written test they are required to take during the examination period. The form of the test questions indicate students they are expected to give a factual description of the topic, presenting the facts without any further analysis or generalization.
The classification scale is the following:
100-92 % of the max. number of points A,
91 – 84 % B,
83 – 76 % C,
75 – 68 % D,
67 – 60 % E,
<60% Fx
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.The exact regular and retake dates will be published in the AIS during the credit week. Maximum number of possible absences: 2. Students with more absences, resulting from objectively justifiable and documented reasons, can complete the course under the following conditions: for each absence beyond the set framework, students need to submit a paper of around 5 standard pages on a pre-assigned and consulted topic. The paper must include an introduction, the main part (without footnotes), conclusions and the bibliography.
Slovak
1. Introduction to the subject. Opening debate with students about the content and purpose of the course. Samples of visual sources.
2. General introduction - historical context in which selected works of art and architecture originated. Example on approaches of the issue.
3. Field research and virtual tours of art and architecture.
4. Portrait painting, portrait galleries of aristocrats.
5. The denominational aspect in early modern art. Reformation and Counter-Reformation vs. art.
6. Sepulchral monuments.
7. The phenomenon of Central European sculpture. Donner in Pressburg.
8. Land fortification and Italian engineers.
9. Veduta, historical scenery of urban landscapes and their narratives.
10. Urban culture and topography.
11. Industrial landscape - mining areas, the beginnings of industrialization in the country.
12. Utility in art.
13. The future of monuments on the example of technical objects in situ, the possibilities of restoration, the monument fund and national cultural monuments.
Scale of assessment preliminary/final: 0/100
The course aims at making students familiar (in situ, or on the website of galleries / museums, portals of memory institutions, through virtual exhibitions) with early modern art, which is physically “accessible” to people today. At the end of the course, students are able to identify those items from the material culture of Slovakia that concern the 16th - 18th centuries, and what information these works of art and period architecture can provide about past centuries. Students have an overview of the best known facts from the different regions of the country and the legacy the different early (modern, professional, national or otherwise identified) societies left behind. Students are familiar with the historical context of the existence of works and with information about the material possibilities and mentality of the time. They can also define the role of visual art in the different periods.
1. KUTNAR, František - MAREK, Jaroslav. Přehledné dějiny českého a slovenského dějepisectví. Od počátků národní kultury až do sklonku třicátých let 20. století. Praha: Nakladatelství Lidové noviny, 1997. ISBN 80-7106-252-9
2. HORVÁTH, Pavel. Počiatky slovenskej historiografie. Historický časopis. 1982, vol. 30, no. 6, pp. 859-877.
3. PODOLAN, Peter. Aspekty slovenskej historiografie generácie Jána Kollára a Pavla Jozefa Šafárika. In: Forum historiae [online]. Bratislava: Historický ústav Slovenskej akadémie vied, 2007, vol. 1, no. 1, pp. 21-33. [cit. 2021-10-20] Dostupné na: https://www.forumhistoriae.sk/sites/default/files/podolan1.pdf.
4. DUCHÁČEK, Milan. Václav Chaloupecký. Hledání československých dějin. Praha: Karolinum, 2014. ISBN 978-80-246-2482-2.
5. HUDEK, Adam. Najpolitickejšia veda. Slovenská historiografia v rokoch 1948-1968. Bratislava: Historický ústav SAV vo vydavateľstve Typoset, 2010. ISBN 978-80-970302-3-0.
Further literature will be specified during the semester.
Students are required to attend the lessons regularly and take active part in them.
a) Maximum number of justified absences: 3.
b) Students are asked questions throughout the term to make sure they are prepared.
c) Final Assessment: written test
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (reading)
1. The subject of historiography, its place in historical science. Literature
2. The beginnings of historiography in the early Middle Ages in Slovakia. Writing during and after the existence of Great Moravia.
3. Medieval historiography in the Kingdom of Hungary. Legends and chronicles, ethnogenesis of the Magyars, the image of Great Moravia and the origin and character of the Kingdom of Hungary in their conception. The most important Czech and Polish medieval chronicles
4. Humanistic or renaissance historical writings. Political influences, main features and personalities. Genesis of Slovak historiography.
5. Baroque historical writings. The Critical Historiographical School in the Kingdom of Hungary and the Foundations of the Modern Historical Method. Understanding the ethnogenesis of Slovaks and Slavs.
6. 18th century historical writings. Important personalities - Samuel Timon, Matej Bel, Karol Wagner, J. Pray, S. Katona, J. Severini. Critical historiography in the Kingdom of Hungary.
7. “Revival” historiography. The role of historiography and historicism in the shaping of a modern nation. The “nationalization” of the past. Defensive features of Slovak historiography.
8. Hints of Slovak historiography’s successful establishment in the 1850s and 1870s. Matica slovenská, the national, cultural and scientific organization of Slovaks. Personalities of historians and the first professional periodicals.
9. The deformed development of Slovak historiography under increased national oppression in the late 19th century and at the turn of the 19th and 20th centuries. Defensive character, modest conditions, amateur level. Rise of special historical disciplines. Emphasis on the regional dimension of history. The synthetic works by František Víťazoslav Sasinek, Ján Botto, Jozef Škultéty.
10. Professionalization of Slovak historiography after 1918. Growing quality and quantity during the existence of Czechoslovakia. Czech historians in Slovakia. The first professional historians. Positivism and Daniel Rapant.
11. Slovak historiography between 1939 and 1945
12. Historiography after 1948, political and ideological restrictions, quantitative and qualitative growth and limits.
0/100
At the end of the course and self study cycle, students are familiar with the development Slovak historiography went through from its beginning to the present. They are also familiar with the different periods and their characteristics, the way truth was understood in them, their institutional background, personalities and relation to the historiographies of the neighbouring countries. They are able to analyze specific key works in the context of the time, the author’s work and their ideology.
Texts and additional literature will be available in MS TEAMS.
Ancient historians - translation into Slovak and Czech language
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.
DOBIÁŠ, Josef. Dejepisectví starověké. Praha: Historický klub, 1948.
BURIAN, Jan, LISOVÝ, Igor - PSÍK, Richard. Úvod do dějepisectví antického starověku.
Ostrava: Ostravská univerzita, 2007. ISBN 978-80-7368-315-3
HÉRODOTOS. Dějiny. Praha: Academia, 2004. ISBN 9788020011923.
Activity during the semester (50%). Presentation and a written paper on a chosen topic (50%). 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.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
The aim of the course, basic sources, literature, work plan, distribution of the topics.
Greek historiography – genres and authors.
Non-literal forms of historical knowledge in ancient Rome – legends an myths, scriptures, fasti.
The beginnings of the Roman historiography, the oldest Roman annalists, effect of Greece.
The peak of Roman annalistic, Titus Livius, Tacitus and Ammianus Marcellinus. Methods and aims of Roman annalistic.
Roman monographic literature: Sallustius.
Roman biographic literature: Suetonius, Scriptores Historiae Augustae, Aurelius Victor,
Biographies of famous orators and writers, Laudatio funebris.
Roman autobiographic literature: Augustus - Res gestae divi Augusti, Julianus Apostata,
autobiographical features of the works of Roman historians.
Roman historical epos: Ennius, Naevius, Lucanus - Pharsalia
“Contemporary history” in Roman historiography: Tacitus, Velleius Paterculus, Cassius Dio, Ammianus Marcellinus.
Aims and functions of Roman historiography.
Evaluation of the course, closure.
100/0
The students gain knowledge about the Roman historiography, of its genres, authors and works. After finishing the course, they are able to analyse the works of Roman historians and use them as a source to the ancient history. They gain knowledge about the basic problems of Roman historiography. They can identify and interpret the features of social, economic, and political changes in ancient Rome in the works of the historians. They are able to express their arguments and opinions in an adequate way.
NIŽŇANSKÝ, Eduard. Intepretácia fašizmu v historiografii SRN (1945 - 1990). Nitra : Vysoká škola pedagogická, 1995. ISBN 80-88738-83-0.
DRÁBIK, Jakub. Fašizmus. Bratislava : Promedia, 2019, ISBN 978-80-8159-781-7.
FURET, Francois. - NOLTE, Ernst. Fašizmus a komunizmus. Konfrontácia názorov. Bratislava : Agora, 2001. ISBN 80-967210-9-7.
KATUNINEC, Milan. Fašizmus, národný socializmus a komunizmus k ideovým zdrojom, praxi a možným rizikám návratu totalitarizmu. Bratislava : Veda, 2009. ISBN 978-80-224-1084-7.
An active participation at discussions about selected chapters (this represents 50% of classification score). Students also present the paper about chosen topic, which represents 50% of final 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. Characteristic of the 20th Century. The various historiographical trends to interpretation the 20th Century
2. Main trends of political ideology (Nationalism, Communism, Fascism, Nazism, Socialism, Conservatism, Liberalism)
3. Political parties and the political regimes in the interwar period in Europe
4. Main problems of international relations during the interwar period
5. Political parties and the political regimes after World War 2 in Europe
6. Nazism, Fascism, Communism
7. The Theory of Totalitarism and the interpretation of Nazism
8. The relations of Intentionalism and Functionalism for the interpretation of Nazism and Fascism
9. The Holocaust (The Historikerstreit and the discussion about D. Goldhagen)
50/50
Students have knowledge about main tendencies in the interpretations of Nazism and the Holocaust especially in the German post-war historiography. The source book is the monograph by E. Nižňanský “Interpretácie nacizmu historiografiou SRN (1945 - 1990)”. At the meetings the students are able to analyse the chapters of the book with overlap to recommended literature.
FEJÉR, Georgius. (ed.). Codex diplomaticus Hungariæ ecclesiasticus ac civilis I – XI. Budae: Typis typogr. regiæ vniversitatis Vngariæ, 1829 – 1844.
MARSINA, Richard. (ed.). Codex diplomaticus et epistolaris Slovaciae I – II. Bratislavae: Sumptibus Academiæ Scientiarum Slovacæ, 1971 – 1987.
MARSINA, Richard. Štúdie k Slovenskému diplomatáru I. In: Historické štúdie, 1973, vol. 18. pp. 5-119.
MARSINA, Richard. Štúdie k Slovenskému diplomatáru II. Bratislava: VEDA, 1989.
MARSINA, Richard. O potrebe vydávania Slovenského diplomatára. In: Historický časopis, 1957, vol. 5, no. 3. pp. 297-314.
SZENTPÉTERY, Emericus. (ed.). Regesta regum stirpis Arpadianæ critico-diplomatica I/1 – I/3. Diplomata regum Hungariæ ab anno MI. usque ad annum MCCLXX complectens. Budapest: Sumptibus Academiæ litterarum Hungaricæ, 1923 – 1930.
- further source material will be specified during the semester, an important factor will be played also by their availability in web databases (Google Books, Internet Archive, Hungaricana...)
50% - Students are required to attend and take active part at the seminars throughout the term. For this purpose, they need to prepare at home so that they can use the acquired knowledge at the seminars. Students are assigned tasks regularly - mostly, they need to get acquainted with a specific source edition, which will be studied in the following seminar. The students’ continuous performance and preparation is assessed in the final seminar.
50% - Students are required to produce a short term paper on the topic assigned at the initial session. The topics of the seminar papers concern the different editions of diplomatic and narrative sources and focus mainly on their description, critical evaluation of the way their compilers proceeded, the pitfalls of working with them and their potential in the current trends of medievalism as a science. Students need to write 5 - 7 standard pages of their own words (9,000 - 12,600 characters), 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: 2.
Slovak
Czech (reading)
1. Initial seminar: Getting acquainted with the course plan and assessment scheme. Students are assigned the topics of their seminar papers according to their theses.
2. What are source editions? Types, development, past and present compilation methods. Popularizing vs. scholarly editions.
3. Editions of older sources from the Kingdom of Hungary (Katona, Wagner, Fejér, Wenzel, Theiner, etc.).
4. Editions of Magyar sources and sources from the Kingdom of Hungary (Nagy, Szentpétery, current publishing activity).
5. Editions of diplomatic sources from the territory of today’s Slovakia (Marsina, Sedlák and others, current publishing activity).
6. Editions of older Czech, Polish and imperial sources (Potthast, Zahn, Dobner, Emler, Palacký, Böhmer, Gąsiorowski, Kowalewicz and others, current publishing activity).
7. Collections of forms, their use and significance in contemporary medievalism.
8. Editions of narrative sources from the Kingdom of Hungary and Slovakia (Szentpétery, Borsa, Marsina, Marek, Lukačka and others).
9. Editions of Czech and Polish narrative sources (Palacký, Emler, Bláhová, Bielowski, Turkowska and others).
10. Editions of imperial narrative sources (Pertz, Pez, Wattenbach, Köpke, Seemüller and others, current editorial activity).
11. Editions of diplomatic vs. narrative sources - meaning, use, comparison of methods of working with them.
12. Final seminar: evaluating the students’ work, the fulfilment of the course plan, submitting seminar papers, setting the regular evaluation closing date (during the examination period).
´
50/50
At the end of the course, students are familiar with the editorial processing of source texts produced from the mid-18th century to the present, which are necessary for researching the history of the Kingdom of Hungary, Poland and the Czech lands in the middle ages. Students are able to cope with the difficulties of working with older non-critical editions of sources and are skilled at working with modern publishing works dating from recent decades. Students have a comprehensive overview of the editions of medieval sources on the history of Central Europe. After completing the course, students are able to work with older editions of diplomatic codes, regesta and collections of narrative sources. They have the skills necessary to critically take information from them and compare the different editions of sources according to the grade of development of the publishing principles from the mid 18th century to the present. They are able to apply this knowledge mainly to research the political, economic, social and cultural history of the countries of Central Europe in the Middle Ages for their theses.
GOMBOS, Ferenc Albin. (ed.). Catalogus fontium historiæ Hungaricæ ævo ducum et regum ex stirpe Arpad descendentium ab anno Christi DCCC usque ad annum MCCCI. I – IV. Busapestini: b. v., 1937 – 1943. (relevant parts will be provided by the teacher)
KUZMÍK, Jozef. (ed.). Slovník starovekých a stredovekých autorov prameňov a knižných skriptorov so slovenskými vzťahmi. Martin: Matica slovenská, 1983.
PERTZ, Georgius Heinricus et al. Monumenta Germaniae Historica. Scriptores (in Folio) I – XXXIX. Hannoverae: Impensis Bibliopolii Avlici Hahniani, 1826 – 2009. Dostupné na: https://www.dmgh.de/ss.htm [cit. 2021-10-16].
PERTZ, Georgius Heinricus et al. Monumenta Germaniae Historica. Scriptores rerum Germanicarum in usum scholarum separatim editi I – LXXXVI. Hannoverae: Impensis Bibliopolii Hahniani, 1871 – 2016. Dostupné na: https://www.dmgh.de/ss_rer_germ.htm [cit. 2021-10-16].
SOMMERLECHNER, Andrea. Stupor mundi? Kaiser Friedrich II. und die mittelalterliche Geschichtsschreibung. Wien: Verlag der österreichischen Akademie der Wissenschaften, 1998. ISBN 3-7001-2784-7.
- further literature will be specified during the semester
To pass the course successfully, students are required to prepare for every seminar, reading the assigned sources of imperial provenance related to the history of the countries in Central Europe. Having prepared at home, students are expected to engage in the seminar discussions, to understand the text and compare it with other sources.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2.
Slovak
Czech, Latin, German (reading)
1. Introductory seminar: students get acquainted with the goal of the course, its requirements, plan, basic literature and sources.
2. Getting familiar and working with databases of original imperial sources on the history of Central Europe - Manuscript, Manuscriptorium, Geschichtsquellen des deutschen Mittelalters, Monasterium and others.
3. Getting familiar and working with databases of editions of imperial sources on the history of Central Europe– dMGH, CMS, RI and others.
4. Annals I: Austrian annals and their continuation – Annales Mellicenses, Annales Admuntenses, Annales Gotwicenses and others.
5. Annals II: Czech annals – known as the Continuation of the (Cosmas) chronicle of the Czechs – Annales Otakarini, Annales Pragenses I – III and others.
6. Annals III: annals from other parts of the Holy Roman Empire – Annales Altahenses and others.
7. Chronicles I: Austrian chronicles written in Latin – Anonymi Leobiensis Chronicon, Chronicon rhytmicum Austriacum, the works by John of Viktring, Thomas Ebendorfer and others.
8. Chronicles II: Austrian chronicles written in German – the works by Jans der Enikel (Weltchronik, Fürstenbuch), die Steirische Reimchronik, die Österreichische Chronik von den 95 Herrschaften, and others.
9. Chronicles III: Czech and other imperial chronicles – Chronicon Aulae Regiae, die Chronik des Mathias von Neuenburg, Ioannes Vitoduranus and others.
10. Other types of sources of imperial provenance concerning the history of Central Europe - catalogues, obituaries, poems and songs of the imperial Minnesängers.
11. Diplomatic sources in narrative sources - taking over documents and letters into chronicles and annals.
12. Final seminar: evaluation of students’ work, evaluation of the fulfilment of the course plan, closing evaluation.
100/0
At the end of the course, students have a basic overview of the narrative sources of imperial provenance having to do with the history of Central Europe in the high middle ages. They are able to analyze the reasons why the different medieval imperial texts originated, i.e. the reasons their author had to write them, what might have influenced these authors when writing their work, and how his information influenced later historiography. Students are able to work with narrative sources of German provenance, understand the circumstances of their origin and develop the ability to compare them with sources from the Kingdom of Hungary, Poland and the Czech lands. They are able to apply the acquired knowledge in practice, for example for writing their seminar papers and theses. They are also able to use this theoretical foundations when taking other courses, especially when analyzing the contents of different sources.
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011. ISBN 9788025704035.
ECO, Umberto. Jak napsat diplomovou práci. Olomouc: Votobia, 1997. ISBN 8071981737.
HROCH, Miroslav. Úvod do studia dějepisu. Praha: SPN, 1985. ISBN 1438385.
MEŠKO, Dušan – KATUŠČÁK, Dušan – FINDRA, Ján a kol. Akademická příručka. Martin: Osveta, 2006. ISBN 8080631506.
STAROŇOVÁ, Katarína. Vedecké písanie. Martin: Osveta 2011. ISBN 9788080633592.
VEYNE, Paul. Ako písať o dejinách. Bratislava: Chronos, 1998. ISBN 8096786016.
VYDRA, Anton. Akademické písanie. Ako vzniká akademický text. Trnava: Trnavská univerzita, 2010. ISBN 9788080824143.
Regular attendance (maximum of two absences allowed per semester), active work with sources and secondary literature, elaboration of a paper, final exam consisting of submission of a sample of a academic paper according to the teacher’s recommendation and presentation of an academic project.
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
Basics of academic writing
Heuristics
Criticism and interpretation of sources
Sources – typology, criticism, use
Overview of historical research methods
Current trends in academic writing
Key approaches to contemporary historical research
Forms of presentation of scientific research
How to review an academic publication
Principles of editorial revision of an academic text, editorial practice
50/50
Students have knowledge of the basic requirements of writing an academic text. They are able to identify the basic types of sources and the possibilities of their use in the work of a historian. They also work with the most important methodological procedures. Using practical examples, students will try out the basics of criticism and interpretation of sources, writing a review of a work or editorial work. They are able to use the acquired skills when writing a final thesis as well as in further academic research.
ECO, Umberto. Jak napsat diplomovou práci. Olomouc: Votobia, 1997, 287 s. ISBN 80-7198-173-7;
HROCH, Miroslav. Úvod do studia dějepisu. Praha: SPN, 1985, 304 s. bez ISBN; STAROŇOVÁ, Katarína. Vedecké písanie. Ako písať akademické a vedecké texty. Martin: Osveta, 2011. 248 s. ISBN 9788080633592; ŠANDEROVÁ, Jadwiga. Jak číst a psát odborný text ve společenských vědách. Praha: Slon, 2007, 209 s. ISBN 8086429407; VEYNE, Paul. Jak se píšou dějiny. Červený Kostelec: Pavel Mervart, 2010, 446 s. ISBN 9788087378267; EVANS, Richard J. Na obranu historie. Praha: Argo, 2019, 300 s. ISBN 9788025730065
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 classes
3. Writing an essay of required length and quality
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. Basics of academical writing
2. Heuristics
3. Sources: types, critics, and interpretation
4. Basic methods of historical research, key approaches to modern research
5. Co-temporary trends of academical writing
6. How to write a scientific project
7. The forms of presentation of a scientific project
8. How to review a scientific publication
9. Basics of editing academical texts
50% work during the semester; 50% presentation of the project and essay. In order to pass the course, the student has to accomplish the minimal criteria of both parts.
The student gains knowledge about the basic principles of writing a scientific text. The student gets to know the basic types of historical sources and their applications and is able to apply the most important methods while interpreting them. The student can write a project, an opinion or review and gains experience in editing scientific texts.
* PIERAZZO, Elena. Digital Scholarly Editing: Theories, Models and Methods. New York: Routledge, 2015. ISBN 978-1-31557-722-7. (provided by the teacher)
* DRISCOLL, Matthew James – PIERAZZO, Elena. Digital Scholarly Editing: Theories and Practices. Cambridge: Open Book Publishers, 2016. ISBN 978-1-78374-238-7 (provided by the teacher)
E-learning:
* TEI standards available on: https://tei-c.org/ [cit. 2021-10-25]
* PIERAZZO, Elena – BURGHART, Marjorie. Digital Scholarly Editions: Manuscripts, Texts and TEI Encoding; video series available on Youtube: https://www.youtube.com/watch?v=6gMoRqiAoRo&list=PL77mHK9JuenN9NXeXQbVcUORz7HZk-9Pv [cit. 2021-10-25]
Students are evaluated based on their continuous work and final results. The preliminary part represents 60% of the assessment. For this purpose, students are required to continuously prepare for the seminars, read the assigned texts (during the theoretical part) and deliver their assignments (during the practical part). To successfully achieve the remaining 40% of their overall evaluation, students need to present their results - the final design of their digital edition or database. Students who fail to submit their final project are not evaluated. The formal and content side of their final project result naturally from the ongoing tasks.
Maximum number of absences: 2
At the beginning of the term, students are informed about the exact course plan, reading list and deadline for submitting their term 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 (reading)
The course is not limited to a specific study programme. Students will need to use their own laptop during the lessons. They will also be required to install freely available programs needed for the work during the semester.
The course thematically corresponds with the research grants, currently realized at the Department of Slovak History, namely: APVV-16-0374 and APVV-20-0598.
Theoretical part of the course:
1. Digital source editions. Definition, overview of projects, creation process.
2. Digital databases. Definition, overview of projects, process of creation.
3. Digital edition and database standards (mainly TEI).
4. Basics of XML language. Overview of concepts and structure.
5 Popular programs and editors for creating digital editions and databases.
Practical part of the course:
6. Creating the basic framework of a digital edition (case studies).
7. Creating your own critical digital source edition (on the example of source material).
8. Possibilities of digital edition visualization.
9. Creating the basic framework of a digital database (on the example of source material).
10. Creating digital database.
60/40
During the course, students get acquainted with the most important available digital databases and editions, projects dedicated to their creation for a long time and the possibilities of further study or research in this area. Students are able to tell between physical and digital editions and their advantages and disadvantages. They are familiar with the basic XML coding language as well as with TEI rules, which are used to create digital editions and databases. At the end of the course, students are able to independently create the basic structure of a digital database and edition.
POLÁKOVÁ, Eva. Mediálne kompetencie. Trnava: Fakulta masmediálnej komunikácie UCM Trnava, 2008, 144 p. ISBN 9788089220656.
SÁMELOVÁ, Anna – STANKOVÁ, Mária – HACEK, Ján (eds.). Od novinovedy k teórii a dejinám žurnalistiky. Bratislava: Mass-Media-Science, 2020, 127 p. ISBN 9788097357504.
HACEK, Ján. Otvorené zdroje a dáta pre novinárov na Slovensku. Bratislava: Univerzita Komenského v Bratislave, 2020, 200 p. ISBN 9788022348454.
MCQUAIL, Denis. Úvod do teorie masové komunikace. Praha: Portál, 1999, 447 p. ISBN 8071782009.
STRUHÁRIK, Filip. Co je nového v médiích. Praha: Nová beseda, 2022, 117 p. ISBN 9788088383345.
40% preliminary - regular attendance at seminars, preparedness for the lessons, and engagement in the discussions. Preparation of a presentation on a given topic in duration of approx. 20 min.
60% final - submitting of a term paper, colloquium
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment.
2. Introduction to journalism.
3. Journalist and his social function.
4. How to move in the media environment.
5. Trustworthy and untrustworthy information sources.
6. Critical thinking.
7. History and journalism.
8. Our history and how it is reported.
9. Historian as writer.
10. How to write popularization articles (1)
11. How to write popularization articles (2)
12. Conclusion.
40/60
After completing the seminar, students will acquire basic knowledge in the field of journalism, critical thinking and evaluation of reliable information sources. Lectures and seminars will deal with the media environment in Slovakia and the role of the historian in creating or guiding public discourse. Students will acquire skills in the field of writing popularization-scientific articles.
Students will receive textes and all necessary bibliographic information at the first meeting.
Systematic preparation and activity during the semester, colloquium at the end of the semester. Two absences are permitted. The student has to compensate the absences with a paper on a chosen topic. In the case of more absences the teacher decides about the additional assignments or the repetition of the course. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, Latin
Introduction: general overview of the types of sources to the ancient history, edited sources.
Choosing a source: the program of the course depends on the chosen source. The sources will be selected for the individual demands and the chosen topics of the students.
Analysis of the sources: the students systematically prepare the assigned parts of the sources. During the courses the texts are discussed and interpreted under the supervision of the teacher.
Final colloquium.
100/0
The students gain knowledge about the different types of primary sources to the ancient history, they learn the basic rules of reading the ancient literary and epigraphical sources and their interpretation in historical context. With the practical analyses the students get to know how to work with the sources – original works of ancient authors. After the completion of the course the students know the basic rules of reading and interpretation of ancient sources. They are able to express their arguments in an adequate way.
BARTL, Július. Úvod do štúdia dejepisu. Bratislava: Univerzita Komenského, 2003, 133 s. ISBN
80-223-1805-1.
DVOŘÁK, Tomáš. Úvod do studia dějepisu. 1. diel. Brno: Masarykova univerzita, 2014, 164 s. ISBN
978-80-210-7012-7.
BOROVSKÝ, Tomáš. Úvod do studia dějepisu. 2. diel. Brno: Masarykova univerzita, 2014, 134 s. ISBN978-80-210-7016-5.
FERIANCOVÁ, Alena - GLEJTEK, Miroslav. Prameň - jeho funkcia, význam, interpretácia a limity v historickom výskume. Nitra: Univerzita Konštantína Filozofa, 2010, 181 s. ISBN 978-80-8094-587-9.
VANĚK, Miroslav. Orální historie ve výzkumu soudobých dějin. Praha: Ústav pro soudobé dějiny AV ČR, 2004, 175 s. ISBN 80-7285-045-8.
The students are evaluated on basis of active participation at the seminar. The students are prepared at the every lesson, they read and analyse the hand-written or printed document including the formal and content analyse.
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. Historical document as a concept, definition and taxonomy of historical documents. Historical document in study of History of the 20th Century.
2. Igor Branislav Štefánik – Príveta [Príveta]. Reading and interpretation of the document.
3. Ľudmila Podjavorinská – O čistom rodinnom živote [About a Clear Family Life]. Reading and interpretation of the document
4. The documents of Ministry of foreign policy of Slovak Republic 1939 – 1945. Situation reports.
5. Ego documents – personal correspondence. Reading and interpretation of documents.
6. The Health Commission – reading and interpretation of the documents from the second half of the 20th Century
7. Oral history. Possibility of research and interpretation of personal memories.
100/0
The students learn to work with hand-written and printed documents. In addition, they are able to analyse formal and content essentials of it and discuss about several topics of the historiography of the 20th Century.
Texts of sources and list of books will be available at the first meeting
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 classes (reading and translating)
3. Preparing a short report for a chosen topic
Slovak, Latin
The program of the course depends on the type of the source (there are different methods for charters and narrative sources); the students systematically work with fractions of texts (they read and translate it at home), during the lessons the teacher checks and corrects it, and together they interpret the source; the students get to know the theory and practice of editing medieval sources.
100% during the semester, activity, and preparation for the classes
The student can read the medieval written sources (charters, chronicles…) and is able to interpret them; learns the basic principles of editing medieval sources.
MACÚREK, J. Dějepisectví evropského východu. Praha Historický klub, 1946.
NIEDERLE, L. Slovanské starožitnosti. Púvod a počátky slovanú východních. Oddíl I. sv. IV. Praha: Bursík a Kohout, 1924.
DANIŚ, M. Východná Európa v premenách času I. Bratislava: VVPŠ, 1993.
DANIŚ.M. Úvod do štúdia dejín východnej Európy 1 Stredovek. [Bratislava]: Hlbiny, 2016. ISBN 978-80-89743-16-2.
špecializovaná literatúra sa doplní podľa zvolených prameňov
A student is evaluated on basis of regular preparing and final translation of selected document. 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
knowledge of Russian -. intermediate
- analyses of annals
- the Russian skoropis of the 16. – 18th Centuries
- the birch documents from Novgorod
- epigraphical documents
100/0
A student is able to analyse the Russian documents from 10th to 18th centuries.
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.
The Carmen de Hastingae Proelio of bishop Guy of Amiens. ed. C. Morton, H. Munz, Oxford : Clarendon Press, 1972. dostupné na https://archive.org/details/carmendehastinga0000wido/mode/2up
WALKER, Ian W. Harold, the last Anglo-Saxon king. [S.l.]: Wrens Park Publishing, 2000. ISBN 0-905-778-464.
The Normans in Europe translated and edited by Elisabeth van Houts. Manchester: University Press, 2000. ISBN 0-7190-4751-X.
Active work with Latin source, translation and interpretation of selected texts during individual sessions during the semester with systematic preparation at home. Texts wil be given by lecturer in advance before or during the lecture. Selection depends on student´s knowledge of Latin. The teacher will accept a maximum of two absences without giving the cause of absence. At third absence student will receive individual task and after fulfillment of all the requirements his work will be accepted for evaluations during the examination period. If the student has four and more absences he will not be admitted to final evaluation. 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 and Latin
Selection of suitable historical sources
Short description of their authors and information about origns of the sources
Critical approach to selected sources
Working with selected parts of particular source
Preparation at home, translation ans interpretation, which are controled eventually added by the lecturer.
100/0
During the semeter student becomes familiar with sources of various provenience concerning Normans and is able to interpretate them in historical context using critical methods.
MOLINIER, Auguste. Les sources de l’histoire de France des origines aux guerres d’Italie (1494) IV. Les Valois, 1328-1461. Paris: A. Picard et fils, 1904.
MOLINIER, Auguste.Les sources de l’histoire de France des origines aux guerres d’Italie (1494) V. Introduction générale les Valois (suite), Louis XI et Charles VIII (1461-1494). Paris: A. Picard et fils, 1904.
Les sources de l’histoire de France XVI siécle (1494-1610) IV. Paris: A. Picard et fils, 1915.
Paměti Louis de Rouvroy de Saint-Simon. Praha : Státní nakladatelství krásné literatury, hudby a umění, 1959.
VOLTAIRE. Storočia Ľudovíta XIV. Bratislava : Tatran, 1988.
working with historical source, translation and interpretation of selected 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, knowedge of French welcomed
1. Selection of suitable pepriod sources
2. Short description of ist authors and information about origns of the source
3. Critical approach to selected sources
4. - 10 Working with selected parts of particular source
100/0
Student becomes familiar with historical sources of different provenience concerning various periods of French history from Medieval and Early Modern TImes. He applicates critical analysing methods to the text and he is able to interprete its content in historical context.
Basic recommended literature: Z prameňov dejín raného novoveku. Učebné texty k 16. a 17. storočiu. Ružomberok : Verbum, 2012. ISBN 978-80-8084-897-2.
Particular: selection depends on chosen topic
active participation - work with sources during lecture. Systematic preparation at home, which is later presented during the lecture. Particular texts will be given by lecturer according to language preferences of students, eventually according the chonological focus of masterś degree thesis of participating students. 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. Selection of suitable historical sources, considering knowledge of language of students.
2. Short description of ist authors and information about origns of the source
3. Critical approach to selected sources
4. - 10 Working with selected parts of particular source
100/0
During the lecture students work with historical sources concerning the Early Modern Times. During the semester they become familiar with sources of various provenience, apply critical method to textes and are able to intepretate them in historical context.
ČAPKA, František. Dokumenty a materiály k národním dějinám 1918-1945. Brno: Masarykova univerzita, 2003, 179 p. ISBN 8021031050.
ČAPLOVIČ, Dušan. Dokumenty slovenskej národnej identity a štátnosti. I. Bratislava: Nár. lit. centrum, 1998, 513 p. ISBN 8088878438.
BEŇKO, Ján a kol. Dokumenty slovenskej národnej identity a štátnosti. II. Bratislava: Národné literárne centrum – Dom slovenskej kultúry, 1998, 591 p. ISBN 8088878489.
GRONSKÝ, Ján (ed.). Komentované dokumenty k ústavním dějinám Československa. I. 1914 – 1945. Praha: Karolinum, 2005, 584 p. ISBN 8024610272.
PREČAN, Vilém (ed.). Slovenské národné povstanie: dokumenty. Bratislava: Epocha, 1971, 701 p.
STORCHOVÁ, Lucie et al. Koncepty a dějiny. Proměny pojmů v současné historické vědě. Dolní Břežany: Scriptorium, 2014, 449 p. ISBN 9788087271872.
50% preliminary - analysis (collectively) and interpretation of selected sources for the Czechoslovak history
50% final - preparation and presentation of an analysis of a chosen source
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.
2. Types of sources for the history of Czechoslovakia.
3. Archival research and its pitfalls.
4. Czech and Slovak archives.
5. Primary sources and their use in research.
6. Main sources for Czechoslovak history.
7. Development of primary sources during the 20th century.
8. Audiovisual sources.
9. Selection of a source according to the topic.
10. Content analysis of the selected source.
11. Evaluation of results.
12. Conclusion.
50/50
Students will acquire the ability to critically evaluate and analyze sources for the history of the Czechoslovak Republic. In joint exercises, but also during individual work, they will get to know the tools that the historians have at their disposal for Czechoslovak history and the specific ways of using them in research.
Some sources:
1, POLO, Marko. Milión o záležitostech Tatarů a Východních Indií s popisem života a zvyků oněch krajů i mnoha jiných znamenitých a podivuhodných věcí: popsaných ve třech knihách a neuveřejněných dosud v míře takto úplné a rozsáhlé ve zpracování Giovanniho Battisty Ramusia. Preložila Miroslava Mattušova. Praha : Státní nakladatelství krásné literatury, hudby a umění, 1961.
2, KNOBLOCH, Edgar.Putování k Mongolům. Praha : Státní nakladatelství krásné literaury a umění, 1964.
3, ČELEBI, Evliya. KNiha ciest : cesty po Slovensku. Preložil Vojtech Kopčan. Bratislava : Tatran, 1978.
4, KABÁTNÍK, Martin. Martina Kabátníka cesta z Čech do Jerusalema a Kaira r. 1491-92. Vydal Justin V. Prášek. Praha : Česká akademie císaře Františka Josefa pro vědy, slovesnost a umění, 1894.
5, Antialkorán Václav Budovec z Budova. Praha : Odeon, 1989. ISBN 80-207-0174-5.
100% class attendance, working with sources; 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. Selection of one historical source and consultation with the teacher.
2. Metodology to the issues of historical sources on the history of Muslim East.
3. Student’s regular preparation which consist of analysis and critique of a selected part of the chosen historical source.
4. Constructive-critical comments and remarks of the teacher about student’s regular preparation.
100/0
A student has the ability to work adequately with the historical documents of European provenance describing the Oriental world as well as to use the critical and analytical method when working with historical sources which are an inevitable knowledge of every future historian.
Recommended literature depends on the topic of the master´s degree thesis.
for general information:
LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
VEYNE, Paul. Ako písať o dejinách. Bratislava: Chronos, 1998. ISBN 8096786016.
VYDRA, Anton. Akademické písanie. Ako vzniká akademický text. Trnava: Trnavská univerzita,
2010. ISBN 9788080824143.
ECO, Umberto. Jak napsat diplomovou práci. Olomouc: Votobia, 1997. ISBN 8071981737.
completion of partial tasks according to individual schedule given to student by the supervisor of master´s degree thesis, regular consultations with the thesis supervisor and acquainting the thesis supervisor with the progress on the agreed tasks which includes a study of literature and sources on the thesis topic.
Evaluation in grading scale 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A is given by the supervisor according to student´s ability to fulfill the individual criteria stated at the beginning of semester.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, possibly other language needed for the study of literature and sources
1. - 2. Defining the main and partial goals of the master's thesis.
3. - 5. Information research on the issue of the master's thesis.
6. - 9. Analysis, interpretation, and critique of scientific literature, or possibly historical sources relating to the issue of the master's thesis of history
10. - 12. Analysis of other information sources relating to the issue of the master's thesis of history
100/0
After successfully completing the course, the student knows the publish domestic and international literature, archive sources, possibly sources published in editions, which are related to the topic of master´s degree thesis; he is able to analyse, interpret and submit them to textual critic.
Recommended literature depends on the topic of the master´s degree thesis.
For general use:
LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
VEYNE, Paul. Ako písať o dejinách. Bratislava: Chronos, 1998. ISBN 8096786016.
VYDRA, Anton. Akademické písanie. Ako vzniká akademický text. Trnava: Trnavská univerzita,
2010. ISBN 9788080824143.
ECO, Umberto. Jak napsat diplomovou práci. Olomouc: Votobia, 1997. ISBN 8071981737.
continuos completion of tasks and presentation of according to individual schedule given to student by the supervisor of master´s degree thesis, regular consultations with the thesis supervisor and acquainting the thesis supervisor with the progress on the agreed tasks which includes submission of the thesis structure, research plan, if necessary, its modification.
Evaluation in grading scale 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
is given by the supervisor according to student´s ability to fulfill the criteria stated at the beginning of semester.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, possibly other language needed for the study of literature and sources
1. - 2. Compilation of the structure of the master's thesis in the context of its topic and requirements for the structure of the master's thesis given by the internal quality system of Comenius University.
3. - 5. Terminological definition of the issues of the master's thesis.
6. - 8. Methodological definition of the topic: determination of the research problem, research questions, or variables and hypotheses, appropriate methods, procedures, and research sample.
100/0
After successfully completing the course the student has the knowledge and skills to work on the theoretical part of their thesis. The student also knows how to practically work on theoretical preparation, methodology, and research methods and can define a research problem, research questions, and hypotheses.
Recommended literature depends on the topic of the master´s degree thesis.
For general use:
LICHNEROVÁ, Lucia: Písanie a obhajoba záverečných prác: vysokoškolské skriptá
pre študentov Univerzity Komenského v Bratislave [online]. Bratislava: Stimul, 2016 [cit.
2019-01-09]. Dostupné na: stella.uniba.sk/texty/LL_pisanie_obhajoba_zaverecne_prac.pdf
LICHNEROVÁ, Lucia a Ľudmila HRDINÁKOVÁ. Ako dodržať akademickú etiku pri
písaní vedeckých a odborných textov? In: Naša univerzita. 2020, roč. 67, č. 1, s. 62-65.
ISSN (print) 1338-4163. Dostupné tiež na: https://uniba.sk/fileadmin/ruk/nasa_univerzita/
NU2020-21/201021_Nasa_univerzita_1_20-21.pdf
VEYNE, Paul. Ako písať o dejinách. Bratislava: Chronos, 1998. ISBN 8096786016.
VYDRA, Anton. Akademické písanie. Ako vzniká akademický text. Trnava: Trnavská univerzita,
2010. ISBN 9788080824143.
ECO, Umberto. Jak napsat diplomovou práci. Olomouc: Votobia, 1997. ISBN 8071981737.
Continuous completion of tasks and presentation of own conclusions and results of research. Regular consultations with the thesis supervisor and acquainting the thesis supervisor with the progress on the agreed tasks which includes submission of the thesis structure, research plan, if necessary, its modification.
Evaluation in grading scale 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A is given by the supervisor according to student´s ability to fulfil the individual criteria stated at the beginning of semester.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, possibly other language needed for the study of literature and sources
1. - 2. Continuous and consistent creation of citation apparatus for the master's thesis.
3. - 9. Processing of the theoretical part of the master's thesis. Possible modification of research and research methodology.
10. Presentation and interpretation of preccessed data.
100/0
After successfully completing the course, the student is able to process the obtained data, verify hypotheses and come up with conclusions.
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.
DOBIÁŠ, Josef. Dejepisectví starověké. Praha: Historický klub, 1948.
ONDROUCH, Vojtech. Nálezy keltských, antických a byzantských mincí na Slovensku, Bratislava 1964.
VIDMAN, Ladislav. Psáno do kamene. Praha: Academia, 1974.
Active participation in classes, regular preparation for each class, presentations of reports on the selected topic along with subsequent elaboration of presentation in written form. Two absences are allowed. In the case of the third absence the student prepares a substitute assignment on the assigned topic (report). In the case of multiple absences (for serious reasons), the lecturer decides on substitute performance of duties or repetition of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Course objective: chronological, geographical, and typological delineation of ancient history. Basic literature, history of the field, basic heuristic aids - bibliographies, encyclopaedias, biographical dictionaries. Sources on ancient history - basic characteristics, classification, and use. Numismatic sources - characteristics, basic editions of numismatic material, possibilities of using numismatic sources and their interpretation. Epigraphic sources - basic editions, possibilities of using epigraphic monuments for political, economic, and social history. Literary sources - basic characteristics, division. Basic editions, translation literature. Ancient historiography I. - Greek historiography. Authors, works, genres of Greek historiography. Ancient historiography II - Roman historiography of the Republican period. Authors, works, genres. Ancient historiography III - Roman historiography of the imperial period. Ancient historiography IV - Early Christian historiography. The demise of the ancient world? The question of continuity and discontinuity between antiquity and the Middle Ages.
