History and Qualitative Methods for Environmental StudiesModule Environmental History
Academic Year 2026/2027 - Teacher: MELANIA NUCIFORAExpected Learning Outcomes
Knowledge and understanding
Students must acquire the theoretical concepts and fundamental chronological framework of the discipline.
- Key contents: Understanding of the historical evolution of the relationship between humankind and nature, with particular attention to defining turning points, such as the Anthropocene, the Industrial Revolution, the Great Transformation (Polanyi) and the Great Acceleration (McNeill-Engelke) of the second half of the 20th century.
- Theories and models: Knowledge of the main historiographical issues relating to the exploitation of natural resources, the impact of economic systems on ecosystems, the emergence of environmental movements and institutional legal and administrative responses, with particular reference to the national context and the 20th century.
2. Applied knowledge and understanding
Students must be able to apply historiographical categories to interpret current phenomena such as ecological conflicts and the environmental impact of urbanisation and agro-silvo-pastoral practices. Students must be able to use the tools of historical research to analyse concrete case studies relating to environmental transformations, with particular reference to the use of sources: the ability to locate, interpret and cross-reference traditional archival and textual sources with material sources and methods specific to the agronomic, forestry and environmental sciences.
3. Independent judgement
Students must develop critical and independent thinking when faced with the complexity of environmental data and narratives; in particular, they must be able to critically analyse public policies for the territory and economic models in relation to their environmental impact.
4. Communication skills
Students must be able to present historical knowledge relating to the environment in a clear, rigorous and accessible manner, demonstrating sufficient mastery of the disciplinary vocabulary of environmental history.
5. Learning skills
Students must learn to develop the ability to engage in interdisciplinary dialogue and demonstrate methodological flexibility.
Course Structure
Required Prerequisites
Attendance of Lessons
Detailed Course Content
Definitions: Anthropocene; Great Transformation; Great Acceleration; transformation of the global environment; impact of industrialization; city and countryside; the city as an ecosystem; nature conservation, early policies; the environment in the Italian Republic, impact of the economic and demographic boom; land between conservation and consumption; the age of reforms; decline of the Golden Age, economic and ecological crisis; emergence of environmental awareness; international, national, and local policies; new forms of environmentalism.
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | Introduction to Environmental History: paradigms, approaches, sources and methods | |
| 2 | Introduction to Environmental History: definitions; the concept of the Anthropocene;The Great Transformation (Polanyi);The Great Acceleration (McNeill; Engelke) | |
| 3 | Italy between the Liberal Era and Fascism: early forms of environmental protection; spatial and landscape planning; reforms; transformative measures; land reclamation. | |
| 4 | The legislative legacy of Fascism: laws on water conservation; protection of natural beauty; town and country planning. | |
| 5 | Italy during the economic miracle; the Great Acceleration of the post-war period; the emergence of imbalances. | |
| 6 | The 1960s: The costs of the economic miracle; the consumer society and the environment; the paradigm of un limited growth; environmental impacts and initial responses. | |
| 7 | The 1960s: The problem of imbalances (North/South; town/countryside; inland/coast); the fight against speculation; movements to protect the landscape. | |
| 8 | The environmental turning point of the1970s: Economic crisis/environmental crisis; The environmental issue as a global issue; international policies; The 1980s and the concept of sustainable development; Rural development; multifunctional agriculture/the ecological role of agriculture | |
| 9 | Industrial crisis,deindustrialisation and pollution in industrial areas. Site remediation. Theconflict between labour and the environment inindustrial regions: the cases of Syracuse and Gela | |
| 10 | Upheavals: Gela before and after industrialisation, as told by its inhabitants. Screening of a documentary film and discussion. |
Learning Assessment
Learning Assessment Procedures
The oral examination will focus on the course reading list, in relation to which students must demonstrate adequate knowledge of the content, correctly articulating the most relevant issues, critically examining the author’s interpretation and demonstrating the ability to present a detailed argument. The practical assessment is optional and consists of an ongoing presentation on course topics agreed with the lecturer. The final assessment is oral. The mark is based on the level achieved in terms of knowledge and critical analysis of the course topics, as well as on the student’s ability to present their ideas; any practical assessment will contribute to part of the mark and does not replace the oral examination.
Marking follows the following scale:
- Fail
Knowledge and understanding of the subject: Significant shortcomings. Significant inaccuracies
Ability to analyse and summarise: Insignificant. Frequent generalisations. Inability to summarise
-Use of references: Completely inappropriate
- 18–20
Knowledge and understanding of the subject matter: At the pass mark. Obvious shortcomings
Ability to analyse and summarise: Barely sufficient ability
Use of references: Barely appropriate
- 21–23
Knowledge and understanding of the subject: Routine knowledge. Analytical and summarising skills: Is able to analyse and summarise correctly. Argues logically and coherently
Use of references: Uses standard references
- 24–26
Knowledge and understanding of the subject: Good knowledge
Analytical and summarising skills: Demonstrates good analytical and summarising skills. Arguments are presented coherently
Use of references: Uses standard references
- 27–29
Knowledge and understanding of the subject: More than good knowledge
Analytical and summarising skills: Demonstrates considerable analytical and summarising skills
Use of references: Has explored the topics in depth
- 30–30L
Knowledge and understanding of the subject: Excellent knowledge
Analytical and summarising skills: Possesses remarkable analytical and summarising skills.
Use of references: Significant in-depth analysis.
Examples of frequently asked questions and / or exercises
What were the three main agricultural landscapes of post-unification Italy (the Po Valley, Central Italy and the South) and what impact did they have on the territory?
What is meant by ‘civic uses’ and what consequences did their gradual privatisation have between the 19th and 20th centuries?
How did the concept of ‘land reclamation’ change between the first post-unification laws and the ‘integral land reclamation’ of the Fascist period?
What were the main environmental impacts of the ‘economic boom’ and the transition to an energy-intensive society?
How have land consumption, unauthorised building and the phenomenon of the ‘ecomafia’ been intertwined in recent decades?