71899 - History and the Teaching of History

Learning outcomes

After completing the course the student knows the theories and hypotheses about periodization of ancient times and the Middle Ages; knows the elements of continuity and rupture that characterize the periodization (nomadic and sedentary, the great outcomes of the ancient and medieval civilizations, their imprints and legacies in the contemporary world); the ability to identify and expose characters and indicators of the cultures that have occurred over the millennia between the early history and the modern age; knows how to prepare research using sources and bibliographies; knows the general knowledge and analytical on the conduct of evolution, phenomena and events for the periods covered in the course; and how to manage skills and knowledge to develop written and work on general and specific topics.

Course contents

The course aims to foster in prospective teachers a solid understanding of the nature of historical knowledge and its educational potential, while developing the disciplinary, methodological, and instructional design competences required for teaching history in preschool and primary education.

Through critical reflection on the relationship between past and present, the use of historical sources, the enhancement of cultural heritage, and the design of meaningful learning pathways, the course seeks to prepare teachers who can support children in developing historical understanding, appreciating the complexity of the world, and exercising active, democratic, and responsible citizenship.

History is presented not merely as the reconstruction of the past, but as a cultural and civic practice that promotes historical thinking, awareness of cultural heritage, an understanding of complexity, and democratic participation.

Course Structure

1. History as Knowledge

Core Topics

• The nature and purposes of historical knowledge.

• The construction of historical knowledge.

• The relationship between history, memory, and society.

Topics and Learning Pathways

• History, memory, and historiography.

• Epistemology of history.

• Public uses of history and Public History.

2. Thinking About Time

Core Topics

• The construction of temporality.

• Continuity, change, and periodization.

• The development of historical thinking in childhood.

Topics and Learning Pathways

• Historical narrative and historical understanding.

• Education for critical thinking.

• The development of the concept of time in preschool and primary education.

3. Investigating the Past

Core Topics

• Historical sources as the foundation of historical knowledge.

• The methods of historical research.

• The history laboratory as a learning environment.

Topics and Learning Pathways

• Written, material, visual, oral, and digital sources.

• Archaeology, archives, libraries, and museums.

• Analysis, interpretation, and educational use of historical sources.

4. The Mediterranean and the Roots of the Present

Core Topics

• The emergence of the first complex societies.

• The Mediterranean as a space of encounters, exchanges, and the development of civilizations.

• Continuities, transformations, and legacies of the ancient world.

Topics and Learning Pathways

• Nomadism and sedentarization.

• The first urban communities and forms of political power.

• Peoples, cultures, and religions of the Mediterranean.

• Continuities and transformations between Antiquity and the Middle Ages.

• Research and history teaching pathways based on the ancient Mediterranean.

5. Designing History Teaching

Core Topics

• Planning and designing history teaching.

• Active and inquiry-based teaching methodologies.

• The development of historical competencies.

Topics and Learning Pathways

• Inquiry-based and laboratory approaches to history teaching.

• Storytelling and digital storytelling.

• Digital technologies for history education.

• Designing learning pathways and Learning Units.

6. Engaging with Heritage, Educating for Citizenship

Core Topics

• Cultural heritage as a common good and an educational resource.

• The local area as a history laboratory.

• History education for democratic citizenship and sustainability.

Topics and Learning Pathways

• Tangible and intangible cultural heritage.

• Museums, archives, and sites of memory.

• Local history in curriculum design.

• Absent histories: marginalized subjects, experiences, and perspectives in historical narratives.

• Citizenship education through history and cultural heritage.

Readings/Bibliography

Required readings for the examination

 Lecture notes, teaching materials, selected readings, presentations, and documents discussed during classes and made available on the virtual learning platform.

- B. Borghi, F. Galletti, Un'altra storia del Mediterraneo. Incontri tra ricerca e didattica, Carocci, Rome, 2025.

- B. Borghi, R. Dondarini, F. Galletti, La Didattica del Patrimonio per la Didattica della storia, Pàtron, Bologna, 2026.

- L. Landi, Insegnare la storia ai bambini, Carocci, Rome, 2007.

- National Curriculum Guidelines for Preschool and the First Cycle of Education, published in the Official Gazette of the Italian Republic and effective from the 2026–2027 academic year: https://www.gazzettaufficiale.it/eli/id/2026/01/27/26G00021/SG

Non-attending Students

For non-attending students, the lecture notes, teaching materials, selected readings, presentations, and documents available on the virtual learning platform are replaced by the following volume, in addition to the three books required for attending students:

- Insegnare storia alla scuola primaria. Il laboratorio storico e altre pratiche attive, edited by F. Monducci and A. Portincasa, UTET, Turin, 2023.

Students are considered attending if they participate in at least 70% of the scheduled classes.

Class attendance is strongly recommended.

Recommended Reading

• La didattica della storia. Ricerche, proposte, esperienze, edited by Beatrice Borghi, Rolando Dondarini, and Francesco Senatore, Ricerche Storiche, Vol. LIV, No. 3, Pacini Editore, Pisa, 2024.