100/0
The students gain knowledge of basic literature, heuristic tools, the use, and the practice with interpretations of different editions of sources in scientific research. After the successful competition of the course, the students gain the knowledge about scientific techniques for presenting their own findings in both oral and written form. They also have the knowledge of the basic rules of scientific work (orientation in the literature and sources in the period of ancient history, forms of citation, scientific ethics).
MÚCSKA, Vincent a kol. Dejiny európskeho stredoveku I - II. Prešov: VMV/Bratislava: Hlbiny,
2006/2019, 388 + 352 s.; Le GOFF, Jacques. Kultura středověké Evropy. Praha: Odeon, 1991, 748 s. ISBN 8020702067; 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 9070218312; MUNDY, John Hine. Evropa vrcholného sředověku 1150–1300. Praha: Vyšehrad, 2008, ISBN 9788070219270; HAY, Denys. Evropa pozdního sředověku 1300–1500. Praha: Vyšehrad, 2010, ISBN: 9788070219867; SPUNAR, Pavel a kol. Kultura středověku. Praha: Academia, 1995, 226 s. ISBN 80-200-0547-1
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 classes
3. Writing an essay of required length and quality
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
The terms Middle Ages, medieval studies, specifics of medieval research
Periodization of medieval history and the subdisciplines of medieval studies
Medieval written sources – typology of the sources (annals, chronicles, hagiographical sources – vitae, theological literature, profane and clerical jural sources, diplomatic sources, other types of sources)
Editions of sources and literature of medieval general history
Critics and interpretation of sources on concrete examples
Medieval society – basic characteristics
Medieval church – basic characteristics
Medieval economy – basic characteristics
50% work during the semester; 50% for the essay. In order to pass the course, the student has to accomplish the minimal criteria of both parts.
The student can identify the main problems, sources, and methods of modern European medieval studies.
KOLDINSKÁ, Marie. Každodennost renesančního aristokrata. Praha: Litomyšl: Paseka, 2004. ISBN 80-7185-639-8.
ŠEDIVÁ KOLDINSKÁ, Marie - CERMAN, Ivo. Základní problémy studia raného novověku.
Praha: Lidové noviny: Filozofická fakulta UK, 2013. ISBN 978-80-7422-251-1.
COLLINSON, Patrick. Reformácia . Bratislava : Slovart, 2004. ISBN 80-7145-906-2.
MACKENNEY, Richard. Evropa šestnáctého století. Praha: Vyšehrad, 2001. ISBN 80-7021-469-4.
MUNCK, Thomas. Evropa sedmnáctého století 1598-1700. Praha: Vyšehrad, 2002. ISBN 80-7021-508-9.
Students will receive complementary literature according to the topics of their master´s degree thesis
active participation, short presentations on particular topic connected to lectures, colloquy
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. General definition of Early Modern Times
2. Chronological specifications of EMT in various European countries
3. Edition of sources and basic study literature about history of Early Modern Times
4. Internet and online databases about Early Modern Times
5. Break down of universal church – confessional division of Christians
6. Transformation of Medieval society - creation of new social relations and bonds
7. Discoveries and Exploration – transformation of concept of World
8. Economy and influence of discoveries and technical progress
9. Tendencies of political development - republic, absolute a constitutional monarchy
10. Transformation of countryside and towns
11. Warfare and perfection of weaponry and defense systems, navy
100/0
Students learn about particular problems of historical development of Europe during the Early Modern Times. They are able to use external information and source databases specialized on this chronological period. Based on received knowledge students can find better way to define the theme of their master´s degree thesis, on which they will work during next semesters.
Croce, B. Historie jako myšlení a jako čin. Praha: CDK, 2006.
Hobsbawm, E. Věk extrémů. Krátké 20. století 1914 – 1991. Argo, 2010.
Mazower, M. Temný kontinent: Evropa ve 20. století. Karolinum, 2019.
Lewis, B. Dějiny Blízkého východu. Nakladatelství Lidové noviny, 1995.
Clark, Ch. Revolutionary Spring. Fighting for a New World 1848 – 1849. Allen Lane, 2023.
Judt, T. Postwar. A History of Europe since 1945. Vintage Books, 2010.
Ypi, L. Free. Coming of Age at the End of History. London: Penguin, 2022.
Active participation will be assessed. Other outcomes to be assessed: presentation of a given topic and author and a draft of a course syllabus at the end of the course. Preliminary draft is to be submitted in the middle of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English (level B2)
1. Age of revolutions
2. Industrialization and global capitalism
3. Imperialism and colonial expansion
4. First world war and the end of empire
5. Decline of liberal democracy
6. Second world war and the end of empire
7. The cold war and the “global South”
8. Civil rights, human rights, liberation movements
9. The Middle East in the 20th century
10. Practical exercise
11. Practical exercise
12. Presentations
50/50
This course provides an in-depth exploration of key historical events, cultural shifts, and societal changes that shaped the 19th and 20th centuries. Students will examine major political movements, economic transformations, technological advancements, and cultural developments that defined these two pivotal centuries.
At the end of the course, students will comprehend historical contexts, understand the political, social, economic, and cultural landscapes of the 19th and 20th centuries, including major events such as industrialization, imperialism, world wars, and decolonization. The will be able to analyze key concepts and theories, evaluate historical theories and concepts related to nationalism, globalization, modernity, and revolutions, and their impact on societies during this period. Students will critically evaluate primary sources and will be able to analyze and interpret them from various perspectives to gain insights into historical events and understand differing viewpoints. They will be able to identify historical continuities and changes in global history over the 19th and 20th centuries, including the evolution of political systems, ideologies, and cultural practices. Students will possess the ability to develop research and writing skills, conduct independent research using scholarly sources, and effectively communicate findings through structured academic writing, presentations and syllabus creating. Students will engage in historical debates, participate in discussions on key historical issues, applying critical thinking skills to evaluate diverse historical interpretations and arguments. Furthermore, they will be apt in applying historical knowledge to contemporary issues, they will recognize the relevance of historical knowledge to contemporary global issues, and draw connections between past events and present-day challenges.
SOPKO, Július (ed.). Kroniky stredovekého Slovenska. Budmerice: Rak, 1995. ISBN 80-85501-06-6
MARSINA, Richard (ed.). Legendy stredovekého Slovenska. Budmerice: Rak, 1997. ISBN 80-85501-08-02
TIBENSKÝ, Ján. Chvály a obrany slovenského národa. Bratislava: SVKL - Slovenské vydavateľstvo krásnej literatúry, 1965.
SEDLÁK, Vinent (ed.). Ján Baltazár Magin: Obrana slávnej župy Trenčianskej a mesta tohože mena. Martin: Matica slovenská, 2002. ISBN 80-7090-672-3
- further literature and sources will be made available during the semester
Students are required to systematically prepare at home throughout the whole term. This includes reading the assigned sources and scholarly literature the course requires. Throughout the term, students need to prepare and present short reports (ca. 20 min.) on older Slovak historiography works in front of the class.
100% continuous evaluation.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Introduction: Students get acquainted with the course requirements, the credit granting scheme, as well as with the content of the course.
2. The Moravian-Pannonian legends and Proglas.
3. The Legend of Svatopluk and Saint Stephen and their development throughout the History of Slovakia.
4. Medieval Chronicles from the Kingdom of Hungary.
5. Medieval Annals from the Kingdom of Hungary
6. Medieval Legends from the Kingdom of Hungary and their significance for the Hungarian statehood.
7. Foreign narrative sources and Slovak history.
8. Baroque Slavism I (Jakub Jakobeus, Daniel Sinapius Horčička).
9. Baroque Slavism II (Martin Svätojánsky/Szentiványi , Ján Baltazár Magin).
10. Baroque Slavism III. (Juraj Sklenár, Juraj Papánek).
11. Baroque Slavism IV. (Samuel Timon a Juraj Fándly).
12. Final Session - End-of-term assessment and the students’s engagement during the lessons. Assessment closing.
100/0
After successfully completing the course, students have a general overview of the way the history of Slovakia and Slovaks has been perceived at the different periods and how this perception has evolved since the Middle Ages to the present.
Students go through and are able to identify the main development tendencies in the earliest Slovak historiography while acquiring the foundations of critical thinking on history. They are able to work with sources and critically analyze their content as well as the reasons why they originated. Upon completing the course, students are familiar with the fundamental Slovak history works (chronicles, annals, hagiographic sources, older 17th - 19th Century historiography) and are capable of applying this knowledge when producing their seminar papers and final theses, among others.
Slovak
Czech
VAŠŠ, Martin. Možné aplikácie naratívneho konštruktivizmu Haydena Whita pri historiografickej analýze vybraných diel Milana Stanislava Ďuricu a Františka Vnuka. In Historica Olomucensia, vol. 48, 2015, no. 1, pp. 193 – 206.
TRUBINSKÝ, Jozef. Slovenský exil za suverenitu a štátnosť slovenského národa. Martin : Vydavateľstvo Matice slovenskej, 2005. ISBN 80-7090-685-5
VONDÁŠEK, Václav - PEŠEK, Jan. Slovenský poválečný exil a jeho aktivity 1945 - 1970. Mýty a realita. Bratislava : Veda, 2011. ISBN 978-80-224-1224-7
Further historiographic literature will be specified during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics.
b) final - They need to submit a 10 page long historiographic analysis of a selected work, in their own words with 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. Introduction to the issues of historiography by Slovak People’s Party supporters and Slovak Émigrés. History as an ideology. Theoretical basis of narrative constructivism to be applied to analyze the narrative structure of the different historical works.
2. Nationalism and statehood as basic values and their ideologization in historical literature during the First Slovak Republic.
3. Catholicism and its ideologization in historical literature by Slovak People’s Party supporters.
4. Concepts of statehood in historiography by Slovak People’s Party supporters.
5. Analyzing the different “layers” of historical narratives by Slovak People’s Party historians.
6. Analyzing František Hrušovský’s historical narratives.
7. Štefan Polakovič as a historical philosopher and ideologue.
8. Slovak People’s Party and “New” Slovak People’s Party historiography in North and South America.
9. Analyzing Jozef Pauč, Jozef Kirschbaum and Ferdinand Ďurčanský’s historical narratives.
10. Analyzing Milan S. Ďurica’s historical narratives.
11. Analyzing František Vnuk’s historical narratives.
12. Presentations, discussions, recapitulation of acquired knowledge and skills in historiographic analysis.
30/70
At the end of the course, students are able to analyze the narrative structure of historiographical works by the Slovak People’s Party (HSĽS) supporters and by Slovak Émigrés in order to determine ideological implications and fictional elements connected with narrative constructivism. Open discussions of the different historiographical works form an important part of the course. The knowledge and skills students gain during the course significantly complement the theoretical and methodological resources undergraduate students need to assess historiographic works and for their work as historians.
JABLONICKÝ, Jozef. Samizdat o disente. Bratislava: Kalligram, 2007. ISBN 978-80-7149-941-1.
HUDEK, Adam. Najpolitickejšia veda. Slovenská historiografia v rokoch 1948-1968. Bratislava: Veda, 2010. ISBN 978-80-970302-3-0.
PEŠEK, Jan a kol. Aktéri jednej éry na Slovensku 1948-1989. Prešov: Vydavateľstvo Michala Vaška, 2003. ISBN 80-7165-417-5.
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 basic issues of the topic in question. It must also include a PowerPoint presentation and 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 development in historiography before February 1948.
2 February 1948 and subsequent purges in the scientific-academic area and its ideologisation.
3. The influence of the USSR on the new conditions in historiography.
4. The deformed historiography of the 1950s.
5. Historians in the 1950s and their work.
6. The arrival of a new generation of historians in the early 1960s.
7. A new wave in historiography.
8. Historians in 1968
9. Purges among historians after 1968
10. The “normalized” historiography.
30/70
At the end of the course, students are acquainted with the different stages of the communist regime and, thus, with the different conditions historical science had in Slovakia. They are able to identify the preferred topics in historiography and are familiar with the fate of a selection of historians who managed to influence the political life of the country. They are able to understand the connection between political power and historiography, as well as the influence power has on the work of historians and their fate. They are also familiar with the most important historians and their work. Moreover, they understand the specifics of samizdat historical literature and of working with “banned” historians.
HÚŠČAVA, Alexander. Dejiny a vývoj nášho písma. Bratislava: SAV, 1951.
NOVÁK, Jozef et al. Paleografická čítanka. Pomôcka na čítanie rukopisov z 12. – 19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť pri MS, 2001. ISBN 80-7090-599-9
LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov.
Bratislava: Univerzita Komenského v Bratislave, 1982.
MAREK, Miloš (ed.). Slovník stredovekej a novovekej latinčiny na Slovensku. Glossarium
mediae et infimae Latinitatis Slovaciae. Trnava, Kraków: Filozofická fakulta Trnavskej
univerzity v Trnave - Towarzystwo Słowaków w Polsce, 2017. ISBN 9788374909877
ŠPAŇÁR, Július – HRABOVSKÝ, Jozef. Latinsko-slovenský a slovensko-latinský slovník.
Bratislava: SPN – Mladé letá, 2012. 1 224 s. ISBN 9788010022335.
Source material will be provided by the teacher during the semester.
The credit granting scheme consist of two parts:
70% preliminary - students are required to take active part at the seminars, namely reading, translating and interpreting medieval diplomatic sources written in Latin (charters, letters, forms, etc.). A minor part of the seminars is a discussion of those elements of the relevant source that do not concern their content (publisher, reason for issuing, motivation, authentication, sealing, etc.).
30% final - transcript of a charter. At the first session, students are assigned a specific source they need to transcribe. They also need to prepare a written paper consisting of up to 2 standard pages (3600 characters with spaces). In their papers, students need to summarize the content of the source, evaluate its authenticity, the publisher’s motivation, etc. If possible, students are assigned sources having to do with the topic of their theses. To be granted the necessary credits, students need to submit the transcript and accompanying written paper by the credit week (on the day of the last seminar).
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Latin
1. Initial session: Getting acquainted with the course requirements, credit granting scheme, basic literature and source editions. Students are assigned the sources they need to transcribe.
2. Overview of freely accessible internet databases of diplomatic sources (Hungaricana, Monasterium ...).
3. Theory 1: Basics of Latin paleography in the Kingdom of Hungary in the middle ages. The development of diplomacy in the Kingdom of Hungary in the 13th - 15th century. Characteristics of medieval documents, their external and internal features. System of abbreviations used by writers of medieval documents.
4. Theory 2: Difficulties in examining the authenticity of medieval documents. Ways of sealing a medieval document, dorsal notes. Border-defining charters and their analysis. Medieval documents as the main source of information on the genealogy of aristocratic families and their land possessions.
5. Reading and interpreting 1: XI - XII century charters from the Kingdom of Hungary.
6. Reading and interpreting 2: XIII - XV century charters from the Kingdom of Hungary.
7. Reading and interpreting 3: XI - XV century medieval charters of Czech provenance.
8. Reading and interpreting 4: Medieval charter of Imperial provenance concerning the Kingdom of Hungary - Bavarian charters.
9. Reading and interpreting 5: Medieval charters of imperial provenance concerning the Kingdom of Hungary - Austrian and Styrian charters.
10. Reading and interpreting 6: Charters from the papal office.
11. Reading and interpreting 7: Source chosen by the student.
12. Reading and interpreting 8: Source chosen by the student. Evaluating the students’ preliminary activity and the course completion. Closing the seminar.
70/30
At the end of the course, students have basic knowledge of Latin paleography and its development, and can read and understand medieval documents. They also have a basic knowledge of medieval documents as basic sources for researching medieval history. They are familiar with the structure of medieval documents and the system of Latin abbreviations. After completing the course, students are able to work independently with original diplomatic sources in Latin, which they can then use when writing their final theses.
HRUŠOVSKÝ, Ján. Umelci a bohémi. Bratislava : Slovenský spisovateľ, 1963.
PONIČAN, Ján. Búrlivá mladosť. Spomienky. 1. 1920 - 1938. Bratislava : Slovenský spisovateľ, 1975.
VAŠŠ, Martin. Spomienky predstaviteľov slovenskej umeleckej bohémy na ich službu v rakúsko-uhorskej armáde počas prvej svetovej vojny. In Studia Academica Slovaca 43. Bratislava : Univerzita Komenského, 2014, pp. 112 – 134.
Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 1. diel. Valerián Bystrický, Róbert Letz, Ondrej Podolec. (Eds.) Bratislava : Academic Electronic Press, 2007. (Spomienky : Ján Bečko, Ferdinand Čatloš, Ján Dafčík, Ferdinand Ďurčanský, Anton Granatier, Franz Karmasin, Ján Kaššovic, Jozef. M. Kirschbaum, Viliám Kovar, Ján Lichner, Alexander Mach, Karol Murgaš.) ISBN 978-80-88880-79-0
Vznik Slovenského štátu. 14. marec 1939. Spomienky aktérov historických udalostí. 2. diel. Valerián Bystrický, Róbert Letz, Ondrej Podolec (Eds.), Bratislava : Academic Electronic Press, 2008. (Spomienky : Gejza Medrický, Ľudovít Mutňanský, Ján Paulíny-Tóth, Karol Sidor, Martin Sokol, Julius Stano, Ladislav Szathmáry, Jozef Turanec, Peter Zaťko. Zápisnice z výsluchov: Alfréd Helmut Naujoks, Arttur Seyss-Inquart, Pavol Teplanský, Jozef Tiso, Ján Ursíny.) ISBN 978-80-88880-82-0
Further literature will be specififed during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics.
b) final - students need to deliver a term paper on a selected topic interpreting and analyzing the selected narrative source. The extent of the paper has to be 10 pages in their own words and must include footnotes and bibliography.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 3.
Slovak
1. Definition and typology of narrative sources. Basic definitions of the different types and genres of narrative sources.
2. Memoirs. Characteristics of this key narrative source.
3. Reading and interpreting memoirs by Slovak politicians and economists. By mutual agreement, the students choose the specific works they want to work with from among the list of works offered by the teacher.
4. Reading and interpreting memoirs by Slovak writers and Bohemians. The students choose the specific works they want to work with from among the list of works offered by the teacher.
5. Reading and interpreting memoirs by Slovak artists. The students choose the specific works they want to work with from among the list of works offered by the teacher.
6. Reading and interpreting memoirs by Slovak musicians, singers and actors. The students choose the specific works they want to work with from among the list of works offered by the teacher.
7. Reading and interpreting diaries by Slovak politicians. The students choose the specific works they want to work with from among the list of works offered by the teacher.
8. Reading and interpreting critical-realistic novels. The students choose the specific works they want to work with from among the list of works offered by the teacher.
9. Reading and interpreting social-critical and ideologically motivated poetry. The students choose the specific works they want to work with from among the list of works offered by the teacher.
10. Presenting, discussing and recapitulating acquired knowledge.
30/70
At the end of the course, students are able to work effectively and creatively with narrative sources (especially memoirs, diaries and different literary texts) on the period 1918 - 1948.
They are able to use their own approach to interpret narrative sources. They can also lead a scholarly discussion and formulate authentic ideas and observations. They can recognize and determine the information value of narrative sources.
ĎUROVIČ, Ľubomír. O slovenčine a Slovensku. Bratislava: VEDA, 2004. ISBN: 978-80-224-0806-9
EBELOVÁ, Ivana. Klíč k novověké paleografii. Praha: Karolinum, 2015. ISBN 978-80-246-2507-2
Further literature and sources for transcription will be provided during the semester.
Continuously - Students are required to prepare transcripts of the sources provided by the teacher for each session.
- Students are required to take active part during the lessons. This includes checking the transcribed text together, its subsequent formal and content analysis, translation, and interpretation of the specific context.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
Latin - ability to read
German- ability to read
1) Initial session.
2) Basics of paleographic development in the Kingdom of Hungary in the early modern period. Humanistic and neo-Gothic letters/writing systems . Language diversity. Issues concerning printed texts.
3) Basic databases offering source material, hand-written and printed, on the history of the Kingdom of Hungary in the 16th - 18th centuries.
4) 16th - 17th century Latin charters of ecclesiastical provenance.
5) 16th - 17th century Latin charters of urban provenance.
6) 16th - 17th century German documents of urban provenance.
7) 16th century correspondence of humanistic scholars
8) 16th - 17th century ecclesiastical documents in Slovak / Czech
9) 16th - 17th century Latin and German press from the Kingdom of Hungary
10) 16th - 17th century Slovak / Czech press from the Kingdom of Hungary
11) 18th century Latin documents of ecclesiastical provenance
12) 18th century German documents of ecclesiastical provenance
13) 18th century Slovak / Czech documents of ecclesiastical provenance
100/0
After successfully completing the course, students are able to read, translate and interpret sources of ecclesiastical and general cultural character from the Kingdom of Hungary’s early modern history in Latin, German and Slovak. They have basic theoretical knowledge and practical skills in early modern paleography. They are also able to work with printed texts from the 16th -18th century.
KOZMANOVÁ, Irena et al. Nové přístupy k metodologii hospodářských a politických dějin.
Praha: Set Out, 186 s. ISBN 978-80-86277-77-6.
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
MYŠKA, Milan. Problémy a metody hospodářských dějin. Metodické problémy studia dějin
sekundárního sektoru. Ostrava : FF OU, 254 s. ISBN 978-80-7368-751-9.
PRŮCHA, Václav et al. Hospodářské a sociální dějiny Československa 1918 – 1992. 1. díl 1918 – 1945. Brno: Nakladatelství Doplňek, 2004, 578 s. ISBN 80-7239-147-X
VANEK, Peter. Definícia ekonomického cyklu a vybraných základných makroekonomických pojmov „včera a dnes“ – aplikácia na hospodársky vývoj medzivojnového Československa. In Historia nova 20. PODOLAN, Peter (ed.). Bratislava: Stimul, 2022, s. 71-82. ISBN 978-80-8127-368-1 Dostupné na internete: <https://fphil.uniba.sk/katedry-a-odborne-pracoviska/ksd/historia-nova/archiv/historia-nova-20/>
a) continuous: active participation in the lessons (30 points) – collective analysis and interpretation of selected sources for economic history in the lesson.
b) final: development and presentation of the content analysis of the selected source for economic history at the end of the course (70 points).
All details and dates of interim 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.
Maximum number of absences: 2 (with relevant justification).
Slovak
1. – 2. Definition of terms from economic history (inflation, deflation, clearing, etc.). The basic
statistical data processing.
3.-4. Basic problems in the interpretation of sources from economic history. Archives and archive funds containing documents on economic history.
5. – 6. Analysis of sources from the period of the creation of Czechoslovakia and the 20s of the 20th century.
7. - 8. Analysis of sources from the 1930s.
9. – 10. Analysis of sources from the period of the Slovak Republic (1939 – 1945).
11. – 12. Content analysis of a selected historical source.
30/70
Students know the basics of analysis and criticism of period materials (archival sources, period statistical materials and yearbooks) from the economic history of Slovakia from the period 1918-1945. During the course, students will become familiar with economic terms from the period, the basics of statistical data processing, and problems with interpretation of sources - all on sample materials from the period of interwar Czechoslovakia and wartime Slovak Republic. In addition to the above, overview of archives and archive funds containing documents on economic history is included.
Croce, B. Historie jako myšlení a jako čin. Praha: CDK, 2006.
Foucault, M. Archeologie vědění. Praha: Hermann & synové, 2016.
Lukács, G. Dějiny a třídní vědomí. Praha: Filosofia, 2020.
Merleau-Ponty, M. Řeč, dějinnost, příroda. Praha: Oikoymenh, 2018.
Popper, K. Bída historicismu. Praha: Oikoymenh, 2000.
Ricœur, P. Čas a vyprávění. Praha: Oikoymenh, 2000.
White, H. Tropika diskursu. Kulturně kritické eseje. Praha: Karolinum, 2010.
Ypi, L. Free. Coming of Age at the End of History. London: Penguin, 2022.
Active participation will be assessed. Other outcomes to be assessed: presentation of a given topic and author and an essay at the end of the course. Preliminary draft essay is to be submitted in the middle of the course.
Klasifikačná stupnica: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English
1. Filosophy of history as historical problem
2. G. W. F. Hegel
3. Karl Marx
4. Oswald Spengler and Lord Acton
5. György Lukács and Walter Benjamin
6. Benedetto Croce
7. Karl Popper
8. Paul Ricœur, R. G. Collinwood
9. Maurice Merlau-Ponty, Louis Althusser
10. Frederic Jameson, Michel Foucault
11. Hayden White
12. Francis Fukuyama
50/50
Students comprehend key theoretical frameworks, gain a deep understanding of major philosophical frameworks underlying the study of history, including positivism, historicism, Marxism, and postmodernism. Students are able to analyze primary texts and develop the ability to critically read and interpret primary sources in the philosophy of history and historiography from the 19th and 20th centuries. They can evaluate historical interpretations, different historical narratives and interpretations produced by prominent historians and philosophers, considering their methodologies and ideological underpinnings. Students are capable of engaging in critical debate on fundamental questions in the philosophy of history, such as the role of agency versus determinism, the nature of historical progress, and the relationship between history and memory.
Moreover, students can contextualize historical ideas within broader intellectual, social, and political contexts of the 19th and 20th centuries, including responses to major historical events and movements. Through committed writing engagement, students develop analytical and writing skills, enhance analytical thinking and academic writing skills through critical engagement with complex theoretical texts and the formulation of coherent arguments in written assignments.
Students are capable of applying theoretical insights gained from the course to contemporary debates about historical interpretation and the role of history in shaping collective memory and identity.
JANKOVIČ, Vendelín - ŠKORUPOVÁ, Anna (eds.). Bibliografia k dejinám Slovenska. Literatúra vydaná do roku 1965. Bratislava: AEP, 1997. ISBN 808888001
MARSINA, Richard. Slovak Historiography on the Middle Ages: Early Tenth to the Early Sixtenth Century. In: Studia historica Slovaca, 1995, vol. 20, pp. 59 – 75. ISSN 0018-2575
MARSINA, Richard. Ku koncepcii a vývoju slovenskej historiografie. Bratislava: Post Scriptum, 2013. ISBN 9788089567249
RAGAČOVÁ, Júlia (ed.). Diplomatická produkcia v stredovekom meste. Bratislava: MV SR, 2005. ISBN 80-969122-1-6
- reports from meetings of Slovak historical society
- further literature will be specified during the semester
The course assessment is 100% preliminary. Students are required to attend the lessons regularly and take active part in them. They need to carry out the continuously assigned partial tasks concerning the different topics addressed during the learning period of the term. These will relate to the different topics covered in the learning part of the semester. In order to be granted the necessary credits, students are required to prepare at least four interim assignments concerning the research of medieval History of the Kingdom of Hungary.
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 seminar: Getting acquainted with the course requirements and the credit granting scheme. Students present the topics of their theses or areas they want to focus on.
2. Source base of research of medieval history of Slovakia - existing source editions (Slovak diplomat, Slovak regestár, scholarly-popular source edition Pramene k dejinám Slovenska a Slovákov I. – VI.) [Sources for the history of Slovakia and Slovaks I. - VI.] Earlier source editions from the whole Kingdom of Hungary.
3. Specifics of methodology of medievalist research (interpretation and critical analysis of sources)
4. State of research in the different areas of Slovak medievalism (economic, social, church and cultural history)
5. Problems of coordination and interdisciplinary research of medieval history in Central Europe.
6. Possibilities of researching different areas and list of possible research topics for students’ theses.
7. Internet databases of source texts.
8. Methods for dating historical sources.
9. Specific problems of Slovak (Central European) history in the Middle Ages 1.
10. The Kingdom of Hungary beyond its borders - researching the History of the Kingdom of Hungary from the point of view of the authors of medieval sources and possibilities of their use in research.
11. Colloquial seminar 1: Solving problems students face in their research. 12. Colloquial seminar 1: Solving problems students face in their research. Course assessment. Closing student evaluation and finishing the course.
100/0
At the end of the course, students have a detailed overview of the state of research in the field of Slovak medieval history. They are also familiar with the possibilities of new research focusing on the history of cities, aristocratic families, settlement and the preparation of source editions. They are also acquainted with the practical problems they will face when researching medieval history. Students are able to work with a number of Internet databases of medieval sources, of diplomatic (Hungaricana, Monasterium) and narrative (Manuscripta, Manuscriptorium) character. Likewise, they are familiar with the methods for dating historical sources.
ČECHUROVÁ, Jana – RANDÁK, Jan a kolektív. Základní problémy studia moderních a soudobých dějin. Praha : Nakladatelství Lidové noviny, 2014. ISBN 978-80-7422-309-9
HUDEK, Adam. Najpolitickejšia veda. Bratislava : Veda, 2010. ISBN 978-80-970302-3-0
KAMENEC, Ivan. Spoločnosť, politika, historiografia: pokrivené (?) zrkadlo dejín slovenskej
spoločnosti v dvadsiatom storočí. Bratislava : Prodama, 2009. ISBN 978-80-89396-02-3
LIPTÁK, Ľubomír. Slovensko v 20. storočí. Bratislava : Kalligram, 2000. ISBN 80-7149-225-6
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics.
b) final - Students need to 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. Methodical approaches of historiography and related social sciences in 20th century source interpretation. Possible approaches to source interpretation.
2. Periodization of 20th century Slovak history - political, economic, social and cultural aspects.
3. Reflection of Slovak statehood forms in the 20th century.
5. Reflection of 20th century totalitarian regimes.
6. Controversial personalities of 20th century Slovak history: main problems and possible interpretation.
7. Possible interpretation of Slovak-Czech relations in the 20th century.
8. Economic, social and cultural history, history of everyday life, gender in historiography.
9. Limits of informative value of archival sources.
10. The informative value of literary texts, memoirs and diaries.
11. Contemporary press: pros and cons of its interpretation, limits of informative value.
12. The role of photographic reproductions and audiovisual sources for researching 20th century history.
13. Questions of interdisciplinary research of 20th century history.
14. Practical application of the latest research methods of historiography and related social sciences.
30/70
At the end of the course, students are well acquainted with the key issues in the interpretation and periodization of 20th century Slovak history. They understand the different interpretive directions and areas of research, as well as the variability of methodological approaches. They are familiar with the typology of sources on the period, with the latest research methods of historiography and related social sciences, as well as with their possible application when researching 20th century Slovak history.
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, pp. 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, pp. 13-456.
The students’ results are evaluated exclusively by continuously checking their performance during the lesson period of the term. During the first two teaching weeks, students choose a research area from the period of early modern Slovak history. 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). 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 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. Introduction to the subject. Content and objectives. Repetitorium of Early Modern History and Current Resonance of Early Modern Themes in Historiography.
2. Early modern times in (Central) European historiography.
3. Institutional background, profile of an early modern history researcher and what university teachers teach about the early modern period.
4. Conceptualization and definition of Slovak early modern history in the 20th and 21st centuries in the historical science of Slovakia.
5. Where to look for sources on 16th - 18th century history? Working with available online archival tools (e.g. Hungaricana portal).
6. Publishing activities and source editions on early modern history.
7. Current priorities when choosing topics and methodological approaches in the field of early modern times, reflection of scientific cooperation in the international field.
8. Interdisciplinarity when researching early modern times on model examples.
9. Continuity / discontinuity in the land legislation in the Kingdom of Hungary.
10. Transformations of the “monarchy” in Central Europe and the historical position of the territory of today’s Slovakia in the 16th to 18th centuries.
11. The identity of early modern society.
12. The Slovak language and Slovaks in 16th - 18th century written sources.
Scale of assessment preliminary/final: 100/0
Students are familiar with researching early modern history not only in the environment of modern Slovak historical science, but also of continental and Anglo-Saxon historiography. They know the working methods and current methodological approaches used to research early modern history. The course focuses on the practical level of historical research. Therefore, students have an overview of the written production in the relevant historical period and are familiar with the early modern archive funds in Slovak state archives. They know where they can find other Slovak source materials (especially in the archives of the successor states of the Kingdom of Hungary and the Habsburg Monarchy). Students can also assess the informative potential of the sources and interpret them in the context of history. They also have an overview of the institutional background of early modern history, of the grant schemes and the role interdisciplinarity and internationalization play in historical science on the example of the period.
MACÚREK, ,J. Dějepisectví evropského východu. Praha : Historický klub, 1946. S. 89-129, 213-258.
MACÚREK, J. Dějiny východních Slovanu. D.I - III. Praha : Melantrich, 1947.
DANIŚ, M. Východná Európa v premenách času I. Bratislava: Univerzita Komenského 1999. ISBN 80-223-1403-X. S. 6-62
MAGOCSI, Paul Robert a RYCHLÍK, Ján. Dějiny Ukrajiny. Praha : NLN, 2005. ISBN 9788071064091.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
A student is evaluated on basic of submitting the papers of selected topics and writing a final test. The score for passing the test is at least 60%.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Ukrainian historiography and historians
2. Emigration from Ukraine and emigrant historiography
3. The origins of the Ukrainian statehood – Kievan Russia
Principality of Galicia-Volhynia
The Polish-Lithuanian state and Ukraine
Cossacks and the Zaporozhian Sich
Process of the national unification in Ukraine in the 17th Century
Ukraine in the 18th Century
The Kyiv-Mohyla Academy and the cultural trends in Ukraine
The movement of national emancipation in Ukraine in the 19th Century
Ukraine and Russia – problems of mutual communication
Ukrainian art
100/0
Students have basic knowledge of the historical, social, political, and cultural conditions in Ukraine and the genesis of Ukrainian statehood.
Paměti Louis de Rouvroy de Saint-Simon. Praha : Státní nakladatelství krásné literatury, hudby a umění, 1959.
VOLTAIRE. Storočia Ľudovíta XIV. Bratislava : Tatran, 1988.
CASTIGLIONE, Baldassare. Kniha o dvoranovi. Bratislava : Tatran, 1985.
A collection of ordinances and regulations for the government of the royal household, made in divers reigns. From King Edward III. to King William and Queen Mary. [online] London : Printed for the Society of Antiquaries by J. Nichols, 1790 [citované 21.10.2021]. Dostupné na: https://wellcomecollection.org/works/evs98d3z
WEIROVÁ, Alison. Jindřich VIII. král a dvůr. Praha : BB art, 2013. ISBN 978-80-7461-392-0.
preparation of paper (500 words) on chosen topic concerning the functioning of royal court, using the period sources + active participation in course. Teacher will accept two absences during the semester. In case of the third absence student will receive additional work in form of written paper
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Institution of curia regis
2. Permanent royal residence – itinerant royal court
3. Court as administrative centre
4. Evolution of French royal court in the Middle Age
5. Changes of English royal court in the Middle Age
6. French royal court during Renaissance – rule of the last kings of Valois
7. Royal court under the rule of Tudor dynasty
8. Court ceremonial during the reign of Louis XIV.
9. Stuart royal court before and after Civil war on British Iles
10. Advantages and disadvantages of Imperial court
11. Courtier – payed employee
12. Royal favorites
13. Court culture
100/0
After taking part in course the student is able to recognize the structure of functioning of royal court as an institution and knows about court culture in particular European countries during the Middle Age an Early Modern Times, particularly on courts of rulers of Western Europe.
LIVET, Georges : Náboženské války. Praha: ERM, 1995. ISBN 80-85913-03-8.
JOUANNA, Arlette: Bartomějská noc zločin v záumu státu : 24. srpen 1572. Praha : Garamond, 2010. ISBN 978-80-7407-084-6 .
FRIEDOVÁ, Leonie. Katarína Medicejská životopis. Praha : Academia, 2007. ISBN 978-80-200-1434-4.
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
KOVAŘÍK, Jiří. Bitvy a osudy válečníků I. Války pro víru (1526-1588). Třebíč: Akcent, 2017. ISBN 978-80-7497-192-1.
KOVAŘÍK, Jiří. Bitvy a osudy válečníků II. Boje o trůny (1588-1626) Třebíč: Akcent, 2018. ISBN
978-80-7497-223-2.
Student present portraits of chosen personalities of the 16th century if France from the period of Wars of Religion using only 100 words. Written paper is 50% of final evaluation. Written examination is other half of evaluation. The students write the same test at the beginning and in the end of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. Introduction the problematics, periodization and key problems
2. Reformation in France
3. Personalities (1): Henry II., Anne de Montmorency, Francois de Guise, Antoine de Bourbon, Gaspard Coligny, Charles IX.
4. Beginning of conflict (1559) a 1. war (1562/63)
5. 2. a 3. wars (1567 -70)
6. Night of St. Bartholomew – myths and legends; 4. war (1572/73)
7. Personalities (2): Henry III., duke of Anjou, Henrich de Giuse, Henry of Navarre, prince de Conde, "mignons", "party of Malcontents"
8. 5. a 6. wars (1574/77)
9. La Ligue
10. 7. a 8. wara (1579/ 98)
11. Accession of Henry IV. and Edict of Nantes (1598)
12. Women on the political scene: Margaret of Navarre, Catherine de Medici, Jeanne de l`Albert, queen Margot, "escadron volant"
13. French relations to foreign countries during the Wars of religion
100/0
Student has more detailed information about Wars of religion in France in the 16th century. He understandis complex problems of beginnings of reformation in France and knows about the course of religious wars and their internal and international consequences for France in the 16th century.
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN
80-7203-465-0.
VALENTE, Claire. The Deposition and Abdication of Edward II. In The English Historical Review 1998, roč.. 113, č. 453, s.. 852- 881.
WILKINSON, B. The later Middle Ages in England 1216-1485. London: Longman, 1993. ISBN
0-582-48032-9.
COWARD, Barry. The Stuart age England 1603-1714. London: Longman, 1994. ISBN
0-582-06722-7.
Active participation on course. The teacher will accept a maximum of two absences without giving the cause of absence. At third absence student will receive individual task and after the fulfillment of all the requirements he will be accepted for evaluations during the examination period. If the student has four and more absences he will not be admitted to final evaluation. Students prepare and present short portraits of chosen personalities connected to particular lecture.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. John the Lackland and Magna carta libertatum
2. Henry III. against Simon of Monfort - beginnings of English parliament
3. Abdication of Edward II.
4. Deposition of Richard II.
5. "Les Armagnacs" against "Les bourguignons" during the reign of Charles VI.
6. League of Public Health (La ligue de bien publique) against Louis XI.
7. Catholic League and French kings Henry III. and Henry IV.
8. On the eve of English Civil war – parliament against Charles I.
9. La Fronde and Louis XIV.
10. Who rules the Holy Roman Empire?
11. Glorious revolution and James II.
12. Jacobite uprisings against Hanoverian dynasty
100/0
On particular examples, the student is able to identify the methods used by nobility pursuing the rise of its political, legal and other powers against the ruler, in various European countries during the Middle Ages and Early Modern Times.
SKŔIVAN, A. - DRŠKA,V. - STELLER,F. Kapitoly z dějin evropské politiky do roku 1648. Praha : I.S.E., 1995. ISBN 80-85241-87-0
DUROSELLE, J.-B.: Dejiny Európy a Európanov. Bratislava: Fortuna, 2002. ISBN 80-88980-54-2.
MACKENNEY, Richard. Evropa šestnáctého století. Praha: Vyšehrad, 2001. ISBN 80-7021-469-4.
MUNCK, Thomas. Evropa sedmnáctého století 1598-1700. Praha: Vyšehrad, 2002. ISBN 80-7021-508-9.
Doplňujúcu literatúru študenti dostanú od vyučujúcej podľa konkrétneho zamerania prednáškové cyklu.
Exam test is based on lecture, particular questions are given to the student after each individual lecture. Two absences without stating the cause and permitted Grading scale: 100-92% = A; 91-84% = B; 83-76% = C; 75%-68 = D; 67-60% = E; 590-0% Fx
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Assassination of Henry IV.
2. United Netherland Provinces and their economic interest – creation of trade companies
3. Anglo- Dutch wars in the 17th century
4. Gun powder plot
5. The first circumnavigation of the world
6. French – Spanish conflicts in the first half of the 16th century
7. Michel Servet – conscience against violence
8. Elisabeth I. and Mary Stuart
9. Decapitation of Charles I.
10. Oliver Cromwell and his dictature
11. Meeting in Field of Golden Cloth
12. Duel of favorites – duel culture in France
13. Jacobite uprisings - Old Pretender and Young Pretender (Bonnie Prince Charlie)
100/0
Student knows more about key events of Early Modern TIems.
MARSINA, Richard. Kristianizácia Maďarov a Uhorska medzi východom a západom. In: Historický časopis, 1992, roč. 40, č. 4, s. 409 - 421. LUKAČKA, Ján. K problému kontinuity kresťanstva na území Slovenska v 10. storočí. In Studia Historica Tyrnaviensia. 3, Trnava : Katedra histórie Trnavskej univerzity, 2003, s. 37 – 40. MARSINA, Richard. Začiatky cirkevnej organizácie na Slovensku (Od prelomu 8./9. až do začiatku 11. storočia). In: Slovenská archivistika, 1995, roč. 30, č. 2, s. 113 - 126. MÚCSKA, Vincent. O prvých uhorských biskupstvách. Historický časopis, Roč. 51, č. 1 (2003), s. 3-22. AVENARIUS, Alexander. Byzantská kultúra v slovanskom prostredí. Bratislava : Veda, 1992, 280 s. ISBN 80-224-0359-8; KÓNYA, Peter a kol. Dejiny Uhorska. Prešov: VPU, 2013, 787 s. ISBN 978-80-555-0921-1; ULIČNÝ, Ferdinand. Dejiny Slovenska v 11. až 13. storočí. Bratislava: Veda, 2013, 567 s. ISBN 978-80-224-1292-6
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 classes
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.Christianization of the Magyars (Hungarians) in Hungary – continuity and discontinuity, the effect of the Great Moravian church
2. The formation of Hungarian church organisation I – bishoprics
3. The formation of Hungarian church organisation II – cloisters + the effect of the eastern church
4. Pagan reactions
5. Development and stabilization of church life until the turn of the 11th and 12th century
100/0
The students gain knowledge about the basic problems of the early development of Hungarian church history.
1, DRGONEC, Ján. Právne kultúry Ázie a Afriky. Bratislava : VEDA, 1991. ISBN 8022402273.
2, HRBEK, Ivan. Korán. Praha : Levné knihy Kma, 2006. ISBN 8073099926.
3, KNAPP, Viktor. Velké právní systémy (Úvod do srovnávací právní vědy). 1. Vydání. Praha : C.H. Beck. 1996. ISBN 8071790893.
