87858 - The Teaching of History (1) (LM)

Course Unit Page

SDGs

This teaching activity contributes to the achievement of the Sustainable Development Goals of the UN 2030 Agenda.

Quality education Gender equality

Academic Year 2021/2022

Learning outcomes

At the end of the course students will be able to identify the basic fundamentals of teaching and educational research according to the main methods and educational planning technologies, and according to a general approach to participated instructional planning and for skills, also with reference to specific disciplines consistent with recruitment fields. They will be able to apply the main teaching-learning methods in the secondary school, including the active learning and transmedia ones, in a perspective of educational experimentation which privileges the analysis of the techniques and of the learning technologies in the scholastic field; they will be able to deal with digital technologies, medial education and e-learning; they will learn the dynamics of education and social media; they will be able to evaluate knowledge and school returns (evaluation of the product, of the process, of the system).

Course contents

The course of "Didactics of History" aims to provide the necessary educational and disciplinary knowledge. Not only and not so much the acquisition of advanced knowledge inherent to history, but the effective didactic transposition of teaching contents. And therefore: in-depth theoretical and methodological knowledge related to teaching design; preparation of appropriate educational contexts and tools; evaluation of the learning outcomes and, more generally, of the effectiveness of the didactic intervention.

Main phases of the course:

1. The cultural transmission of historical knowledge. Periodizations, interpretations, ideas and passions.

2. History and civic culture. History as a critical tool for understanding the present.

3. History workshops: some practical proposals. The transfer of content into effective educational actions.

4. Biographies, paths and networks. The teaching of history through the interweaving of biographies and places.

5. Didactics in the archives and in the libraries. From the document to the historical narration.

6. Historical communication and public history. New ideas for digital teaching in history.

 

Readings/Bibliography

Readings for students who will attend the lectures

Students must study 3 books (according to the following guidelines) and 3 articles from the section "Classroom teaching and public history experiences":

 

Textbook (obligatory):

Walter Panciera, Andrea Zannini, Didattica della storia. Manuale per la formazione degli insegnanti, 3. ed. aggiornata, Firenze-Milano, Le Monnier Università-Mondadori Education, 2013 

 

Methodology and historiography (1 book at the choice of the student):

Laura Di Fiore, Marco Meriggi, World History. Le nuove rotte della storia, Laterza, Roma-Bari 2019 (2011)

Agostino Giovagnoli, Storia e globalizzazione, Laterza, Roma-Bari 2021 (2003)

Charles H. Parker, Relazioni globali nell’età moderna, 1400-1800, Bologna, Il Mulino, 2012

Carlo De Maria, Una famiglia anarchica. La vita dei Berneri tra affetti, impegno ed esilio nell'Europa del Novecento, Viella, Roma 2019

Carlo De Maria, Andrea Costa e l'Italia liberale. Società, politica e istituzioni tra dimensione locale ed europea, Bologna University Press, Bologna 2021 (PDF open access)

Mariuccia Salvati, Camillo Pellizzi. Un intellettuale nell'Europa del Novecento, Il Mulino, Bologna 2021

 

Historical communication, didactic and public history (1 book at the choice of the student):

Eloisa Betti, Carlo De Maria (a cura di), Biografie, percorsi e networks nell'Età contemporanea. Un approccio transnazionale tra ricerca, didattica e Public History, Roma, Bradypus, 2018 (PDF open access)

Alberto Cavaglion, La Resistenza spiegata a mia figlia, Milano, Feltrinelli, 2015 (prima edizione: Napoli, L'ancora del Mediterraneo, 2005)

Giorgio Cella, Storia e geopolitica della crisi ucraina. Dalla Rus' di Kiev a oggi, Roma, Carocci, 2021

Luca Gorgolini (a cura di), Media digitali e disinformazione: politica, giornalismo, social network e conflitti armati, Bologna, Bologna University Press, 2022

Luca Jourdan, Karin Pallaver, Parlare d'Africa. 50 parole chiave, Roma, Carocci, 2021

Federico Paolini, Breve storia dell'ambiente nel Novecento, Roma, Carocci, 2021

Carlo Tosco, I beni culturali. Storia, tutela e valorizzazione, Bologna, il Mulino, 2014

Vittorio Vidotto, Emilio Gentile, Simona Colarizi, Giovanni De Luna, Storia d’Italia in 100 foto, immagini a cura di M. Fugenzi, Laterza, Roma-Bari 2019 (2017)

Gianni Volpi, I film da vedere a vent'anni. Una filmografia selettiva, con le schede per temi e generi di Livio Marchese, Roma, Edizioni dell'Asino, 2014

