DIDATTICA DELLA STORIA ANTICA

• knowing the meaning and purpose of ancient history as a teaching discipline;
• knowing the historical developments of ancient history teaching in the Italian and European schools;
• knowing focal points, epistemological foundations and practical ways of history teaching;
• knowing how to apply the didactic tools also in the light of new technologies;
• knowing how to teach some complex historiographical problems such as

• Late Antiquity and its complex relationships with both the early imperial age and the Middle Ages;
• the phenomena of acculturation, peaceful or violent, and the relationships between cultural and ethnic factors, tolerance and intolerance, integration and domination, osmosis and rejection, equality and diversity.

Taught classes, but, in order to consolidate the disciplinary contents acquired on a manual basis (knowledge), it is envisaged the construction of teaching units on specific topics to be applied within the laboratories (skills).

If the teaching is given in a mixed or remote mode, the necessary changes may be introduced with respect to what was previously stated, in order to comply with the program envisaged and reported in the Syllabus.

A.

• ancient history as a teaching discipline;
• the foundations of ancient history: time, space, sources and historical context;
• European skills and national guidelines for ancient history teaching;
• training of ancient history teacher;
• basic elements of ancient history teaching: from the frontal lesson to the history laboratory;
• use of new technologies according to ancient history teaching;

B.

• Late Antiquity and its complex relationships with both the Early Imperial Age and the Middle Ages;
• the phenomena of acculturation, peaceful or violent, and the relationships between cultural and ethnic factors, tolerance and intolerance, integration and domination, osmosis and rejection, equality and diversity.

Module A: Ancient history teaching (3 CFU)

W. Panciera-A. Zannini, Didattica della storia. Manuale per la storia degli insegnanti, Firenze Le Monnier Università, 2006, pp. 1-152.

W. Panciera, Insegnare storia nella scuola primaria e dell’infanzia, Roma Carocci Editore, 2016, pp. 11-167.

L. Tedesco, Didattica della storia. Un manuale per la scuola primaria e dell’infanzia, Milano Mondadori Università, 2019, pp. 1-194.

S. Mazzarino, Sulla funzione degli studi classici nella società contemporanea, in Studi Storici 8/4, 1967, pp. 659-668.

Module B: Ancient history and modern historiography (3 CFU)

Cl. Giuffrida-M. Cassia-G. Arena (a cura di), Roma e i ‘diversi’, Firenze Le Monnier Università, 2018, pp. 13-111; 178-269.

A. Marcone, Tarda Antichità. Profilo storico e prospettive storiografiche, Roma Carocci Editore, 2020, pp. 9-219.

Please remember that in compliance with art. 171 L. 22.04.1941, n. 633 and its amendments, it is illegal to copy entire books or journals, only 15% of their content can be copied.

For further information on sanctions and regulations concerning photocopying please refer to the regulations on copyright (Linee Guida sulla Gestione dei Diritti d’Autore) provided by AIDRO - Associazione Italiana per i Diritti di Riproduzione delle opere dell’ingegno (the Italian Association on Copyright).

All the books listed in the programs can be consulted in the Library.