4, KROPÁČEK, Ľ. Duchovní cesty islámu. Praha : Vyšehrad, 2006. ISBN 80-7021-821-5
5, POTMĚŠIL, Ján. Šaría - úvod do islámského práva. Praha : Grada, 2012. ISBN 978-80-247-4379-0.
Attendance at lectures, final colloquium. 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 Muslim state and law
2. Formation of Islam and Muslim state a its legal system
3. Basic characteristics of Muslim state and law and its development
4. Essential sources of Muslim law
5. Main schools of Muslim law
6. Tax system of Islam and its development
7. Main institutes and branches of Muslim law
8. – 10. Muslim law systems (property and inheritance law, family law and marriage in Islam, criminal and procedural law, commercial, financial amd economic law)
11. Figures of Muslim law and its development (in comparision with other world legal systems)
50/50
Student has a basic knowledge of the historical constitutional development of Islamic countries from the formation of Islam to the present with an emphasis on the specifics of Islamic religion. This knowledge is necessary for understanding the fundamental differences between European and Islamic socio-religious and constitutional system.
BURNS, James H - GOLDIE, Mark (eds.). The Cambridge History of Political Thought 1450–1700. Cambridge University Press 1992. ISBN 9781139055406
EVANS, Robert John Weston. Vznik habsburské monarchie 1550-1700. Praha 2003. ISBN 9788072034635
ŠKOVIERA, Daniel (ed.). Latinský humanizmus. Kalligram 2009. ISBN 9788081011368
SCHELLE, Karel a kol. (eds.). Velké dějiny zemí Koruny české – Stát. Paseka 2015. ISBN 978-80-7432-652-3
preliminary - regular attendance during the course, preparedness for the lessons (reading assignments), engagement in the discussions
final - submitting of an essay (10 pages), 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)
English (reading)
1. Methods. Concepts. Springs
2. Law and politics.
3. Renaissance humanism. Ancient sources and innovation.
4. Republican tendencies at the level of language and practice
5. History and its use in politics
6. Confessionalization and religion in politics
7. Absolutism and the authority of the monarch
8. Estate rights and freedoms
9. "Public good" versus "old custom"
10. Homeland, nation and language in political thinking
11. Enlightenment
12. Conclusion
50/50
Students will become familiar with the basic phenomena that characterized political thinking from the late Middle Ages to the early modern period. The focus of attention will be on the Central European context, thanks to which students will also gain an overview of the forms of the relationship between the "center" and the "periphery" and the possibilities of intellectual exchange in the pre-modern era. In addition to knowledge about the main trends (absolutist, republican, estate, patriotic and other discourses), they will also gain basic knowledge about the methodological possibilities of research within the history of ideas and the potential problems caused by the terminology used and the changing meanings of relevant concepts and terms over time.
CAMBEL, Samuel (hlav. ed.). Dejiny Slovenska. II. (1526 – 1848). Bratislava: VEDA, 1987.
DANGL, Vojtech a kol. Chronológia dejín Slovenska a Slovákov. Od najstarších čias po súčasnosť. Dejiny v dátumoch, dátumy v dejinách. I. Bratislava: VEDA, 2014. ISBN 978-80-224-1373-2
KÓNYA, Peter a kol. Dejiny Uhorska. Prešov : Vydavateľstvo PU v Prešove, 2013. ISBN 978-80-555-2432-0
a) preliminary - Students are required to prepare a presentation of a selected topic (according to the brief syllabus) of up to 20 min. In it, students need to present a brief overview of the major events, basic development and processes in this area
- Students need to read the sources and historiographic texts assigned by the teacher throughout the term and to subsequently take active part in the seminar discussions
Maximum number of unjustified absences: 2.
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
reading: English
1) Slovak history in pre-modern times. Theoretical starting points and possible categorizations of history research
2) The Habsburgs on the Hungarian throne. The position of the Kingdom of Hungary within the monarchy. The Habsburg monarchy as a “composite monarchy.”
3) The Ottoman Empire, the Kingdom of Hungary and the Habsburgs. The impact of war on society.
4) Christian humanism and the Reformation.
5) The Fifteen Years War, the Bocskai uprising and the dispute in the Habsburg lineage. Changes and challenges at the beginning of the 17th century.
6) The aristocracy and politics. Transylvania under Gabriel Betlen Juraj I. Rákoczi . His position in the region.
Confessional polemics and re-Catholicization. Relations with the society of the estates in the Kingdom of Hungary.
7) Centralization and absolutism. Cameralism. Counter-Reformation.
8) The resistance of the estates in the Kuruc movement from Emeric Thököly to Francis II. Rákoczi.
9) Pragmatic sanctions. The ruler and the estate nation in the first half of the 18th century.
10) The issue of religion in the 18th century.
11) Questions of collective identities, the intellectual discourse and possible reception.
12) Maria Theresa and the reforms in the Kingdom of Hungary.
100/0
The subject has a review character, in which students get familiar with different aspects of Slovak history in the early modern period in the context of the history of the Kingdom of Hungary or the Habsburg Monarchy. The lessons consist not only of lectures but also of discussions of the topics based on the literature relevant for the session. At the end of the course, students summarize the basic development aspects of the Kingdom of Hungary between 1526 and 1780. They also get acquainted with the current local and foreign historiography and gain an overview of methodological approaches that go beyond the classical have of the political and military history.
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.
The students’ results are evaluated exclusively by continuously checking their performance during the lesson period of the term. During the first two teaching weeks, students choose a research area – an aristocratic family of the Kingdom of Hungary. 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). 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 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. Aristocratic families in the Kingdom of Hungary and their seats.
2. The aristocratic court and court career.
3. Birth, baptism, childhood, youth, upbringing and education among aristocrats.
4. Family policy and wedding.
5. Funeral.
6. Health, medical treatment and spa in the life among aristocrats.
7. The clothes of the aristocracy in the Kingdom of Hungary.
8. Aristocrats - patrons and art collectors.
9. Social life - assemblies, coronations, games, music, leisure.
10. Cuisine, catering.
11. In the service of the country.
12. The nobility in towns.
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.
Sources to particular meetings (sources to The Great Schism from the year 1054, correspondance of pope Gregor VII. Latin and Byzantine authors to Crusades etc.)
Recommended literature:
ALEŠ, P.: Cirkevné dejiny III. Košice: Univerzita Pavla Jozefa Šafárika, 1996. ISBN 80-7097-229-7.
ZÁSTĚROVÁ, B. a kol. DĚJINY BYZANCE. Praha: Academia, 1992. ISBN 80-200-0454-8.
DVORNIK, F.: Byzantium and the Roman Primacy. New York: Fordham University Press, 1979. ISBN
0-8232-0701-3.
RUNCIMAN, S. The Eastern Schism. Clarendon press 1955.
Discussion with the involvement of all course participants. Answering pre-arranged questions Credit conditions. 100% lesson preparation, reading and processing of materials, answers to questions. Allowed absences 2 (with or without apology) 3 absences (alternative form of credit - short paper on chosen topic) 4 and 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.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English
1.Introductory meeting of the course. Familiarization of course participants with the program of individual course hours, the form in which it will be conducted and the conditions of evaluation
2. Byzantium and the Latin West until 1054. Outline of political, religious and cultural relations between the two parts of the Christian world
3. Relations between Byzantium and Latin West on the eve of the Schism of 1054. Religious differences between the two churches, their origin and causes. The Roman Curia and its response to the Byzantine criticism of religious differences. The Norman factor in the middle of the 11th century and its influence on the relations between Byzantium and the papacy
4. Roman legates in Constantinople in 1054. The course of the rupture. Mutual excommunications and their nature.
5. Interpretation of the events of 1054. The official position of the Roman legates and the position of Patriarch Michael I Cerullarius and the Patriarch Peter of Antioch
6. The Byzantine Empire in the politics of Pope Gregory VII. Gregor's Eastern policy. Byzantine foreign policy between the Normans and the Reform papacy
7. Byzantium and the Latin West at the beginning of the Crusades. Byzantine Emperor Alexius I Comnenus and his negotiations with Pope Urban II in 1089.
8. Byzantium and the Latin West in 1095-1108: From Christian confreres to heretics.
9. Byzantium and the Latin West in the 12th century: the political rivalry between the Holy Roman Empire and Byzantium, the deepening of disagreements during the later crusades.
10. The conquest and sack of Constantinople in 1204: an accident or conspiracy?
11. Pope Innocent III and his attitude to the events of 1204.
12. Conclusion
100/0
After completing the course, students acquire a deeper understanding of the relations between the two dominant parts of medieval Christian Europe in the early and high Middle Ages. Emphasis will be placed on the genesis and nature of mutual political and religious conflicts, which until now have permanently affected the cultural and civilizational framework of today's Europe.
BYNUM, Caroline Walker. Svatá hostina a svatý půst. Náboženský význam jídla pro středověké ženy. Praha: Argo, 2017. ISBN 978-80-257-2102-5.
GERÁT, Ivan. Obrazové legendy sv. Alžbety. Téma, médium a kontext. Bratislava: VEDA, 2009. ISBN 978-80-224-1083-0.
KLANICZAY, Gábor. Holy Rulers and Blessed Princesses: Dynastic Cults in Medieval Central Europe. Cambridge: Cambridge University Press, 2002. ISBN 978-0521420181.
KUBÍN, Petr. Sedm přemyslovských kultú. Praha: Univerzita Karlova v Praze, Katolická teologická fakulta, 2011. ISBN 978-80-87258-19-4.
Legendy a kroniky koruny uherské. Ed. R. PRAŽÁK et al. Praha: Vyšehrad, 1988. ISBN 33-795-88.
Legendy stredovekého Slovenska. Ed. a transl. R. MARSINA a J. SOPKO. Budmerice: Rak, 1997. ISBN 80-85501-08-02.
SULPICIUS SEVERUS. Život svätého Martina z Tours. Ed. Miloš LICHNER. Trnava: Dobrá kniha, 2019. ISBN 978-80-8191-189-7.
VORAGINE, Jakub de. Legenda aurea. Ed. a transl. A. VIDMANOVÁ. Praha: Vyšehrad, 1998. ISBN 80-7021-272-1.
Reading assignments (sources, secondary literature) will be provided by the teacher during the semester. Similarly, further literature will be specified.
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)
Introduction to the issue. Saints in history, devotion to saints and hagiography, types of hagiographic sources, hagiography as a scientific discipline. The beginnings of the cult of saints. Vita and legend as a basic hagiographic genre.
Early Christian patterns. Central European examples (holy monks, bishops, rulers).
Canonization: origin, course, sources. Formation of the canonization process in the 13th century. Miracles, miracula. Liturgy, relics, forms of devotion to saints.
New orders, “living” saints, dynastic holiness in Central Europe - holy princesses. Saint Elizabeth of Hungary - miracles, canonization. Anežka Přemyslovna, Hedviga Sliezska, Margaret of Hungary and others. Saint Stanislav, bishop and martyr and his canonization (miracles, canonization process, the spread of his cult).
Saint Margaret of Hungary - attempts at canonization in the Middle Ages (miracles, inquisitio).
Official and unofficial cults in the late Middle Ages. The Hussites and saints. Legend and collections of legends, their functions. Preaching and the cult of saints.
70/30
During the course, students get acquainted with the basic concepts and tools of the discipline, with the basic hagiographic genres and their analysis, with the historical development of devotion to saints and the latest trends in research. They also learn to work with sources of various genres and their critical analysis, focusing on arguing and presenting within a discussion and in written form.
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. 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. OLIVA, Pavel. Řecko mezi Makedonií a Římem, Praha: Academia, 1995. ISBN 80-200-0435-1. GRANT, Michael. Zrození Řecka. Praha: BB art, 2002. ISBN 80-7341-917-3.
Active participation in classes (sub-tasks, reports, discussion). Two absences are allowed. In the case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or on repeating the course. The student is evaluated according to his/her active participation in class (sub-assignments, papers, discussion) - 50% and according to final colloquium - 50%
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, course objective, work plan, assignments. Basic literature and sources and editions of sources. Greek literature, its characteristics, aims and methods. Roman literature, its characteristics, aims and methods. Mythological figures of Greek history and mythological figures of Roman history. Important personalities of Greek history (philosophers, physicians, orators, military leaders, poets). Important figures of Roman history (politicians, military leaders, artists, emperors). Personalities who had the greatest influence in shaping ancient civilization (comparison). Basic problems of political, social, and cultural development of Greece. Basic problems of political, social, and cultural development in the Roman Empire. Social policy and problems of everyday life in antiquity. Comparison of Greek and Roman civilisation (continuity and discontinuity).
100/0
The student gains information about the social and cultural history of Greece and Rome and their most important personalities. The student is able to work with, interpret, and evaluate ancient sources of various kinds. For successful completion of the course, the student is familiar with the basic features of ancient history, culture, and art. He/she can understand the cultural and social significance of Athenian democracy as well as the key episodes of Roman cultural and political history.
Supplementary literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams. GARDNER, Jane F. Family and familia in Roman law and life. Oxford: Clarendon Press, New York: Oxford University Press, 1998, Repr. 2004. ISBN 0-19-815217-5. KRAEMER, Ross S. (ed.) Maenads, martyrs, matrons, monastics a sourcebook on women's religions in the Greco-Roman world. Philadelphia: Fortress Press, 1988. ISBN 0-8006-0855-0.TOYNBEE, Jocelyn, M. C. Death and burial in the Roman world. Baltimore: Johns Hopkins University Press, 1996, ISBN 0-8018-5507-1. TOYNBEE, Jocelyn, M. C. The art of the Romans. London: Thames and Hudson, 1965.
Regular attendance at the weekly class and participation on discussions is necessary for the successful completion of this course. All students will be expected to study materials, to prepare short topics (papers) and to participate on the informal discussion. There will be final colloquium within this course. It will be focussed on testing basic knowledge of Roman private life. 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
English
Introduction to Roman social history and private life.
Introduction to historical and archeological sources to everyday life.
Birth, childhood, and young age.
Roman naming conventions.
Roman marriage and family - legal aspects.
Marriage – forms and ceremonial.
Family and family life.
Roman household.
Women and their position in Roman society.
Unspeakable professions - public performance and prostitution.
Everyday life, nutrition and occupations.
Roman medicine – ancient medicine.
Housing and architecture of Roman cities.
Death, dying, and funeral ceremony, epitaphs.
100/0
The course introduces students to key aspects of private life of ancient Roman society. It is designed to form the necessary background for other courses in ancient history. On successful completion of this course, students are be able to demonstrate familiarity with core features of Roman private life (Roman family, Children, Occupation, Housing and architecture etc.). Students are able to demonstrate an historical understanding of key points of Roman cultural and sociological history and an ability to evaluate the usefulness and relevance of different types of historical and archeological evidence.
Recommended literature
ENGEL, Pál. The Realm of St. Stephen: A History of Medieval Hungary 895 – 1526. London and New York : I. B. Tauris Publishers, 2001. ISBN 9780857731739.
MANNOVÁ, Elena (ed.). A Concise History of Slovakia. Bratislava : Academic Electronic Press, 2000. ISBN 9788088880424.
Central Europe in the High Middle Ages. Bohemia, Hungary and Poland, c. 900-1300. Ed. Nora BEREND et al. Cambridge: Cambridge University Press, 2013. ISBN: 9780521781565.
Further recommended literature will be specified during the semester. Short readings and extracts of sources in translation will be provided to students during the course.
Active participation in class during the semester, work on the assignments, analysis of the provided texts – historiographical, original sources (in translation) (60%), presentation on a selected topic (max. 20min) (40%)
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Attendance: Max. 2 absences
English
Introduction to history of Slovakia in the Middle Ages in the context of Central Europe. Basic terms, concepts, debates in historiography.
Early history of the region - Romans, Celts, Germanic tribes.
Avars, Slavs. Slavic peoples in Central Europe.
Great Moravia, political and cultural context, and the questions of its continuity and discontinuity in the successor states.
The origins of the Kingdom of Hungary and Stephen I.
First centuries of the Kingdom of Hungary (The beginnings of the expansive policy of Hungarian kings. Economic basis of the kingdom. Social order and patrimony of the kingdom. Church structure of the kingdom before 1200.)
The changes in the 13th century. The crisis of the old economic and social system. Golden Bull of Andrew II. The rule of Belo IV. Mongol invasion in 1241/42 and its consequences.
Towns in the Kingdom of Hungary.
Anarchy at the turn of the 14th century.
Angevins on the Hungarian throne and the consolidation in the 14th century.
The rule of Sigismund of Luxemburg, struggle with the Hussites.
Habsburgs and Jagiellonians struggle for the throne.
The monarchy under the rule of Matthias Corvinus.
Jagiellonian period in the history of the Kingdom of Hungary.
Cultural and economic developments in the late Middle Ages.
100/0
Students will gain general knowledge about political, social, cultural and economic history of of present-day Slovakia in the Kingdom of Hungary in the given period (until 1526), in the context of developments in Central European region. They will get acquainted with key trends of development, historical terms, personalities and basic historiographical questions and debates concerning the period.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
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. GIARDINA, Andrea. Římsky člověk a jeho svět. Praha: Vyšehrad 2014. ISBN 9788074290725 HEČKOVÁ, Janka a kol. K reáliám starovekého Ríma. Nitra: Univerzita Konštantína Filozofa, 2013. ISBN 978-80-558-0525-2 VAŇKOVÁ, Jarmila. Rímske reálie pre právnikov, Bratislava: Iura edition, 2010. ISBN 9788080783020. PLINIUS Mladší. Dopisy. Přel. Ladislav Vidman. Praha: Svoboda, 1988.
Active class participation, two absences are allowed. In the case of multiple absences (for serious reasons) the lecturer decides on substitute fulfilment of duties or repeating the course. The student is evaluated according to his/her active participation in class (sub-assignments, report, discussion) - 50% and according to final colloquium - 50%
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
An introduction to the social history of ancient Rome and to the history of everyday life. Basic literature on the subject and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries. Sources on the history of Roman everyday life. Social stratification of the population of the Roman Empire. The Roman family. The position of women in Roman society. Marriage - forms and ceremony. The child - the upbringing of children and their position in the family. Roman names. Education and the school system. Housing, architecture, urban planning. Food habits. Employment and work - basic institutions, senate, offices, cursus honorum. Leisure - entertainment, culture, sport.
100/0
Students have knowledge of social history and daily life in ancient Rome (family, children, education, upbringing, housing, clothing, etc.). After successful completion of this course, students gain the basic understanding of the social history of Rome and its everyday life, as well as an in-depth analysis of selected sources on the topic. The students know how to work with the ancient sources of various kinds, they are able to interpret and evaluate them. The students are able to apply the basic rules of scholarly work (orientation in the literature and sources on the period of ancient history, forms of citation, academic ethics) and are able to demonstrate knowledge of scholarly techniques for presenting their own findings in oral and written form.
Riccardus Bartholinus. Odeporicon. Ed. a transl. Eva FRIMMOVÁ. Trnava: Filozofická fakulta TU – Historický ústav SAV, 2014. ISBN 978-83-7490-780-4.
FRIMMOVÁ, Eva. Rok 1515 v premenách času (na pozadí Bartoliniho diela Odeporicon). Bratislava: Post Scriptum, 2015. ISBN 978-80-89567-54-6.
KOZÁK, Petr (ed.). Účty dvora prince Zikmunda Jagelovského, vévody hlohovského a opavského, nejvyššího hejtmana Slezska a Lužic z let (1493) 1500 – 1507. Praha: Scriptorium; Opava: Slezské zemské muzeum, 2014 [cit. 2021-10-28]. ISBN 978-80-87271-98-8. Dostupné na: https://www.academia.edu/9855924/Rationes_curiae_Sigismundi_Iagellonici_ducis_Glogoviensis_et_Opaviensis_Silesiae_et_Lusatiarum_summi_capitanei_de_annis_1493_1500_1507_%C3%9A%C4%8Dty_dvora_prince_Zikmunda_Jagellonsk%C3%A9ho_v%C3%A9vody_hlohovsk%C3%A9ho_a_opavsk%C3%A9ho_nejvy%C5%A1%C5%A1%C3%ADho_hejtmana_Slezska_a_Lu%C5%BEic_z_let_1493_1500_1507
KUCHARSKÁ, Veronika. Ducissa. Život kňažnej Hedvigy v časoch Jagelovcov. Bratislava: Post scriptum 2014. ISBN 978-80-89567-30-0.
MACEK, Josef. Tři ženy krále Vladislava. Praha: Mladá fronta, 1991. ISBN 80-204-0232-2.
Pramene k dejinám Slovenska a Slovákov VI. Pod osmanskou hrozbou. Ed. Ján LUKAČKA. Bratislava: Literárne informačné centrum, 2004. ISBN 80-88878-90-X.
Prelomové obdobie dejín (Politika, spoločnosť, kultúra v roku 1515). Ed. Eva FRIMMOVÁ. Bratislava: Historický ústav SAV, 2017. ISBN 978-80-89867-02-8.
Spomienky Heleny Kottannerovej. Ed. a transl. Daniela DVOŘÁKOVÁ a Mária PAPSONOVÁ. Budmerice: Vydavateľstvo Rak, 2009. ISBN 978-80-85501-41-4.
Reading assignments will be provided by the teacher. Further literature will be specified during the semester.
Students are required to attend the lessons regularly, take active part in them and analyze the assigned texts (historiographical or source translations) in class. They also need to present a selected topic in max. 20 min. during the term and deliver a short written work (essay) on the topic of the paper at the end of the term.
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of absences: 2
Slovak
Central Europe in the time of the Jagiellonians. Royal families and “games of thrones.” Election and coronation (Vladislaus I Jagiellon in the Kingdom of Hungary, the election of Vladislaus II. Jagiellon as King of the Kingdom of Hungary, Louis II.). Women and marriage (Beatrix, Anna of Foix, Barbora Zápoľská, Anna Jagelovská and Mária Habsburská: royal weddings. Various sources: journey, poetry, disputes and correspondence).
The royal family, brothers, sisters, kinship (Prince Sigismund and his accounts, family correspondence, etc.) Children (birth of a descendant, upbringing in the royal family - De institutione regii pueri).
Diplomacy (Envoys, Legates, Reports and Communications. Meetings and Summits - Levoča 1494, Bratislava and Vienna 1515). The Royal Court. The king and his surroundings (court historians, scholars, artists, officials, etc.).
The death of the king, end of the dynasty (natural death, royal diseases, death in battle - the Battle of Mohács). The memory and heritage of the Jagiellonians.
Scale of assessment (preliminary / final): preliminary 70% (active participation 40%, paper 30%), final: 30% (written paper)
During the course, students get acquainted with the history of the Jagiellonian lineage in the history of the Kingdom of Hungary and Central Europe by means of different source genres concerning the lives of members of royal families and dynasties and their role in the history of monarchies. On these examples, students learn to work with sources critically (especially with sources of a similar type), analyze them and present their conclusions.
Bartlett, Robert. The Making of Medieval Europe. London 1993.
- Carole Fink, Marc Bloch: A Life in History. Cambridge 1989.
- Eco, Umberto. Meno ruže. Bratislava 2004.
- Le Goff, Jacques. Kultura středověké Evropy. Praha 2012.
- Moore, Robert I. The First European Revolution. Oxford 2000.
Regular and active participation. Reading the literature assigned by the instructor for the topics covered, so that students are prepared to engage in discussion with the presenters on the topics of their lectures. During the course, invited historians from partner historical institutions (Institute of History of the Slovak Academy of Sciences, University of Vienna, ELTE Budapest, Faculty of Law at Comenius University, UKF in Nitra, UPJŠ in Košice, etc.) will present current topics in medieval studies. The final exam consists of questions drawn exclusively from the material presented during the course lectures. Two absences per semester are permitted.
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.
- The Middle Ages in Modern Historiography
- Overcoming the Concept of the “Dark Ages”
- New Methodological Approaches in Medieval Studies
- Cultural History and Historical Anthropology
- Environmental History of the Middle Ages
- Digital Humanities and Their Applications
- The Global Middle Ages and Comparative Approaches
- History of emotions, the body, and identity
- Women and the status of women in the Middle Ages
- Symbolic communication and rituals
- Economic and technological development of the Middle Ages
- The Middle Ages as the cradle of modernity
- Current research projects and trends
50/50
The course presents the latest trends, methodological approaches, and research questions in contemporary medieval studies. Students will become familiar with the reinterpretation of the Middle Ages as a dynamic period in the development of European civilization that fundamentally shaped the modern world. Emphasis is placed on interdisciplinary approaches, new theories, and a critical reevaluation of traditional narratives about the “Dark Ages.” An added benefit will be the opportunity to discuss and gain insights from experts at partner institutions.
Recommended literature:
BAK, János M. Online Decreta Regni Mediaevalis Hungariae. The Laws of the Medieval Kingdom of Hungary (2019). All Complete Monographs. 4 [cit. 2021-10-29]. Available at: https://digitalcommons.usu.edu/lib_mono/4
ENGEL Pál. The Realm of St. Stephen: A History of Medieval Hungary 895 – 1526. London and New York: I. B. Tauris Publishers, 2001. ISBN 9780857731739.
The Jagiellonians in Europe: Dynastic Diplomacy and Foreign Relations. Ed. Attila BÁRÁNY, in cooperation with Balázs Antal Bacsa. Memoria Hungariae 2. Debrecen: Hungarian Academy of Sciences – University of Debrecen “Lendület” Hungary in Medieval Europe Research Group, 2016. ISBN 978-963-508-833-1.
Mary of Hungary: the queen and her court 1521-1531. Ed. Orsolya RÉTHELYI et al. Budapest: Budapest History Museum, 2005. Catalogue and collected volume of the exhibition organized by "Budapest History Museum, 30 September 2005-9 January 2006, Slovenská národná galéria, 2 February-30 April 2006." ISBN 978-963-9340-50-3.
RADY, Martyn. Rethinking Jagiello Hungary (1490-1526). In: Central Europe 3. 2003, roč. 3, č. 1, s. 3-18 [cit. 2021-10-29]. Available at: https://www.academia.edu/2928098.
Remembering the Jagiellonians. Ed. Natalia NOWAKOWSKA. London and New York: Routledge, 2019. ISBN 978-1-138-56240-0.
(Further recommended literature will be specified during the course. Students will be provided selected parts of sources and texts for reading in class.)
Regular attendance and active participation, analysis of texts (historiographical or sources in translation in class), oral presentation of a selected topic (max. 20min) and a short written assignment (essay)
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.
English
Notice:
This course is suitable for Erasmus students.
Central Europe in the era of the Jagiellonians. Royal lineages and the “games of thrones.”
Election and coronation (Wladislas I Jagiellonian in Hungary, election of Wladislas II Jagiellonian, Louis II).
Wives and weddings (Beatrix, Anne of Foix, Barbora Zápoľská, Anna Jagiellonian, Mary of Austria: royal weddings. Various sources: the road, poetry, fights, correspondence).
Royal family, brothers, sisters, relatives (Prince Sigismund and his accounts, family correspondence, etc.).
Children (the birth of heir, education in royal family – De institutione regii pueri).
Diplomacy (Ambassadors, legates, reports and communication. Meetings and summits – Levoča 1494, Bratislava and Vienna 1515).
Royal court. King and his surroundings (court historians, artists, officers, etc.).
Death of the king, end of the dynasty (natural death, royal diseases, death in battle – the Battle of Varna, Battle of Mohács).
Memory and heritage of the Jagiellonians.
70% continually (40% preparation and work in class, presentation 30%), 30% at the end of the course (essay 30)
Results and objectives:
Students will get acquainted with the history of a ruling dynasty, the Jagiellonians, in the context of the history of the Kingdom of Hungary and Central European region (especially 1440-1526), with the help of various types of sources concerning the life of the members of ruling families and dynasties and their roles in the monarchy. Students will learn to critically work with sources on the given examples, analyze them and present their results.
MANNOVÁ, Elena (ed.). A Concise History of Slovakia. Bratislava: Academic Electronic Press, 2000. ISBN 80-88880-42-4
PÁLFFY, Géza. The Kingdom of Hungary and the Habsburg Monarchy in the Sixteenth Century. Boulder, CO: Social Science Monographs, 2009. ISBN 978-0880336-33-8
EVANS, Robert John Weston. The Making of the Habsburg Monarchy 1550-1700. Oxford : Clarendon Press, 1979. ISBN 9780198730859
INGRAO, Charles W. The Habsburg Monarchy, 1618 – 1815. Cambridge : Cambridge University Press, 2000. ISBN 9781108499255
Students will be provided with readings during semester.
a) preliminary - students are required to read the texts provided by the teacher for the different sessions throughout the term. Subsequently, they need to take active part discussing, analysing and interpreting the text.
b) final - students are required to submit an essay in English on a selected topic (from the list according to the syllabus) counting 3500 words with the necessary footnotes and 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.
English
Notice:
The course is primarily aimed for Erasmus students.
1) Difficulties in researching early modern history: the beginnings of modernity? The periodization and "identity" of early modern history as an era of its own.
2) Central Eastern Europe and its specifics. The political structures in the Kingdom of Hungary in the late Middle Ages. The king’s power and the class/estate society.
3) The Battle of Mohács and its consequences. The split of the kingdom into three parts
4) The Kingdom of Hungary and its socio-political structure under the Habsburgs.
5) The Wars against the Ottoman Empire.
6) Economic development.
7) Ecclesiastical development: reformation and confessionalization.
8) The crisis around 1600. The first anti-Habsburg uprisings of the kingdom’s nobility.
9) Development in culture and education. Group identities.
10) Recatholicization and counter-reformation.
11) The 1670 - 1711 Crisis. Religious and military conflicts.
12) The baroque society in the first half of the 18th century.
13) Enlightened absolutism.
50/50
Students gain an overview of the basic phenomena of the development in the Kingdom of Hungary in the early modern period, such as reformation and recatholicization / counter-reformation, the shaping of state structures, wars against the Ottoman Empire, conflicts between court absolutism and the privileges of the estates in the Kingdom of Hungary nobility, enlightenment. They also get familiar with different aspects concerning the premodern collective identities and are able to perceive the complexity of the relationship between "Slovak" and "the Kingdom of Hungary" in pre-modern times. They are able to compare the acquired knowledge with the development in a wider European context or with the development in their home countries.
Sources:
- Monumenta Germaniae Historica. Various series.
- Fontes Rerum Bohemicarum. Various series.
1. NOVOTNÝ, Václav. České dějiny 1197 – 1253: Čechy královské za Přemysla I. a Václava I. Vol. I. Tom. 3. Praha: Jan Laichter, 1928, 1 088 s.
2. NOVOTNÝ, Václav. České dějiny 1253 – 1271: Rozmach české moci za Přemysla II. Otakara. Vol. I. Tom. 4. Praha: Jan Laichter, 1937, 499 s.
3. ŽEMLIČKA, Josef. Přemysl Otakar II. Král na rozhraní věků. Praha: Nakladatelství Lidové noviny, 2011, 752 s. ISBN: 978-80-7422-118-7.
4. BLÁHOVÁ, Marie – HLAVÁČEK, Ivan et al. Česko-rakouské vztahy ve 13. století. Rakousko (včetně Štýrska, Korutan a Kraňska) v projektu velké říše Přemysla Otakara II. Sborník příspěvků ze symposia konaného 26. – 27. září 1996 ve Znojmě. Praha: Rakouský kulturní institut – Filozofická fakulta Univerzity Karlovy, 1998, 305 s. ISBN: 80-85899-41-8.
5. KLÁPŠTĚ, Jan – ŠEDIVÝ, Ivan (eds.). Dějiny Česka. Praha: Lidové noviny, 2019, 349 s. ISBN: 978-80-7422-338-9
- further literature will be recommended by the teacher during the semester
50% preliminary - regular attendance during the course, preparedness for the lessons, engagement
in the discussions. Preparation of a presentation/report on a given topic (ppt) in druation of 10 min.
50% 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
Czech (reading)
1. Introductory meeting. Information on the conditions for awarding the assessment, distribution of topics for papers and presentations.
2. Introduction to Czech medieval history. Basic tendencies of the development of Czech medieval studies from the 19th century to the present.
3. History of the Czech lands in the 10th century.
4. History of the Czech lands until 1198.
5. Přemysl Otakar I and the Golden Bull of Sicily.
6. Vaclav I and Přemysl Otakar II. The struggle for Babenber heritage in the European context.
7. "Bad years" and the last Přemyslovci.
8. History of the Czech lands in the 14th century.
9. History of the Czech lands in the 15th century.
10. Economic history of the Czech lands in the Middle Ages.
11. Ecclesiastical history of the Austrian lands in the Middle Ages.
12. Conclusion.
50/50
After completing the series of seminars, students have basic knowledge of the political, economic, social, ecclesiastical and cultural history of the Czech lands in the Middle Ages in the European context. They know the basic trends, historical terms, personalities and basic historiographical questions of Austrian history in the years 907-1526, acquired the ability to understand the basic development trends of the society of the Czech countries in this period and thus gained the basis for further study of Czech history in the European context.
Sources:
- Monumenta Germaniae Historica. Various series.
- Monumenta Poloniae Historica. Various series.
1. WIHODA, Martin – FÖRSTER, Josef (eds.). Gallus Anonymus: Kronika a činy polských knížat a vládců / Gallus Anonymus: Gesta principum Polonorum. Praha: Argo, 2009, 164 s. ISBN: 978-80-257-0206-2
2. KOSMAN, Marceli. Dějiny Polska. Praha: Karolinum, 2011, 452 s. ISBN: 978-80-246-1842-5.
3. FRIEDL, Jiří a kol. Dějiny Polska. Praha: Nakladatelství Lidové noviny, 2017, 690 s. ISBN: 978-80-7422-306-8.
4. HOMZA, Martin (ed.). Uhorsko-poľská kronika. Nedocenený prameň k dejinám strednej Európy. Bratislava: Post Scriptum, 2009, 223 s. ISBN: 9788096985043
5. BACZKOWSKI, Krzysztof et al. (eds.). Jana Długosza Roczniki czyli Kroniki sławnego Królestwa Polskiego. Warszawa: Państwowe Wydawnictwo Naukowe, 465 s. ISBN: 83-01-14304-5
- further literature will be recommended by the teacher during the semester
50% preliminary - regular attendance during the course, preparedness for the lessons, engagement
in the discussions. Preparation of a presentation/report on a given topic (ppt) in druation of 10 min.
50% 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
Czech (reading)
1. Introductory meeting. Information on the conditions for awarding the assessment, distribution of topics for papers and presentations.
2. Introduction to Polish medieval history. Basic tendencies of the development of Polish medieval studies from the 19th century to the present.
3. History of Poland in the 10th century.
4. History of Poland from the beginning of the 11th century to 1138.
5. History of Poland in the 12th century.
6. History of Poland in the 13th century.
7. The Piasts between the Arpadovci and the Přemyslovci. The war and the Babenberg heritage and the Polish states.
8. History of Poland in the 14th century.
9. History of Poland in the 15th century.
10. Economic history of Poland in the Middle Ages.
11. Ecclesiastical history of Poland in the Middle Ages.
12. Conclusion.
50/50
After completion of the series of lectures and seminars, students have basic knowledge of the political, economic, social, church and cultural history of Poland during the Middle Ages in the European context. They know the basic trends, historical terms, personalities and basic historiographical questions of Polish history in the 10th-15th centuries, acquired the ability to understand the basic development trends of Polish society in this period, and thus gained the basis for further study of Polish history in the European context.
BLOCH, Marc. Obrana historie aneb historik a jeho řemeslo. Praha: Argo, 2011. ISBN 9788025704035.
BURKE, Peter. Francouzska revoluce v dějepisectví. Škola Annales (1929-1989). Praha: NLN, 2004. ISBN 9788071067191.
IGGERS, Georg G. Dějepisectví ve 20. století. Praha: NLN, 2002. ISBN 9788071065043.
LE GOFF, Jacques. Paměť a dějiny. Praha: Argo, 2007. ISBN 9788072038626.
VEYNE, Paul. Ako písať o dejinách. Bratislava: Chronos, 1998. ISBN 8096786016.
STORCHOVÁ, Lucie a kol. Koncepty a dějiny. Proměny pojmů v současné historické vědě. Praha: Scriptorium, 2014. ISBN 978-80-87271-87-2.
Regular attendance. Preparation of a review on a selected book assigned by the instructor during the semester. Working with sources during the courses. A final colloquium consisting of a discussion of previously discussed issues 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
Ancient and Medieval Historiography. Medieval Studies: methods, questions, problems. The most important personalities of medieval studies. The Annales School (Bloch, Febvre, Braudel, Le Goff, Schmitt). Basic methodological approaches (cultural history, historical anthropology, everyday life, microhistory). Selected topics (women, minorities, elites, identities, ethnicity, communication). Social science and historiography – John Stuart Mill, Karl Marx, (Friedrich Engels), Émile Durkheim, Max Weber. Marxist historiography – E. P. Thompson, Eric Hobsbawm. Historiographical change after World War II., trauma and memory – Hannah Arendt. Postmodernism and the linguistic turn – Paul Ricoeur, Hayden White. Structuralism and questions of the subject (sexuality, gender) – Michael Foucault. Intellectual history and global history of thought and conceptual history. Discursive analysis (Searle, Austin, Foucault).
100/0
The Students have knowledge of the basic stages of the development of historiography from the Middle Ages to the present day. They are familiar with an overview of the most important trends and ideological concepts. After acquainting themselves with the works of the most important historians, they can identify selected trends and approaches of contemporary historiography. Students dispose theoretical knowledge of the history of the development of writing about history and the practical skills of the historian's work today.
DUDEKOVÁ, Gabriela a kol. Na ceste k modernej žene : Kapitoly z dejín rodových vzťahov na Slovensku. Bratislava: Veda, 2011, 773 s. ISBN 978-80-224-1189-9. KODAJOVÁ, Daniela. Živena : 150 rokov spolku slovenských žien. Bratislava: Slovart, spol. s r.o. , 2019, 303 s. ISBN 978-80-556-4149-2. SZABÓ, Miloslav. Potraty dejiny slovenských kultúrnych vojen od Hlinku po Kuffu. Bratislava : N Press, 2020, 128 s. ISBN 978-80-99925-28-2. ŠKORVANKOVÁ, Eva. Strážkyne rodinných kozubov? Ženy v ideológii a politike Slovenského štátu. Bratislava: Veda, 2020, 268 s. ISBN 978-80-224-1857-7. TIŠLIAR, Pavol a kol. Populačná a rodinná politika na Slovensku v 20. storočí. Bratislava : Muzeológia a kultúrne dedičstvo, o.z. : Centrum pre historickú demografiu a populačný vývoj Slovenska, Filozofická fakulta Univerzity Komenského v Bratislave, 2019, 219 s. ISBN 978-80-89881-18-5.
Students may have two absences at most. The students are evaluated on basis of active participation during lessons and the discussions of selected topics, in which is necessary to be prepared according a predetermined sources. The sources are gradually provided to students by the lecturer.
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. Defining basic concepts. Gender as a constructivist category. Women´s history or gender history?
2. Woman in the Slovak society before the First World War. Ideal of a Slovak woman. Conservatism versus Radicalism.
3. Suffrage for women. Moreover, what with that?
4. Czechoslovak Republic – Apparent Equality?
5. Girl´s education – between tradition and new opportunities
6. Slovak State – the new Slovak woman in new political reality
7. Labour emancipation of women after the Second World War. Builders of Socialism.
8. Women and population policy. Abortion and contraception
9. Women and policy. Suffrage, political activity, women´s topics in the policy
10. Women in Slovakia after the 1989
100/0
The student analyses a status of women in the Slovak society during the 20th century in context of political, economic and social changes. After graduation of the course, the students are able to historicize and contextualize the status of women in the society. From this point of view, the subject represents a key moment for defining the diversity and character of society. It also helps to deconstruction of mythical images of power apparatus also its subsequent political and historical reflection. The students are able to analyse not only the role and impact of gender status of women in the society, but they mostly use a methodological apparatus of historical analysis of the society in general. Based on the acquired knowledge, students are able to comprehensively orient themselves in the public space of a politically defined modern society and to respond to the current challenges of society and to historical contemporary adversarial discourses.
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. KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7. MacMILLANOVÁ, Margaret. Mírotvorci: Pařížská konference 1919. Praha: Academia, 2004, 551s. ISBN 80-200-1151-X. VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction to political trends of the first half of the 20th Century.
International relations before the First World War (a forming of the Entente Powers, the Triple Alliance, Balkans Wars)
The First World War and its consequences
Changes issues of the post-war Europe and trends in East Asia (the Washington Conference).
The 1920s in the European policy
International relations in the 1930s – Rise of the tension in international relations.
Interior policy trends in various countries – general characteristic.
Interior policy trends in various countries – the Great Britain, France and the United States
Interior policy trends in various countries – Italy, Germany, Japan
50/50
The students have knowledge of selected issues of the political, social, economic and cultural trends of Europe and the world in the first half of the 20th Century. Within the seminar, they are able to analyse the various factors of the world after the end of the First World War, social and economic problems, as well as some cultural innovations.
BOCKOVÁ, Gisela. Ženy v evropských dějinách. Praha: Nakladatelství Lidové noviny, 2007, 381 s. ISBN 978-80-7106-494-7.
HORSHAM, Michael. Styly 20. a 30. let. Praha: Svojtka a Vašut, 1997, 128 s. ISBN 80-7180-255-7.
KYBALOVÁ, Ludmila. Dějiny odívaní III. : Od biedermeieru do současnosti; 19. a 20. století. Bratislava: Ústredná knižnica a ŠIS VŠMU, 1992, 172 s. ISBN 80-85182-14-9.
KYBALOVÁ, Ludmila. Od „zlatých dvacátých“ po Diora. Praha: Nakladatelství Lidové noviny, 2006, 253 s. ISBN 978-80-7106-149-6.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
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
Non-political characteristic of the first half of the 20th Century (Belle Époque, disaster of the war, from war to war)
Changes in the social stratification of population, social issues and the ways of solving it in the first half of the 20th Century.
Female Question in the first half of the 20th Century (emancipation, struggle for suffrage, marriage crisis – divorces, women´s education and scientific activities). Family and Parenthood.
