STORIA E POLITICA DELL'INTEGRAZIONE EUROPEAModule History of European institutions
Academic Year 2025/2026 - Teacher: ELENA GAETANA FARACIExpected Learning Outcomes
The course aims to provide tools for understanding the history and process of European integration from the Second World War to our days. In particular, the operating mechanisms and policies of the European Union will be analysed, starting from the historical and political origins that led to the creation of the Community institutions. It will deal with the theoretical principles underlying it, the role of the powers, but also the protagonists who have contributed. On the basis of the Dublin Descriptors, at the end of the course students should achieve the following results:
- Knowledge and understanding: Acquire a thorough understanding of the ideas, theories and policies of the processes that have influenced European integration, analysing the historical, political and social context. Gain adequate knowledge of the multi-level system of actors and interests involved in European decision-making and in relations between the European Union, its Member States and other international entities.
- Applying knowledge and understanding: Apply acquired knowledge to critically analyse European integration processes, evaluating political theories, the functioning of EU institutions and the ideological changes that have influenced the European project. Interpret documentary sources and the complexity of historiographical interpretations on the subject.
- Making judgements: Develop the ability to critically evaluate ideas, political issues, European institutional systems and their impact on national and supranational realities, linked to the European integration process, considering historical contexts and conceptual transformations.
- Communication skills: Be able to express concepts related to European integration clearly and accurately, highlighting the political and social implications. Communicate information, ideas and solutions to specialised and non-specialised audiences using appropriate vocabulary.
- Learning skills: Demonstrate the ability to independently select and explore topics related to European integration, using a systematic methodology to understand the concepts, theories and functioning of the main European political institutions. Be able, through the analysis of appropriate texts and sources, to develop individual research paths that go beyond the topics covered in class.
Course Structure
Frontal lessons, in-depth seminars and laboratory activities with active involvement of students.
Required Prerequisites
Knowledge of historical, political, institutional events of the contemporary age in Europe.
Attendance of Lessons
Recommended, but not mandatory.
Detailed Course Content
The idea of Europe over the centuries.
Europe between the two wars and the birth of the first European movements.
The idea of Europe between the two wars and in the Resistance.
The Manifesto of Ventotene.
The Atlantic Charter and European movements.
The United States and European integration.
The early stages of the Cold War (Marshall Plan, OEEC, Brussels Treaty).
The start of integration on the basis of functionalism (ECSC, CED project).
The relaunch of Europe (Treaties of Rome) and the EEC.
The years of De Gaulle.
Integration in the second half of the sixties: towards the impasse.
The problem of Britain.
The 1969 relaunch and the Hague summit.
The Common Agricultural Policy.
The hairpin bend of the seventies.
The Community of Nine, the creation of the European Monetary System and the direct election of the European Parliament.
From the Single Act to Maastricht.
The reunification of Germany, the European Union and the common currency and the European Central Bank.
Enlargement to the East and the Europe of 25.
From Lisbon to Brexit.
The Mediterranean policy of the European Union and cooperation.
The European institutions.
Textbook Information
1) C. Malandrino, S. Quirico, L’idea di Europa. Storie e prospettive, Carocci, Roma 2020 (from p. 13 to p. 131).
2) A. Varsori, Storia della costruzione europea. Dal 1947 a oggi, il Mulino, Bologna 2023.
3) P.S. Graglia, L’Unione Europea. Perché stare ancora insieme, il Mulino, Bologna 2022 (from p. 47 to p. 131).
During the lectures, the teacher will provide in-depth materials and handouts, which will also be available on the Studium platform.
| Author | Title | Publisher | Year | ISBN |
|---|---|---|---|---|
| C. Malandrino, S. Quirico | L’idea di Europa. Storie e prospettive | Carocci | 2020 | 9788829000852 |
| A. Varsori | Storia della costruzione europea. Dal 1947 a oggi | il Mulino | 2023 | 9788815387677 |
| P.S. Graglia | L’Unione Europea. Perché stare ancora insieme | il Mulino | 2022 | 9788815295668 |
Course Planning
| Subjects | Text References | |
|---|---|---|
| 1 | From the system of nation States to the idea of Europe. The idea of Europe in the modern and contemporary age. | C. Malandrino, S. Quirico, L’idea di Europa. Storie e prospettive, Carocci, Roma 2020 (from p. 13 to p. 131). |
| 2 | European integration and the political-institutional system: from the ECSC to Brexit. | A. Varsori, Storia della costruzione europea. Dal 1947 a oggi, il Mulino, Bologna 2023. |
| 3 | The institutions, bodies and policies of the European Union. | P. Graglia, L’Unione Europea. Perché stare ancora insieme, il Mulino, Bologna 2022 (from p. 47 to p. 173). |
Learning Assessment
Learning Assessment Procedures
The learning assessment method is the oral examination. For attending students it is possible to take part in on-going verifications (written and / oral), aimed at ascertaining the knowledge of a part of the program. The final exam will involve answering questions aimed to ascertain the degree of knowledge and under standing of the entire program.
The assessment is made according to the following evaluation criteria:
30-30 cum laude: in-depth understanding of the topics presented in the appropriate language and with remarkable analytical skills. The student will be able to apply the knowledge acquired to thoroughly and comprehensively answer the set questions.
28-29: excellent knowledge of the topics presented with mastery of the language. The student can confidently apply the knowledge gained to answering the set questions.
25-27: good knowledge of the topics presented in the appropriate language and with a conscious ability to independently apply the knowledge gained to answer the set questions.
23-24: fair knowledge of the topics presented with suitable language and adequate ability to autonomously apply the notions acquired to answer the set questions.
18-22: sufficient knowledge of the topics presented in basic language to answer the set questions.
Insufficient: the student does not demonstrate an acceptable knowledge of the topics and themes covered in the program.
Students with disabilities will be guaranteed the use of compensatory tools and dispensatory measures provided for by current legislation on the subject.