Sam Wineburg, Why Learn History (When It's Already on Your Phone), Chicago-London, University of Chicago Press, 2018

 

Classroom teaching and public history experiences

3 articles at the choice of the student from the following two journals:

"Novecento.org": http://www.novecento.org/category/didattica-in-classe/

"Clionet": http://rivista.clionet.it/archivio

 

 

Readings for non-attending students

Students must study 4 books (the textbooks, plus 2 books at their choice, according to the following guidelines) and 3 articles from the section "Classroom teaching and public history experiences":

 

Textbooks (both):

Walter Panciera, Andrea Zannini, Didattica della storia. Manuale per la formazione degli insegnanti, 3. ed. aggiornata, Firenze-Milano, Le Monnier Università-Mondadori Education, 2013

Salvatore Adorno, Luigi Ambrosi, Margherita Angelini (a cura di), Pensare storicamente. Didattica, laboratori, manuali, Milano, Franco Angeli, 2020

 

Methodology and historiography (1 book at the choice of the student):

Laura Di Fiore, Marco Meriggi, World History. Le nuove rotte della storia, Laterza, Roma-Bari 2019 (2011)

Agostino Giovagnoli, Storia e globalizzazione, Laterza, Roma-Bari 2021 (2003)

Charles H. Parker, Relazioni globali nell’età moderna, 1400-1800, Bologna, Il Mulino, 2012

Carlo De Maria, Una famiglia anarchica. La vita dei Berneri tra affetti, impegno ed esilio nell'Europa del Novecento, Viella, Roma 2019

Carlo De Maria, Andrea Costa e l'Italia liberale. Società, politica e istituzioni tra dimensione locale ed europea, Bologna University Press, Bologna 2021 (PDF open access)

Mariuccia Salvati, Camillo Pellizzi. Un intellettuale nell'Europa del Novecento, Il Mulino, Bologna 2021

 

Historical communication, didactic and public history (1 book at the choice of the student):

Eloisa Betti, Carlo De Maria (a cura di), Biografie, percorsi e networks nell'Età contemporanea. Un approccio transnazionale tra ricerca, didattica e Public History, Roma, Bradypus, 2018 (PDF open access)

Alberto Cavaglion, La Resistenza spiegata a mia figlia, Milano, Feltrinelli, 2015 (prima edizione: Napoli, L'ancora del Mediterraneo, 2005)

Giorgio Cella, Storia e geopolitica della crisi ucraina. Dalla Rus' di Kiev a oggi, Roma, Carocci, 2021

Luca Gorgolini (a cura di), Media digitali e disinformazione: politica, giornalismo, social network e conflitti armati, Bologna, Bologna University Press, 2022

Luca Jourdan, Karin Pallaver, Parlare d'Africa. 50 parole chiave, Roma, Carocci, 2021

Federico Paolini, Breve storia dell'ambiente nel Novecento, Roma, Carocci, 2021

Carlo Tosco, I beni culturali. Storia, tutela e valorizzazione, Bologna, il Mulino, 2014

Vittorio Vidotto, Emilio Gentile, Simona Colarizi, Giovanni De Luna, Storia d’Italia in 100 foto, immagini a cura di M. Fugenzi, Laterza, Roma-Bari 2019 (2017)

Gianni Volpi, I film da vedere a vent'anni. Una filmografia selettiva, con le schede per temi e generi di Livio Marchese, Roma, Edizioni dell'Asino, 2014

Sam Wineburg, Why Learn History (When It's Already on Your Phone), Chicago-London, University of Chicago Press, 2018

 

Classroom teaching and public history experiences

3 articles at the choice of the student from the following two journals:

"Novecento.org": http://www.novecento.org/category/didattica-in-classe/

"Clionet": http://rivista.clionet.it/archivio

 

Teaching methods

Frontal and multimedia lessons.

 

Assessment methods

Students who attend at least 75% of the lessons are considered to be attending.

Assessment methods: written test, plus oral interview.

The written test is on the textbook and consists of five open questions with a value of six points each. The written test is considered passed with a total score of at least 18/30. Only in this case students are admitted to the oral interview.

For both tests, the evaluation criteria are as follows: relevance of the answers; ability to argue; adequacy of the disciplinary language used; ability to apply the acquired knowledges to a critical interpretation of contemporaneity.

More in particular, the answers that will be given with a proper language and with exactitude are going to be evaluated with the top marks.

The answers that will be given without precision or property are going to be evaluated with intermediate marks.

The answers that show a complete ignorance of the themes proposed will be evaluated with insufficent marks.

 

Teaching tools

Exploration of online resources related to the methodologies of teaching history, historical communication and public history.

 

Office hours

See the website of Carlo De Maria