Economic trends and its issues. Crisis and its causes. Reparations. Crisis management programs. State encroachments to economic trends
Modernization versus Traditionalism
Life in European and American cities in literary texts of European and American writers.
Life in the countryside in literary texts of European and American writers.
Paris and the artistic and writing elite
50/50
The students are able to identify the selected issues of the political, social, economic and cultural trends of Europe and the world in the first half of the 20th Century. They can to analyse the various factors of the changes the world after the end of the First World War, social and economic problems, as well as some cultural innovations.
ARENDT, Hannah. Eichmann v Jeruzaleme. Správa o banalite zla. Bratislava, 2022.
BENZ, Wolfgang. Holokaust. Trenčín, 2010.
BRUSTEIN, Wiliam. Roots of Hate. Anti-Semitism in Europe before The Holocaust, Cambridge, 2003
HILBERG, Raul. The Destruction of the European Jews. Yale, 2003
HILBERG, Raul. Pachatelé, oběti, diváci. Židovská katastrofa 1933–1945. Praha, 2002.
LANZMANN, Claude. Šoa. Praha, 2011.
NIŽŇANSKÝ, Eduard – HRABOVSKÝ, Milan. Rasizmus, antisemitizmus, holokaust. Bratislava, 2013.
WISTRICH, Robert S. Hitler a holokaust. Bratislava, 2002.
Active participation in the respective lessons and discussions. A student prepares a written paper, in which they analyze a book about The Holocaust. Submitted paper accounts for 35% of final grade. Afterward, the student is supposed to take a test, with the score for passing the test is up to 65%.
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 concept of the Holocaust in historiography: Intentionalist and Functionalist perspectives. Raul Hilberg's interpretation of victims, perpetrators, and bystanders.
2. The roots of Antisemitism: Pre-war Antisemitism in Europe as a precursor to the Holocaust. Antisemitism in Germany before Hitler. Hitler’s views on Jews in Mein Kampf. The Third Reich (1933–1939), including the Nuremberg Laws, Jewish reactions, emigration, forced displacement, and the establishment of the Zentralstelle für jüdische Auswanderung in Vienna. Early actions by Adolf Eichmann, including the Nisko Plan.
3. The "Final Solution": The Wannsee Conference, concentration camp systems (extermination camps, labor camps, and concentration camps), and Einsatzkommandos on the Eastern Front.
4. From deportation to extermination: Nazi Germany and its allies, including Italy and Hungary.
5. Nazi Germany and its "satellites": Slovakia and Croatia.
6. Nazi Germany and the occupied states: Protectorate of Bohemia and Moravia, and Ostmark.
7. Divergent policies in Hungary, Romania, and Bulgaria.
8. Western Europe: The Holocaust in the Netherlands, Belgium, and various regions of France.
9. The actors of the Holocaust: Perpetrators and victims, including Adolf Eichmann’s men and the Jewish Councils.
10. The Holocaust and modern society in the 20th century: Genocide as part of "normal" life.
35/65
Students will identify the main issues surrounding the Holocaust in Europe, including the evolution from anti-Judaism to Antisemitism. They will understand the genocide of the Holocaust through interpretations based on Intentionalism and Functionalism. Students will analyze topics such as Hitler's Antisemitism and racism, as detailed in Mein Kampf, Nazi Germany as a racial state, and the approaches to the "Final Solution." They will study the destruction of various Jewish communities in Europe.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X. HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6. JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8. ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9. WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
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 into the history of Balkan. Balkan as a concept.
2. Political, economic and social trends in the Ottoman Empire. Regression of the Ottoman Empire and situation in Balkan in the 19th Century.
3. Great Powers and their interests in Balkan in the 18th and 19th Centuries. The Eastern Crisis and Congress of Berlin.
4. Origins and development of the first “national” states in Balkan – Greece and Serbia.
5. National movements and political programs of the Bulgarians and the Albanians.
6. Issues of the Bosnia and Herzegovina
7. The Macedonian and Albanian Question
8. Political trends in Balkan after the Congress of Berlin and deepening the crisis in the Ottoman Empire.
9. The Balkan Wars.
10. The First World War in Balkan
11. Dissolution of the Ottoman Empire after the First World War
50/50
The students are able to identify political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states), the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8.
ROTHSCHILD, Joseph. East Central Europe between the Two World Wars : A History of East Central Europe IX. Seattle – London: University of Washington Press, 1992 (siedme vydanie), s. 201-280 (Juhoslávia), 281-322 (Rumunsko), 324-355 (Bulharsko, 357-366 (Albánsko). ISBN 0-295-95357-8.
ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
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. Social construction of concepts (definition).
2. Trends of ethnic and religion structure of South-Eastern Europe
3. Territorial changes after the First World War – territorial conflicts (the Greeks-Turkey War, Albanian boundaries and Bulgarian boundaries)
4. Minorities – status of minorities in the society and the relations of state to minorities (minority rights, assimilation, ethnic genocide, replacement of inhabitants between countries)
5. Authoritative regimes in South-Eastern Europe.
6. Kingdom of SHS/Yugoslavia – issue of coexist of etnhical and religion groups in contexts the multiethnic state (process and mechanism of unification by state)
7. The Second World War – resistance and the civil war.
8. Territorial changes of Balkan after the Second World War and status of Tito´s Yugslavia
9. Trends of the interior policy in the various states – Communists Bloc, Western Bloc and Yugoslavia.
10. Dissolution of Yugoslavia and escalation of the national conflicts and wars in the region
11. Continue of crisis at the beginning of the 21st Century, the focuses of potential conflicts
50/50
The students are able to identify political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states), the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
HRADEČNÝ, Pavel. Řekové a Turci : nepřátelé nebo spojenci? Praha: Nakladatelství Lidové noviny, 2000, 226 s. ISBN 80-7106-378-9.
PIRJEVEC, Jože. Jugoslávie 1918 - 1992: Vznik, vývoj a rozpad Karadjordjevićovy a Titovy Jugoslávie. Praha: Argo, 2000, 537 s. ISBN 80-7203-277-1.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
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. Defining basic concepts, geographical and political definition of the area, concepts: Balkan, Balkans, balkanization. South-Eastern Europe as a concept and its geographical and geopolitical definition.
2. Nation and Nationalism as concepts and its application to national-emancipation concepts. 3. Overview of historical trends of South-Eastern Europe – roots of ethnical conflict, examples and inspirations in history.
4. Balkans society in the 19th and 20th Centuries.
5. Ethnic and religion structure of inhabitants in Balkan and its trends.
6. Croatia-Serbia relations
7. Serbian-Albanian relations. Problem of Kosovo
8. Greco-Turkish relations.
9. Macedonian question.
10. Bosnia and Herzegovina. Process of the ethnic identification of Muslims in Bosnia and Herzegovina.
11. Bulgaria and its relations with neighbouring states.
12. The 1990s – the opening of the “new” centres of conflicts.
50/50
The students are able to identify political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states), the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
1. BAUMAN, Zygmunt. Modernita a holocaust [ Modernity and the Holocaust]. Praha, 2023.
2. BENZ, Wolfgang. Holokaust. [The Holocaust]. Trenčín, 2010.
3. NIŽŇANSKÝ, Eduard – HRABOVSKÝ, Milan. Rasizmus, antisemitizmus, holokaust. [Racism, Antisemitism, Holocaust] Bratislava, 2013.
4. NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938–1945. [The Policy of Antisemitism and the Holocaust in Slovakia 1938-1945] Banská Bystrica, 2016.
5. LIPSTADT, Deborah. Antisemitizmus tu a teraz. [Antisemitism Here and Now]. Praha, 2020.
6. WISTRICH, Robert S. Hitler a holocaust [Hitler and the Holocaust]. Bratislava, 2002.
Active participation in the respective lessons and discussions. A student presents a topic from to the book “Rasizmus, antisemitizmus, holocaust” [Racism, Antisemitism, Holocaust] as the main speaker once at least. The student prepares an essay on the racism, antisemitism and the Holocaust.
The essay represents 50% of classification score and the activities at discussions consist of 50%.
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. From intellectual discourse to political discourse: Racism by intellectuals and its transition to political Racism in the 19th and 20th centuries. The problem of intentionalism in interpretations of Racism and Antisemitism.
2. From proto-Racism to the origins of Racism in the 18th century.
3. Biological Racism and the ideology of Racism in the 19th century. Were Aryans merely a linguistic issue?
4. Transition from Racism to Antisemitism in the 19th century.
5. A. Gobineau’s Essay on the Inequality of Human Races and H. S. Chamberlain’s The Foundations of the Nineteenth Century.
6. Racism and Antisemitism in the 20th century: A. Rosenberg and A. Hitler.
7. From heterophobia to the Holocaust: Modern society and genocide.
8. The Holocaust in Germany: Ethical and political issues in 20th-century society.
9. Policies of Antisemitism in Slovakia and Central Europe between 1938–1945.
10. Reflections on the Holocaust and Antisemitism in the 21st century.
50/50
Students will be able to identify the main trends of Racism and Antisemitism in European history from the 18th to the 20th century. Students will analyze relevant chapters of the book Nižňanský Eduard – Hrabovský Milan: Racism, Antisemitism, and Holocaust. Within these topics, students will also work with Oral history documents.The course will also cover topics related to revisionist interpretations of the Holocaust and its denial. Students will also engage with issues of contemporary Antisemitism, its “viability” in the “digital era”, with a focus on the rise of disinformation campaigns in the public sphere.
JÄCKEL, Eberhard. Německé století historická bilance. Praha : Argo, 2004. ISBN 80-7203-617-3.
MANN, Golo. Dějiny Německa 1919 – 1945. Praha : Český spisovatel, 1993. ISBN 80o-202-0441-5.
MÜLLER, H. M. Dejiny Nemecka. Praha Nakladatelství Lidové noviny, 2001. ISBN 80-7106-188-3.
TKADLEĆKOVÁ, Herta. Všeobecné dejiny I. Bratislava: Univerzita Komenského, 1992. ISBN 80-223-0275-9.
A student analyses a chosen issue about history of Germany. They submit written paper about the topic, or present it, which represents 25% of final classification score. Afterwards the student is supposed to take a test. The successful completion of the test represents 75 % of evaluation 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. Historiography and the history of Germany in the 20th Century.
2. The origins of German Empire (1871) and the way to World War 1
3. Germany in World War 1, the origin of the Weimar Republic
4. The Weimar Republic – interior and foreign policy
5. The origins of NSDAP. Nazism as a movement
6. The crisis of the Weimar Republic (1930 – 1933)
7. The NSDAP´s Capture of Power. Nazism as regime. The chronology of Nazi-regime
8. The Nazi Germany and World War 2.
9. The Allies after World War 2. The Cold War and establishment of two German states
10. The Adenauer´s Germany. From Petersburg to absolute sovereignty of the FRG.
11. From The Second Berlin Crisis to Willy Brandt
12. W. Brandt and his Eastern Policy – „Ostpolitik“
25/75
A student has knowledge about history of Germany in the 20th Century, especially of period between 1918 – 1975. The students understand the main issues of German history: The Germany in World War 1, The Weimar Republic, The Nazi Germany, two German states after World War 2.
JINDRA, Zdeněk - SVÁTEK, František - ŠTAIF, Jiří: Úvod do studia hospodářských a sociálních dějin. Praha: Karolinum, 1997. ISBN 80-7184-438-1
DULMEN, Richard van: Historická antropologie. Praha: Dokořán, 2002. ISBN 80-86569-15-2
IGGERS, Georg G.: Dějepisectví ve 20. století. Praha: Lidové noviny, 2002. ISBN 80-7106-504-8
BURKE, Peter. Francouzská revoluce v dějepisectví. Praha: Lidové noviny, 2004. ISBN 80-7106-719-9
DUDEKOVÁ, Gabriela (ed.). Na ceste k modernej žene. Kapitoly z dejín rodových vzťahov na Slovensku. Bratislava: Veda 2011. ISBN 978-80-224-1189-9
MANNOVÁ, Elena. Minulosť ako supermarket. Bratislava: HÚ SAV-Veda, 2019. ISBN 978-80-224-1706-8
MYŠKA, Milan – ZÁŘICKÝ, Aleš. Prameny k hospodářským a sociálním dějinám novověku. I. – II. Ostrava 2008 a 2010. ISBN 978-80-7368-585-0 a 978-80-7368-845-5
HROCH, Miroslav. Národy nejsou dílem náhody. Praha: SLON, 2010. ISBN 978-80-7419-010-0
HROCH, Miroslav: Hledání souvislostí. Eseje z komparativních dějin Evropy. Praha: SLON, 2016. ISBN 978-80-7419-232-6
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.
Maximum number of unjustified absences: 2
Slovak
Introductory lesson. Concepts of economic (proto-industrialization, industrialization, industrial revolution, take off, mathematization, etc.) and social (Alltagsgeschichte, historical representations, historical memory, festivities, mobilization, archontology) history and their branches (cliometrics, historical anthropology, virtual history), way of working with them and their use in practice.
100/0
At the end of the course, students master the most modern apparatus of concepts and categories of two important and interconnected historical disciplines and are able to use them. They understand the different concepts and potential of both historical disciplines.
MAGRIS, Claudio. Habsburský mýtus v moderní rakouské literatuře. Brno: Barrister-Principal, 2002. ISBN 80-86138-40-2
URBANITSCH, Peter. Mýtus pluralismu a realita nacionalismu. Dynastický mýtus habsburské monarchie.... Kuděj 2006/1 and 2006/2
FABIAN, Juraj. Pramenná hodnota memoárových textov. Slovenská archivistika, vol. 21, 1986, no. 1, pp. 73-81
ROSENBAUM, Karol. Vzťahy slovenskej a českej literatúry 19. a 20. storočia. Bratislava: Obzor, 1989. ISBN 8021500220.
Further literature will be specified during the semester, for example literary works by J. Kalinčiak, B. Němcová, J. M. Hurban, J. Záborský, T. Vansová, Timrava, J. G. Tajovský, J. Čajak, S. H. Vajanský, J. Roth, M. Jókai, K. Mikszáth, J. Hašek, J. Jesenský, T. J. Gašpar, J. Hrušovský, J. C. Hronský, M. Figuli, P. Kompiš, Z. Zguriška, A. Prídavok, F. Urbanovič, D. Szabó; memoires by Zechenter-Laskomerský, M. Ormisová, Jégé, J. Smetanay, P. Cebocli, H. Gregorová, I. Thurzo, S. Márai, I. Stodola, A. Plávka
Published correspondence.
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
Literature as a historical source, its pitfalls, meaning and information potential. The relationship between artistic level and historical value. Memoirs as a literary genre and their value. The value of profile and marginal fiction. Specific analysis of selected literary works and memoirs.
100/0
At the end of the course, students know how to “read” literary texts, work with them and interpret them from a historical perspective. They understand the essence of interdisciplinary connections and literary-historical analysis. They are also aware of the peculiarities of using memoirs to learn about their time.
HOLEC, Roman. Poslední Habsburgovci a Slovensko. Bratislava: Ikar, 2001. ISBN 80-551-0024-1
HOLEC, Roman. Coburgovci a Slovensko. Bratislava: Kalligram, 2008. ISBN 978-80-8401-249-5
CHUDÍK, Július - JARUNKOVÁ, Klára. Horehronský talizman. Bratislava: Tatran, 1978. ISBN 61-900-78
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
The Coburgs as a German lineage (“the stud farm of Europe”), the gradual occupation of the different thrones, its dynastic policy and the principles professional and national aspects subordinate to, the way of thinking and geopolitics of this European dynasty, the Coburgs on the Bulgarian throne, the politics of the great powers and the different countries in the Balkans, Slovakia and the Balkans (Bulgaria, the Coburgs), seats of the Catholic Coburgs in Slovakia, the family’s husbandry, the Coburgs in the wheelwork of the land reform in Czechoslovakia, achievements and scandals, the formation of myths and historical memory of the dynasty, Czechoslovakia and Bulgaria.
100/0
On the example of one important European family, students get familiar with the basics of dynastic politics, understand the strategy of the way highest nobility behaves (marriage policy, dynastic unions) and its transnational way of thinking. On the example of the Balkans, students understand different geopolitical aspects of European politics and the attitude of Slovaks towards them.
CHMEL, Rudolf (ed.). Slovenská otázka v 20. storočí. Bratislava : Kalligram, 1997. ISBN 80-7149-155-1
KRAJČOVIČOVÁ, Natália. Jeden či dva národy? Dilema slovenskej politiky po vzniku ČSR. In: Česko-slovenská historická ročenka 1999. Brno : 1999, s. 98-112.
LETZ, Róbert a kol. Pramene k dejinám Slovenska a Slovákov XII a. Slováci pri budovaní základov Československej republiky. Bratislava : Literárne informačné centrum, 2013. ISBN 978-80-8119-072-8
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Martin : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
Further sources and literature will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - 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
Czech (reading)
1. Starting points for Czechoslovak vs Slovak nationalism polemics. The HSĽS-Prúdy generation. The central city of Martin.
2. The Martin Declaration vs the Pittsburgh Agreement - two different views on the future of Slovaks. Important justification sources for the theory of Czechoslovak national unity (Martin Declaration) and for the autonomist movement (Pittsburgh Agreement). Controversies over the Martin Declaration. Controversies over the Pittsburgh Agreement.
3. Controversial reactions to Hlinka’s trip to Paris. Memorandum of American Slovaks to the Government and the National Assembly of the Czechoslovak Republic calling to incorporate the Pittsburgh Agreement into the Constitution of Czechoslovakia.
4 Jozef Škuléty’s Controversies with Milan Hodža, Václav Chaloupecký and Albert Pražák in the 1920s.
5. Controversies about the Czechoslovak nation in the Czechoslovak parliament.
6. Controversies about the autonomy of Slovakia in the Czechoslovak parliament.
7. Controversies about the Czechoslovak nation among Slovak politicians in the press. Controversies of Vavro Šrobár, Juraj Slávik, Anton Štefánek, Milan Hodža, Ivan Dérer, Milan Ivanka, Andrej Hlinka, Martin Rázus and others.
8. Controversies about the Czechoslovak-Slovak nation among Slovak intellectuals and artists.
9. Controversies about the definition of Slovak culture, science and language among Slovak intellectuals and artists.
10. Controversies about the Slovak language and the 1931 Rules of Slovak Orthography among Czech and Slovak intellectuals.
11. Controversial brochures and book publications.
12. Final recapitulation of obtained knowledge, discussion.
30/70
Students are familiar with the controversies around the Slovak statehood, nation and language between 1918 and 1938. They can apply an analytical approach to assess different argumentation approaches among Slovak politicians and intellectuals on topics like the Slovak - Czechoslovak nation, centralism, autonomy, and the definition of Slovak culture and language. Their knowledge is based on their analysis of the confrontation of the then two rival entities, namely the Czechoslovak and the Slovak nationalism.
BYSTRICKÝ, Valerián – ZEMKO, Milan (eds.). 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
ROGUĽOVÁ, Jaroslava a kol. Od osmičky k osmičke. Premeny slovenskej spoločnosti v rokoch 1918 – 1938. Bratislava : Historický ústav SAV, 2009. ISBN 978-80-970060-4-4
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 – 1938). Martin : Vydavateľstvo Matice slovenskej, 2011. ISBN 978-80-8115-053-1
Further literature will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - 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 end of WWI and the establishment of the First Czechoslovakia had on Slovak society.
2. The democratization of Slovak society. Its transformation into a civil society.
3. The national development of Slovaks and manifestations of nationalism in the 1930s. Transformation from an ethnic to a political nation in the 1930s.
4. Factors concerning the legal form of the country between 1918 and 1938 and their impact on Slovak society. Centralism. Autonomism. Regionalism.
5. Economic and social factors of Slovakia’s development in the interwar period.
6. Development and basic issues concerning the institutional framework of Slovak culture in the interwar period.
7. Development of Slovak society in the narrative discourse of Slovak literature.
8. Language issues in the interwar period. The emancipation of Slovak science in the interwar period.
9. The establishment of Slovak political and cultural elites in the interwar period.
10. Slovak cultural elites in the interwar period.
11. Slovak cultural elites between 1939 and 1945.
12. The impact Slovakia’s autonomy and the establishment of the Slovak State had on Slovak society.
13. Political factors between 1939 and 1945.
14. Economic and social factors between 1939 and 1945.
15. Everyday life between 1918 and 1945.
16 Presentations, discussions, recapitulation of the acquired knowledge.
30/70
At the end of the course, students are familiar with the specificities of the dynamic development of Slovak society and culture between 1918 and 1945. They can look at different issues from a social and cultural history perspective using an interdisciplinary approach. Thanks to a critical analysis, they have comprehensive knowledge of the social and cultural conditions in Slovakia between 1918 and 1945.
KOSATÍK, Pavel. Slovensko 30 let poté. Praha: Práh, 2022, 253 p. ISBN 9788072529490.
KOTIAN, Róbert – ŠTULAJTER, Ivan. 30 rokov po: Slovensko 1989 – 2019. Žilina: Artis Omnis, 2019, 411 p. ISBN 9788082010612.
LEŠKA, Dušan. Formovanie politického systému na Slovensku po roku 1989. Bratislava: Infopress, 2011. ISBN 9788089485048.
RYCHLÍK, Jan – POKORNÝ, Milan – ZELENKOVÁ, Anna – GBÚR, Ján. Dějiny Slovenska. Praha: Vyšehrad, 2024, 647 sp ISBN 9788076019157.
ŠÚTOVEC, Milan. Politické Slovensko: encyklopedická príručka : aktéri, dokumenty, inštitúcie, politické strany, udalosti. Bratislava: Slovart, 2019. 487 p. ISBN 978-80-556-3894-2.
30% 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.
70% 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
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment.
2. Causes of the Velvet Revolution and its foreign policy context.
3. November 1989.
4. Federation (1990 – 1992).
5. Disintegration of the Czechoslovakia.
6. Establishment of the Slovak Republic.
7. The second and third governments of Vladimír Mečiar (1992 – 1998).
8. The period of "swordsmanship" and its interpretative frameworks.
9. Euro-Atlantic integration of Slovakia, its successes and failures.
10. The first and second governments of Mikuláš Dzurinda (1998 – 2006).
11. Entry of Slovakia into the European Union.
12. Conclusion.
30/70
Students will gain an overview of the most important Slovak political events from the Velvet Revolution in 1989 to 2004, when Slovakia joined the European Union. During this period, the country went through significant changes that shaped and created it into its present form. Graduates of the course will be confronted with various interpretive frameworks through which they can look at the issues of recent history.
FERGUSON, Niall. Nešťastná válka. Praha: Dokořán, 2004, 487 s. ISBN 80-86569-56-X.
KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004, 341 s. ISBN 80-86493-12-1.
KŘIVSKÝ, Petr. Do nitra kontinentů. Praha: Mladá fronta, 1988, 256 s.
NÁLEVKA, Vladimír Světová politika ve 20. století (I.). Praha : Aleš Skřivan ml., 2000, 270 s. ISBN 80-902261-4-0.
RAPPORT, Michael Evropa devatenáctého století. Praha: Vyšehrad, 2011, 436 s. ISBN 978-80-7429-061-9.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Vinen, Richard Evropa dvacátého století. Praha : Vyšehrad, 2007.
• Rapport, Michael Evropa devatenáctého století. Praha : Vyšehrad, 2011.
• Čapek, Vratislav [et al.] Dějiny novověku III. Praha : Státní pedagogické nakladatelství, 1973.
• Křivský, Petr - Skřivan Aleš Století odchází. Praha : Aleš Skřivan ml., 2004.
• Nálevka, Vladimír Světová politika ve 20. století (I.).Praha : Aleš Skřivan ml., 2000.
• Křivský, Petr Do nitra kontinentů. Praha : Mladá fronta , 1988.
• Ferguson Niall Nešťastná válka. Praha : Dokořán, 2004.
• Ferguson Niall Válka světa. Praha : Academia, 2008.
Students may have two absences at most. The students are evaluated on basis of active participation at the seminar (50%) and at the final discussion (50%).
Porušenie akademickej etiky má za následok anulovanie získaného hodnotenia.
Klasifikačná stupnica:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
1. International relations in the 1870s (situation after the Franco-Prussian War, Three Emperors’ League, The Great Eastern Crisis, Russo-Turkish War, Treaty of San Stefano, Congress of Berlin).
2. International relations in the 1880s (situation after the Congress of Berlin, establishment of The Dual Alliance, Italy joins to the Dual Alliance, colonial expansion – mastery of Egypt and African´s Rush, French interests in South-Eastern Asia)
3. International relations in the 1890s I. – modification of the Bismarck´s system (the Balkan situation – the crossroad of The Great Power´s interests, Bismarck´s departure and German “new policy”, Franco-Russian Alliance 1893/1894, British policy of “splendid isolation”)
4. International relations in the 1890s II. (South African crisis, Italo-Ethiopian War, Greco-Turkish War (1897), Russian expansion in East Asia, development of the Trans-Siberian Railroad, beginning of Japanese expansion in Asia, The First Sino-Japanese War, the struggle of Korea, The Spanish-American War, Fashoda Crisis, The Second Boer War)
5. International relations 1900 – 1905 (The Boxer rebellion, interference of The Great Powers in China, the struggle of Persia, the end of British policy of “splendid isolation”, Berlin-Baghdad railway, Franco-British agreement – “Entente cordiale”)
6. International relations 1905 – 1908 (the Russo-Japanese War, The First Moroccan Crisis, naval armament, disarmament conferences, Anglo-Russian agreement 1907, the Balkan situation – Bosnian Crisis, The Second Moroccan Crisis)
7. International relations 1908 – 1914 (rise of tension in Balkan situation, Battle of Tripoli, The First and Second Balkan War, international relations after the Balkan Wars)
8. Assassination at Sarajevo and The Second Bosnian Crisis – so-called July crisis, outbreak of the Austro-Serbian conflict, brink of the world war
50/50
The student has basic overview of the essential issues of international relations from establishment of the German Empire to outbreak of the First World War. Students know how to orientate in key questions of the international policy, international relations, issues of the colonialism and therefore they are able to confront the various interpretations of causes of the outbreak of the First World War and they can expertly discuss about it. In addition, students are able to orient in the contemporary issues of international policy.
JAKSICSOVÁ, Vlasta. Kultúra v dejinách - dejiny v kultúre. Moderna a slovenských intelektuál v siločiarach prvej polovice 20. storočia. Bratislava : VEDA, 2012. ISBN 978-80-224-1238-4
VAŠŠ, Martin. Slovenská otázka v 1. ČSR (1918 - 1938). Martin : Vydavateľstvo Matice slovenskej, 2011.ISBN 978-80-8115-053-1
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
Further literature and sources will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - 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 to the issue. Outlining the main political and cultural-social determinants in the 1st Czechoslovakia and the 1st Slovak Republic.
2. Slovak artists and politics in the First Czechoslovakia. The politicization of culture. Slovak artists’ reactions to the official state ideology of a single Czechoslovak nation and language.
3. Slovak artists and pro-Nazi / pre-regime collaboration. Political and moral aspects of Slovak artists collaborating during the 1st Slovak Republic. Tido Gaspar. Milo Urban.
4. Slovak artists and anti-fascist resistance during the 1st Slovak Republic. Left-wing artists in the 1st Slovak Republic.
5. Slovak artists and conformism. The passivity of Slovak artists during the 1st Slovak Republic.
6. The reflection of political events in literary works and politically engaged literature.
7. Slovak writers and nationalism. Manifestations of nationalism in the texts of Slovak writers. Andrej Žarnov, Milán Rázus and others.
8. Slovak fine art as a political tool. Searching for politics in art. Left-wing thinking, nationalism in Slovak art.
9. Slovak artists and communism. Laco Novomeský. Ján Poničan. Zuzka Zguriška. Social photography - Irena Blühová. Visits to the Soviet Union.
10. The idea of Slovak art during the 1st Slovak Republic. Art as part of politics.
30/70
At the end of the course, students are familiar with the way politics affected the lives of Slovak artists and vice versa, as well as with Slovak artists’ engagement in politics in between 1918 and 1945. Discussions play a key role as through them students develop their own creative thinking skills concerning the different aspects of Slovak artists’ engagement in politics. Special emphasis is placed on discussing the state and public activities of Slovak artists in the first Slovak Republic (1939 - 1945).
BARNOVSKÝ, Michal. Na ceste k monopolu moci: Mocenskopolitické zápasy na Slovensku v rokoch 1945-1948. Bratislava: Archa, 1993, 248 p. ISBN 8071150568.
KAPLAN, Karel. Pět kapitol o únoru. Brno: Doplněk, 1997, 557 s. ISBN 808576573X.
PODOLEC, Ondrej (ed.). Február 1948 a Slovensko. Bratislava: Ústav pamäti národa, 2008, 685 p. ISBN 9788089335077.
SMETANA, Vít. Ani vojna, ani mír: velmoci, Československo a střední Evropa v sedmi dramatech na prahu druhé světové a studené války. Praha: Nakladatelství Lidové noviny, NLN, 2016, 663 p. ISBN 9788074223587.
VEBER, Václav. Osudové únorové dny: 1948. Praha: NLN, Nakladatelství Lidové noviny, 2008, 426 p. ISBN 9788071069416.
20% preliminary - regular attendance during the course, preparedness for the lessons, engagement in the discussions
80% 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
Czech (reading)
1. Introductory meeting. Conditions for awarding the assessment.
2. Post-war Czechoslovakia
3. Change of the political course
4. The Third Republic and its problems
5. Events that preceded February 1948
6. The emergence of Informbyro and the international context of domestic political development
7. The beginning of the government crisis
8. February events - day by day
9. Capitulation of the Democrats
10. Consequences of the coup
11. Sovietization of the country
12. Conclusion.
20/80
The February coup carried out by the communists in 1948 is one of the key events in our history. In addition to domestic policy, it also impacted foreign policy. In addition to the totalitarian political system, it also brought complete satelliteization of the republic. Students will gain knowledge about the causes, course and consequences of the communist coup, as well as about its foreign policy implications and how the Sovietization of the country took place.
BROD, Toman. Osudný omyl Edvarda Beneše 1939–1948: Československá cesta do sovětského područí. Praha: Academia, 2002, 700 p. ISBN 802000971X.
DEJMEK, Jindřich. Diplomacie Československa. Díl 1. Nástin dějin ministerstva zahraničních věcí a diplomacie (1918–1992). Praha: Academia, 2012, 317 p. ISBN 9788020022103.
DRULÁK, Petr. Metafory studené války: Interpretace politického fenoménu. Praha: Portál, 2009, 293 p. ISBN 9788073675943.
KREJČÍ, Oskar. Mezinárodní politika. Praha: Ekopress, 2014, 803 p. ISBN 9788087865071.
SMETANA, Vít. Ani vojna, ani mír: velmoci, Československo a střední Evropa v sedmi dramatech na prahu druhé světové a studené války. Praha: Nakladatelství Lidové noviny, NLN, 2016, 663 p. ISBN 9788074223587.
ŠTEFANSKÝ, Michal – MICHÁLEK, Slawomír. Míľniky studenej vojny a ich vplyv na Československo (od Trumanovej doktríny po Vietnam). Bratislava: Veda, 2015, 367 p. ISBN 9788022414494.
50% 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.
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 assessment, distribution of topics for papers and presentations.
2. Introduction to the issue of international relations.
3. The emergence of Czechoslovakia and its foreign policy context.
4. The First and Second Czechoslovak Republics (1918 – 1939).
5. Munich, the Second World War and its consequences for Central Europe.
6. Third Czechoslovak Republic (1945 – 1948).
7. Communist diplomacy and its important personalities.
8. Foreign policy of Czechoslovakia under the terms of the Warsaw Pact. Formation of the Soviet bloc, its limits and first problems.
9. Prague Spring - an attempt to change course?
10. Czechoslovak policy towards third world countries.
11. Change in foreign policy orientation (1989 – 1991). A gentle revolution and the search for a new direction.
12. Summary, evaluation and completion of the course.
50/50
Students will gain knowledge about the foreign policy of Czechoslovakia from its creation in 1918 to its disintegration in 1992. In addition, they will learn about the structure of international relations in Central Europe, which determined and conditioned not only the foreign but also the internal policy of the Czechoslovak Republic.
1. BROSZAT, Martin. Uchopení moci vzestup NSDAP a zničení výmarské republiky. Praha : NLM, 2002. ISBN 80-7106-276-6.
2. Můj boj od Adolfa Hitlera. [Praha]: Otakar II., 2000. ISBN 80-86355-26-8.
3. MÜLLER, H. M. Dejiny Nemecka. Praha Nakladatelství Lidové noviny, 2001. ISBN 80-7106-188-3.
4. STEFFAHN, H. Hitler. Olomouc: Votobia, 1996. ISBN 80-85885-27-1.
5. TKADLEĆKOVÁ, H. : Všeobecné dejiny I. Bratislava: Univerzita Komenského, 1992. ISBN 80-223-0275-9.
A student prepares an essay about the selected topic. The essay represents 25% of classification score. Afterwards, student takes a test. Passing the test represents 75% 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 historiography about general theory of the Fascism. Typology of the Fascism and the Nazism
2. The establishment of the Weimar Republic – the power and limits of the parliament democracy in the interwar period
3. From beginning of NSDAP to coup in Munich in November 1923
4. A. Hitler and Mein Kampf. Hitler as programmer also politician?
5. The German Question in 20´s decade in the international policy
6. The president´s governments 1930 – 1932. From democracy to dictatorship?
7. „Machtergreifung“ 1933/34.
8. The interior policy in Nazi Germany to the beginning of World War 2.
9. The foreign policy of the Nazi Germany during the 30´s decade.
10. From Anschluss to September 1, 1939
11. Was the War necessary? Lebensraum-politik
12. Holocaust and the racial Nazi-state.
13. The Fall of the Nazi Germany and its consequences. Anti-Hitler Coalition
100/0
A student gets acquainted with the basics of the development of Nazism in Germany issue.
BOCKOVÁ, Gisela. Ženy v evropských dějinách. Praha: Nakladatelství Lidové noviny, 2007, 381 s. ISBN 978-80-7106-494-7. Strana: 308 HORSHAM, Michael. Styly 20. a 30. let. Praha: Svojtka a Vašut, 1997, 128 s. ISBN 80-7180-255-7. PAŽOUT, Jaroslav (ed.) Každodenní život v Československu 1945/1948-1989. Praha-Liberec: Ústav pro studium totalitních režimů-Technická univerzita v Liberci, 2015, 240 s. ISBN 978-80-87912-35-5. VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1. ZEMKO, Milan - BYSTRICKÝ, Valerián. Slovensko v Československu (1918-1939). Bratislava: Veda, 2004, 687 s. ISBN 80-224-0795-X.
Students may have two absences at most. The student is evaluated on basis of active participation at the course (30%) and the final written work (70%), which consists of short-term research within the family or between the relatives.
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 Twentieth Century – era of extremes?
2. Man and the environment. New challenges
3. Life before the First World War. Prosperity and poverty. Two sides of one coin.
4. The First World War – the war of all wars
5. Interwar era – the crazy 20´s and crisis 30´s
6. The Second World War
7. Polarization of the World – Western and Eastern Bloc
8. Life in the West – an economic miracle, prosperity and social state
30/70
The student is able to identify a dynamic trend, which have occurred in the 20th Century and thus modify the complex human destinies, which were intensely influenced by local and global power struggles. Based on examples of lives of general population, the students know to analyse issue of migration, changes of family as a social institution, long-term and short-term consequences of the war, women´s emancipation also crisis of masculinity, changes in eating, living and fashion. The students of history, sociology, and ethnology have a more comprehensive view of the 20th Century, which meant for individuals a combination of optimism and pessimism, rapid technological progress and dynamic life-style, which required high demands on man and the environment.
HOLDOŠ, Ladislav, BARTOŠEK, Karel. Svědek Husákova procesu vypovídá. Rozhovory Karla Bartoška s Ladislavem Holdošem o zážitcích z věznic a táborů pěti zemí, o komunistech bez moc a u moci, o Slovensku a o jiném... Praha: Naše vojsko, 1991. ISBN 80-206021-27.
KAPLAN, Karel. Československo v letech 1948-1953. Praha: Státní pedagogické nakladatelství, 1991. ISBN 8004257003.
KAPLAN, Karel. Kronika komunistického Československa. Klement Gottwald a Rudolf Slánsky. Brno: Barrister and Principal, 2009. ISBN 978-80-87029-53-4.
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.
VOJTĚCHOVSKÝ, Ondřej. Z Prahy proti Titovi. Jugoslávská prosovětská emigrace v Československu. Praha: Univerzita Karlova, 2012. ISBN 978-80-7308-428-8.
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 political processes in the USSR in the 1930s.
2. Conflicts within the Communist Party and their development.
3. The conflict between Tito and Stalin and the Cominform Resolution.
4. Searching for enemies within the communist parties of the Eastern bloc.
5. The Slovak question in post-war Czechoslovakia and Slovakia’s bourgeois nationalism.
6. The accusations against Husák and others by the so-called Slovak bourgeois nationalism and the IX congress of the Communist Party
7. The arrest of high communist officials and preparation of political processes.
8 Sharpening regime centralizing efforts in Czechoslovakia
9. The process against the Slovak bourgeois nationalists and its consequences
10. The impact of the Cold War on the political processes.
11. Stalin’s cult of personality and legacy.
12. Rehabilitations
30/70
At the end of the course, students are familiar with the situation in the entire Eastern bloc after 1948 in connection with the political processes against the representatives of the communist parties with a special emphasis on Slovakia. They understand the origin and development of the accusations of the so-called Slovak bourgeois nationalism up to the processes against Gustáv Husák and others, and the resulting solution of the Slovak issue within Czechoslovakia. They are familiar with the domestic and foreign political scene and understand the impact the international situation had on the origin and execution of the political processes.
HEYWOOD, Andrew. Politické ideologie. Plzeň : Vydavatelství a nakladatelství Aleš Čeněk, 2008. ISBN 978-80-7380-137-3.
ARENDTOVÁ, Hannah. Krize Kultury. Praha : Mladá fronta, 1994. ISBN 80-204-0424.
NISBET, Robert. Konzervativismus: Sen a realita. Praha : Občanský institut, 1993. ISBN 80-900190-3-X.
DOERING, Detmar. Liberalizmus - pokus o slobodu. ISBN 80-88874-08-4.
FURET, Francois - NOLTE, Ernst. Fašizmus a komunizmus. Bratislava : Agora, 2001. ISBN 80-967210-9-7.
Students analyse the book by A. Heywood: Politické ideológie [Political Ideologies]. Every student presents a relevant topic as a main speaker once at least (for example: Conservatism, Liberalism ...) It represents 50% of classification score. The student prepares an essay (after consultation with a lecturer), in which they analyse (chyba subject) some work (for example about: Conservatism, Socialism, Communism, Nazism...). The essay represents a second part of classification score – 50%.
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. Liberalism
2. Conservatism
3. Socialism
4. Communism
5. Nationalism
6. Fascism
7. Nazism
8. Anarchism
9. Feminism
10. Environmentalism
100/0
The student is able to identify the essential political ideologies in the 20th Century and they use the knowledge about relation between intellectual discourses about respective issues, where political discourse arises.
Krízy režimov sovietskeho bloku v rokoch 1948-1989. Banská Bystrica: Pedagogická spoločnosť J.A. Komenského, 1997. ISBN 80-88784-14-X.
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.
RAŠLA, Anton. Spomienky spoza mreží. Banská Bystrica: Vidas, 1998. ISBN 80-85306-16-6.
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 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 situation in Czechoslovakia and the USSR following the deaths of Stalin and Gottwald
2. The succession struggle and the first problems in the Eastern bloc
3. The cult of personality.
4. The XX Congress of the CPSU and the revelation of Stalin’s crimes.
5. The events in Poland and Hungary.
6. The situation in Czechoslovakia and criticism of the regime
7. The reaction of Novotny’s regime and the second wave of political processes
8 The role of the Czech and Slovak intelligentsia
9. The second de-Stalinization phase.
10. Rehabilitations
11. The Slovak question in the early 1960s
30/70
At the end of the course, students are familiar with the first major crisis in the Eastern bloc caused by the XX the Congress of the CPSU and the revelation of Stalin’s crimes and its impact on the political and social development in Czechoslovakia. They understand the ongoing political situation and the role the intelligentsia played in the first major public criticism of the ruling regime. They have extensive knowledge of the Antonín Novotný’s government, which ended in 1968. They are familiar with the domestic and international political scene and understand the impact foreign policy had on the situation in Czechoslovakia. They also understand the circumstances and the situation of the country at that time.
LONDÁK, Miroslav a kol. Predjarie. Politický, ekonomický a kultúrny vývoj na Slovensku 1960-1967. Bratislava: Veda, 2002. ISBN 80-224-0707-0
LONDÁK, Miroslav, SIKORA, Stanislav a kol. Rok 1968 a jeho miesto v našich dejinách. Bratislava: Veda, 2009. ISBN 978-80-224-1095-3.
LONDÁKOVÁ, Elena a kol. Rok 1968. Novinári na Slovensku. Bratislava: HÚ SAV, 2008. ISBN 978-80-969782-9-8.
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. The new Communist Party leadership at the turn of 1967 / 1968.
2. The first months of Alexander Dubcek’s government and the Communist Party’s action program
3. Criticism of the Soviet Union and its satellites.
4. The awakening intelligentsia and civil society.
5. The Slovak question in 1968 and the preparation of the federation.
6. Prominent Czech and Slovak personalities in 1968.
7. The strategic interests of the USSR
8. The international situation in 1968
9. The 1968 Summer and the Soviet-Czechoslovak negotiations.
10. August 21, 1968
11. The onset of Normalization.
30/70
At the end of the course, students are acquainted with the development preceding 1968, with the year 1968 in socialist Czechoslovakia and its course, the situation in society, culture, science, the August occupation and the following political development. They are also familiar with the international political situation and its impact on the events at home and are able to understand the Soviet Union’s superpower policy and strategy. They are able to critically perceive and interpret the political mechanisms and interests of the great powers, and have an overview of the interests of the Soviet Union in Central Europe.