• Insegnare storia alla scuola primaria. Il laboratorio storico e altre pratiche attive, edited by F. Monducci and A. Portincasa, UTET, Turin, 2023.

• J. Santacana Mestre, N. Llonch Molina, Fare storia con gli oggetti. Metodi e percorsi didattici per bambini e adolescenti, Carocci, Rome, 2022.

• Selected articles from the open-access journal Didattica della Storia – Journal of Research and Didactics of History (2019–2026):
  https://dsrivista.unibo.it

Further Reading

• F. Audigier, Basic Concepts and Key Competences for Education for Democratic Citizenship, Scuola e Città, 2002, no. 1, pp. 156–183.

• J. Assmann, Cultural Memory: Writing, Remembrance, and Political Identity in Early Civilizations, Turin, 1997.

• F. Fernández-Armesto, Explorers: From Hunter-Gatherers to the Global Civilization, Milan, 2008.

• G. Bertacchi, L. Lajolo, The Experience of Time: Memory and the Teaching of History, Turin, 2003.

• P. Bevilacqua, On the Value of Teaching History, Rome, 2000.

• M. Bloch, The Historian's Craft (Apologie pour l'histoire), Turin, 1944.

• B. Borghi, R. Dondarini, Shedding Light on the Dark Ages: Studying, Teaching and Learning Medieval History. Preliminary Methodological Issues, Bologna, 2017.

• B. Borghi, History: Investigating, Learning, Communicating, Bologna, 2016.

• B. Borghi, Educating for Active Citizenship: A Challenge for Early Childhood Education Between Teacher Education and Good Practices, Infanzia, nos. 4–5, July–October 2014.

• B. Borghi, R. Dondarini, History and Citizenship Education, in Novi Cives: Citizens from Early Childhood, edited by B. Borghi, F. F. García Pérez, O. Moreno Fernández, Bologna, 2015, pp. 105–115.

• F. Braudel, Memories of the Mediterranean, Milan, 2005.

• A. Brusa, Games for Learning History, Rome, 2022.

• E. H. Carr, What Is History? Six Lectures, Turin, 1966.

• F. Chabod, Lessons in Historical Method, Rome–Bari, 1993.

• J. Diamond, Guns, Germs, and Steel, Turin, 2006.

• G. De Luna, Passion and Reason: Sources and Methods of Contemporary History, Milan, 2001.

• G. Deiana, I Think You Like History: Proposals for History Teaching in a Renewed School, Milan, 1997.

• R. Dondarini, The Tree of Time: Motivations, Methods and Techniques for Learning and Teaching History, Bologna, 2007.

• Teaching History in Primary School: Curriculum Design and Educational Experiences Linking History, Place and Cultural Heritage, edited by C. Fredella and M. Misericordia, Turin, 2024.

• M. Ferro, Cinema and History: Directions for Research, Milan, 1980.

• S. Guarracino, The Ages of History: The Concepts of Ancient, Medieval, Modern and Contemporary, Milan, 2001.

• C. Ginzburg, Clues, Myths and the Historical Method, Turin, 2000.

• H. Girardet, Seeing, Touching, Listening: Teaching History Through Sources, Milan, 2005.

• J. Huizinga, Historical Science, Bari, 1974.

• The Invention of Tradition, edited by E. J. Hobsbawm and T. Ranger, Turin, 2002.

• L. Landi, Methods and Techniques for Teaching History in Primary School, Teramo, 1988.

• J. Le Goff, Document/Monument, in Enciclopedia, Vol. V, Turin, 1978.

• G. Manzi, The Great Story of Human Evolution, Bologna, 2013.

• M. Marangi, Teaching Cinema: Lessons in Multimedia Education, Novara, 2007.

• I. Mattozzi, Let the Little Historian Be! A Model for Research in History Education, I viaggi di Erodoto, 1992, no. 16, pp. 170–180.

• M. Meriggi, L. Di Fiore, World History: New Routes in Historical Studies, Rome–Bari, 2011.

• E. Morin, A. B. Kern, Homeland Earth, Milan, 1994.

• L. Mortari, Educating for Participatory Citizenship, Milan, 2008.

• P. Ortoleva, Cinema and History: Scenes from the Past, Turin, 1991.

• E. Musci, Tracing History: Educational Games for Discovering Civilizations in Primary School, Trento, 2023.

• E. Panofsky, Studies in Iconology: Humanistic Themes in the Art of the Renaissance, Turin, 1999.

• Cultural Heritage and Its Pedagogy for Europe: Achievements and Perspectives, edited by L. Branchesi, Rome, 2006.

• A Heritage of Experiences for Heritage Education, edited by B. Borghi, Bologna, 2008.

• F. Pitocco, Archives, Schools and the Teaching of History, Rassegna degli Archivi di Stato, XLV, 1985.

• P. Ricoeur, Memory, History, Forgetting, Milan, 2003.

• G. H. Rivière, Territoires de la mémoire, in La Muséologie selon Georges Henri Rivière, Paris, 1989.

• E. Russo, Historical Sources: From Historiography to the History Teaching Laboratory, in Teaching History: A Guide to the History Laboratory, edited by P. Bernardi, Bologna, 2007.

