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. Cultural and formative purposes of history. Citizen training, citizenship education.

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

3. How many stories in history. The teaching of history through the interweaving of biographies and places.

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

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

Knowledge and understanding. At the end of the course the student will have to demonstrate to understand topics and problems related to the teaching of history and its cultural and civic aims: the historiographical genres and the public use of history; documentary sources and their interpretation; educational tools and new technologies; the teaching as a research path.

Applied knowledge and understanding. The student must acquire the ability to apply his / her knowledge to the effective implementation of teaching content, according to the requirements of a professional approach to work. And this will happen, for example, with the design of educational actions and history workshops in their various variants: workshops with documentary sources, with literary sources, with songs, with photographs and iconographic materials, with film sources, etc.

Autonomy of judgment. The student will have to demonstrate not only to possess knowledge related to the Didactics of history, but also to know how to discuss them adequately, reflecting around them autonomously and formulating interpretative hypotheses on the efficacy of didactic choices and orientations.

Communication skills. The student will have to show the ability to clearly express the contents of the course explaining the meaning; the ability to communicate through the use of a specific disciplinary language, suitable for interacting with future colleagues and school operators; the ability to argue about themes and problems characteristic of the Didactics of History.

Ability to learn. At the end of the course the student will have acquired a good autonomy in reading the study materials and the teaching materials related to the course; the ability to assess the effectiveness of certain educational choices; the ability to formulate self-assessment questions.

The teaching material prepared by the lecturer in addition to recommended textbooks (such as for instance slides, lecture notes, exercises, bibliography) and communications from the lecturer specific to the course can be found inside the Moodle platform › blended.uniurb.it

Teaching

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

Attendance

The individual approach to the indicated study texts remains fundamental.

Course books

W. Panciera, Insegnare storia nella scuola primaria e dell’infanzia, Roma, Carocci, 2016, pp. 175.

W. Panciera, A. Zannini, Didattica della storia. Manuale per la formazione degli insegnanti, 3. ed. aggiornata, Firenze-Milano, Le Monnier Università-Mondadori Education, 2013, pp. 232.

A. Zannini, Storia minima d'Europa. Dal neolitico a oggi, Bologna, Il Mulino, 2015, pp. 348.

C. De Maria, Lavoro di comunità e ricostruzione civile in Italia. Margherita Zoebeli e il Centro educativo italo-svizzero di Rimini, Roma, Viella, 2015, pp. 235.

Infine, tre laboratori a scelta tratti dalla rivista "Novecento.org. Didattica della storia in rete",  http://www.novecento.org/category/didattica-in-classe/

Assessment

Written test, plus oral interview.

The written test 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.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.

Teaching

Students can activate with the teacher a correspondence through the electronic tools (e-mail and Blended Learning platform) for the exchange of advice and indications, texts and teaching materials, as well as set appointments in the office hours.

Attendance

The individual approach to the indicated study texts remains fundamental.

Course books

To the texts already indicated for attending students a text must be added from the following:

L. Landi, Insegnare la storia ai bambini, Roma, Carocci, 2006, pp. 125.

F. Monducci (a cura di), Insegnare storia. Il laboratorio storico e altre pratiche attive, Torino, UTET Università, 2018 [solo la Parte terza del volume].

F. Bussi, C. Minelle, L. Rocca (a cura di), Storia e geografia. Idee per una didattica congiunta, Roma, Carocci, 2016 [solo la Parte seconda e la Parte terza del volume].

Carlo De Maria, Percorsi didattici di storia moderna e contemporanea, Roma, Bradypus, 2018 [5 chapters of your choice].

Assessment

Written test, plus oral interview.

The written test 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.

Disability and Specific Learning Disorders (SLD)

Students who have registered their disability certification or SLD certification with the Inclusion and Right to Study Office can request to use conceptual maps (for keywords) during exams.

To this end, it is necessary to send the maps, two weeks before the exam date, to the course instructor, who will verify their compliance with the university guidelines and may request modifications.