1. FULMEKOVÁ, Denisa. Konvália. Bratislava : Slovart, 2016. ISBN 978-556-2484.
2. GROSMAN, Ladislav. Obchod na korze. Praha : Akropolis, 2020 ISBN 878-80-7470-296-9.
3. KAMENEC, Ivan. Po stopách tragédie. Bratislava, 1991. ISBN 80-7115-015-0.
4. LIPSCHER, Ladislav. Židia v slovenskom štáte. Print-servis 1992. ISBN-80-9004-702-5.
5. NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938 – 1945. Banská Bystrica, 2016. isbn-978-80-89514.
Active participation in the seminar – performance 50%, preparation of a professional text 50% After obtaining basic information, experts from various scientific disciplines dealing with the issue of the Holocaust (theater, literary studies, etc.) will be gradually invited to the classes as discussants; The order of individual meetings with discussing experts is indicative, changes are possible, depending on their workload. The required knowledge is based on lectures and literature. The course will include a film screening, including oral history testimonies. Each participant in the seminar will receive materials, including access to documentary films related to the Holocaust in Slovakia, and will prepare a professional text on this basis.
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. Anti-Judaism, anti-Semitism (national, economic, racial, political dimension)
2. Holocaust as Genocide. Holocaust in Nazi Germany
3. Anti-Semitism in Slovakia. Holocaust in Slovakia (1938 – 1945)
4. Anti-Semitism and Holocaust and its reflection in the film
5. Film screening
6. Anti-Semitism and Holocaust and its reflection in literature
7. Discussion with experts
8. Anti-Semitism and Holocaust and its reflection in n theatre
9. Discussion with experts
10. Final Discussion and evaluation
50/50
A student understands the main concepts and chronology of the Holocaust. They are able to analyse the Holocaust issue – mostly it´s reflection in literature, theatre and films in Slovakia.He/She is familiar with the basic framework of its course in Slovakia and is subsequently able to analyze the given issue, mainly on the basis of its reflection in literature, theater and film in Slovakia, including social changes in the period after World War II, which were also reflected in art and reflection on the Holocaust.
MARSINA, Richard – KUŠÍK, Michal (ed.). Urbáre feudálnych panstiev na Slovensku. I. – II. Bratislava: Vydavateľstvo SAV, 1959.
LOPATKOVÁ, Zuzana (ed.). Otázky zemepanského hospodárenia a správy v novoveku. Trnava: Filozofická fakulta Trnavskej univerzity, Krakov: Spolok Slovákov v Poľsku, 2019. ISBN 978-83-8111-158-4.
SEDLÁK, František – ŽUDEL, Juraj – PALKO, František. Štátny slovenský ústredný archív: Sprievodca po archívnych fondoch I. Oddelenie feudalizmu. Bratislava: Slovenská archívna správa, 1964.
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 specific feudal lordship located in the Kingdom of Hungary. 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). 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.
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 feudal lordship in space and time.
2. Contemporary Slovak historical science and its approach to the study of feudal lordships.
3. Possibilities of researching archival funds of feudal lordships in Slovak state archives.
4. Lordship administration, management issues.
5. Income / overhead management.
6. Economic production spheres (agriculture, mining, etc.).
7. How grange husbandry and the network of production facilities of feudal lords worked.
8. Who were the owners of the feudal lordships? The nobility and the entrepreneur elite in the Kingdom of Hungary.
9. The ruling lineage as entrepreneurs. Imperial Chamber estates.
10. Free royal towns as feudal lords.
11. The population of lordships, the mobility of the labor force, the fluctuation of serfs serving lords.
12. Clerks serving lordships.
Scale of assessment preliminary/final: 100/0
As that the aim of the course is to make students familiar with economic and social history on the example of an economic entity—a feudal lordship—after successfully completing it, students are familiar not only with the necessary historical facts on the subject, but also with an overview of the different methodological approaches and concepts used in economic and social history (as a scientific discipline), namely with the so-called history of business, micro-history, etc. Based on their own research, students are also acquainted with a wide range of topics, which define the feudal lordship as a landlord’s enterprise. Students understand issues of social disciplination, communication, prosopographic research, environmental issues, etc.
BLOCH, Marc: Obrana historie aneb historik a jeho řemeslo. Praha: Argo 2011.
BURKE, Peter. Co je kulturní historie? Praha: Dokořán, 2011.
BURKE, Peter. Lidová kultura v raně novověké Evropě. Praha: Argo, 2005.
DÜLMEN, Richard Van. Historická antropologie. Vývoj/Problémy/Úkoly. Praha: Dokořán, 2002.
LE GOFF, Jacques. Paměť a dějiny. Praha: Argo, 2007.
STORCHOVÁ, L. a kol. Koncepty a dějiny. Proměny pojmů v současné historické vědě. Praha: Scriptorium 2014.
ZUPKA, Dušan. Meč a kríž. Vojna a náboženstvo v stredovekej strednej Európe. Bratislava: VEDA, 2021.
Supplementary literature will be presented at the beginning and during the semester
Regular and active participation. Preparation of a report (presentation) according to the teacher's assignment during the semester. Reading the required literature and working with the materials in seminars. Final colloquium consisting of a discussion of a selected work and source as assigned by the instructor.
Classification scale in 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 annulment of the evaluation result of the relevant item.
Slovak
1. What is cultural history?
2. Basic stages in the development of cultural history of the Middle Ages
3. The most important approaches and the most important historians and their works
4. Communication in pre-modern Europe
5. Rituals, symbols and gestures
6. The court and court culture
7. Diplomacy in the Middle Ages
8. Diplomacy in the Early Modern Period
9. Ruling power and ruler strategies
10. Conflicts and their resolution
11. War, peace and religion
12. Holy Wars and the Crusades
100/0
The course will deal in detail with selected issues of contemporary cultural history of Europe in pre-modern times. Students will be introduced to the basic stages of the development of cultural history in the Middle Ages. They will get an overview of the most important ideological concepts and approaches of historians within cultural history.
KOPEČEK, Michal, WCIŚLIK, Piotr (eds.). Thinking through Transition. Liberal Democracy, Authoritarian Past, and Intellectual History in East Central Europe After 1989. Budapest: Central University Press, 2015. ISBN 978-963-3860-85-4.
SNYDER, Timothy. Cesta do neslobody. Rusko, Európa, Amerika. Bratislava: Premedia, 2018. ISBN 978-80-8159-598-1.
WERNER-MLLER, Jan. What is Populism? Philadelphia: University of Pennsylvania Press, 2016. ISBN 978-0-8122-4898-2.
EATWELL, Roger, GOODWIN, Matthew. National Populism. The Revolt Against Liberal Democracy. London: Penguin Books, 2018. ISBN 978-0-241-31200-1.
During the semester, the students are evaluated for active class work and the final essay at the end of the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
English language - level B2 and above
the course is taught in English
1. Introduction to the history of democracy – basic background and concepts 2. History of liberalism with emphasis on institutions and institutes and their development in central and eastern Europe from a global perspective 3. Liberal distrust and participation 4. Liberal constitutionalism 5. The emergence of populisms – national and territorial specificities 6. Radical conceptions about democracy and the 1960s 7. Dissent and the Helsinki effect – human rights in oppositional conceptions 8. Anti-politics 9. Democratic revolution and round tables 10. Transition or transformation? 11. Frozen nationalisms? 12. Liberal institutions, the Acquis Communautaire 13. The financial crisis and the rise of conservative and ethno-national populisms
50/50
After completion of this course, the students can work with text, discourse, and complex and conflicting political map of late-socialist and post-socialist developments within Central Europe. Students can compare and analyse the events, which they reflect in domestic political environment in the context of developments in Poland, Hungary, Czech Republic, as well as Germany and other countries. This course is particularly recommended for students interested in understanding the historically complex relationship between democracy, populism and liberalism or liberal democracy in the specific conditions of post-socialist development.
LUKAČKA, Ján et al. Chronológia starších slovenských dejín. Bratislava: Historický ústav SAV - PRODAMA, 2008. ISBN 978-80-969782-8-1
MARSINA, Richard (ed.). Dejiny Slovenska I. (do roku 1526). Bratislava: VEDA, 1986.
RATKOŠ, Peter (ed.). Z prameňov našich dejín. Bratislava: SPN, 1974.
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 978-80-969782-8-1
- further literature will be specified during the semester
Students are required to attend the lessons regularly and take active part in them. They need to prepare and present a PowerPoint presentation of the term paper topic they were assigned at the first meeting. The topic of the paper concerns one of the topics listed in the syllabus hereinafter. The paper needs to have at least 5 standard pages (9,000 characters, including spaces) and is to be submitted in writing no later than the credit week. It also needs to include the bibliography. No footnotes are required, though.
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
Czech (reading)
1. Introductory meeting: Getting acquainted with the course requirements, the credit granting scheme and the content of the course. Students are informed of the topics of the different seminars. Students are assigned the topic of their papers.
2. Introduction to the political, social, economic and cultural development of the Kingdom of Hungary in the 13th century (1205 - 1301).
3. Specific problems of the rule of Andrew II. - his donation policy, its impact on the transformation of the society of the kingdom and on the economic development of the Kingdom of Hungary during his reign.
4. Relations between the Kingdom of Hungary and Austria up to the Battle of the Leitha River (1230 - 1246).
5. Belo IV and Stephen V’s western foreign policy - the Arpads’ connection with the Western European dynasties (Houses of Anjou, Wittelsbach, Přemyslid, Ascania).
6. Building an alliance between the Kingdom of Hungary and the Habsburgs in the 1270s.
7. The change of the ruling dynasty in the Kingdom of Hungary at the turn of the 13th and 14th centuries - From the Arpad stripes, through the Přemyslid eagle to the Anjou lily.
8. Introduction to the political, social, economic and cultural development of the Kingdom of Hungary in the 14th century (1301 - 1387).
9. The Trenčín branch of the Čák family. The relationship of Matthew III. Čák and Kings Andrew III, Wenceslas III - Ladislav V, Otto and Charles I Robert.
10. The economic reforms of Charles I and Louis I of Anjou and their importance for the position of Hungary in Europe in the 14th century.
11. The relations between the Kingdom of Hungary and Naples in the 14th century.
12. Fates and twists in the life of Queen Mary of Anjou. Course assessment, closing evaluations.
100/0
At the end of the course, students have comprehensive knowledge of the history of the Kingdom of Hungary in the High Middle Ages focusing on its foreign policy. They are familiar with the growing volume of scholarly literature (especially with the latest scientific studies) concerning the topic of their paper. They are also acquainted with selected areas of the history of the Kingdom of Hungary in the High Middle Ages. The course focuses on those problems of the period that cannot be addressed in detail in the general lectures. Students are, therefore, able to locate the different specific development problems in a broader European context and can use these skills to prepare and take their state exams.
MARSINA, Richard (ed.). Dejiny Slovenska I. (do roku 1526). Bratislava: VEDA, 1986.
MÚCSKA, Vincent et al. Dejiny európskeho stredoveku I - II. Prešov - Bratislava: Vydavateľstvo Michala Vaška - OZ Hlbiny, 2006 - 2021.
ROHÁČ, Peter. Vojny o babenberské dedičstvo 1246 - 1278. Rigorózna práca. Trnava: Trnavská univerzita v Trnave, 2015.
SOMMERLECHNER, Andrea. Stupor mundi? Kaiser Friedrich II. und die mittelalterliche Geschichtsschreibung. Wien: Verlag der österreichischen Akademie der Wissenschaften. ISBN 3-7001-2784-7
TEICHOVÁ, Alice. Dějiny středověku I - II. Praha: Státní pedagogické nakladatelství, 1968.
VARGA, Gábor. Ungarn und das Reich vom 10. bis zu 13. Jahrhundert. Das Herrscherhaus der Árpáden zwischen Anlehnung und Emanzipation. München: Ungarisches Institut, 2003. ISBN 978-3929906592
The students’s assessment and credit granting scheme consists of two parts: 80% - continuous assessment. Students are required to prepare a paper consisting of up to 5 standard pages (9,000 characters, including spaces). The preliminary evaluation includes presenting their reports and preparing a PowerPoint presentation. The students are assigned the topic of their paper at the introductory meetings, which correspond to the topics covered during the learning period of the term. Students are required to attend the lessons regularly and take active part in them.
20% - presenting (sending) a written paper (best after presenting the topic and no later than in 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.
Max. number of unjustified absences: 2.
Slovak
German reading skills are welcome
1. Introductory meeting. Students are assigned the topics of their presentations and reports. Getting acquainted with the course requirements and the topics of the different seminars.
2. Basic literature and sources (translated) on the history of the relations between the Kingdom of Hungary and the Empire in the Middle Ages (overview).
3. The empire and the Old Hungarian tribes. Development of mutual contacts in the 10th century. Battle of Riade (933) and Battle of Lechfeld (955).
4. The shaping of the Central European kingdoms around 1000. The relations between the Kingdom of Hungary, Poland and the Empire during the reign of King and Emperor Otto III (983 - 1002).
5. The relations between the Kingdom of Hungary and the Empire in the 11th - 12th centuries. Development of mutual diplomatic, military and cultural contacts.
6. Europe in the struggle over the Babenberg heritage. Development of the relations between the Kingdom of Hungary and the Empire in the 13th century. Rudolf I of Habsburg and Central Europe.
7. The cultural and social image of the Kingdom of Hungary in the works of imperial chroniclers and annals. The West’s views on the “Huns from the East.” Economic relations in the High Middle Ages.
8. The Kingdom of Hungary between the Empire and the Roman Curia. The Kingdom of Hungary as a Roman / imperial fief?
9. The Vysegrad Three and the Empire. Relations between the Kingdom of Hungary, the Czech lands, Poland and the Empire in the 14th century.
10. When the Kingdom of Hungary was ruled by an emperor. Sigismund of Luxembourg and his relation to the Kingdom of Hungary and the Empire.
11. Central Europe and the Empire from the mid 15th century to 1526. The Habsburgs and Central Europe. The 1515 Treaties of Vienna. Political, economic and cultural contacts and connections.
12. Final seminar - assessment of the term, discussion.
80/20
At the end of the course, students have a basic overview of the development of mutual relations between the Holy Roman Empire and the state units in Central Europe from the beginning of the 10th century (Battle of Pressburg) until 1526 (Battle of Mohács). They have practical experience working with sources concerning the relations between the Kingdom of Hungary and the Empire in the Middle Ages, especially their political (diplomatic and military contacts), economic, social (German colonization, German city law, trade), cultural (Central Europe as perceived by the authors of chronicles and annals of the Empire) and church history aspects. They can see the basic differences in the development of society in the Empire and in the states beyond its eastern border.
EVANS, Robert John Weston. Vznik habsburské monarchie, 1550-1700. Praha: Argo, 2003. ISBN
80-7203-463-4
EVANS, Robert John Weston - WILSON, Peter (eds.). The Holy Roman Empire, 1495-1806: A European Perspective. Leiden ; Boston : Brill, 2012. ISBN 978-90-04-22872-6
PÁLFFY, Géza. Hungary between two empires, 1526-1711. Bloomington: Indiana University Press, 2021. ISBN 978-0-253-05465-4
Further literature and sources will be provided during the semester.
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
Scale of assessment (preliminary/final): 60/40
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, eventually German
1) Initial meeting, basic terminology and historiography.
2) The ruler, local and foreign: The Habsburgs as rulers in the Empire and in the Kingdom of Hungary in the 16th and 17th centuries.
3) The Royal Court as a center of power in the early modern period. The aristocracy, supra-regional unions.
4) Political contacts and their country limits: The estates in the mutual contacts of the Kingdom and the Empire
5) Allies and rivals in war (1): part of the estates in the Empire in the anti-Ottoman defense of the Kingdom of Hungary.
Financial aspects. The battlefields in the Kingdom of Hungary as places for gathering experience and fame.
6) Allies and rivals in war (2): the image the “German soldier” had in the Kingdom of Hungary, between a helper and a foreigner.
7) Information networks and the post. Reporting on events on the Ottoman battlefields.
8) Business partners: Economic contacts between the Empire and the Kingdom of Hungary, their social and cultural dimension.
9) The ways of culture: humanism, reformation and cultural exchange in the early modern age
10) Peregrinatio academica and the social dimension of education
11) Immigrants and emigrants. Emigration, immigration and demographic exchange between the Kingdom of Hungary and the early modern age.
12) Model and warning: The attitude of the Kingdom of Hungary’s society towards the Empire during the enlightenment.
60/40
After completing the course successfully, students are familiar with the basic development tendencies in the contacts between the Kingdom of Hungary and the Empire in the early modern period (16th - 18th century). 'They are able to perceive the processes in the region from a comparative perspective, while taking into account not only the political and military aspects, but also social, economic, cultural, intellectual and church history issues. On the basis of specific material, they are able to analyze and interpret supraregional influences - both material and ideological - in modern society and its specifics. They are familiar with different types of sources, can use them to analyze the relations in the kingdom and are able to work with them independently. They get familiar with the basic methodological approaches of contemporary European historiography on the example of the topic in question.
Holec, Roman: Človek a príroda v „dlhom“ 19. storočí . Bratislava, Typoset Print 2014, 342 s.
Holec, Roman: Ako človek prestával byť vládcom prírody. In: Forum Historiae, 2017, roč. 11, č. 1, s. 19-36
https://www.forumhistoriae.sk/sites/default/files/03-roman-holec-ako-clovek-prestaval-byt-vladcom-prirody1.pdf
Hronček, Pavel: Problematika environmentálnych dejín na Slovensku. In: Forum Historiae, 2017, roč. 11, č. 1, s. 14
https://www.forumhistoriae.sk/sites/default/files/02-pavel-hroncek-problematika-environmentalnych-dejin-na-slovensku1.pdf
Čížová, Júlia – Ďurčo, Michal: Pozitívna deviácia v Československu v 80. rokoch: Prípad bratislavského environmentálneho hnutia. Historický časopis, 70 (2022), č. 3, s. 461–486
ČÍŽOVÁ, Júlia: Ochranárstvo a environmentálne iniciatívy v Československu do roku 1989. Česko-slovenská historická ročenka, 22 (2019-2020), s. 169-182
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.
Maximum number of unjustified absences: 2
Slovak
1. The Environmental History and Historiography (Europe, Slovakia)
2. The Roots of Environmental Consciousness
3. Woods and Trees as Historic Landscapes
4. History, Nature and Culture in Slovak Nature Conservation
5. Influence of Man on Animal Life
6. The Alien Species in Twentieth-Century Slovakia
7. Post-WW2 environmentalism in the Western world
8. Post WW2 environmentalism in Eastern Europe
9. Roots of Western environmental movementin the 1960s
10. Environmental boom in the 1970s
11. Professional environmental activism in the 1980s (Europe, Slovakia)
12. Environmental movements in socialist countries in the 1970s – 1980s
50/50
Environmental History has become one of the key topics in Slovak historiography in the recent years. Environmental history (EH) is an extremely broad, even amorphous, subject. It is concerned about the relationship between people and environment, but unlike economic history or historical geography (to which it is closely related), the environment itself shares centre stage with the people who use it. Good EH is certainly relevant, simply because environmental change by definition is something that happens historically, over time, and to ignore a time dimension is to deprive its study of any concept.
The “global 20th century,” particularly its second half, unfolded in Slovakia under the conditions of state socialism and a planned economy. During this period, the country encountered both successes and failures in implementing Soviet models in agriculture and industries, especially heavy and chemical industries. A crucial aspect of this topic is the growing influence of experts who, starting from the early 1960s, frequently challenged decisions made by the authorities. In response to the severe environmental degradation experienced throughout the Eastern Bloc and the increasing environmental consciousness in postindustrial society, environmentalism emerged as a form of citizen activism in the late 1980s. Popular environmental movements, with their oppositional nature, played an important role in the eventual collapse of communist regimes. The aim of the second half of this course is to map out international contacts between Slovak environmentalists and their foreign counterparts and analyse how and to what extent they absorbed global environmental discourse. The first official environmental groups under the communist rule were formed in the late 1950s in Czechoslovakia and soon nature protection enthusiasts took first tentative steps beyond the borders. A small number of people had a chance to take part in the growing international youth environmental movement in the West, but it was only in the 1980s that the East-West transfer intensified.
FREEDEN, Michael. Ideologies and Political Theory. A Conceptual Approach. Oxford:
Clarendon Press, 2008. ISBN 978-0-19-829414-6
KOPEČEK, Michal et al. Architekti dlouhé změny. Expertní kořeny postsocialismu v
Československu. Praha: Argo, 2019. ISBN 978-80-257-2808-4
NOVOSÁD, František, SMREKOVÁ, Dagmar (eds.) Dejiny sociálneho a politického myslenia.
Bratislava: Kalligram, 2013. ISBN 978-80-8101-679-0
HROCH, Miroslv (ed.) Pohledy na národ a nacionalismus. Čítanka textů. Praha: Sociologické
nakladatelství, 2003. ISBN 80-86429-20-2
BALL, Terence, BELLAMY, Richard (eds.) Cambridge History of Twentieth-Century Political
Thought. Cambridge: Cambridge University Press, 2010. ISBN 978-0-521-69162-8
Successful completion of the course requires attendance in the minimum prescribed scope, i.e.
students must complete at least 75% of the total course hours. A maximum of three absences is
permitted, of which only one may be unexcused.
During the semester, students will be evaluated based on active participation in class, and in the
final part of the course they will present a selected topic.
The assessment is weighted 50/50.
Grading scale: 0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak and English language
1. Pre-Enlightenment political concepts
2. Enlightenment concepts
3. Conservatism
4. Liberalism and utilitarianism
5. Socialism, Marxism, and communism
6. Nationalism
7. Imperialism and colonialism
8. Theories of totalitarianism and postcolonialism
9–12. Student presentations
50/50
Upon completion of the course, students acquired comprehensive knowledge of the development
of political and philosophical ideas from the rise of modernity to the present day. They gained a
coherent overview of the key intellectual currents, formative texts, and their authors that shaped
the modern understanding of the state, power, freedom, justice, and citizenship. In addition to
theoretical knowledge, students significantly deepened their analytical skills, particularly their
ability to critically interpret complex philosophical texts and compare differing perspectives. They
are able to structure their conclusions logically and present them convincingly in written or oral
academic outputs corresponding to the requirements of master’s level study.
JAHELKA, Tomáš – JANČIGA, Roman – KRIŠTOF, Pavol. Kapitoly z dejín slovenského politického myslenia. I. Trnava: Typi Universitatis Tyrnaviensis, 2021, 214 p. ISBN 9788056804360.
KUSÝ, Miroslav. Politológia: vybrané kapitoly. Bratislava: Vydav. Univ. Komenského, 1998, 181 p. ISBN 8022310190.
LYSÝ, Jozef. Dejiny politického myslenia od stredoveku po súčasnosť. Bratislava: Univerzita Komenského, 2006, 184 p. ISBN 8022322423.
MARUŠIAK, Juraj a kol. Za zrkadlom politiky. Bratislava: Veda, 2010, 305 p. ISBN 9788022411370.
OSYKOVÁ, Linda – HANULA, Matej. Ideológia naprieč hranicami: myšlienkové transfery v Európe a na Slovensku v 1. polovici 20. storočia. Bratislava: Veda, 2015, 195 p. ISBN 9788022414616.
ŠARADÍN, Pavel. Historické proměny pojmu ideologie. Brno: Centrum pro studium demokracie a kultury, 2001, 136 p. ISBN 8085959941.
30% 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.
70% final - submitting of a term paper
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. Acquaintance with the conditions for awarding the assessment.
2. Political science in historical research.
3. Introduction to political thinking in Slovakia.
4. Ideology, ideologies and their defining features.
5. Political craft in the transformations of time.
6. The ideological raison d'être of the Czechoslovak Republic and its transformation
7. Party-political system of the first republic.
8. Party-political system of the Second Republic.
9. Party-political system of the Slovak State and the Third Republic.
10. Party-political system of communist Czechoslovakia.
11. Party-political system after 1989.
12. Conclusion.
30/70
After completing the seminar, students will acquire basic knowledge in the field of political thinking and political ideologies. The aim of the seminar is to bring students closer to and clarify the development of political thinking in Slovakia in the dynamic conditions of the 20th century. Students will gain knowledge about the Czechoslovak political system, its characteristic features and party differentiation, while acquiring the ability to analyze in the context of the ideological spectrum the transformations of the political scene of Czechoslovakia from its foundation to its disintegration in 1989.
LAYNESMITH, J. L. The last medieval queens. Oxford: Oxford University Press, 2005. ISBN 0-19-927956-X.
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN
80-7203-465-0.
FRIEDOVÁ, Leonie. Katarína Medicejská životopis. Praha : Academia, 2007. ISBN 978-80-200-1434-4.
DUBY, Georges. Dějiny Francie od počátků po současnost. Praha: Univerzita Karlova, 2003. ISBN
80-7184-514-0.
KNEBLOVÁ, Hana. Slavné ženy Francie. Praha: Brána, 2017. ISBN 978-80-7243-950-8.
presentation of paper and submission of written paper about chosen queen of France
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Position of queen of France
2. quenstion of heritage of the crown of France in female line
3. historical sources about the place of queens in general
4. creation of list of queen consorts of French rulers
5. - 10. selection of particular queen, preparation and presentation of papers
100/0
Student has knowledge about personalities and position of queens of France from Merovingian dynastie with king Clovis I. till the end of "Ancient regime" with Louis XVI., particularly about their personal life and their influece of political and social life of France
HARTMANN, Peter C. Francouzští králové a císaři v novověku od Ludvíka XII. k Napoleonovi III. (1498-1870). Praha: Argo, 2005. ISBN 80-7203-517-7.
EHLERS, Joachim Ehlers, MÜLLER, Heribert Müller, SCHNEIDMÜLLER Bernd Francouzští králové v období středověku od Oda ke Karlu VIII. (888 - 1498). Praha: Argo, 2003. ISBN
80-7203-465-0.
DUBY, Georges. Dějiny Francie od počátků po současnost. Praha: Univerzita Karlova, 2003. ISBN
80-7184-514-0.
MOLINIER, Auguste. Les sources de l’histoire de France des origines aux guerres d’Italie (1494) IV. Les Valois, 1328-1461. Paris: A. Picard et fils, 1904.
MOLINIER, Auguste.Les sources de l’histoire de France des origines aux guerres d’Italie (1494) V. Introduction générale les Valois (suite), Louis XI et Charles VIII (1461-1494). Paris: A. Picard et fils, 1904.
Les sources de l’histoire de France XVI siécle (1494-1610) IV. Paris: A. Picard et fils, 1915.
presentation of paper and submission of written paper 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. Acsession of Valois dynasty
2. Political and military consequences of change of dynasties on the throne of France
3. Hundred years war
4. Literature (e.g. Christine Pizan) and chronicles (e.g. Froissart) in FRance in the 14th and the 15th century
5. Consolidation of situation under the rule of Charles VII. - building of national monarchy
6.Ľudovít XI. a problémy s Burgundskom
7. Taliansky sen francúzskych kráľov - francúzske výboje na severe Apeninského polostrova
8. Príchod renesancie do Francúzska - František I., Leonardo da Vinci, krúžok v Meaux
9. Nástup reformačných myšlienok vo Francúzsku - hugenoti
10. Ozbrojené konflikty v 2. polovici 16. storočia - náboženské vojny
11. Rozvoj umenia - škola vo Fontainbleau, Anna Bretónska, Francois Villon, prestavba Louvre
100/0
Student learns about France during the rule of king from Valois dynasty (1328 - 1588), whilke he knows about political history, development of industry, art, about religious issues (beginning of reformation in France) and creation of national state after the Hundred years war.
GEREMEK, B. Slitování a šibenice. Dějiny chudoby a milosrdenství. Praha : Argo, 2003. ISBN
80-7203-228-3.
MONTARI, R. Hlad a hojnost. Dejiny stravovanie v Európe. Bratislava: Kalligram, 2004. ISBN 80-7149-562-X.
DÜLMEN, R. Kultura a každodenní život v raném novoveku. I. Dům a jeho lidé. Praha : Argo, 1999. ISBN 80-7203-116-3.
DÜLMEN, Richard. Kultura a každodenní život v raném novoveku. II. Vesnice a město. Praha : Argo, 2006. ISBN 80-7203-812-5.
DÜLMEN, Richard. Kultura a každodenní život v raném novoveku. III. Náboženství, magie, osvícenství. Praha : Argo, 2006. ISBN 80-7203-813-3.
https://www.bruegel2018.at; insidebruegel.net
Students choose a particular painting of Peter Breugel older, which they analyze. According to the motive of chosen painting they will specify the topic of their paper which is connected to some activities of everyday life in that specific period of time. Beside paper presented during the semester, the student will write the paper about the chosen topic.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Food and beverage, their preparation and table manners
2. Transportation, roads, maps and navigation
3. Diseases – surgery, and other healing methods
4. Male and female fashion and accessories
5. Hunt, falconry, fencing
6. Music and dance
7. Family – raising of children, role of wife
8. Theatre and literature
9. Thieves, murders, pirates -prison system and hangmen
100/0
Taking part in the course will deepen the student´s knowledge about fashion, food, beverage, medicine, family relations, transportation, criminality, hygiene and other aspects of every day life during the 15th, 16th and the 17th centuries. He is able to identify the means of expression, symbolism and allegories, which the artisans used picturing the every day life in Early Modern Times.
CANFORA, Luciano. Dějiny řecké literatury. Praha: KLP, Koniasch Latin Press, 2001. ISBN 80-85917-69-6.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
OLIVA, Pavel: Řecko mezi Makedonií a Římem. Praha: Academia, 2003. ISBN
8020004351
DOBIÁŠ, Josef. Dějepisectví starověké. Praha: Historický klub, 1948.
FREL, Jiří. Od tyranů k Sókratovi. Praha: Mladá fronta, 1969.
PLUTARCHOS. Životopisy slávnych Grékov a Rimanov I. a II. Prel. P. Kuklica a D. Škoviera. Bratislava: Kalligram, 2008. ISBN 978-808-101-09-10.
Active work in the classroom. Preparation of the selected topic for presentation and its processing in written form - seminar work. Two absences are allowed. In the case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or on repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Introduction to the subject, the aim of the course; Basic literature and sources and editions of sources; Greek biographical literature (Plutarchos, Cornelius Nepos), its characteristics, aims and methods I.; Greek biographical literature (Plutarchos, Cornelius Nepos), its characteristics, aims and methods II.; Mythological figures of Greek history I.; Mythological figures of Greek history II.; The archaic period of Greek history - the Aisymnets; Archaic period of Greek history and tyrants; Important personalities of Athenian history I.; Important personalities of Athenian history II.
100/0
Students have knowledge of important personalities of Greek history in the fields of politics, philosophy, literature. They are familiar with the most important works of Greek historiography, rhetoric, philosophy, and their representatives. They are familiar with the social circumstances of the emergence of Athenian democracy and its significance. On successful completion of the course, students are able to interpret the significance of Greek culture and education and its later reception.
CANFORA, Luciano. Dějiny řecké literatury. Praha: KLP, Koniasch Latin Press, 2001. ISBN 80-85917-69-6.
ADKINS, Lesley, ADKINS, Roy A. Starověké Řecko. Encyklopedická příručka. Praha: Slovart CZ, 2011. ISBN 978-80-73915-80-3.
OLIVA, Pavel: Řecko mezi Makedonií a Římem. Praha: Academia, 2003. ISBN
8020004351
DOBIÁŠ, Josef. Dějepisectví starověké. Praha: Historický klub, 1948.
FREL, Jiří. Od tyranů k Sókratovi. Praha: Mladá fronta, 1969.
PLUTARCHOS. Životopisy slávnych Grékov a Rimanov I. a II. Prel. P. Kuklica a D. Škoviera. Bratislava: Kalligram, 2008. ISBN 978-808-101-09-10.
Presentation on the selected topic and its subsequent elaboration in written form. Active participation in class, two absences allowed. In case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
- Greek philosophers and thinkers I.
- Greek Philosophers and Thinkers II.
- Greek orators and politicians I.
- Greek orators and politicians II.
- Greek tragedians, poets
- Greek historians and writers
- Greek artists; Hellenistic rulers; Notable women of Greek history
- Conclusion of the course and its evaluation.
100/0
Students will learn about the social and cultural history of Greece and its most important personalities. In practical tasks, students have the skills and abilities to work with ancient sources of various kinds, interpreting and evaluating them. Upon successful completion of this course, students are able to demonstrate familiarity with the basic features of ancient Greek history, culture, and art. They are able to demonstrate a historical understanding of the cultural and social significance of Athenian democracy, as well as a historical understanding of key episodes of Greek cultural and political history, figures in Greek politics, philosophy, and literature. They are able to demonstrate knowledge of scholarly techniques in presenting their own findings in both oral and written form. They understand the basic rules of scientific work (orientation in literature and sources on the period of ancient history, forms of citation, scientific ethics).
Sources: local a foreign (CDSl, CDB, DHA1, MPH, MPL, MGH, ...)
Literatúra: (iba základné syntetické spracovania; ďalšiu budú dostávať v priebehu jednotlivých seminárov)
BARRACLOUGH, G.: The Medieval Papacy. New York: Harcourt, Brace, 1968.; HALLER, J.: Das Papsttum. Idee und Wirklichkeit. Stuttgart: J. G. Cotta'sche Buchhandlung Nachfolger, 1934.;
ULLMANN, W.: Kurze Geschichte des Papsttums im Mittelalter. Berlin : De Gruyter, 1978. ISBN 978-3110065053; ZIMMERMAN, H.: Das Papsttum im Mittelalter. Stuttgart : Eugen Ulmer, 1981. ISBN 978-3800125012
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 classes
3. Writing an essay of required length and quality
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
basic knowledge of Latin and at least one Western European language
minimal required number of participants 7, maximal number 15 (it is a seminar)
Introduction to the history of medieval papacy, sources, and literature
The papacy in the 9th and 10th century
First contacts of the states of East-Central Europe with the papacy – the papacy and Great Moravia
The papacy and the formation of new states in East-Central Europe at the beginning of the second millennial
Reform papacy and its ambitions in Hungary, Poland, and Bohemia
Exercises for the essay
100/0
The students gain knowledge about the history of papacy and its politics towards the states of East-Central Europe (Great Moravia, Hungary, Poland, Bohemia) in the 9-11th century
Pramene: z domácich a zahraničných edícií (CDSl, CDB, DHA1, MPH, MPL, MGH, ...)
Literatúra: (iba základné syntetické spracovania; ďalšiu budú dostávať v priebehu jednotlivých seminárov)
BARRACLOUGH, G.: The Medieval Papacy. New York: Harcourt, Brace, 1968.;
HALLER, J.: Das Papsttum. Idee und Wirklichkeit. Stuttgart: J. G. Cotta'sche Buchhandlung Nachfolger, 1934.
ULLMANN, W.: Kurze Geschichte des Papsttums im Mittelalter. Berlin : De Gruyter, 1978. ISBN 978-3110065053.
ZIMMERMAN, H.: Das Papsttum im Mittelalter. Stuttgart : Eugen Ulmer, 1981. ISBN 978-3800125012.
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 classes
3. Writing an essay of required length and quality
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, basic knowledge of Latin and at least one Western European language
minimal required number of participants 7, maximal number 15 (it is a seminar)
The papacy on the road to theocracy and the reactions of profane powers (Frederick Barbarossa, Henry II. Plantagenet...)
Papal schisms in the 12th century and the politics of states of East-Central Europe
Papacy, Germany, and the Byzantine Empire in the 12th century – East-Central Europe between spheres of interest
Exercises for the essa
100/0
The students gain knowledge about the politics of papacy towards the states of East-Central Europe (Great Moravia, Hungary, Poland, Bohemia) in the 12th century
L.Marek: Dejiny křestanství na Rusi I., Hostinné: Rubato, 1996. ISBN 80-902256-0-8.
DANIŚ, M. Východná Európa v premenách času I. Bratislava: Univerzita Komenského 1999. ISBN 80-223-1403-X.
GREKOV, B.D.: Kyjevská Rus. Praha : Gosudarstvennoje učebno-pedagogičeskoje, 1953.
The student is evaluated on basis of submitting the seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Historical trends in Eastern Europe
2. Judaism
3. Christianity
4. Islam
5. The social and political conditions for acceptance of the selected religions
6. Influence of the world religions into culture and art
7. Interactions of religions – inherent antagonism and mutual tolerance
100/0
The student has knowledge of activities of the various world religions in Eastern Europe (Judaism, Islam, Christianity) in the Middle Ages.
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
Teacher accepts no more than 2 absences and only with the provable documents
Final seminar paper, attendance on seminars
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Knowledge of one of foreign language (English, Russian, Germen etc.)
1. The Safavid Empire during the reign of Ismail I and Tahmasp I (1524-1578) and their economic and political orientation towards Europe
2. Importance of the Safavid Empire in the context of world economic policy in the 16th century
3. Safavid-Ottoman wars and European policy in the 16th century
4. English merchants and travellers in the Safavid Empire in the 16th century (Anthony Jenkinson, Arthur Edwards, Richard Chenie, Christopher Berrow etc.)
5. Safavid Empire and Russia in the 16th century
6. Venice and Safavid Empire in the 16th century
7. Abbas I (1587-1629) and the Sherleys
8. Christian missions in the Safavid Empire in the 16th and 17th centuries
9. Safavid-Habsbourg contacts in the 16th and 17th centuries – missions of Habsbourg envoys to Persia (Štefan Kakaš, George Tektander etc.)
10. Russian travellers in the Safavid Empire in the 17th century (M.N. Tichonov, G. Šachmatov, A.F. Kotov)
11. Selected Western European travellers in the Safavid Empire in the 17th century (Adam Olearius, Jan Struys, Jean Charden etc.)
12. European travellers and the Safavids at the beginning of the 18th century
100/0
Student knows the historical development of the Persian Empire during the reign of the Safavid dynasty (1501-1736). He has the ability to work adequately with the historical travel documents as well as basic knowledge of the history of diplomatic and trade relations between Safavid Empire and Europe in the period of modern history.
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, roč. 39-40, s. 225-232. ISBN 80-08-01312-5. HRUBALA, Martin. Vinohradnícke lisy v Malokarpatskej oblasti. Pezinok: Malokarpatské múzeum v Pezinku, 2010, 210 s. 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. Grading takes place at the last meeting in the teaching part of the semester. After consultation with the teacher, students are assigned a topi for a short paper that is to be presented during the semester. The date of the rpesentation is set in advance, according to the syllabus. Students are also required to submit the short paper in written form. The short paper consists oof at least 5 standard pages, including Introduction, Main text (without footnotes), Conclusion, Bibliography. To successfully meet their term tasks, students can have no more than 2 absences. In case of more (explained) absences, an individual assignment might be given as a substitution.
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. Overview of the history of viticulture and winemaking in Slovakia (from the origins to the end of the 20th century)
2. Historical and traditional winemaking regions.
3. Vine varieties and types of wine.
4. Technological aspect of agricultural activites related to vine (vitis vinifera L.)
5. Position of viticulture in economic and social life of the society
6. Production, consumption, and export of wine in Central Europe.
7. Historical- legal developments of viticulture - viticultural law.
8. Trade and transport of wine - Wine fraud.
9. Historical overview of wine consumption in the past and nowadays.
10. Relationship between beer and wine as major beverages in the past.
11. Winemaking education, struggle against diseases, associations.
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 - in the history of Slovakia, Hungary and Central Europe. The discipline has gained an independent status in the agrarian history in the recent decades. During the feudalism, winemaking represented one of the dominant areas of economic activity. Students are thus able to understand developments of mdern Slovak historiography and its methodological apparatus. They aslo acquire skills and knowledge necessary for work with edited sources and scholarly literature in this specific branch of the agrarian history.
LUKAČKA, Ján. Formovanie vyššej šľachty na západnom Slovensku. Bratislava: Minor, 2002. ISBN 80-901407-8-5
MARSINA, Richard. Štruktúra šľachty na Slovensku do začiatku 16. stor. In: Struktura feudální
společnosti na území Československa a Polska do přelomu 15. a 16. stol. Praha: Ústav československých a světových dějin ČSAV, 1984. pp. 134-154.
ŠTULRAJTEROVÁ, Katarína (ed.). Najstaršie rody na Slovensku. Martin: Matica Slovenská, 1994. ISBN 80-967103-0-3
ZSOLDOS, Attila. Magyarország világi archontológiája, 1000 – 1301. Budapest: Historia, 2011. ISBN 9789639627383 (provided by the teacher).
Further literature will be specified during the semester.
20% preliminary assessment - students are required to attend the seminars regularly, complete their partial tasks, engage in the discussions.
80% final assessment - students need to produce a seminar paper of at least 15 standard pages of text and footnotes (27,000 characters with spaces). In their seminar papers, students study the development of a specific aristocratic family in the Middle Ages, paying particular attention to the chronological development, property conditions, position in society, etc. These seminar papers can become the basis for their future diploma and other theses.
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 familiar with the assessment scheme and are assigned their seminar work topics.
2. Overview of sources and literature on the topic.
3. Researching aristocratic families in the Kingdom of Hungary in the middle ages - working with and interpreting sources.
4. The nobles in the Kingdom of Hungary in the middle ages - beginnings and continuity of the concept. King Stephen I and Ladislav I’s legal codes.
5. Genealogy of aristocratic families - according to the focus of the students’ seminar papers.
6. The Hont-Pázmány family and later family branches.
7. Position and division of the nobility in the Kingdom of Hungary in the Middle Ages.
8. Andrew II’s Golden Bull. 1222 and its renovations.
9. Ius Resistendi and its application in in the Kingdom of Hungary in the Middle Ages.
10. Researching property relations of aristocratic families.
11. Discussion, colloquium.
12. Conclusion - evaluation of students’ performance, checking their progress in writing their seminar papers.
20/80
During the compulsory optional seminar, students use and expand their knowledge of the medieval nobility, its social status and the tasks its members performed. At the end of the seminar, they produce a written seminar paper. Students deepen their knowledge of the nobility as a privileged estate in the Middle Ages, get familiar with the genesis of the nobility, and learn the parameters of aristocratic prerogatives. On the example of a specific aristocratic family, they demonstrate the theoretical knowledge about the nobility they have gained.
Students gain experience implementing detailed heuristics of available literature and sources on the topic of their seminar work.
