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I have taught a Modern Italy course (in this case, 1815-Present) twice at the University of Connecticut and may be teaching the same course again during the upcoming academic year. I teach the course in two parts: the first part (a little less than half of the semester) begins with a discussion of geography, resources, and ascertaining what knowledge students already possess about Italy. The main thrust of this part of the course, however, is an overview of Italy 1815-Present (for which I use Christopher Duggan's _Concise History of Italy_ from Cambridge as a narrative account). I also use various primary and secondary to introduce students to some of the debates regarding modern Italian history (recurrent themes, prominent scholars and trends, controversies, recent developments in anthropology and cultural studies). In the second part of the course, we switch to a thematic approach each one covered in two or three meetings -- much like Martyn Lyons has used in the course that he has taught. These topics include: +law and order (including the Mafia and the Southern Question) +women, children, and the family under Fascism (the class divided into thirds, reading De Grazia's _How Fascism Ruled Women_, Horn's _Social Bodies_, and Ipsen's _Dictating Demography_ respectively, as well as all students reading introductory material on eugenics, gender roles, family planning, and natalism) +Italy's Other(s) (historic minorities; Italy's Jewish community; and the non-European immigrants of the past two decades) +the Italian diaspora (Italian migrants and their descendants in the United States and other parts of the world and their relationship with/impact on Italy); I have used a documentary on Italian-Americans provided by A&E, though it is not the best +the Italian cinema (its history and opportunities to see films in conjunction with a course/film series offered by the Italian Department) +Italy and the European Union (covering the role of the Christian Democrats in the initial stages of European integration through recent developments) I have prepared a "reader" in conjunction with the Co-Op Bookstore here on campus that has a wide array of materials (excerpts from varied works, primary sources, visual materials) for the second part of the course. As many of my students have a background in Italian language, I also provide a para-syllabus with Italian-language materials. Students can receive an additional credit through the Linkage-Through-Language program here at the University of Connecticut (an additional meeting once per week in which Italian-language materials are discussed) if they opt to do so. On a more personal note, given that Karl is teaching at Dickinson, I should add that I first became interested in Italian history and culture while an undergraduate at Dickison, where I chose to spend my junior year at the college's Bologna center. The experience obviously had a major impact on my life and career. Richard Scott Jones Department of History University of Connecticut