• K. Pomian, What Is History?, Milan, 2001.

• J. W. Scott, Gender: A Useful Category of Historical Analysis, in Altre storie. La critica femminista alla storia, edited by P. Di Cori, Bologna, 1996.

• P. Sorlin, History in Film: Interpreting the Past, Florence, 1984.

• M. Stanisci, Elements of Archival Science, Udine, 1985.

• F. Tonucci, The City of Children, Rome, 2008.

• I. Zanni Rosiello, Archives Between Past and Present, Bologna, 2005.

• N. Zemon Davis, The Passion for History: A Dialogue with Denis Crouzet, edited by A. Arru and S. Boesch Gajano, Rome, 2007.

Teaching methods

The course combines lectures with interactive class discussions, analysis of historical sources, and the viewing and discussion of audiovisual materials. Teaching and laboratory activities developed in collaboration with in-service teachers in preschool and primary school settings will be presented as case studies. Throughout the course, active learning strategies will be adopted to encourage the meaningful participation and engagement of all students.

Assessment methods

The assessment consists of a 120-minute written examination, with separate versions for attending and non-attendingstudents. The exam comprises five open-ended essay questions, each requiring a short essay response (maximum 25 lines). To pass the examination, students must answer all five questions.

Each answer is graded on a 6-point scale, and the final mark is calculated as the arithmetic mean of the five individual scores, expressed on the Italian 30-point grading scale.

Assessment will particularly reward students' ability to think critically, establish meaningful connections, and identify causal relationships. Specifically, evaluation will consider:

• clarity and coherence in the presentation of ideas and in the use of historical sources (classification, analysis, commentary, and interpretation);

• ability to develop arguments and establish connections between the main course topics and broader historical developments, with particular reference to Ancient and Local History;

• appropriate use of the specific terminology of the discipline;

• critical analysis of the educational implications of the topics studied for preschool and primary education, as well as for the development of professional teaching competences.

The use of dictionaries, summaries, concept maps, or similar materials is not permitted, except where specifically provided for students with certified learning or language-related disabilities.

During the examination, students may not use any supporting materials, including textbooks, lecture notes, electronic devices, or artificial intelligence (AI) tools.

Marking Scheme

Each question is awarded 0 to 6 points, for a maximum total of 30/30. The distinction of 30 cum laude (30 e lode) may be awarded for responses demonstrating exceptional depth, accuracy, and critical insight.

Score Description

0: response completely irrelevant to the question.

1–2: seriously inadequate response, containing substantial errors.

3: partial response demonstrating only minimal and incomplete knowledge.

4: satisfactory response, accurate with respect to the essential content.

5: good response, accurate and adequately supported by reasoned argument.

6: excellent response: comprehensive, precise, well organized, and critically developed.

The examination is passed with a minimum final mark of 18/30.

The highest possible grade is 30/30, with the possibility of 30 cum laude for outstanding performance.

Examination Procedures

No "skip" or postponement to a later examination session (salto d'appello) is permitted.

Students may review their marked examination during the lecturer's office hours.

Registration for the examination is mandatory through the AlmaEsami online system and must be completed within the published deadlines.

Students who experience technical problems preventing registration must notify the Academic Office promptly—and in any case before the official registration deadline. Admission to the examination under these circumstances is at the discretion of the course instructor.

Erasmus Students

Erasmus students will take the examination in written form. The examination may be taken in English on a syllabus agreed in advance with the instructor.

Students with Previously Recognised Credits or Exchange Programme Credits

Students who have obtained credit recognition from previous degree programmes or other exchange programmes will take a written examination based on a syllabus agreed in advance with the instructor.

Students whose examination syllabus dates from before the 2024/2025 academic year and who have not yet taken the examination must follow the syllabus for the 2026/2027 academic year.

Students enrolled in the 2024/2025 and 2025/2026 academic years will continue to follow the syllabus applicable to their year of enrolment.

Examination registration: AlmaEsami.

Teaching tools

Lectures will be supported by a variety of teaching materials and activities, including audiovisual resources, images, PowerPoint presentations, the analysis of historical sources and scholarly articles, field visits to local historical and cultural sites, and meetings with in-service preschool and primary school teachers.

Students with Specific Learning Disorders (SLD) or Disabilities

Students with certified Specific Learning Disorders (SLD) or disabilities are strongly encouraged to contact the University's dedicated support service well in advance:

https://site.unibo.it/studenti-con-disabilita-e-dsa/it

The service will propose any appropriate accommodations to eligible students. All accommodations must be submitted to the course instructor for approval at least 15 days before the examination. Approval will be granted in accordance with the learning objectives of the course.

Office Hours

Tuesday, 11:00 a.m. – 1:00 p.m.

Office 58
Department of Education Studies
Via Filippo Re 6
40126 Bologna, Italy

Appointments may also be arranged online via Microsoft Teams by prior agreement with the instructor.

Telephone: +39 051 209 1607

E-mail: b.borghi@unibo.it

For updated office hours and additional information, please consult Beatrice Borghi's University web page.

Office hours

See the website of Beatrice Borghi