AVENARIUS, Alexander: Byzantská kultúra v slovanskom prostredí v 6.-12. storočí: K problému recepcie a transformácie. Bratislava: Veda, 1992. ISBN 80-224-0359-8
DUBY, Georges. Damy XII wieku. Warszawa: Czytelnik, 2000. ISBN 830702742X
EMLER, Josef (ed.). Fontes rerum Bohemicarum 1. Praha: Nákladem Musea Království českého, 1873.
HOMZA, Martin. Mulieres suadentes: Presviedčajúce ženy. Bratislava: Lúč, 2002. ISBN 9788071143727
SEREBRJANSKIJ, Nikolaj I. Drevne Russkija kňažeskija žitija: Obzor redakciji i teksty. Moskva: Sinodaľnaja tipografija, 1915.
- further literature and sources will be made available during the semester
Students are required to produce partial tasks (preparing for the seminar exercises), to attend lessons regularly and to prepare and present a report on a topic related to the content of a specific seminar.
100% continuous evaluation.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Introduction: Students get acquainted with the content of the subject and the credit granting scheme. Students are assigned the topic of their papers.
2. Overview of basic literature and source texts.
3. Eva, the prototype of a negative woman.
4. Sarah, Rebekah and Rachel, prototypes of female holiness.
5. Jael, Judith and Esther, prototypes of female royal holiness.
6. Virgin Mary, Mother of God.
7. Saint Helena and Roman patricians, the beginnings of women’s royal hagiography in Europe.
8. Saint Clotilde and Saint Radegund.
9. Signs of hagiography in Croatia (Saint Helena-Jelena?).
10. Holy Princesses (first synthesis from the 13th century: Saint Elizabeth, Saint Agnes of Bohemia, Saint Kunigunda).
11. Saint Margaret of Hungary.
12. Final seminar - end-of-term assessment and conclusion of student evaluation.
100/0
At the end of the course, students are familiar with the latest trends used to research the beginnings of female ruling hagiography in general and on the example of famous women from Central and Eastern Europe.
They also have an overview of the basic behavioural patterns of outstanding medieval women. As part of the course, students also need to master the connection between the legacy of the Old Testament and its transcendence and updating when defining the behaviour of women who have passed into history as empresses, queens and saints. This way, students develop the ability to connect several spheres of research in humanities and is able to look at specific issues from the perspective of the mentality of the time.
AVENARIUS, Alexander: Byzantská kultúra v slovanskom prostredí v 6.-12. storočí: K problému recepcie a transformácie. Bratislava: Veda, 1992. ISBN 80-224-0359-8
DUBY, Georges. Damy XII wieku. Warszawa: Czytelnik, 2000. ISBN 830702742X
EMLER, Josef (ed.). Fontes rerum Bohemicarum 1. Praha: Nákladem Musea Království českého, 1873.
HOMZA, Martin. Mulieres suadentes: Presviedčajúce ženy. Bratislava: Lúč, 2002. ISBN 9788071143727
SEREBRJANSKIJ, Nikolaj I. Drevne Russkija kňažeskija žitija: Obzor redakciji i teksty. Moskva: Sinodaľnaja tipografija, 1915.
- further literature and sources will be made available during the semester
Students are required to complete partial tasks (preparing for the seminar exercises), to attend lessons regularly and to prepare and present a report on a topic related to the content of a specific seminar.
100% continuous evaluation.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Maximum number of unjustified absences: 2
Slovak
1. Introduction: Students get acquainted with the content of the subject and the credit granting scheme. Students are assigned the topic of their papers.
2. Overview of basic literature and source texts.
3. Eva, the prototype of a negative woman.
4. Sarah, Rebekah and Rachel, prototypes of female holiness.
5. Jael, Judith and Esther, prototypes of female royal holiness.
6. Virgin Mary, Mother of God.
7. Saint Helena and Roman patricians, the beginnings of women’s royal hagiography in Europe.
8. Saint Clotilde and Saint Radegund.
9. Signs of hagiography in Croatia (Saint Helena-Jelena?).
10. Holy Princesses (first synthesis from the 13th century: Saint Elizabeth, Saint Agnes of Bohemia, Saint Kunigunda).
11. Saint Margaret of Hungary.
12. Final seminar - end-of-term assessment and conclusion of student evaluation.
100/0
At the end of the course, students are familiar with the latest trends used to research the beginnings of female ruling hagiography in general and on the example of famous women from Central and Eastern Europe.
They also have an overview of the basic behavioural patterns of outstanding medieval women. As part of the course, students also need to master the connection between the legacy of the Old Testament and its transcendence and updating when defining the behaviour of women who entered history as empresses, queens and saints. This way, students develop the ability to connect several spheres of research in humanities and are able to look at specific issues from the perspective of the mentality of the time.
Literature to individual saints will be provided during the semester.
Sources and literature:
AVENARIUS, Alexander: Byzantská kultúra v slovanskom prostredí v 6.-12. storočí: K problému recepcie a transformácie. Bratislava: Veda, 1992. ISBN 80-224-0359-8
DUBY, Georges. Damy XII wieku. Warszawa: Czytelnik, 2000. ISBN 830702742X
EMLER, Josef (ed.). Fontes rerum Bohemicarum 1. Praha: Nákladem Musea Království českého, 1873.
HOMZA, Martin. Mulieres suadentes: Presviedčajúce ženy. Bratislava: Lúč, 2002. ISBN 9788071143727
SEREBRJANSKIJ, Nikolaj I. Drevne Russkija kňažeskija žitija: Obzor redakciji i teksty. Moskva: Sinodaľnaja tipografija, 1915.
To be granted credits students are required to take active part in the seminars and engage in the discussions on the different topics. During the semester, each student needs to prepare a short paper (or presentation) and present it (10-15 minutes). The topics of the papers are assigned at the first meeting and correspond to the content of the specific seminars. They concern the hagiographic image of Central European male and female saints, the reasons and procedures for their canonization, etc.
Classification scale:
A - excellent - 100 - 92 %
B - very well - 91 - 84 %
C - well - 83 - 76 %
D - satisfactory - 75 - 68 %
E - sufficient - 67 - 60 %
FX - insufficient - > 60 %
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Initial session - Students get acquainted with the evaluation scheme and the content of the course. They are assigned the topics of their papers and presentations.
2. Basic sources of hagiographic character and their analysis. Procedure for working with this type of sources.
3. Basic literature and its critical evaluation (overview).
4. Hagiography as a scientific discipline useful when studying the history of the way of thinking and the emergence of ideological structures of the early states in Central and Eastern Europe.
5. The beginnings of hagiography in Europe (late Rome, the Merovingian state, the Saxon state in England, the saints of the Ottonian dynasty, hagiography in Scandinavia).
6. The beginnings of Czech hagiography (St. Ludmila, St. Wenceslas and St. Adalbert).
7. The beginnings of Kievan Rus’ hagiography (St. Olga, St. Vladimir, St. Boris and Gleb).
8. The beginnings of Hungarian hagiography (Saints Andrew Zorard and Benedict, Saint Stephen, Saint Ladislaus).
9. The beginnings of Polish hagiography (the White and the Black Legends, St. Stanislaus).
10. Signs of hagiography in Croatia (Saint Helena-Jelena).
11. Holy princesses (first synthesis from the 13th century: Saint Elizabeth, Saint Agnes of Bohemia, Saint Margaret, Saint Kunigunda).
12. Final seminar - end-of-term assessment, the students’s activity is assessed.
100/0
At the end of the course, students are familiar with the latest trends used to research the beginnings of hagiography in Central and Eastern Europe on the example of the Czech Republic, Poland, the Kingdom of Hungary, Kievan Rus’ and Croatia. They have extensive competencies in working with hagiographic sources and are able to apply them in their own research (for example, in writing their theses).
Students are, therefore, familiar with the basic texts of medieval hagiography in the countries of Central Europe. At the end of the course, students also know the basics of the methodology for working with hagiographic texts not only of the Middle Ages in Central Europe.
FUXHOFFER, Damian. Monasteriologiae regni Hungariae I - II. Veszprém: b. v., 1803.
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
ŠPIRKO, Jozef. Cirkevné dejiny. Martin: Matica slovenská, 1943.
Special literature:
KNAUZ, Ferdinandus et al. (eds.). Monumenta ecclesiae Strigoniensis I. – IV. Strigonii: Typis descripsit Gustavus Buzárovits, 1874 – 1999.
Requirements for successful completion of the course:
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. Their conclusions will be presented in preliminary shorter papers, where their methodology and proceeding will be explained. Comparisons with other European historiographies will be attempted as well.
80 % final assessment - Students are required to submit a seminar paper oncerning a topic from Church history, 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 of Church developments in a chosen region on the teritoryy of modern Slovakia (within the medieval Hungarian kingdom).
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 medieval Latin - reading
1. In the first phase, students get to know foundational works for Church history in the Middle Ages on the modern Slovak teritorry, and Hungary as whole. On the basis of their own preferences, they choose a topic for their term papers and start with heuristics.
2. Medieval Church in Hungary and its organisation.
3. Medieval Church clerics.
4. Process of foundation of Church institution in medieval Hungary, ich teritorrial responsibilities.
5. History of various Church institutions and their possessions.
6. Archontology related to bishoprics, chapters, and monasteries.
7. Church reforms of Hungarian kings.
8. Religious orders and monasteries in medieval Hungary.
9. Military orders in medieval Hungary.
10. Chapters as centres of education in medieval Hungary.
11. Hungary and Roman curia in the Middle Ages - specifics of the country's development in European context.
12. Final meeting: assessment of the semester and activities of students. Control of works on term papers. Closing remarks.
20/80
During the semester, students have acquired skills in using and deepening of their knowledge of Church history, its organistaional structures, standing and social roles played in the medieval society. At the end of the seminar, they submit a term paper. They are acquainted with the roles of the Church in medieval society, system of Church organisation as well as functions of various Church institutions (loca credibilia, scriptories of monasteries, etc.).
BOBKOVÁ, Lenka – HOLÁ, Mlada. Lesk královského majestátu ve středověku. Praha: Paseka, 2005. ISBN 8071857734.
KANTOROWICZ, Ernst. Dvě těla krále. Studie politické středověké teologie. Praha: Argo, 2014. ISBN 9788025712405.
KAVKA, František. Život na dvoře Karla IV. Praha: Apeiron, 1993. ISBN 8090070345.
NODL, Martin – ŠMAHEL, František. Slavnosti, ceremonie a rituály v pozdním středověku. Praha: Argo 2014. ISBN 9788025705896.
SCHMITT, Jean-Claude. Svět středověkých gest. Praha: Vyšehrad, 2004. ISBN 8070217294.
ZUPKA, Dušan. Rituály a symbolická komunikácia v stredovekej strednej Európe. Bratislava: FiFUK, 2011. ISBN 9788071658528.
Regular attendance (maximum of two absences allowed per semester) and oral presentation of selected topic (according to the teacher’s assignement) during semester. Final evaluation of a written seminar paper which students will submit during credit week. Student has to achieve at least 60 percent success rate in all parts of the evaluation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Diversity of communication in medieval society
Political and public communication
Symbols, rituals and gestures as means of exercising power
Dynastic policy of Habsbourg, Jagiellon, Luxembourg and Anjou dynasties
Court ceremony and royal etiquette
Everyday life at the aristocratic and royal court
Relation between writing, character and representation
Formation of political elites
40/60
Students have knowledge of basic forms of communication in medieval society. In addition to classic forms such as written communication or diplomacy, they distinguish between symbolic and non-verbal communication. They can identify the role and meaning of rituals, gestures and symbols in the creation, maintenance and administration of medieval political units used by Central European dynasties of the High and Late Middle Ages. Students are able to identify and analyse the mechanism of governance and administration of medieval society using the political communication of these dynasties as an example.
Additional literature will be presented at the beginning and during the semester. Studies, sources and source databases will be available on MS Teams.
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.
GIARDINA, Andrea. Římsky člověk a jeho svět. Praha: Vyšehrad 2014. ISBN 9788074290725
HEČKOVÁ, Janka a kol. K reáliám starovekého Ríma. Nitra: Univerzita Konštantína Filozofa, 2013. ISBN 978-80-558-0525-2
VAŇKOVÁ, Jarmila. Rímske reálie pre právnikov, Bratislava: Iura edition, 2010. ISBN
9788080783020.
Presentation on the selected topic and its subsequent elaboration in written form. Active participation in class, two absences allowed. In case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
An introduction to the social history of ancient Rome.
Basic literature on the subject and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries.
Sources on the history of the Roman principate I. Literary sources.
Sources on the history of the Roman Principate II Epigraphic sources.
Sources on the history of the Roman Principate III Numismatic sources.
Overview of the political history of the Roman principate and its impact on the social sphere.
Roman society - social stratification of the population of the Roman Empire.
The Roman family.
The position of women in Roman society.
The child - the upbringing of children and their position in the family, names, the school system. Housing, architecture, urbanism. Food habits. Employment and work - basic institutions, senate, offices, cursus honorum. Leisure time - entertainment, culture, sports
End of the course, evaluation.
100/0
Students have knowledge of the social history of the Roman Empire during the Principate period. Upon successful completion of this course, students are able to demonstrate a basic understanding of the social history of Rome and its everyday life, as well as an in-depth analysis of selected sources on the topic. They are able to work with ancient sources of various kinds, to interpret and evaluate them, and to apply the basic rules of scholarly work (orientation in the literature and sources on the period of ancient history, forms of citation, academic ethics). Upon completion of the course, students are able to demonstrate knowledge of scientific techniques for presenting their findings in both oral and written form.
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. KISSINGER, Henry. Umění diplomace. Praha: Prostor, 1999, 946 s. ISBN 80-7260-025-7. MacMILLANOVÁ, Margaret. Mírotvorci: Pařížská konference 1919. Praha: Academia, 2004, 551s. ISBN 80-200-1151-X. VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introducing lesson. Distribution of tasks.
2. Introduction to political trends of the first half of the 20th Century (international relations before the First World War, the First World War and its consequences for the changes in post-war Europe and East Asia.)
3. The 1920s in the European policy
4. Economic problems as a consequence of the First World War
5. Changes in the lifestyle of the inhabitants of European and American cities in the 1920s.
6. The Great Depression and its economic and social consequences
7. Political consequences of the Great Depression. Deterioration of the international situation between 1929 and 1933
8. Rise of the tension in international relations after the Adolf Hitler´s Capture of Power
9. – 11. Interior policy trends in various countries – general characteristic; the Great Britain, France, the United States, Italy, Germany, Japan
40/60
The students have knowledge of selected issues of the political, social, economic and cultural trends of Europe and the world in the first half of the 20th Century. Within the seminar they are able to analyse the various factors of the world after the end of the First World War, social and economic problems, as well as some cultural innovations.
BOCKOVÁ, Gisela. Ženy v evropských dějinách. Praha: Nakladatelství Lidové noviny, 2007, 381 s. ISBN 978-80-7106-494-7.
HORSHAM, Michael. Styly 20. a 30. let. Praha: Svojtka a Vašut, 1997, 128 s. ISBN 80-7180-255-7.
KYBALOVÁ, Ludmila. Dějiny odívaní III. : Od biedermeieru do současnosti; 19. a 20. století. Bratislava: Ústredná knižnica a ŠIS VŠMU, 1992, 172 s. ISBN 80-85182-14-9.
KYBALOVÁ, Ludmila. Od „zlatých dvacátých“ po Diora. Praha: Nakladatelství Lidové noviny, 2006, 253 s. ISBN 978-80-7106-149-6.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introducing lesson. Distribution of tasks. Using of literary texts as a historical source?
2. Non-political characteristic of the first half of the 20th Century (Belle Époque, disaster of the war, from war to war)
3. Life in European (Paris, Berlin, Munich, Wien, Prague) and American (New York, Chicago, Los Angeles) cities and in literary texts of European and American writers.
4. Life in the countryside in literary texts of European and American writers. Conflicts between the Modernization and Traditionalism
5. Artistic and writing elite of the selected country. For example: Paris, Wien, Prague or Bratislava
6. Female Question in the first half of the 20th Century (emancipation, struggle for suffrage, marriage crisis – divorces, changes in sexual relationships, women´s education)
7. Social stratification of population, social issues and the ways of solving it in the first half of the 20th Century.
8. Economic trends and its issues. Crisis and its causes. Reparations. Crisis management programs. State encroachments to economic trends
40/60
The students have knowledge of selected issues of the cultural, social and economic trends of Europe and the world in the first half of the 20th Century. Within the selected topics, they have knowledge of a dailiness of the urban and rural population in the first half of the 20th Century and they are able to analyse it in context of dynamic modernization and changes of the political situation.
KAMENEC, Ivan. Po stopách tragédie. Bratislava, 1991.
LIPSCHER, Ladislav. Židia v slovenskom štáte. Bratislava, 1992.
NIŽŇANSKÝ, Eduard. Politika antisemitizmu a holokaust na Slovensku 1938–1945. Banská Bystrica, 2016.
NIŽŇANSKÝ, Eduard. Holokaust na Slovensku 6. Deportácie v roku 1942. Bratislava, 2005.
NIŽŇANSKÝ, Eduard – KAMENEC, Ivan. Holokaust na Slovensku 2. Prezident, vláda, Snem SR a Štátna rada o židovskej otázke (1939–1945). Bratislava, 2003
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.
VRZGULOVÁ, Monika. Videli sme holokaust. Bratislava, 2012
VRZGULOVÁ, Monika. Interpreting Jewish – Non-Jewish Relations in Two Biographic Narratives. In VRZGULOVÁ, Monika – HLAVINKA, Ján (ed.). Výskum a vzdelávanie o holokauste v strednej Európe. Bratislava pp. 235-256.
Active participation in the respective lessons and discussions. A student presents a paper. The presentation is preferably uses Microsoft Power Point, Prezi, Canva or similar ones programs. The presentation accounts for 25% of the final grade. Afterwards student submits a seminar paper which accounts for 75% of the final grade.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Historiography of the Holocaust.
2. Antisemitism before the war: Economic, national, political, and Christian Antisemitism. From autochthonous Antisemitism to radical (Prime Minister Vojtech Tuka, Alexander Mach Minister of Interior and head of Propaganda Office) and moderate (President Jozef Tiso) political programs. The formation of Slovak national identity and the identification of the "Enemy" – heterophobia. The situation during the autonomous period.
3. Chronology of antisemitic policy in Slovakia (1938–1945).
4. The legal dimension of the "solution": Interpretation of the definition of "Jew" in government decrees 63/1939 and 198/1941. The process of excluding the Jewish community from society.
5. The "Jewish Question": Relations between the majority and minority populations. The social background of the Holocaust and the changes in social stratification resulting from the elimination of Jewish competition.
6. Local aggressors and the "Solution of the Jewish Question in Slovakia": Differences in government elites' approaches to the "Solution." The role of the Church in the "Solution."
7. Aryanization and elimination: The social consequences of the "Solution," with examples from various regions and locations in Slovakia.
8. Deportations as the outcome of the "Solution."
9. Reactions of the Jewish community in Slovakia to the "Solution": The Central Office for Jews, Nebengregierung, and G. Fleischmann.
10. The Holocaust and its impact on relations between the majority and minority populations.
25/75
Students will understand the satellite position of the Slovak Republic under Nazi Germany during World War II. They will gain essential knowledge about the Holocaust in Slovakia and develop an understanding of Antisemitism and its gradual instrumentalization and institutionalization during the Slovak Republic (1939–1945). Students will work not only with institutional sources of various provenance but also with oral history documents. The topic also extends to contemporary local realities in Slovakia. Using examples such as the existence of a street named after President Jozef Tiso in the town Varín, or the monument of Ferdinand Ďurčanský, (Minister of Foreign Affairs and Interior 1939-1940), in the town in Rajec, we will also address topics related to the contemporary reflection on the Holocaust in Slovakia and the problem so-called “phenomenon of struggle for public space and symbols” after 1989. Until that point, the Holocaust had been a marginal topic, both for the historiographical community and society.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8.
ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Brief introduction to the seminar and topics.
2. Political, economic and social trends in the Ottoman Empire. Regression of the Ottoman Empire and situation in Balkan in the 19th Century.
3. Great Powers and their interests in Balkan in the 18th and 19th Centuries. The Eastern Crisis and Congress of Berlin.
4. Origins and development of the first “national” states in Balkan – Greece and Serbia.
5. National movements and political programs of the Bulgarians and the Albanians.
6. Issues of the Bosnia and Herzegovina
7. The Macedonian and Albanian Question
8. Political trends in Balkan after the Congress of Berlin and deepening the crisis in the Ottoman Empire.
9. The Balkan Wars.
10. The First World War in Balkan
11. Dissolution of the Ottoman Empire after the First World War
40/60
The students have knowledge of interior policy´s trends and intentions of various Great Powers in South-Eastern Europe before the First World War.
GOMBÁR, Eduard. Moderní dějiny islámských zemí. Praha: Univerzita Karlova, 1999, 427 s. ISBN 80-7184-599-X.
HLADKÝ, Ladislav. Bosna a Hercegovina: Historie nešťastné země. Praha: Doplněk, 1996, 216 s. ISBN 80-85765-61-6.
JELAVICH Charles and JELAVICH Barbara. The establishment of the Balkan National States, 1804-1920. Seattle: University of Washington Press, 1997, 358 s. ISBN 0-295-96413-8.
ROTHSCHILD, Joseph. East Central Europe between the Two World Wars : A History of East Central Europe IX. Seattle – London: University of Washington Press, 1992 (siedme vydanie), s. 201-280 (Juhoslávia), 281-322 (Rumunsko), 324-355 (Bulharsko, 357-366 (Albánsko). ISBN 0-295-95357-8.
ŠESTÁK, Miroslav – TEJCHMAN, Miroslav a kol. Dějiny jihoslovanských zemí. Praha: Nakladatelství Lidové noviny, 2009, 758 s. ISBN 978-80-7106-375-9.
WEITHMANN, Michael W. Balkán 2000 let mezi Východem a Západem. Praha: Vyšehrad, 1996, 431 s. ISBN 80-7021-199-7.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%).
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Social construction of concepts (definition)
2. Balkan or South-Eastern Europe.
3. Historical processes, which influenced the trends political, ethnical, and religion structure of South-Eastern Europe.
4. Territorial changes after the First World War – old and new territorial conflicts (the Greeks-Turkey War, Albanian boundaries, Bulgarian boundaries)
5. Minorities – status of minorities in the society and the relations of state to minorities (minority rights, assimilation, ethnic genocide, replacement of inhabitants between countries) 6. Authoritative regimes in South-Eastern Europe – modernization dictatorships?
7. Yugoslavia – as example of coexist ethnical and religion groups in contexts the multiethnic state (process and mechanism of unification by state)
8. The Second World War – resistances and the civil wars
9. Fall of the Iron Curtain – new challenges for the region
10. Dissolution of Yugoslavia and escalation of the national conflicts and wars in the region
11. Continue of crisis at the beginning of the 21st Century, the focuses of potential conflicts
40/60
The students have knowledge of political trends in South-Eastern Europe (Balkan) during the 19th and 20th Centuries. Except general characteristic of the interior policy in various regions and states (the Ottoman Empire, the forming so-called national states) the student is also able to orient in the policy of the Great Powers to Balkan (influences and conflicts between European powers). That gets them to be oriented also in current political situation in this region.
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.
TIBENSKÝ, J.: Priekopníci vedy a techniky na Slovensku I. Bratislava : Obzor, 1986.
HROZIENĆÍK, J. Turčianski olejkári a šafraníci. Bratislava : Tatran, 1981.
A student is evaluated on basic of active participation at the course and submitting the seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. - 2. Issues of historiography and the documents related the history of Slovak-Russian relations
3. - 4. Scientific contacts in the age of enlightenment.
5. - 6. Emigration in the 18th Century.
7. - 8. Hussars, saffron trademen, medicinmen, tinkers – the forms of contacts.
9. - 10. Russian troops in Slovakia in the 18th and 19th Centuries.
11. - 12. Slovak intellectuals in Russia.
100/0
Students have knowledge of the analytical and critical reflection of the historical document, memories literature, correspondence and scholar sources related the issues of Slovak-Russian relations at the beginning modern age with an overlap to the 20th century.
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.
TIBENSKÝ, J.: Priekopníci vedy a techniky na Slovensku I. Bratislava : Obzor, 1986.
HROZIENĆÍK, J. Turčianski olejkári a šafraníci. Bratislava : Tatran, 1981
FERKO, V. Svetom moje svetom. Bratislava : Tatran, 1985.
A student is evaluated on basic of submitting the seminar paper. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. - 2. Russian students in Slovakia
3. - 4. Tokaj Commision for wine imports and its competence
5. - 6. Slovak-Russian contacts in the revival era
7. - 8. Russian-Slovak literary relations in the 19th Century
9. - 10. Russian Slavianophiles and Slovakia
11. - 12. Slavic conventions in the context of Slovak-Russian relations
100/0
A student can work with historical documents, memories literature, correspondence and scholar sources related the issues of Slovak-Russian relations at the beginning modern age with an overlap to the 20th century.
FASORA, Lukáš – HANUŠ, Jiří – MALÍŘ, Jiří (eds.) Sekularizace venkovského prostoru v 19. století. Brno: Matice moravská – Historický ústav AV, 2009, 272 s. ISBN 978-8086488554
KATZ, Jacob. Out of the Ghetto. The Social Background of Jewish Emancipation, 1770-1870. Syracuse University Press, 1989, 271 s. ISBN 978-0815605324
KERTZER, I. DAVID. The Pope Who Would Be King: The Exile of Pius IX and the Emergence of Modern Europe. New York: Random House Publishing Group, 2019, 512 s. ISBN 978-0812989939
MCLEOD, Hugh. Náboženství a lidé západní Evropy (1789–1989). Brno: Centrum pro studium demokracie a kultury. 2007, 367 s. ISBN 978-80-7325-124-6
RÉMOND, René. Sekularizace v západní Evropě (1848-1914). Praha: Nakladatelství Lidové noviny, 2008, 273 s. ISBN 978-8073251611
Completion of the course to the minimum prescribed extent, i.e., attending at least 75% of the total course time allocation. A maximum of 3 absences are permitted, of which no more than one may be unexcused.
Throughout the semester, students will be evaluated based on their active participation in class, as well as a written paper and a presentation on a selected topic at the end of the seminar.
The grading is weighted 20/40/40
Grading scale
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English
Course Outline:
1. Introduction, methodological concepts, and terminology
2. From revolutionary upheaval to restoration
3. Religion, state, and nation: religion as an element of national identity versus the church as a transnational institution
4. Institutional and intellectual defensive: The Church versus modernity and science
5. Faith, the social question, and everyday life
6. Specifics of other Christian denominations in the European space
7. The Jewish population in the "long" 19th century
8. Crisis of values and new spiritual currents
9. – 12. Student presentations
100/0
Upon completing the course, students will have acquired comprehensive knowledge of the complex and dynamic transformation in the relationships between religion, churches, the state, and the emerging modern society in Europe during the "long" 19th century. They will have gained an overview of the key conflicts between religious institutions and the modern nation-state, as well as the ideological tension between church dogma and the development of the natural sciences and philosophy. They will have an understanding of the phenomenon of "lived religion" (experiencing faith) in everyday life. Within the course, students will have connected this extensive theoretical knowledge with the development of methodological skills. They are capable of conducting independent heuristic research, critically evaluating relevant academic literature, and synthesizing the acquired knowledge. They are able to search for historical primary sources and subsequently analyze and interpret them. They can logically structure their findings in the form of their own written or oral academic output at the level of a master's degree student.
ALLEN, C., Robert. The Britsh industrial revolution in global perspective. Cambridge: Cambridge University Press, 2009. 331 s. ISBN - 978-0-521-68785-0
BAYLY, Ch., Alan. Zrod moderního světa 1780-1914. Brno: Centrum pro studium demokracie a kultury, 2019, ISBN 978-80-7325-469-8.
FALTUS, Jozef a Václav PRŮCHA. Všeobecné hospodářské dějiny 19. a 20. století. 2. vyd. V Praze: Vysoká škola ekonomická, 2003, 194 s. ISBN 8024504995
HLAVAČKA, Milan. Cestování v éře dostavníků. Argo, 1996, 137 s. ISBN 80-7203-015-9
STEARNS, Peter. The Industrial Revolution in World History. Londýn: Routledge, 2012, 33 s. ISBN 978-0813347295
Completion of the course to the minimum prescribed extent, i.e., attending at least 75% of the total course time allocation. A maximum of 3 absences are permitted, of which no more than one may be unexcused.
Throughout the semester, students will be evaluated based on their active participation in class, as well as a written paper and a presentation on a selected topic at the end of the seminar.
The grading is weighted 20/40/40
Grading scale
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak, English
Course Outline
1. Introduction to the topic: theoretical foundations, terminology
2. The eve of industrialization
3. The First Industrial Revolution and the industrialization of the European continent
4. The communication and transportation revolution
5. The Second Industrial Revolution
6. Demographic transition and mass urbanization
7. Changes in social structure and the social question
8. Environmental impacts of the Industrial Revolution
9. 9.–12. Student presentations
100/0
Upon completion of the course, students have acquired comprehensive knowledge of the key economic and technological changes that transformed the European continent during the "long" 19th century. They have understood the processes of the First and Second Industrial Revolutions, which marked the transition from traditional agrarian and craft production to modern mass factory production. They have gained an overview of how this technological development influenced demography, urbanization, the transformation of everyday life, the emergence of new social classes (e.g., the working class), and, last but not least, changes in the environment.
At the same time, students have deepened their methodological skills. They are able to conduct independent heuristic research, critically evaluate relevant scholarly literature, and synthesize the acquired knowledge. They are able to search for historical primary sources and subsequently analyze and interpret them. They can logically structure their findings into their own written or oral academic outputs at the level of a master's degree student.
ORMIS, Ján Vladimír. Bibliografia Jána Kollára. Bratislava: Vydavateľstvo Slovenskej akadémie vied 1954.
KOLLÁR, Ján. Pamäti z mladších rokov života. Bratislava: Tatran, 1972.
MRÁZ, Andrej. Ján Kollár. Bratislava: Slovenský spisovateľ, 1952.
PODOLAN, Peter. Odkaz Jána Kollára slovenskej historiografii. In: Štúdie k jubileu Jána Kollára. Historia nova 5. [online]. Bratislava: Stimul, 2012, pp. 43-51 [cit. 2021-10-20] Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksd/h/Hino5d.pdf.
PODOLAN, Peter. Politické aspekty činnosti Jána Kollára. In: Historické štúdie k jubileu Romana Holeca. Historia nova I – 2010 – 1. [online]. Bratislava: Stimul, 2011, pp. 65-89 [cit. 2021-10-20] Available online: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksd/h/HinoI-2010-1g.pdf.
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 will be assigned the exact date and topic of their preliminary assessment at the beginning of the term. The report topics are clearly defined areas from Ján Kollár’s life and work, e.g. Ján Kollár as an evangelical priest, Ján Kollár and the idea of the Slavic nation, etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
1. Introduction. Getting familiar with the course requirements. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods, learning how to create a seminar work and paper. Biographical methods on the example of selected personalities.
4. Kollár’s childhood and education.
5. Kollár in Pest. Kollár in Vienna.
6. Kollár as an Evangelical pastor.
7. Kollár as a poet. Emphasis on the content of works. Kollár and the oral literary tradition.
8. Kollár and the Literary Language of Slovaks.
9. Kollár as a historian and archaeologist.
10. Kollár as a teacher.
11. Kollár and politics. Emphasis on his perception of nation and state.
12. Kollár and his concept of nation. (Slavs, Slovaks, Czechs).
13. Ján Kollár - relations and opinions on the Bernolák and Štúr movements. Controversy.
14. Ján Kollár’s travelogues.
15. Ján Kollár’s reception. From contemporary, domestic, foreign ..., 19th century, Czechoslovakia, Slovak Republic 1939-1945, present.
100/0
At the end of the course and their self study cycle, students have a detailed and complex overview of Ján Kollár’s (1793 - 1852) life and work, either from focusing on one aspect of his life or work (in order to produce a seminar paper and presentation), or from the presentations of other areas. They have a different perspective of the first half of the 19th century. They are also able to independently obtain information (archival sources, digital collections, literature) from memory institutions and process a specific topic concerning biographical approach. 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.).
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.
MAGDOLENOVÁ, Anna. Peter Kellner-Hostinský ako historik. Historický časopis. 1981, vol. 29, no. 1, pp. 103-115.
OTČENÁŠ, Michal. Historik Július Botto (1848-1926). (K 75. výročiu úmrtia.) Historický zborník. 2001, vol. 11, no. 2, pp. 175-176.
PODOLAN, Peter. Odkaz Jána Kollára slovenskej historiografii. In: Štúdie k jubileu Jána Kollára. Historia nova 5. [online] Bratislava: Stimul, 2012, pp. 43-51 [cit. 2021-10-20] Dostupné na: https://fphil.uniba.sk/fileadmin/fif/katedry_pracoviska/ksd/h/Hino5d.pdf.
TIBENSKÝ, Ján. Chvály a obrany slovenského národa. Bratislava: Slovenské vydavateľstvo krásnej literatúry, 1964.
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 term paper and report topics are in the form “Life and Work” of a specific historian, e.g. Juraj Fándly, Ján Kollár, Pavol Jozef Šafárik, Ľudovít Štúr, Franko Víťazoslav Sasinek, Július Botto, Andrej Kmeť, Jozef Hložanský 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. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods of historiographic analysis when researching and producing a term paper and report.
4. History and historicism in Bohuslav Tablic’s work.
5. History and historicism in Ján Kollár’s work.
6. History and historicism in Ján Hollý’s work.
7. History and historicism in Pavol Jozef Šafárik’s work.
8. History and historicism in František Palacký’s work.
10. History and historicism in Ľudovít Štúr’s work.
11. History and historicism in Peter Kellner Hostinský’s work
12. History and historicism in Franko Víťazoslav Sasinek’s work.
13. History and historicism in Jozef Hložanský’s work.
14. History and historicism in Jonáš Záborský’s work.
15. History and historicism in Pavol Križko’s work
16. History and historicism in Andrej Kmeťs work
17. History and historicism in Július Botto’s work
100/0
At the end of the course and after their self study, students have additional information on the major figures of 19th century Slovak historiography both from having studied a historian and their work (in order to produce a seminar paper and presentation), as well as from the other presentations about other historians. They are familiar with the methods for analyzing historiographic works. Students are able to see the connection of the individual, period and other influences on the personality of a historian and their work (biography, the impact the environment and education on the nature, abilities and activities of the individual; the historian as part of society. Work, ideology, politics, philosophy.).
They are familiar with the major primary and secondary sources. In a specific segment, they are able to apply the appropriate methods in the creation of a scholarly text in the practice.
1. HORVÁTH, Pavol. Anton Bernolák. Bratislava: Bernolákova spoločnost̕ s Maticou Slovenskou, 1998.
2. WINKLER, Tomáš. Perom a mečom. Martin: Vydavateľstvo Matice slovenskej, 1997.
3. SOJKOVÁ, Zdenka. Skvitne ešte život. Martin: Vydavateľstvo Matice slovenskej, 2006. ISBN:7090-828-9.
4. TIBENSKÝ, Ján. Juraj Fándli. Život a dielo. Bratislava: SAV, 1950.
5. BRTÁŇ, Rudo. Bohuslav Tablic. Bratislava: Veda, 1974.
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. Periodization of the Slovak national revival and definition of its stages.
2. Anton Bernolák + Enlightenment (foreign and domestic specifics)
/Jozef Ignác Bajza
3. Juraj Fándly (education, popularizing knowledge)
4. Ján Hollý (the Slovak bard, application of language in art) + Martin Hamuliak (the young members of the Bernolák group)
5. Bohuslav Tablic + Juraj Palkovič
6. Ján Kollár (artist and scholar) + language, the concept of a nation
7. Pavol Jozef Šafárik (critical scholar)
8. Ľudovít Štúr (work at Bratislava lyceum, Halle, the concept of language, nation, political conception, starting points and results of the 1848/49 revolution).
9. Jozef Miloslav Hurban + Economic situation (agriculture, changes, the peasants’ issue).
10. Ján Francisci (radicalism, Štúr’s opponent)
11. Štefan Marko Daxner + Pavol Dobšinský (the role of historicism and ethnology)
12. Gašpar Fejerpataky-Bielopotocký + Ján Kalinčiak
13. Miloslav Hodža (“the 1848 betrayal”) + Ján Čaplovič (the beginnings of ethnology)
14. Samuel Štefanovič (a different conception of the 1848/49 uprising).
0/100
At the end of the lecture and self study cycle, students are familiar with the major personalities of the Slovak national movement and their role in the forming of a modern nation. They are also familiar with 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.).
HUČKO, Ján. Život a dielo Ľudovíta Štúra. Martin: Osveta, 1984.
KOČÍ, Jozef: České národní obrození. Praha: Svoboda 1978. ISBN 25-012-78.
SAK, Robert. Jozef Jungmann. Život obrozence. Praha: Vyšehrad, 2007. ISBN 978-80-7021-890-7.
MACURA, Vladimír. Znamení zrodu: české obrození jako kulturní typ. Praha: Československý spisovatel, 1983.
KLIMEŠ, Vladimír. Počátky českého a slovenského novinářství. Praha: Orbis, 1955.
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 their preliminary assessment topics at the beginning of the term. Their term papers and report topics process specific parallel issues in the Slovak and Czech environments, e.g. the literary language in the Czech and Slovak national movements, Newspapers and journalism in the Czech and Slovak national movements, Pan-Slavism in the Czech and Slovak national movements, etc. It is necessary to delimit a suitable topic from large areas as part of the preparation for the students’ independent scholarly activity.
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 acquainted with the course requirements and with the content of the seminar. Students are assigned their seminar paper and report topics. The national revival and the shaping of a modern nation.
2. Great Moravia, the Czech Kingdom, The Kingdom of Hungary and “Slovakia.” Historical and natural law.
3. The Enlightenment. Conditions and activities. Josef Dobrovský, Anton Bernolák, the Bernolák group.
4. Language. The idea of a Czechoslovak language. The concept of a Slovak language. Panslavism.
5. History. Czechoslovak history? Slavic history. Historicism and history.
6. The issue of the Legal form of the state. Pan-Slavism and Austro-Slavism. Ján Kollár, František Palacký. Karel Havlíček Borovský.
7. Economy and agriculture. Economic nationalism. The social issue.
8. Symbols. The emergence of national symbols and the national movement. Mechanisms of self-interpretation.
9. The role of the nobility in the national revival. National patriotism.
10. The Štúr group - Slovak division? Different perceptions.
11. Institutional background. The school system, National Museum...
12. The 1848/49 revolution. Specifics and ideology. Post-revolutionary development. Consequences and starting points. Topics: different, well-defined areas
100/0
At the end of the course and after their self study, students have additional information on the relations of the Czech and Slovak national revival movements either from focusing on their specific term paper topic or from the others’s presentations. They are able to compare the conditions, starting points and results of specific segments in two neighboring national movements and in two different territories. They are familiar with the similarities and differences in the shaping of a modern nation on the examples of two related national movements (activity, ideology, personalities and their views.) They also have an overview of the key sources concerning the issues of the period in a wider Central European framework, as well as practical experience delimiting a specific topic from a large circle (in line with the required work structure).
ALEXY, Janko. Ovocie dozrieva. Bratislava : Slovenské vydavateľstvo krásnej literatúry 1957. 188 s.
CSIBA, K.: Pamäť literatúry v medzivojnovej literatúre 20. storočia. (T. J. Gašpar, J. R. Poničan). In: Slovenská literatúra, 56, 2009, no. 6, pp. 19-24.
Specific examples of studied literature will be mentioned during the semester.
a) preliminary - students are required to attend the lessons regularly, take active part in them and engage in the discussions of the different term syllabus topics. - 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. Characteristics of the compositional and semantic structure of diaries, memoirs and literary texts between 1918 and 1945.
2 Texts and their period context. The individual and the social intentions of their authors.
3. The informative value of diaries, memoirs and artistic texts.
4. Possible applications of methodological approaches.
5. Diaries of Slovak politicians. Anton Štefánek. Karol Sidor, and others.
3. Zlatá fantázia [Golden Fantasy], Tido Gašpar’s memoir prose, Memories I, Memories II.
4. Búrlivá mladosť [Turbulent Youth], Ján Poničan’s memoir prose.
5. Z ďalekých ciest [Faraway Journeys], V amerických zaisťovacích táboroch [In American Detention Camps], Alexander Mach and Constantine Culen’s (resp.) memories.
6. Memoirs by economists Petr Zaťek and Imrich Karvaš.
7. Ivan Dérer’s Slovenský vývoj a ľudácka zrada [Slovakia’s Development and the Betrayal of the HSĽS group].”
8. Janko Jesenský’s Demokrati [The Democrats] novel and his socially engaged poetry.
9. Milo Urban’s Hmly na úsvite [Fog at Dawn], Zhasnuté svetlá [Lights Doused] and Železom po železe [Iron on Iron] novels.
10. Jozef Cíger-Hronský’s memoir prose Cestou slovenskou Amerikou [A Journey through the Slovak America].
11. Martin Rázus’s novel Svety [Worlds].
12. Ján Smrek’s memorial prose Poézia, moja láska I, II [Poetry, My Love I, II].
13. Jozef Sivák’s memoir prose Z mojich pamätí [From My Memories].
14. Milo Urban’s memoirs Kade-tade po Halinde [Up and Down Halinda] and Na brehu krvavej rieky [On the banks of a bloody river].
15. Jan Alexy’s memoirs.
16. Presentations, discussions, recapitulation of acquired knowledge.
30/70
Students are able to independently and critically work with diaries, personal notes, memoirs and literary texts. Students find out that the semantic and formal depictions of reality in these texts do not circumvent specific historical, social and cultural conditions. Students understand the bi-dimensional aspect of memoirs, namely their documentary and their literary level.
KAMENEC, Ivan. Spoločnosť, politika, historiografia: pokrivené (?) zrkadlo dejín slovenskej spoločnosti v dvadsiatom storočí. Bratislava : Prodama, 2009. ISBN 978-80-89396-02-3
LIPTÁK, Ľubomír. Slovensko v 20. storočí. Bratislava : Kalligram, 2000. ISBN 80-7149-337-6
MICHELA, Miroslav. Strážcovia strateného času. Diskusie o dejinách a historici na Slovensku. In: Historický časopis, no. 4, 2011, pp. 617 – 638.
NODL, Martin. Dějepisectví mezi vědou a politikou: úvahy o historiografii 19. a 20. století. Brno: Centrum pro studium demokracie a kultury, 2007. ISBN 978-80-7325-112-3
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. Methodical approaches of historiography and related social sciences when interpreting 20th century sources. Possible approaches to source interpretation. Possible historiographic analyses.
2. Reflection of the First Czechoslovak Republic in Slovak historiography during the totalitarian regimes (the Slovak Republic, Czechoslovakia and the Czechoslovak Socialist Republic between 1948 and 1989.)
3. Reflection of the First Czechoslovakia in Slovak historiography after November 1989.
4. Reflection of the 1939 - 1945 Slovak Republic during the 1948 - 1989 communist regime.
5. Reflection of the 1939 - 1945 Slovak Republic in Slovak historiography after November 1989.
6. Controversial personalities of 1918 - 1945 Slovak history. Main problems and possible interpretations.
7. Possible interpretation of 1918 - 1938 Slovak-Czech relations.
8. Possible interpretation of 1918 - 1945 economic history.
9. Limits of informative value of 1918 - 1945 archival sources.
10. The informative value and interpretation of narrative discourse in 1918 - 1945 literary texts, memoirs and diaries.
11. The press between 1918 and 1945. Pros and cons in its interpretation, limits of informative value.
12. The role of photographic reproductions in 1918 - 1945 history research.
13. Interdisciplinary 1918 - 1945 history research.
14. Practical application of the latest research methods in historiography and related social sciences in the students’s term papers.
30/70
At the end of the course, students are familiar with the key issues when interpreting Slovak history between 1918 and 1945. They can diachronically analyze Slovak historiography production, as well as characterize and compare the different interpretive directions of Slovak historiography. They are able to make use of historiography verification methods when researching this part of Slovak history.
ALEXY,. Janko. Život nie je majáles. Bratislava : Slovenský spisovateľ, 1956.
HRUŠOVSKÝ, Ján. Umelci a bohémi. Bratislava : Slovenský spisovateľ, 1963.
PONIČAN, Ján. Búrlivá mladosť. Spomienky. 1. 1920 - 1938. Bratislava : Slovenský spisovateľ, 1975.
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
Further literature will be specified during the seminar.
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. Introduction to Bohemianism. The origin of Bohemianism in Paris. Henri Murger. Bohemianism and its development in Europe in the 19th and early 20th century.
2. The emergence of Bohemianism in Bratislava after the establishment of the First Czechoslovakia. Bohemianism in Slovakia vs Bohemianism in Europe. Similarities, differences and limits. Specificities in Slovakia.
3. Tido Gašpar - key figure and leader of Bohemianism in interwar Slovakia.
4. Ján Hrušovský - co-founder of Bohemianism in Slovakia and his rare memories.
5. The “golden age” of Bohemianism in Slovakia in the 1920s. The “Golden fantasy.”
6. Disintegration of the first generation of Bohemians in Slovakia and arrival of the second generation at the turn of the 1930s and 1940s.
7. Characteristics of Bohemian representatives in Slovakia from among writers. Emo Bohúň, Alexander Matuška and others.
8 Characteristics of Bohemian representatives in Slovakia from among artists. Janko Alexy. Frico Motoška, Štefan Bednár and others.
9. Rudolf Dilong, an unusual Bohemian priest.
10. Laco Novomeský and Ján Poničan - leftist intellectual and poet bohemians.
11. The surrealists and their signs of Bohemianism - Michal Považan, Rudolf Fabry, Štefan Žáry and others.
12. Stays and experiences of Slovak Bohemians in Paris and other parts of Europe.
13. Bratislava cafes and taverns as bastions of Slovak Bohemianism.
14. Presentations, discussions, recapitulation of acquired knowledge.
30/70
At the end of the course, students are familiar with the Bohemian character and lifestyle in Slovakia in the 1920s, 1930s and early 1940s. They can recognize and independently interpret narrative sources on Bohemianism in Slovakia. They have developed the ability to discuss and exchange information on the topic.
FERGUSON, Niall. Nešťastná válka. Praha: Dokořán, 2004, 487 s. ISBN 80-86569-56-X.
KŘIVSKÝ, Petr - SKŘIVAN, Aleš. Století odchází: Světla a stíny "belle époque". Praha: Aleš Skřivan ml., 2004, 341 s. ISBN 80-86493-12-1.
KŘIVSKÝ, Petr. Do nitra kontinentů. Praha: Mladá fronta, 1988, 256 s.
NÁLEVKA, Vladimír Světová politika ve 20. století (I.). Praha : Aleš Skřivan ml., 2000, 270 s. ISBN 80-902261-4-0.
RAPPORT, Michael Evropa devatenáctého století. Praha: Vyšehrad, 2011, 436 s. ISBN 978-80-7429-061-9.
VINEN, Richard. Evropa Evropa dvacátého století. Praha: Vyšehrad, 2007, 556 s. ISBN 978-80-7021-735-1.
Students may have two absences at most. The students are evaluated on basis of completed sub-tasks (40%) and on the basis of the final written work (60%). Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introducing lesson. Distribution of tasks.
2. International relations in the 1870s (situation after the Franco-Prussian War, Three Emperors’ League, The Great Eastern Crisis, Russo-Turkish War, Treaty of San Stefano, Congress of Berlin).
3. International relations in the 1880s (situation after the Congress of Berlin, establishment of The Dual Alliance, Italy joins to the Dual Alliance, colonial expansion – mastery of Egypt and African´s Rush, French interests in South-Eastern Asia)
4. International relations in the 1890s (the German “new policy”, Franco-Russian Alliance 1893/1894, British policy of “splendid isolation”, the Balkan situation – Bosnian Crisis, Russian expansion in the East Asia, the Boer War (1899 – 1902))
5. International relations at the beginning of the 20th Century (interference of The Great Powers in China, the end of British policy of “splendid isolation”, Berlin-Baghdad railway, Franco-British agreement – “Entente cordiale”, the Russo-Japanese War, Anglo-Russian agreement 1907, the Balkan situation – Bosnian Crisis, Moroccan Crisis)
6. The Balkan situation – Battle of Tripoli, The First and Second Balkan War, international relations after the Balkan Wars
7. Brink of war (assassination at Sarajevo and so-called July crisis, outbreak of the Austro-Serbian conflict, brink of the world war)
40/60
The student has basic overview of the essential issues of international relations at the turn of the 19th and 20th Centuries. They are able to confront the various interpretations of causes of the outbreak of the First World War and they can discuss about it.
HÚŠČAVA, Alexander. Dejiny a vývoj nášho písma. Bratislava: Slovenská akadémia vied a umení, 1951.
LEHOTSKÁ, Darina. Príručka diplomatiky. Bratislava: Slovenská archívna správa, 1972.
NOVÁK, Jozef et al. Paleografická čítanka. Pomôcka na čítanie rukopisov z 12. – 19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť, 2001. ISBN 80-7090-599-9.
LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov. Bratislava: Univerzita Komenského, 1982.
MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. 2. vyd. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
The students’ results are evaluated exclusively by continuously checking their performance during the teaching part of the semester. Student are classified in the last lesson of the credit week. During the teaching period of the semester, students actively participate in practical tasks related to reading and interpretation of the source material (provided by the teacher, assigned in advance). Students are required to put in individual work as part of preparation (in form of three assignements). Three times during semester, each of them is assigned an example of a written source in manusript form (at least two weeks in advance). They are then expected to prepare its elementary paleographic analysis and transription. This is then presented during a lesson, combined with a discussion, during which the source is an object of historical analysis. In case of unsatisfactory fulfillment of the assignment (repeated three times a semester), there is a possibility of a substitute, i.e. the teacher assignes the student another document. There is the limitation, however, that each such unsatisfactorily presened document can be substituted only once. After meeting this requirement, during the last meeting in the semester a colloquy is organised where each student is allotted one of the sources assigned during the semester and, subsequently, reads and interprets it.
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
reading: German, Latin
1. Basic diplomatic categories (charter, administrative book, accounting material, and beyond) and language of the source.
2. Written (in paleographic terms diplomatic) practice in early modern Hungary/Habsburg Monarchy. Its tranformations.
3. Archives, archival funds, digitisation, databases of early modern source material, source editions.
4. Charter - one of the diplomatic categories.
5. Church diplomatics - reading and analysis of a source.
6. Urban diplomatics - reading and analysis of a source
7. Diplomatics of royal chancery - reading and analysis of a source
8. Diplomatics of loca credibilia - reading and analysis of a source
9. Diplomatic practice of a feudal estate - reading and analysis of a source
10. Diplomatics of noble counties - reading and analysis of a source
11. Diplomatics of Hungarian kingdom's authorities - reading and analysis of a source
12. Final colloquy and completion of preliminary grading
100/0
Students have an overview of diplomatic written production on the level of local self-administration (noble counties, feudal domains, free royal towns, market towns, villages), state administration (offices on the level of the kingom as well as the Habsburg monarchy) and other subjects (universities, Churches, loca credibilia, and other) in the early modern period. They are capable of reading the written sources of administrative character, transcribe them, analyse and interpret their contents in the historical context.
ČAPLOVIČ, Ján. Bibliografia tlačí vydaných na Slovensku do roku 1700. I. Martin: Matica slovenská, 1972.
ČAPLOVIČ, Ján. Bibliografia tlačí vydaných na Slovensku do roku 1700. II. Martin: Matica slovenská, 1984.
MINÁRIK, Jozef (ed.). Z klenotnice staršieho slovenského písomníctva. II. 2. ed. Bratislava: Tatra, 1997. ISBN 80-222-0463-3.
MINÁRIK, Jozef (ed.). Z klenotnice staršieho slovenského písomníctva. III. 2. ed. Bratislava: Tatra, 1997. ISBN 80-222-0465-X.
The students’ results are evaluated exclusively by continuously checking their performance during the teaching part of the semester. Student are classified in the last lesson of the credit week. Students are required to prepare sufficiently on their own (fixed for individual work with three assignments). Three times per term, they are assigned a historiographical text (at least 2 weeks) in advance and they are required to contextually analyze and interpret the given study material. Students are required to present their conclusions verbally (or in the form of a PPT presentation) in front of the class followed by a colloquial discussion. Students failing to complete this task satisfactorily (three times per term) will be assigned another source (i.e. inadequately processed texts are replaced by a new one). This amendment possibility is limited, i.e. an insufficiently processed text can be compensated only once. The maximum number of assignments is, therefore, 6. After fulfilling this condition in the frame of the continuous assessment, in the last lesson in the credit week students take part at a colloquium, at which each student draws one of the documents presented to the class during the term and subjects it to an oral historical analysis.
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. General characteristics, representatives and language of older Slovak literature from the Renaissance to the beginnings of the Enlightenment.
2. Publishers and printers.
3. Spiritual and secular literature.
4. Country/regional chronicles of towns, churches.
5. Memoirs and travelogues.
6. Works defending the language and the nation.
7. Synthetic works, homeland study works and encyclopaedias.
8. Historical songs, popular oral traditions.
9. Scholarly literature – fauna and flora.
10. Scholarly literature – mining engineering.
11. Scholarly literature – geography.
12. Scholarly literature – health sciences.
Scale of assessment preliminary/final: 100/0
After completing the course, students are able to understand the genre diversity of earlier Slovak literature (up to 1780), primarily preserved in printed form. It can be intended for a narrower or wider circle of recipients and can point out the importance of literary sources for learning about early facts of Slovakia. The advantage of the course is that besides getting acquainted with the concept of Slovak history in the works of early modern historians (written in Slovak or concerning Slovakia ) and getting an overview of contemporary historical narrative writing in the context of the Kingdom of Hungary / Central Europe (with emphasis on their informative value in relation to historical facts), students are familiar with scholarly writings (science, technical sciences, university press, etc.)
SARMÁNYOVÁ-KALESNÁ, Jana. Cirkevné matriky na Slovensku zo 16. a 19. storočia. Bratislava: Odbor archívnictva MV SR, 1991.
HORVÁTH, Pavel. Hospodársko-spoločenské a právne pomery poddaného obyvateľstva na Slovensku v 16. – 18. storočí. In: Historické štúdie, vol. 17, 1972, pp. 27-46.
KOHÚTOVÁ, Mária. Demografický a sídlištný obraz západného Slovenska. Bratislava: VEDA, 1990. ISBN 80-224-0170-6.
KOHÚTOVÁ, Mária. Obyvateľstvo na Slovensku v 18. storočí. In: Historické štúdie, vol. 39, 1998, pp. 115-123.
KOHÚTOVÁ, Mária. Vývoj obyvateľstva na Slovensku v 16. a 17. storočí. Trnava: Filozofická fakulta TT, 2010. ISBN 978-80-8082-349-8.
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) 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 municipality in Slovakia, on the example of which they will study the general state of the population. 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
German and Latin (basics/reading)
1. Aspects of population research and methodological limits of historical research.
2. Historical demography. Methodology.
3. Genealogy, archontology. Prosopography.
4. Historical anthropology.
5. Introduction to the social stratification of the population, ethnic and denominational composition of the population in the early modern Kingdom of Hungary.
6. Portal registries, house registries, nationwide registries, tax registries.
7. Canonical visitations.
8. Civil registers (causes of death, facts, health condition of the population).
9. Population censuses.
10. Official lexicons.
11. Contemporary characteristics of the individual in Matej Bel’s work.
12. The Joseph II Census.
Scale of assessment preliminary/final: 100/0
Primarily, students have an overview of the different types of historical sources that can tell about the state of the population, its identity (denominational, national, professional, etc.) and selected characteristics in the context of the early modern period, i.e. before the emergence of modern official statistics focusing on the territory of today’s Slovakia. Students are able to work primarily with sources of a mass nature - with tax and military conscriptions, nationwide censuses, topographic lexicons, canonical visits, period publications on homeland studies, etc. Students are also familiar with various methodological concepts for researching the individual and society in general in the context of European historiography.
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, GOMBÁR, Eduard. Moderní dějiny islamských zemí. Praha : Karolínum, 1999. ISBN 80-7184-599-X.
Attendance and regular preparation at seminars – working with sources; 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
Seminar topics will be focused mainly on observing:
1. diplomatic-political and trade relations between countries (for example British-Ottoman relations, Franco -Ottoman relations etc.),
2. war conflicts (for example Russo-Persian Wars 1804-1828, Crimean War 1853-1856 etc.),
3. analysis of peace treaties and international agreements (Treaty of Turkmenchay and Gulistan, Treaty of Andrianople, Treaty of Paris etc.).
100/0
Students have knowledge of foreign policy relations of European powers (Russia, Great Britain, France etc.) with the countries of the Middle East (Persia, Ottoman Empire etc.) in the 19th century based on working with literature and sources. This knowledge is necessary for the basic intellectual equipment of every future historian.
DUCHÁČEK, Milan. Václav Chaloupecký. Hledání československých dějin. Praha: Karolinum, 2014 ISBN 978-80-246-2482-2.
Historik Daniel Rapant. Život a dielo (1897-1988-1997). (ed. Marsina, Richard) Martin: Matica slovenská, 1998.
HUDEK, Adam. Najpolitickejšia veda. Slovenská historiografia v rokoch 1948-1968. Bratislava: Historický ústav SAV vo vydavateľstve Typoset, 2010. ISBN 978-80-970302-3-0.
95 rokov Filozofickej fakulty UK. Pohľad do dejín inštitúcie a jej akademickej obce. (ed. SLOBODNÍK, Martin – GLOSSOVÁ, Marta) Bratislava: Vydavateľstvo UK, 2017. ISBN 9788022343909.
KUDRNA, Jaroslav: Historiografie, marxizmus a historické povědomí. Československý časopis historický. 1977, vol. 25, no. 2, pp. 192-214.
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 will be assigned the topics for their preliminary assessment at the beginning of the term. The term paper and report topics are in the form “Life and Work” of a specific historian, e.g. Jozef Škultéty, Daniel Rapant, František Hrušovský, Branislav Varsik, Karol Goláň etc.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (Reading)
1. Introduction. Getting familiar with the course requirements. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods of historiographic analysis when researching and producing a term paper and report.
4. Czechoslovakia / interwar period (Jozef Škultéty, Milan Hodža, Štefan Janšák, Albert Pražák, Ján Eisner, Vojtech Ondrouch, Václav Mencl, Václav Chaloupecký, Kamil Krofta, Vladimír Klecanda, Daniel Rapant, Alexander Húščava, Ján Kvačala and others).
5. Slovakia/ (František Hrušovský and others).
6. Czechoslovakia/ post-war period / socialist era (Branislav Varsik, Karol Goláň, Anton Augustín Baník, František Bokes, Jozef Butvin, Ján Hučko, Ľubomír Lipták, Samuel Falťan, Miloš Gosiorovský, Ľudovít Haraksim, Ľudovít Holotík, Jozef Jablonický, Miroslav Kropilák, Michal Otčenáš, Viliam Plevza, Milan Podrimavský, Belo Polla, Peter Ratkoš, Anton Špiesz, Ján Tibenský, Mária Vyvíjalová, and others).
7. Living 20th century historians and their work.
100/0
At the end of the course and after their self study, students have additional information on the major figures of the Slovak National Revival both from focusing on one of them (in order to produce a seminar paper and presentation), as well as from the other presentations of other figures. They are capable of finding information on their own (archive sources, digital collections, literature) from memory institutions and process the biography of the selected figure. 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.).
KOVAČKA, Miloš et al. Personálna bibliografia Pavla Jozefa Šafárika. I. a II. diel. Martin: Slovenská národná knižnica, 2004 ISBN:80-89023-35-5.
GOLÁŇ, Karol. Mladé roky Pavla Jozefa Šafárika. Bratislava: Slovenské pedagogické nakladateľstvo 1961.
NOVOTNÝ, Jan. Pavel Jozef Šafařík. Praha: Melantrich, 1971.
ŠAFAŘÍK, Pavel Jozef. Slovanské starožitnosti. (ed. Jireček, J.) II vols. Praha: Bedřich Tempský 1862 a 1863.
Pavol Jozef Šafárik a slovenské národné obrodenie. (ed. Sedlák, I.) Martin: Matica slovenská, 1989.
Furthr literature will be specified during the semester.
Course Requirements: 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 reports are clearly defined areas from the life and work of Pavol Jozef Šafárik, e.g. Pavol Jozef Šafárik as a historian, Pavol Jozef Šafárik in Prague, 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. Students are assigned the topics for their seminar papers and reports.
2. Memory institutions (archives, institutes, museums, libraries), digital sources of information and data, possibilities for obtaining sources and secondary literature. Specific sources when working with biographical methods (archival sources, registries, literature)
3. Getting familiar with research techniques and methods, learning how to create a seminar work and paper. Biographical methods on the example of selected personalities.
4. Šafárik’s childhood and education. Šafárik in Nový Sad. Šafárik in Prague
5. Šafárik as a poet and collector of oral traditions. Šafárik as a literary historian.
6. Šafárik as a historian. Šafárik as an archaeologist.
7. Šafárik and politics. (His perception of state and nation).
8. Šafárik and Slovak as a literary language. Šafárik and the question of Old Slavonic and Slavic alphabets.
9. Šafárik and the 1848 Slavic Congress.
10. The reception of Šafárik (the following generation, the 2nd half of the 19th century, the 20th and 21st centuries).
11. Image of the culture, literature and history of the Slavs / the different Slavic nations.
12. Šafárik’s contacts and opinions on previous / next generations, interfaith cooperation.
100/0
At the end of the course and their self study cycle, students have a detailed and complex overview of Pavel Jozef Šafárik’s (1795 - 1861) life and work, both from focusing on one aspect of his life or work (producing a seminar paper and presentation), as well as from the presentations of other areas. They have a different perspective of the first half of the 19th century. They are capable of finding information on their own (archive sources, digital collections, literature) from memory institutions, and process specific areas concerning biographic approach. 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.).
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. 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.
OLIVA, Pavel. Řecko mezi Makedonií a Římem, Praha: Academia, 1995. ISBN 80-200-0435-1.
GRANT, Michael. Zrození Řecka. Praha: BB art, 2002. ISBN 80-7341-917-3.
Presentation and a written paper on a chosen topic. 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, aims of the course, work plan, assignments.
Basic literature and sources, editions of sources.
Greek literature, its characteristics, aims and methods.
Roman literature, its characteristics, aims and methods.
Mythological creatures of Greek history.
Mythological creatures of Roman history.
Important personalities of Greek history (philosophers, doctors, orators, military leaders, poets).
Important personalities of Roman history (philosophers, military leaders, artists, emperors).
Personalities, who had impact on the formation of ancient civilisations (comparison).
Basic problems of political, social, and cultural development of Greece.
Basic problems of political, social, and cultural development of the Roman Empire.
Social policy and the problems of everyday life in ancient times.
Comparison of the Greek and Roman civilisations (continuity and discontinuity).
100/0
The students gain knowledge about the social and cultural history of ancient Greece and Rome and their most important personalities. They can work with different types of ancient sources, interpret, and evaluate them. After finishing the course, the students get to know the basics characteristics of ancient history, its culture and art. They get to know the cultural and social importance of Athens democracy and the key events of Roman cultural and political history. They can present their findings in oral and written form with the application of the basic rules of academical research (orientation in literature and sources to the ancient history, forms of citations, academic ethics).
SALNER, Peter. Bratislavské kaviarne a viechy. Bratislava : Albert Marenčin – Vydavateľstvo PT, 2006. ISBN 978-80-8114-45-43-3
VAŠŠ, Martin. Zlatá bohéma : umelecká bohéma v Bratislave 1920 - 1938. Bratislava : Marenčin PT, 2018. 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
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. Introduction to Bohemianism in Europe and Slovakia: characteristics, concepts, personalities and socio-cultural contexts.
2. Bohemianism in Bratislava between 1920 and 1945. General overview. 3. Bratislava cafes.
4. Bratislava taverns.
5. Bratislava wine bars.
6. Night bars and “early-morning soup bars”. Vydrica.
7. Inns and low-class locals.
8. Picnic inns and Danube cafes.
9. Picnic and inspiring places. Open-air places on the Danube.
10. The Zlatá fantázia [Golden Fantasy] Inn.
11. Lodgings - houses, flats, studios.
12. Excursion to Bratislava open-air places. In case students would like to, several excursions can take place.
30/70
At the end of the course, students are able to independently, creatively and innovatively analyze the socio-cultural aspects of bohemianism in Bratislava between 1920 and 1945. After their class excursion, students are directly acquainted with some bastions of bohemianism in Bratislava.
1988. Rok pred zmenou. Zost. Peter Bulun. Bratislava: Ústav pamäti národa, 2009. ISBN 978-80-89335-13-8.
1989. Rok zmeny. Zost. Peter Jašek. Bratislava: Ústav pamäti národa, 2017. ISBN 978-80-89335-78-7.
Od totality k slobode. Nežná revolúcia 1989. Zost. Peter Jašek. Bratislava: Ústav pamäti národa, 2019. ISBN 978-80-89335-89-3.
Sviečková manifestácia I. Štúdie, spomienky a svedectvá. Zost. Peter Jašek. Bratislava: Ústav pamäti národa, 2015. ISBN 978-80-89335-75-6.
Students are required to take active part in the lessons. They need to produce, present and submit a written seminar 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 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. Stagnation of the regime in the first half of the 1980s.
2. The influence of the Soviet perestroika on the communist regime in socialist Czechoslovakia.
3. Mikhail S. Gorbachev.
4 The political situation in the USSR and in the countries of Eastern Europe.
5. The end of the Gustav Husák era and the replacement of the General Secretary of the Central Committee of the Communist Party
6. Problems in the economy.
7. The growing opposition activities.
8. The Candle Manifestation and expressions of opposition in 1988.
9. 1989 and the gradual collapse of the communist regime.
10. November 16 and 17, 1989.
11. The transition to new socio-political conditions.
30/70
At the end of the course, students are familiar with the final period of the communist regime in socialist Czechoslovakia, which faced a deep crisis in the mid-1980s. They are acquainted with the activities of the opposition against the regime and with the developments that led up to November 1989. They also have an overview of the domestic and foreign political situation and its impact on the events that took place in socialist Czechoslovakia. They understand the general situation in the 1980s and the causes of the collapse of the communist system in Eastern Europe. They can compare the situation in Czechoslovakia with that in Poland and Hungary.
NOVACKÁ, Mária et al. Od kráľovstva ducha ku kráľovstvu človeka. Bratislava: Tatran 1986.
ŠKOVIERA, Daniel (ed.). Latinský humanizmus. Bratislava: Kalligram 2009. ISBN 978-80-8101-136-8
KVAČALA, Ján. Dejiny reformácie na Slovensku do roku 1711. Liptovský Sv. Mikuláš: Tranoscius 1935.
EVANS, Robert John Weston. Vznik habsburské monarchie, 1550 – 1700. Praha: Argo 2003. ISBN
80-7203-463-4
Further literature will b mentioned during the semester.
a) preliminary assessment throughout the term - Students are required to read the assigned sources throughout the term and, subsequently, discuss and analyse them during the seminar
- Students are required to prepare the biography of a selected personality from the seminar syllabus and present it at the scheduled meeting. This report introduces the subject matter to the whole class
b) final assessment - Students are required to hand in their written reports and 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
1) Intellectuals and society: the individual dimension and superindividual processes in history
2) The legal tradition and the identity of the estates: Štefan Werbőczy
3) Scholars in “public service”: Valentín Eck / Ecchius and Martin Rakovský
4) Respublica litteraria: Ján Sambucucs and Sebastián Ambrosius Lam
5) Discovering new worlds: Pavol Rubigall and Ján Dernschwam
6) For the ideals of the estates: Ján Bocatius and Peter Rávay
7) The muses and the rattling of weapons: Mikuláš Zrínsky and Raimondo Montecuccoli
8) Old and new approaches towards the natural world: Ján Bayer and Izák Caban
9) Intellectuals under siege (?): Daniel Krman and Matej Bel
10) Outstanding intellectuals (?): Ján Baltazár Magin and Samuel Timon
11) In the interest of “public well being” and of the House of the ruler: Adam František Kollár and Jozef Bencúr
12) Homeland, language, identity: Juraj Papánek and Juraj Sklenár
70/30
Students get familiar with selected scholars of the early modern period in the Kingdom of Hungary and their opinions. By setting them in the specific context of their time, students will learn to consider important issues of that time, how their contemporaries perceived them, and their significance for the further development.
The discussed questions include, for example, political power issues in the context of absolutism and class/estate/stavovských traditions, confessional diversity and the need for unification, attitudes towards education and health care, issues concerning the origin of people’s national or denominational community, etc. Students are able to identify the different approaches that have been applied when researching a specific issue by focusing on the given researcher as well as by analysing the superindividual processes and the relevant socio-cultural context.
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.
PENROSE, Jane. Řím a jeho nepřátelé. Říše stvořená a zničená válkou, Praha 2007. ISBN
8086977102.
Presentation on the selected topic and its subsequent elaboration in written form - seminar paper. Active participation in class, two absences are allowed. In the case of multiple absences (for serious reasons), the lecturer decides on substitute fulfilment of duties or on repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Introduction to basic literature and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries; Sources on the history of the Roman Republic and the Roman Principate I. - Literary sources; Sources on the history of the Roman Republic and the Roman Principate II - Epigraphic sources and numismatic sources; Overview of the political history of Rome - the royal period The Roman Republic, The crisis of the Roman Republic and efforts to resolve it, The end of the Republic, the rise of a new political system; The building of new political bodies and institutions in the early empire; Basic political institutions in the Roman Empire under the Principate: popular assemblies, senate, bureaus; Basic problems of political development in the Roman Empire: the succession system, dynasties, rulers.
100/0
Students will learn about the political history of the Roman Empire, the situation at the end of the Roman Republic and the Roman Principate. Upon successful completion of this course, students are able to demonstrate an understanding of the complexities of the last two centuries of the Roman Republic, to find the causes of the crisis leading to the fall of the Republic and the emergence of a new political system. Students are able to work with ancient sources of various kinds, interpreting and evaluating them. They have knowledge of the basic rules of scholarly work (orientation in literature and sources on the period of ancient history, forms of citation, academic ethics). After completing the course, students have knowledge of scientific techniques for presenting their findings both orally and in writing.
VAUCHEZ, André. Spirituality of the Medieval West: From the Eights to the Twelfth Century. Cistercian Publications, 1993. ISBN: 9781463218423
LE GOFF, Jacques. Zrození očistce. Praha: Vyšehrad, 2003. ISBN 80-7021-637-9
BOSSY, John. Křesťanství na západě 1400-1700. Praha: Karolinum, 2008. ISBN 978-80-246-1468-7
Further literature and reading assignments will be provided during the semester.
a) preliminary - Students are required to prepare a max. 20 min. presentation of a selected topic (according to the brief syllabus), presenting a brief overview of the major events and basic developments and processes in the given matter
- Students are required to read the sources and historiographic texts assigned by the teacher during the semester and, subsequently, to take active part in the seminar discussion
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
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 and English for reading
1) introduction into the subject. The concept of religiosity.
2) Christianization, conversion
3) Ritual and personal religiousness
4) Female religiousness
5) Communication, preaching
6) Popular religiousness and culture, superstition, paganism
7) Reforms, reform movements, heresies.
8) The written, printed and heard word - the “communication revolution,” the print, public controversy
9) Language and religiosity
10) Religiousness in public space.
11) Marriage, family.
12) Sin, repentance and forgiveness.
100/0
Students get acquainted with older and current trends used when researching religiosity and its tasks in premodern society. Historians traditionally focus on the history of the Church in its institutional, political, and theological aspects. This course, however, teaches students to apply these common approaches to other related aspects of social and cultural history and historical anthropology. Therefore, they will be able to perceive the different forms and aspects of the religious life of society, while gaining an overview of the sources they can work with when dealing with religiosity as defined.
Additional literature will be presented at the beginning and during the semester. Learning materials and texts will be available on MS Teams.
Doplnková literatúra bude prezentovaná na začiatku a počas semestra. Učebné materiály a texty budú dostupné na MS Teams.
KEPARTOVÁ, Jana. Římané a Evropa. Praha: Karolinum, 2005. ISBN 80-246-0862-6
KEPARTOVÁ, Jana (ed.) Antika? Zajděte do kina, přečtěte román, Praha: NLN, 2006. EAN 9788071068501
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
VALACHOVIČ, Pavol. Dejiny antiky. Bratislava: Hlbiny, 2014. ISBN 978-80-89743-03-2
ADKINS, Lesley, ADKINS, Roy A. Antický Řím. Praha: Slovart CZ, 2012. ISBN 978-80-73915-79-7
Active participation in classes, regular preparation for each class. 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
Latin as an international and professional language
The importance of Latin for the scientific work (not only) of the historian
Pronunciation of the Latin language, its characteristics and development
Ancient motifs in art (sculpture, painting, architecture)
Basics of Latin grammar
Antiquity through the eyes of film directors and writers
Latin nouns, adjectives, verbs
The influence of antiquity on European culture
Ancient culture and traditions (Roman calendar, oratory, historiography, law, philosophy) and Latin terminology
100/0
The student gains knowledge of ancient Roman traditions and acquires basic knowledge of the Latin language. The student can work with ancient sources and basic Latin terms and understands the problems of political, economic, social, and cultural development of the ancient Roman 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 has knowledge of the basic vocabulary and grammar of the Latin language. The student will become aware of the fact that antiquity and the Latin language serve as a constant source of inspiration anchoring Slovak culture in a wider European context, of which it is an integral part.
BURKE, Peter. Jazyky a společenství v raně novověké Evropě. Praha: NLN, 2011. ISBN 978-80-7422-069-2
BENKA, Peter. Jazyk a mesto : Bardejov v ranom novoveku. Bratislava: UK, 2019. ISBN 978-80-223-4853-9
ĎUROVIČ, Ľubomír. O slovenčine a Slovensku. Bratislava: VEDA, 2004. ISBN: 978-80-224-0806-9
Further literature and reading assignments will be provided during the semester.
a) preliminary - Students are required to prepare a max. 20 min. presentation of a selected topic (according to the brief syllabus), presenting a brief overview of the major events, development and processes concerning the matter at hand
- Students are required to read the sources and historiographic texts assigned by the teacher throughout the term and, subsequently, take active part in the seminar discussion
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
English and Czech for reading
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) Theoretical foundations. Language, dialect, sociolect. Language community. Bilingualism and diglossia.
2) The beginnings of vernacular written culture in the Middle Ages. Pragmatic literature and literary traditions.
3) The Kingdom of Hungary as a multilingual society in the late Middle Ages and early modern times. Latin as the administrative, ecclesiastical and educational language.
4) The language of a political community.
5) The Language(s) of an urban community.
6) Language in the European Forum. Diplomacy, interpreting, translations. Ciphers.
7) Humanism and the comeback of classical Latin. The beginnings of philology. Grammaticalization.
8) The reformation and the new tasks of language.
9) Printing and the standardization of vernacular languages.
10) “Anxiety about scarcity” and linguistic pride. Purification efforts vs intelligibility.
11) Language and collective identity.
12) Vernacular literary tradition. Education.
13) Prospects for modern times.
100/0
Students get familiar with the possibilities the study and use of a language offers to historians.
The early modern period is characterized by the growing use of vernacular (“popular,” “national”) languages in written and official culture. For its multicultural character, the Kingdom of Hungary constitutes a very specific case in this respect. Therefore, students become familiar with various aspects of language in society, namely different languages and dialects coexisting together, literary vs colloquial languages, their social and cultural roles, the influence of confessional and political views and the way different language issues reflect in the works of scholars. At the end of the course, students are able to approach language from a historical perspective, in the intentions of methodological approaches of the time and can analyze the social and cultural (i.e. non linguistic) aspects of language.
Presentations on the selected topic, reading and processing of materials, answers to questions. Allowed absences 2 (with or without apology) 3 absences (alternative form of credit - test) 4 and 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.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
100/0
After completing the course, students acquire a deeper understanding of the relations between the two dominant parts of medieval Christian Europe in the early and high Middle Ages. Emphasis will be placed on the genesis and nature of mutual political and religious conflicts, which until now have permanently affected the cultural and civilizational framework of today's Europe.
HOLEC, Roman. Človek a príroda v "dlhom" 19. storočí. Bratislava: Historický ústav SAV, 2014. ISBN 978-80-971540-4-2.
HOLLÝ, Karol – HRONČEK, Pavel. Krajina, príroda a životné prostredie v minulosti [online]. Bratislava: Historický ústav SAV, 2017 [cit. 2021-10-24]. ISSN 1337-6861. Dostupné na https://www.forumhistoriae.sk/sk/tema/krajina-priroda-zivotne-prostredie-v-minulosti
HRONČEK, Pavel – CHRASTINA, Peter. Poznámky ku konceptualizácii v environmentálnych dejinách na Slovensku. In: Studia Historica Nitriensia [online]. 2018, vol. 22, no. 2, pp. 408-433 [cit. 2021-10-24]. ISSN ISSN 2585-8661. Dostupné na http://www.shnnitra.ff.ukf.sk/wp-content/uploads/Hron%C4%8Dek-Chrastina.pdf
MALINIAK, Pavol. Človek a krajina Zvolenskej kotliny v stredoveku. Banská Bystrica: Univerzita Mateja Bela, Fakulta humanitných vied, 2009. ISBN 978-80-8083-914-7.
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) and to submit a seminar paper by the end of the credit week. During the first two teaching weeks, students choose a research area according to their own preferences, identifying the area/the whole/any subparts (according to the geomorphological division of the country) in Slovakia. On this example, they need to describe and identify the historical land structures. Based on the relevant source material, students need to characterize the interactions and connections in the environment (the natural environment, Man and the social environment), to reconstruct the state of the land in the early modern period and name the human activities that changed the face of the land. The seminar paper must have at least 10 standard pages and, from a 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. Initial session, students get acquainted with the subject associated and discuss openly its content, goals, and their responsibilities.
2. Environmental history in historiography. The history of the discipline in a global and, mainly, Slovak historical context. Scientific apparatus.
3. Environmental history - historical geography - history of technology - land ecology and others, and interest in the early modern period.
4. Sources.
5. Nature vs. anthropogenic influences. Historical landscape structures as a memory of the landscape.
6. Terminology. Oeconyms, toponyms, hydronyms.
7. Settlement landscape. The countryside and the urban space.
8. Agrarian landscape.
9. Mountain landscape.
10. Forest landscape.
11. River landscape.
12. Road infrastructure in the country.
13. Other elements historians can identify in the historical landscape structure.
Scale of assessment preliminary/final: 100/0
Students have an overview of the scientific (sub)discipline of environmental history, its development, methodological and conceptual contribution to historical science and their place in modern Slovak historiography in general and when researching the early modern age. Students understand the transforming factors that have affected and changed the land in the long run, they are able to identify human activity relics in the country. Students are also skilled in working with historical vocabulary and with visual, mainly cartographic period documents.
HERUCOVÁ, Angelika. Vojna o babenberské dedičstvo a Štefan V. In: Historický časopis, 2017, vol. 65, no. 1. pp. 3 – 24. ISSN 0018-2575
LECHNER, Karl. Die Babenberger. Markgrafen und Herzoge von Österreich 976 – 1246. Graz: Böhlau Verlag, 1996. ISBN 9783205985693
PALKO, Jakub. Majetkové spory štajerských kláštorov v čase uhorskej správy. In: Historický časopis, 2021, vol. 69, no. 1. pp. 3 – 26. ISSN 0018-2575
ROHÁČ, Peter. Boj o babenberské dedičstvo a I. česko-uhorská vojna. In: Vojenská história, 2016, vol. 20, no. 1. pp. 18 – 42. ISSN 1338-7154
ROHÁČ, Peter. Fridrich II. Babenberský a jeho boje s Uhorským a českým kráľovstvom 1230 – 1246. In: Vojenská história, 2015, vol. 19, no. 3. pp. 6 – 25. ISSN 1338-7154
- further literature will be specified during the semester
The credit granting scheme consists of two parts:
Students are required to attend the seminars regularly and take active part in the discussions (20%). They also need to carry out partial tasks consisting of studying the sources on the different topics.
Students need to prepare the material for their term paper (80%). This material consists of the bibliography (sources and scholarly literature) and a historiographical chapter of their future term paper consisting of at least 5 standard pages (9,000 characters including spaces and footnotes). The historiographic chapter needs to focus mainly on describing the available sources and scholarly literature on the paper topic. Students are required to submit the finished paper chapter in the examination period. They are provided the list of eligible topics at the first meeting.
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
Czech (reading)
1. The Babenberg family. Brief history, position of the family in Europe.
2. Privilegium minus (1156) issued by Frederick I Barbarossa to Henrich Jassomirgot. Reasons to issue it and its consequences. Content analysis.
3. The Empire and the Papacy and their relations with the Central European countries in the mid 13th century.
4. The relations between the Kingdom of Hungary and Austria from 1230 to 1246. Andrew II and Bela IV’s struggle against Frederick II Babenberg.
5. 1246, the Cursed Year I: Duke Frederick II is killed and the House of Babenberg is dissolved leaving no male heirs. Battle of the Leitha River. Implications for Europe. Periods of the struggle over the Babenberg heritage.
6. 1246, the Cursed Year II: Eberhard II Archbishop of Salzburg from Regensburg dies. Implications for Europe. Conflict periodization.
7. What about the Babenberg heirs? The Fates of Margita and Gertrude Babenberg.
8. The first phase of the struggle over the Babenberg heritage. Events in the Austrian lands and the first Czech-Hungarian war 1252 - 1254. The role of Bavaria.
9. The 1254 Buda Peace Treaty. Analysis of results and consequences.
10. Hungary and Styria I: Duchy administration from 1254 to 1260.
11. Hungary and Styria II: The position of ecclesiastical institutions during the Hungarian administration.
12. The fall of Hungarian power in Styria, the second Czech-Hungarian war and the role of Carantania in it. Battle of Kressenbrunn 1260.
20/80
At the end of the course, students have comprehensive knowledge of the relations of the Czech Lands, the Kingdom of Hungary and the Empire in the second half of the 13th century. The term lectures and discussions cover the first part of the struggle over the Babenberg heritage (1246 - 1260). This is a two-term course, at the end of which students have detailed knowledge of the situation in Central Europe (the Kingdom of Hungary, Poland, the Czech Lands, the Holy Roman Empire) in the period in question. Having worked on their term paper, students have practical experience in formulating specialized texts, which can be elaborated on to produce their final theses. Students have an overview of the broader position of the Central European countries within the old continent, understand the relations between the ruling dynasties of the Arpads, the Přemyslids, the Sponheims, the Babenbergs, the Piasts and the Wittelsbachs. Based on the continuously assigned study sources, students are able to understand and analyze the foreign policy direction of the leading representatives of Central Europe.
HERUCOVÁ, Angelika. Vojna o babenberské dedičstvo a Štefan V. In: Historický časopis, 2017, vol. 65, no. 1. pp. 3 – 24. ISSN 0018-2575
LECHNER, Karl. Die Babenberger. Markgrafen und Herzoge von Österreich 976 – 1246. Graz: Böhlau Verlag, 1996. ISBN 9783205985693
PALKO, Jakub. Uhorsko-české vzťahy v rokoch 1270 – 1272. In: Opus tessellatum. Historia nova 14. Bratislava: Stimul, 2017. pp. 7 – 33. ISBN 978-80-8127-208-0
PALKO, Jakub. Uhorsko-české vzťahy v rokoch 1272 – 1278. In: MEDEA – Studia mediævalia et antiqua, 2019, vol. 21 – 22, no. 1. pp. 29 – 72. ISBN 978-80-223-4701-3
ROHÁČ, Peter. II. česko-uhorská vojna o babenberské dedičstvo 1260 a bitka pri Kressenbrunne. In: Vojenská história, 2016, vol. 20, no. 2. pp. 23 – 44. ISSN 1338-7154
- further literature will be specified during the semester
The credit granting scheme consists of two parts:
Students are required to attend the seminars regularly and take active part in the discussions (20%). They also need to carry out partial tasks consisting of studying the sources on the different topics.
Students need to prepare a term paper (80%), including a historiographical chapter from the Struggle over the Babenberg Heritage 1 course. The term paper needs to be at least 20 standard pages long (36,000 characters, including spaces and notes). This term paper is the result of the student’s systematic work during both course terms. Students are required to submit the finished term paper chapter in the examination period. To sign in for this course, students are required to have completed the War for Babenberg Heritage 1 course.
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
Czech (reading)
1. The 1260 Battle of Kressenbrunn - course and consequences.
2. The 1261 Treaty of Vienna - consequences for the development of the relations between the Czech Lands and the Kingdom of Hungary.
3. Přemysl Ottokar II’s marries Kunigunda Mačvianská. Přemysl’s is crowned Czech king.
4. Aftermath of the Second Czech-Hungarian War. Belo IV’s first conflict with his son Stephen 1262.
5 Wedding of Duke Bela with Kunigunde of Ascania - an event of European importance.
6. Belo IV’s second conflict with his son Stephen 1264 - 1266. Peace of Pressburg.
7. Bela IV and Stephen V’s foreign policy in the 1260s. Treaties between the Kingdom of Hungary and Naples.
8. Bela IV’s death. The rise of Stephen V and the resumption of the struggle over the Babenberg heritage.
9. Third Czech-Hungarian War 1270 - 1271 and the Peace of Pressburg. 10. Fourth Czech-Hungarian War 1273.
11 The Hungarian-Habsburg Alliance and the Road to the Marchfeld. Rudolf I of Habsburg’s war against Přemysl Ottokar II (1276 and 1278).
12. Battle of Dürnkrut and Jedenspeigen on the Marchfeld 1278. Analysis of source evidence. End of the struggle over the Babenberg heritage.
20/80
At the end of the course, students have comprehensive knowledge of the relations of the Czech Lands, the Kingdom of Hungary and the Empire in the second half of the 13th century. The term lectures and discussions cover the second part of the struggle over the Babenberg heritage (1260 - 1278). This is a two-term course, at the end of which students have detailed knowledge of the situation in Central Europe (the Kingdom of Hungary, Poland, the Czech Lands, the Holy Roman Empire) in the period in question. Having worked on their term paper, students have practical experience in formulating specialized texts, which can be elaborated on to produce their final theses.
Students have an overview of the broader position of the Central European countries within the old continent, understand the relations between the ruling dynasties of the Arpads, the Přemyslids, the Sponheims, the Babenbergs, the Piasts, the Wittelsbachs and the Habsburgs. Based on the continuously assigned study sources, students are able to understand and analyze the foreign policy direction of the leading representatives of Central Europe. Its core is the foreign policy of kings Belo IV, Stephen V and Ladislaus IV between 1260 and 1278.
* NEMEŠ, Jaroslav. Z prameňov dejín raného novoveku: učebné texty k 16. a 17. storočiu. Ružomberok: Verbum, 2012, 249 p. ISBN 9788080848972.
* NOVÁK, Jozef. Paleografická čítanka: pomôcka na čítanie rukopisov z 12.-19. storočia. Martin: Slovenská genealogicko-heraldická spoločnosť pri Matici slovenskej, 2001, 175 p. ISBN 8070905999.
* KRAJČOVIČ, Rudolf. Čeština a slovenčina v starších archiváliách v predspisovnom období. Bratislava: Univerzita Komenského, 1991, 102 p. ISBN 8022303895.
* Monumenta Linguae Slovacae vol. 1 – vol. VII. Bratislava: Univerzita Komenského, 2018 - 2021
* E-learning:
PIERAZZO, Elena – BURGHART, Marjorie. Digital Scholarly Editions: Manuscripts, Texts and TEI Encoding; [videos available on youtube]
Students are evaluated based on their continuous work and final results. The preliminary part accounts for 60% of their score. For this purpose, students are required to continuously prepare for the seminars, read specified scholarly texts and take active part when reading and interpreting the sources during the different seminars. Part of the seminars is also the presentation of the basics of creating (not only) digital editions of sources. To obtain the remaining 40% of the overall score, students are required to submit a final draft of the digitized source. This requires reading, probably also translating, assessing the source, being familiar with its context, as well as being familiar with XML coding language and TEI digitization standards. Students who fail to submit their final theses will not be assessed.
Maximum number of unjustified absences: 2 per term.
The exact progression, a more detailed list of the lectures, as well as the deadline for submitting the final thesis 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
Latin - reading
German - reading
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.
Critical editions of sources. Overview of the most important source databases and (digital) editions.
2. Basic rules for editing early modern sources.
3. Platforms for the text recognition of historical documents (Transkribus, ...)
4. - 7. Source reading and interpreting - selection fitting the needs of students (study cases on the example of the sources to their diploma theses)
8. Basics of document digitization - Basics of XML language.
9. Basics of document digitization - TEI standards.
10. Basics of document digitization (practical part)
60/40
Throughout the course, students get acquainted with the source documents concerning the early modern period (16th-18th century), mostly written in a form of Slovak prior to its codification. Student get an overview and knowledge of sources of different genres and nature. Focus is primarily made on reading, followed by the interpretation and assessment of the sources. At the seminar, students become familiar with the basics of editing sources in a digital form. After successfully completing the course, students are able to identify, read and interpret the context and circumstances in which the source originated. They can also produce basic digital drafts of source on their own.
FERENČUHOVÁ, Bohumila, ZEMKO, Milan a kol. V medzivojnovom Československu: 1918 – 1939. Bratislava: Veda, 2012. ISBN 978-80-224-1199-8.
LIPTÁK, Ľubomír. Politické strany na Slovensku 1860–1989. Bratislava: Archa 1992. ISBN 80-7115-029-0.
KÁRNÍK, Zdeněk. České země v éře První republiky. Vznik, budování a zlatá léta republiky (1918–1929). Praha: Libri, 2017. ISBN 978-80-7277-563-7.
MALÍŘ, Jiří, MAREK, Pavel a kol. Vývoj politických stran a hnutí v českých zemích a Československu 1861–2004. I. díl: 1861–1938. Brno: Doplněk, 2005. ISBN 80-7239-178-X.
OSYKOVÁ, Linda. Volebné kampane politických strán na Slovensku počas 1. ČSR. Bratislava: Veda, 2012. ISBN 978-80-224-1228-5.
Further literature will be specified during the semester.
Regular and active participation in classes, as well as preparation of a seminar paper on a designated politician of the given political party (approx. 5 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.
Slovak
Czech (reading)
1. Introduction to the party system in Czechoslovakia
2. Republican Party of the Agricultural and Small Peasant People
3. Czechoslovak Social Democratic Labor Party
4. Communist Party of Czechoslovakia
5. Czechoslovak People's Party
6. Czechoslovak National Democracy
7. Hlinka's Slovak People's Party
8. Slovak National Party
9. National Fascist Community
10. Czechoslovak National Socialist Party
11. Minority parties
12. Final debate and evaluation
100/0
Students have a more detailed overview of the history of political parties, their political programs and steps taken during the first period of the common state of Czechs and Slovaks. In addition, students have knowledge of the internal party conditions and the main political actors, which facilitates their orientation in the intricate political-power structure of the 1st Czechoslovak Republic.
FERENČUHOVÁ, Bohumila, ZEMKO, Milan a kol. V medzivojnovom Československu: 1918–1939. Bratislava: Veda, 2012. ISBN 978-80-224-1199-8.
KÁRNÍK, Zdeněk. České země v éře První republiky. Vznik, budování a zlatá léta republiky (1918–1929). Praha: Libri, 2017. ISBN 978-80-7277-563-7.
MALÍŘ, Jiří, MAREK, Pavel a kol. Vývoj politických stran a hnutí v českých zemích a Československu 1861–2004. I. díl: 1861–1938. Brno: Doplněk, 2005. ISBN 80-7239-178-X.
OSYKOVÁ, Linda. Volebné kampane politických strán na Slovensku počas 1. ČSR. Bratislava: Veda, 2012. ISBN 978-80-224-1228-5.
ŠUCHOVÁ, Xénia. Idea Československého štátu na Slovensku 1918–1938. Bratislava: Prodama, 2011. ISBN 978-80-89396-12-2.
Further literature will be specified during the semester.
Regular and active participation in classes, as well as the preparation of a seminar paper on a certain issue related to political campaigns, or the processing of newspaper articles regarding the course of selected demonstrations or celebrations (up to 7 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.
Slovak
Czech (reading)
1. Introduction to the seminar and introduction to the political system of Czechoslovakia
2. The concept of public assemblies
3.–4. Political campaign of the Hlinka Slovak People's Party
5.–6. Political campaign of the Communist Party of Czechoslovakia
7.–8. Political campaign of the Republican Party of Agricultural and Small Farmer People
9.–10. Political campaign of the Czechoslovak Social Democratic Workers' Party
11. Demonstrations and celebrations of holidays
12. Final debate and evaluation
100/0
Students have a more detailed overview of the political system of the newly formed Czechoslovakia and the discourse on a national and selected regional scale at the time. They know how to gather information on local political gatherings, what was considered important by the official record-makers, and at the same time they have broader knowledge abouth types of ceremonies held for various state events. By preparing their seminar papers, they can more closely identify the main topics of the politics of the time in the periodical press, and describe the course of selected celebrations or demonstrations.
SAID, Edward. Orientalism:Western Conceptions of the Orient. New York: Vintage Books, 1978, 424 s.
LEWIS, Bernard. The Question of Orientalism. In: The New York Review of Books. roč. 29, č. 11, 1986, 20 s.
SLOBODNÍK, Martin – PIRICKÝ, Gabriel. Fascinácia a (ne)poznanie: kultúrne strety Západu a Východu. Bratislava: Chronos, 2003, 198 s.
BETHENCOURT, Francisco. Racisms: from the Crusades to the Twentieth Century. Princeton: Princeton University Press, 2013, 464 s.
HOLUBEC, Stanislav. Mezi slovanskou vzájemností a orientalismem. České zobrazování Podkarpatské Rusi a jejích obyvatel v publicistice dvacátých let minulého století. In: Soudobé dějiny, roč. 23, č. 4, s. 529 – 562.
Students are required to participate actively and prepare for the seminar. A maximum of two absences is permitted.
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 (B2)
1. Introduction (terminology, E. Said's concept of Orientalism, etc.)
2. Critiques of Said's Orientalism
3. Methodological Perspectives (postcolonial studies, area studies, etc.)
4. Central Europe and the Non-European World in the Long 19th Century
5. Contemporary Research on the Cultures and Societies of Asia, Africa and Oceania
6. Orientalism and the Russo-Japanese War
7. Japan and the Orient
8. Orientalism in Romani studies – A Critique of “Gypsylorism“
9. Roma in the Visual Arts of the 19th century
10. Roma Music: Between Orientalization and Auto-Exoticization
11. The Image of Roma in 19th-Century Central European Literature
12. West – East: Interwar Czechoslovakia and Its Peripheries
100/0
Students will become acquainted with the development of the concept of Orientalism, as well as its reception and critique in contemporary scholarship. Course participants will acquire a solid understanding of the fundamental concepts related to Orientalism and gain an overview of key methodological approaches to the topic (postcolonial studies, area studies, whiteness studies, etc.). Over the course of the semester, the course will guide students to critically reflect on the possibilities and limitations of applying the concept of Orientalism in research, drawing on specific research topics and selected types of historical sources.
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.
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 fulfilment of continuously assigned tasks and activity in class. Number of acceptable absences from class 2. The course will be taught alternately one week at the faculty and the other week at the partner institution. In case of further absences resulting from objectively justifiable, documented reasons, the student has the possibility to pass the course subject to the following condition: for each absence beyond the specified scope, the student submits to the instructor a report of 5 standard pages on a previously 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 to the subject. Discussion.
2. Memory, fund, scientific-research, cultural institutions in Slovakia.
3. - 4. Academy.
5. - 6. Museum.
7. - 8. Archives.
9. - 10. Monuments Office.
11. Discussion with representation of primary and secondary schools.
Scale of assessment preliminary/final: 100/0
The student of history (both single-discipline and teaching combination) has contact with the professional environment and organizational culture of the cooperating institutions and has hands-on experience in how to apply the theory, methodological frameworks and soft skills acquired in the course of study in practice. A vision is made available to the student of how students of the history programme at the second level of study can improve their qualifications by completing a professional practice organically incorporated into courses on career development in scientific research, memory, fund, cultural, educational institutions.
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.
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 fulfilment of continuously assigned tasks and activity in class. The course will be taught alternately one week at the faculty and the other week at the partner institution. Number of acceptable absences from class 2. In case of further absences resulting from objectively justifiable, documented reasons, the student has the possibility to pass the course subject to the following condition: for each absence beyond the specified scope, the student submits to the instructor a report of 5 standard pages on a previously 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 to the subject. Discussion.
2. Memory, fund, scientific-research, cultural institutions abroad (Central European region).
3. - 4. Museum.
5. - 6. Archives.
7. - 8. Gallery.
9. - 10. Library.
11. - 12. Private archive.
Scale of assessment preliminary/final: 100/0
The student of history (both single-discipline and teaching combination) has contact with the professional environment and organizational culture of the cooperating institutions and has hands-on experience in how to apply the theory, methodological frameworks and soft skills acquired in the course of study in practice. A vision is made available to the student of how students of the history programme at the second level of study can improve their qualifications by completing a professional practice organically incorporated into courses on career development in scientific research, memory, fund, cultural, educational institutions.
HOLLÝ, Karol. Franko Víťazoslav Sasinek as the ‘historiographer of Slovaks‘. In Leidschrift : historisch Tijdschrift. Jaargang, roč. 25, 2010, n. 1, s. 145 – 165 (online).
HOLLÝ, Karol. Josef Ladislav Píč ako slovakista. Spolupráca so Slovenskými pohľadmi a historická ideológia slovenského národného hnutia. In: DUCHÁČEK, Milan – BÍLKOVÁ, Jitka, et al. Václav Chaloupecký a generace roku 1914. Liberec – Praha – Turnov : 2018, s. 83 – 116. ISBN 978-80-7494-434-5. (online)
KUČERA, Matúš. Profil historického diela Františka Víťazoslava Sasinka. In: Historický časopis : Historického ústavu Slovenskej akadémie vied Bratislava : VEDA, vydavateľstvo Slovenskej akadémie vied, 1981, č. 2, s. 195 – 207.
KUTNAR, František - MAREK, Jaroslav. Přehledné dějiny českého a slovenského dějepisectví. Od počátků národní kultury až do sklonku třicátých let 20. století. Praha: Nakladatelství Lidové noviny, 1997. ISBN 80-7106-252-9.
MARSINA, Richard – MULÍK, Peter (eds.). Franko Víťazoslav Sasinek. najvýznamnejší slovenský historik 19. stor.1830-1914. Martin : Matica Slovenská, 2007, 230 s. ISBN 978-80-7090-841-9.
MULÍK, Peter (ed.). Čo písal o našich dejinách Franko Sasinek : historické práce Franka V. Sasinka a ich vnímanie v súčasnej slovenskej historiografii. Martin : Matica Slovenská, 2015, 156 s. ISBN 978-80-8128-141-9.
OTČENÁŠ, Michal. František Vít̕azoslav Sasinek: Príspevok k jeho životu a dielu. Bratislava : Slovo, 1995, 96 s. ISBN 978-8085291216.
Further literature and sources will be specified or provided during the semester
Regular attendance (2 absences will be accepted without proof by relevant documents)
Completion of tasks
Each completed task is evaluated in the form of accepted or unaccepted, for each accepted task 10 % of the total grade is awarded
The condition is the completion of min. 6 subtasks including the 10th task without activity bonus (10%)
Slovak
Class syllabus:
1. a.) Introductory information, graduation requirements, course programme
b.) Introductory lecture, introduction to the historiography of the second half of the 19th century
c.) Task 1: Reading 1 chapter or min. 25 p. of one of the basic works of F. V. Sasinek (Dejiny drievnych národov, Dejiny počiatkov terajšieho Uhorska, Dejiny kráľovstva Uhorského)
2. a.) Short report on the text read based on the outline of the research questions
b.) Reading the Article „O metóde dejepisu Uhorska“, discussion about Sasinek's methodology
c.) Task 2: Reading one of Sasinek's early articles (in Slovesnosť)
3. a.) Short report on the text read based on the outline of the research questions
b.) Source analysis of read Sasinek's works, analysis of approaches and intentions
c.) Task 3: Reading Sasinek's polemics with Nándor Knauz in Slovesnosť
4. a.) Choosing a polemics for the final assignment. Short report on the selected text based on the topic of the lesson
b.) An analysis of the political significance of the polemics between Sasinek and Knauz
c.) Task 4: Reading the polemics with Jonáš Záborský
5. a.) Short report on a selected text based on the topic of the lesson
b.) Analysis of the methodological significance of the polemic with Záborský
c.) Task 5: Reading the polemics with Jozef Hložanský
6. a.) Short report on the selected text based on the topic of the lesson
b.) Analysis of the state-law significance of the polemics with Hložanský
c.) Task 6: Reading Sasinek's selected articles focused on the Hungarian history
7. a.) Short report on the selected text based on the topic of the lesson
b.) Analysis of the political meaning of Sasinek's texts
c.) Task 7: Reading the Sasinek's review on Moravičanský and the review on Sasinek in Athaeneum
8. a.) Short report on the selected text based on the topic of the lesson
b.) Analysis of texts read in the context of the ancient history
c.) Task 8: Reading the polemics with J. L. Píč
9. a.) Short report on the selected text based on the topic of the lesson
b.) Analysis of the read text in the context of Czech-Slovak relations
c.) Task 9: Reading J. Škultéty's letter to J. Botto
10. a.) Short report on the selected text based on the topic of the lesson
b.) Analysis of the read text in the context of contrasting images of Sasinek
c.) Task 10: Elaboration of an essay on the basis of a selected Sasinek's polemic (Knauz, Karácsónyi, Hunfalvy, Hložanský, Záborský, Píč and others) in the range of 4 – 8 p. with the possibility of using the previous tasks - task compulsory
11. Collection of final tasks, checking that obligations have been fulfilled
12 Repetition; Evaluation of the course
100/0
Students will broaden their general knowledge of historiography in the second half of the 19th century as well as historiographical methodology and the importance of historiography in general. Using the example of the works of F. V. Sasinek, they they will be introduced to the state and development of Slovak historical science in the 19th century, its working methods, outputs and intentions.
JOHNSON, Paul. Dejiny amerického národa. LEDA Voznice: 2014.
TINDALL, George. Dejiny Spojených státu amerických. Nakladatelství Lidové noviny, Praha: 2008.
MATLOFF, Maurice. Dejiny americké armády. Baronet, 1999.
KISSINGER, Henry. Umeni diplomacie. Vydavatelstvo Prostor, 2002.
DAVIS, Wiliam C.. Americký západ : bouřlivá historie Spojených států od expedice Meriwethera Lewise a Williama Clarka do bitvy u Wounded Knee. Svojtka a Vašut, 1995.
ZINN, Howard. Dejiny lidu Spojených státu amerických. Mezera. Praha 2012.
DESCHNER, Karlheinz. Moloch: o amerikanizaci sveta. Praha. Epocha. 2005.
SCHLEY, Nicole. Války USA, kronika agresívniho národa. Praha: Brána. 2004.
HEIDEKING, Jurgen – MAUCH, Christof. Dejiny USA. Grada, Praha: 2012.
GILBERT, Martin. The routledge Atlas of American History. Routledge, New York, London: 2003.
HARBUTT, Fraser. The Cold War Era. Blackwell Publishers, Malden: 2002.
active participation
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. Formation of USA and USA in the 19th century.
2. USA before and after WWI
3. The 20´s – prosperity and prohibition
4. Great Depression and F.D. Roosvelt
5. USA and WWII
6. Era of H. S. Truman, USA - a superpower
7. The 50´s – Eisenhower, mass culture
8. J. F. Kennedy – question of race
9. Great Society of L. B. Johnson, Vietnam war
10. The 70´s, Nixon, Carter, Ford
11. Era of Ronald Reagan, end pf Cold war
12. The 90´s, USA in post-bipolar world
13. USA and international terrorism
100/0
After successfully completing the course, the student is able identify important cultural and historical events and specifics of history of United States of America in the 20th century. He recognizes the dominant personalities of American social, political and cultural milieu. He understands the main premises of American foreign policy in the second half of the 20th century. He learns about the alternative interpretation of American history
BITTMAN, Ladislav. Mezinárodní dezinformace: Černá propaganda, aktivní opatření a tajné akce, Praha: Mladá fronta, 2000. ISBN 80-204-0843-6
MACURA, Vladimír. Šťastný věk. Symboly, emblémy a mýty 1948–1989. Praha: Academia, 2008.
ISBN 978-80-200-1669-0
ZAVACKÁ, Marína. Kto žije za ostnatým drôtom? Oficiálna zahraničnopolitická propaganda na Slovensku, 1956 - 1962: teórie, politické smernice a spoločenská prax. Bratislava: Ústav politických vied SAV, 2005. ISBN 80-224-0897-2
Further literature specified on the basis of student's choices and specific assignments.
Active participation during classes 25%
Presentation of a chosen study/chapter 25%
Presentation and written report of student's own research (term paper with length of ca. 10 pages) 50%
Grading scale:
A = 100% – 92%
B = 91% – 84%
C = 83% – 76%
D = 75% – 68%
E = 67% – 60%
Fx = 59% – 0%
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
Czech (reading)
I. Introduction, overview of history, terminology, specifics of totalitarian production...
II. Propaganda and lived reality in the totalitarian regime. Tools, environment, institutions.
III. Language of propaganda. Press. Semantics and syntax.
IV. Visual arts in service of propaganda. Topics, symbols, patterns.
V. Literature of socialist realism. Ideals, heroes, enemies.
VI. European totalitarian regimes in the 1920s and 1930s and their propaganda.
VII. Propaganda in the WWII, possibilities for democratic frameworks.
VIII. Suppression of independence, control, institutions, censorship, their limitations
IX. Chosen territory: Czechoslovakia I., first encounters with totalitarian propaganda, received patterns, enforced patterns and local specifics. German vs. local production...
X. Chosen territory: Czechoslovakia II, Communist power, revived and new patterns and topics...
XI-XII-XIII Final presentations, peer review, evaluation.
50/50
Students know basic tools of propaganda and can discern their presence in a historical source. On the appropriate level, they can analyse contents of both textual and visual sources. They understand local sources as well as influences from abroad of various policies on propagandistic contents. They hane knowledge of developments of institutional framework for propaganda and censorship. They also understand mechanisms of and obstacles to public activities of political propaganda over the course of the 20th century.
TUCHMAN, Barbara. Srpnové výstřely: začátek první světove války. Praha: Mladá fronta, 2000.
GILBERT, Martin. První světová válka: úplná historie. Praha: BB/art, 2005.
LIDDELL HART, Basil. Historie první světové války. Brno: Jota, 2001.
LAWSON, Dan. Spojené státy v první světové válce: Vypravění o o generálu Johnu J. Pershingovi a amerických expedičních silách. Praha: Naše vojsko, 2009.
LETTOW-VORBECK, Paul von. Boje ve Východní Africe za světové války: Vzpomínky nemeckého dustojníka. Praha: Elka Press, 2004.
HERTOVÁ, Yvette. Zákopová válka. Praha: Mladá fronta, 1983.
MACMILLANOVÁ, Margaret. Mírotvorci: Pařížska mírová konference. Praha: Academia, 2004.
WINTER, J.M. První světová válka: fakta, svědectví, souvislosti. Praha: Mladá fronta, 1995.
CRON, Hermann. Imperial German Army 1914-1918: organisation, structure, orders of battle. London: Helion, 2002.
active participation, violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak
1. Introduction
2. War plans, reasons, assassination in Sarajevo, objectives.
3. Development in the West, trench warfare
4. Development of Eastern front
5. War in sea and in air
6. Year 1916 – Verdun, Somme
7. Other European battlefields
8. War in Asia and Africa
9. USA enters war
10. War propaganda, total war, secret diplomacy
11. Fall of Central Powers and end of the war
12. Results and consequences of war
100/0
After successfully completing the course, the students are able to identify causes and key milestones of World War I. They distinguish attributes of trench warfare and are able to analyse specific war tactics and strategies used on battlefields of Great War; importance and significance of new weapons. They understand the results and consequences of the first global conflict
POMEROY, Sarah, B. Godesses, Whores, Wives and Slaves : women in classical antiquity. New York: Schocken Books, 1975.
ANDOKOVÁ, Marcela et al. Bežný život starých Rimanov, Bratislava: Iris, 2020. ISBN
9788082000644.
SUETONIUS Tranquillus, C. Životopisy dvanástich cisárov. Prel. Etela Šimovičová, Bratislava: Spolok slovenských spisovateľov, 2010. ISBN 978–80–8061–427–0
KINCL, Jaromír, URFUS, Valentin, SKŘEJPEK, Michal: Římské právo, Praha: Beck, 1995. ISBN 9788071790310
GARDNER, Jane F. Family and familia in Roman law and life. Oxford: Clarendon Press, New York: Oxford University Press, 1998, Repr. 2004. ISBN 0-19-815217-5
GARDNER, Jane F. Women in Roman Law and Society. London : Routledge, 1990. ISBN 9780415059022
Active participation in classes. Presentation on a selected topic along with subsequent elaboration of the presentation in written form (report). Two absences are allowed, in case of the third absence the student prepares a substitute assignment on the assigned topic (report). In case of multiple absences (for serious health reasons), the lecturer decides on substitute performance of duties or on repeating the course.
Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Grading scale:
0-59%-FX, 60-67%-E, 68-75%-D, 76-83%-C, 84-91%-B, 92-100%-A
Slovak
Introduction, work plan, tasks. Basic literature on the problem and basic heuristic aids - encyclopaedias, bibliographies, biographical dictionaries. Sources on women's history - Numismatic sources. Epigraphic sources. Literary sources and works of Greek and Roman historiography. Introduction to Women in Antiquity - A brief survey of the status of women in ancient civilizations (Mesopotamia, Egypt). The most important female mythological figures - Medea, Antigone, Helen, Penelope... - comparison of myth and reality. Status of women in Greece - issues of everyday life - family, marriage, raising children, education, work and occupations, housing, eating, baths, games and entertainment, death, funeral rituals. Status of women in Rome - issues of everyday life. The legal status of women in Roman law. The view of ancient authors on women in Rome. The tomb inscriptions of women. Women and their influence on the politics of Rome - Cleopatra, Livia, Messalina, Agrippina... Comparison of the status of women in different cultures. Evaluation of the course, conclusion.
100/0
The students have knowledge about the position of women in ancient society, of their role and agency in cultural, social, and political history. The students are able to interpret the everyday life of women in Greece and Rome from the works of the most famous ancient writers and from many epigraphic monuments. They know how to work with various ancient sources, to interpret and evaluate them. The students have also the basic overview of the sources and literature on gender studies, with a focus on antiquity, and are familiar with current issues in the field of gender studies.
The literature can be recommended by the teacher according to the focus of the excursion
Evaluation of 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. Final 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
One-day excursion within the territory of Slovakia or outside the territory of the republic. 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, which students vistit during excursion.
The literature can be recommended by the teacher according to the focus of the excursion
Evaluation of 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. Final 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
One-day excursion within the territory of Slovakia or outside the territory of the republic. 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, which students vistit during excursion.
The literature can be recommended by the teacher according to the focus of the excursion.
Evaluation of 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). Final 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
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 and deepen 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.
Evaluation of 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). Final 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
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 and deepen their previous knowledge about the course of specific historical events
BREZOVÁKOVÁ, Blanka (et al.) Pramene k dejinám Slovenska a Slovákov IV. Pod vládou anjouovských kráľov. Bratislava: Literárne informačné centrum, 2002, 375 p. ISBN 80-88878-72-1.
DRŠKA, Václav – PICKOVÁ, Dana. Dějiny středověké Evropy. Praha: Aleš Skřivan, 2004, 364s. ISBN 80-96493-113.
EHLERS, Joachim – MÜLLER, Heribert – SCHNEIDMÜLLER, Bernd (eds.) Francouzští králové v období středověku od Oda ke Karlu VIII. (888 – 1498). Praha: Argo, 2003, 420 p. ISBN 80-7203-465-0.
ENGEL, Pál. The Realm of St. Stephen. A History of Medieval Hungary 895 – 1526. London: I. B. Tauris Publishers, 2001, 452 p. ISBN 978-1-85043-977-6.
RAPP, Francis. Svatá říše římská národa německého. Od Oty Velikého po Karla V. Praha: Paseka, 2007, 316 p. ISBN 978-80-7185-726-6.
To complete the course and be granted the necessary credits, it is required to prepare and present paper on a specific topic related to the period of the second half of the 13th and the beginning of the 14th century, or the accession of the Angevin dynasty to the Hungarian throne. The topic of the paper should be related to the content of the meetings according to the course syllabus. 20 minutes will be reserved for the presentation of the paper (the length may be adjusted in agreement with the teacher). The paper presentation will be followed by a discussion on the topic. Active participation in the course is required.
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
Introductory meeting: familiarization with the conditions of course completion, selection of the topic of the paper.
Political situation in Europe around the middle of the 13th century.
The rise of the Angevin dynasty in southern Italy.
Confrontation and coexistence: French kingdom - Holy Roman Empire - Kingdom of Sicily - popes - kingdoms in Central Europe.
The Kingdom of Hungary on the eve of the change of the ruling dynasty (situation at the turn of the 13th and 14th centuries).
The struggle for the Hungarian throne (Charles I, Wenceslas III, Otto III of Bavaria).
New dynasties in Central Europe - the Angevin and Luxemburg dynasties.
The "rebirth" of Hungary: the Kingdom of Hungary during the reign of Charles I (politics, economy, culture,...).
Hungarian-Neapolitan relations in the context of succession politics and legitimacy of rule (King Charles I of Hungary and King Robert I of Naples)
Angevins and chivalric culture - development, ideas and manifestations of chivalry up to the first half of the 14th century.
Angevins in the 14th century Europe.
Final meeting: joint colloquium and evaluation of the course.
100/0
By situating the events associated with the accession of the Angevin dynasty to the Hungarian throne within the broader context of European history in the 13th and early 14th centuries, students will gain new insights into the history of Europe in the High Middle Ages. Through active participation and work with primary sources as well as major works of contemporary historiography, students will gain insight into the most important events of the High Middle Ages. The presentation of a paper on a specific topic will help improve students' communication and presentation skills.
• LICHNEROVÁ, L. Písanie a obhajoba záverečných prác [online]. Bratislava:
Univerzita Komenského, 2016 [cit. 2016-10-09]. Available at: http://stella.uniba.sk/texty/ LL_pisanie_obhajoba_zaverecne_prace.pdf
• Vnútorný predpis č. 5/2020 [online]. Univerzita Komenského v Bratislave,
2015 [cit. 2021-09-09]. Available at: https://uniba.sk/fileadmin/ruk/ as/2020/20200527/04a_Studijny_poriadok_FiF_UK.pdf
• Záverečné práce [online]. Univerzita Komenského v Bratislave, Filozofická fakulta, 2020 [cit. 2021-08-09]. Available at: https://fphil.uniba.sk/studium/student/bakalarske-a-magisterske- studium/zaverecne-prace/
The student must submit the master's thesis within the deadline specified in the schedule of the
current academic year for the relevant date of the state exam. The master´s thesis is submitted in
electronic form via AIS. The work must meet the parameters determined by the internal quality
system of Comenius University. The provisions of Article 14 of Internal Regulation no. 5/2020
(Study Regulations of the Faculty of Arts of Comenius University) apply to the evaluation of the
master's thesis. The supervisor of the final thesis and its opponent will prepare evaluations of the
master's thesis and propose a grade in the A-FX grading scale (0-59% -FX, 60-67% -E, 68-75% -D,
76-83% -C, 84-91% -B, 92-100% -A), which the student receives a minimum of three working days
before the defence. Master thesis evaluation criteria consider the fulfilment of the goals of the thesis
in its assignment, originality of the work verified by protocols of originality from the CRZP and
Theses systems, to the results of which the thesis supervisor and the opponent express their opinions
in their evaluations. Correctness and accuracy of citation of used information sources, compliance
of the structure of the master's thesis with the prescribed composition defined by the internal quality
system of Comenius University and linguistic and stylistic level of work and formal adjustments are
also taken in account. The adequacy of the length of the thesis is assessed by the thesis supervisor.
The student orally presents the content, achieved goals, and conclusions of the master's thesis,
and answers the questions and comments of the thesis supervisor, opponent, or members of the
examination committee. The committee will comprehensively evaluate the quality of the master's degree thesis, assess the method and form of defence, and the student's ability to adequately respond to comments and questions from the evaluations of the thesis supervisor and the opponent. The student receives their final grade based on the average of the assessment of the thesis supervisor and opponent from their evaluations, and the assessment of the examination committee.
Slovak
1. The student presents the master’s thesis in front of the committee for state exams, the opponent of the bachelor's thesis, and those present.
2. The student responds to the evaluations – comments and questions.
3. The student responds to the questions of the committee for state exams or the questions in a broader debate.
0/100
The student has mastered the basic requirements of writing a scientific text in compliance with the rules of academic ethics and is able to work on the chosen topic of the master’s thesis at the level of scientific study, with a representative selection of scientific literature, eventually with a selection of appropriate period sources with appropriately chosen scientific procedures and hypotheses that can be verified. His master´s degree thesis is an asset in field of work of history.
Based on the recommended literature for compulsory and semi-compulsory courses of student
programme relevant to content of state exams.
Questions, which should be responded to during the state exam are associated with European and
world history relevant to the time frame from Classical Antiquity till 18th century. Currently valid questions of state exams are accessible
at the web page of department.
https://fphil.uniba.sk/katedry-a-odborne-pracoviska/katedra-vseobecnych dejin/studium/
magisterske-studium/statnice/
Successful completion of chosen questions from the period at oral examination.
The student can take the state exam
a) after obtaining at least such number of credits that after obtaining credits for successful
completion of state exams, they achieve the necessary number of credits for the proper completion
of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects, and elective
subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education
Act,
d) if no disciplinary action is taken against them.
Successful completion of the state exam is one of the conditions for successful completion of the
study program. The subject of the state exam is evaluated by the committee for state exams using the grading scale A-FX. The evaluation of the state examination or its part is decided by the examination committee by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations
5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with
the faculty's academic schedule. Departments are obliged to publish the dates of their state exams
on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt
is the one for which the student applied for the first time within the deadline set for state exams. If
the student was evaluated with the FX mark on the regular attempt of the state exam, the student
may take resits of the state exam
a) on the following dates assigned for state examinations in the relevant academic year
or
b) on the dates assigned for state examinations in one of the following academic years in accordance
with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that prevented them to do so in advance. If the student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set by the
department.
2. The student receives two questions corncerning the period of 19th and 20th centuries, which are
submitted in writing and anonymously in the form of a random selection from printed questions.
3. The examination committee will give the student reasonable time to prepare an oral answer to
the question.
4. The student presents the prepared answer to both questions in front of the examination committee
and answers the additional questions.
5. After the student finishes their answer, the examination committee decides on the results of the
state exam in a closed session of the examination committee.
The course of the state exam and the announcement of its results are public.
0/100
comprehensively mastering and deepening of theoretical-methodological competencies necessary
for profession of a historian, development of skills and capabilities in specific extended disciplines
of general history
Based on the recommended literature for compulsory and semi-compulsory courses of student
programme relevant to content of state exams.
Questions, which should be responded to during the state exam are associated with European and world history of 19th and 20th centuries. Currently valid questions of state exams are accessible at the web page of department.
https://fphil.uniba.sk/katedry-a-odborne-pracoviska/katedra-vseobecnych dejin/studium/magisterske-studium/statnice/
Successful completion of chosen questions from the period at oral examination.
The student can take the state exam
a) after obtaining at least such number of credits that after obtaining credits for successful completion of state exams, they achieve the necessary number of credits for the proper completion of studies,
b) after successful completion of compulsory subjects, compulsory elective subjects, and elective subjects in the composition determined by the study program,
c) after fulfilling the student's obligations arising from § 71, par. 3 letter b of the Higher Education Act,
d) if no disciplinary action is taken against them.
Successful completion of the state exam is one of the conditions for successful completion of the study program. The subject of the state exam is evaluated by the committee for state exams using the grading scale A-FX. The evaluation of the state examination or its part is decided by the examination committee by consensus. If the examination committee does not reach a consensus, the evaluation of the state examination or its part is decided by voting.
On the basis of the wording of the study regulations of the faculty (Internal Rules and Regulations 5/2020, Art. 15), the framework dates of state examinations are set by the dean in accordance with the faculty's academic schedule. Departments are obliged to publish the dates of their state exams on the website no later than 5 weeks before they take place. The student registers for the state exam through the academic information system (AIS) at least three weeks before it takes place.
The student is entitled to one regular and two resit attempts of the state exam. The regular attempt is the one for which the student applied for the first time within the deadline set for state exams. If the student was evaluated with the FX mark on the regular attempt of the state exam, the student may take resits of the state exam
a) on the following dates assigned for state examinations in the relevant academic year
or
b) on the dates assigned for state examinations in one of the following academic years in accordance with § 65, par. 2 of the Higher Education Act.
If the student is unable to come on the day of the state exam for which they have registered on serious grounds, they are obliged to apologize in writing to the chairman of the examination committee in advance or no later than three working days after the date of the state examination or its part, if there were serious obstacles that prevented them to do so in advance. If the student does not attend the state examination or its part without an excuse within the specified period, or if the chairman of the examination committee does not accept their excuse, they are assessed with the FX grade from that attempt of the state exam.
Slovak
1. The student arrives on the registered date of the state exam according to the schedule set by the department.
2. The student receives two questions corncerning the period of 19th and 20th centuries, which are submitted in writing and anonymously in the form of a random selection from printed questions.
3. The examination committee will give the student reasonable time to prepare an oral answer to the question.
4. The student presents the prepared answer to both questions in front of the examination committee and answers the additional questions.
5. After the student finishes their answer, the examination committee decides on the results of the state exam in a closed session of the examination committee.
The course of the state exam and the announcement of its results are public.
0/100
comprehensively mastering and deepening of theoretical-methodological competencies necessary for profession of a historian, development of skills and capabilities in specific extended disciplines of general history
• ŠPAŇÁR, Július and Jozef HRABOVSKÝ. Latinsko-slovenský, slovensko-latinský slovník. Bratislava: Slovenské pedagogické nakladateľstvo, 2021. ISBN 978-80-10-02233-5.
• MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
• ŽIGO, Ján. Výber zo stredovekých latinských textov s úvodom do stredovekej latinčiny. Bratislava: Univerzita Komenského, Filozofická fakulta, 1969.
• LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov. Bratislava: Univerzita Komenského, 1982.
• MARSINA, Richard (ed.). Codex diplomaticus et epistolaris Slovaciae, Tomus I. Bratislava: Academia Scientiarum Slovaca, 1971.
• MARSINA, Richard (ed.). Codex diplomaticus et epistolaris Slovaciae, Tomus II. Bratislava: Obzor, 1987.
Additional literature – selected parts of Latin sources of their choice, is provided by students.
The condition for successful completion of the course is for the student to complete at least 2 individual consultations per semester. For each consultation, the student prepares a translation of a source text written in Latin according to their own choice in oral and written form (minimal text length is 1 standard page, 1 800 characters) and its content and formal analysis.
The first consultation must take place by the end of November at the latest.
The teacher will accept a maximum of one absence with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Latin
1. Introduction, requirements for successful completion of the course
2. Main principles of translating a Latin source material
3. The most common problems of translating source texts
4. Individual consultations with the translation of selected Latin sources (3rd century BC – 18th century AD)
5. Oral presentation of the translated text by the student
6. Discussion of translated text
7. Content analysis
100%/0%
After successfully completing the course, the student is able to synthesize previous knowledge of Latin morphology and syntax, and he is linguistically competent to work with text in the field of historical sciences. He has a basic knowledge of the differences between classical, medieval and modern Latin, he can work with handwritten and printed sources. He is able to translate Latin text and knows the methods of content analysis of such a text.
• ŠPAŇÁR, Július and Jozef HRABOVSKÝ. Latinsko-slovenský, slovensko-latinský slovník. Bratislava: Slovenské pedagogické nakladateľstvo, 2021. ISBN 978-80-10-02233-5.
• MAREK, Miloš. Slovník stredovekej a novovekej latinčiny na Slovensku. Trnava: Filozofická fakulta Trnavskej univerzity, 2020. ISBN 978-83-8111-176-8.
• ŽIGO, Ján. Výber zo stredovekých latinských textov s úvodom do stredovekej latinčiny. Bratislava: Univerzita Komenského, Filozofická fakulta, 1969.
• LEHOTSKÁ, Darina. Transkripčné pravidlá, odborná terminológia a ukážky latinských textov. Bratislava: Univerzita Komenského, 1982.
• MARSINA, Richard (ed.). Codex diplomaticus et epistolaris Slovaciae, Tomus I. Bratislava: Academia Scientiarum Slovaca, 1971.
• MARSINA, Richard (ed.). Codex diplomaticus et epistolaris Slovaciae, Tomus II. Bratislava: Obzor, 1987.
Additional literature – selected parts of Latin sources of their choice, is provided by students.
The condition for successful completion of the course is for the student to complete at least 2 individual consultations per semester. For each consultation, the student prepares a translation of a source text written in Latin according to their own choice in oral and written form (minimal text length is 1 standard page, 1 800 characters) and its content and formal analysis.
The first consultation must take place by the end of November at the latest.
The teacher will accept a maximum of one absence with documentation. Violation of academic ethics will be punished, and the student will lose all the received points in the relevant assessment.
Slovak, Latin
1. Introduction, requirements for successful completion of the course
2. Individual consultations with the translation of selected Latin sources (3rd century BC – 18th century AD)
3. Oral presentation of the translated text by the student
4. Discussion of translated text
5. Content analysis
100%/0%
After successfully completing the course, the student is able to synthesize previous knowledge of Latin morphology and syntax, and he is linguistically competent to work with text in the field of historical sciences. He has a basic knowledge of the differences between classical, medieval and modern Latin, he can work with handwritten and printed sources. He is able to translate Latin text and knows the methods of content analysis of such a text.