DIDATTICA DELLA STORIA ROMANA

L-ANT/03 - 6 CFU - 1° Semester

Teaching Staff

CLAUDIA GIUFFRIDA


Learning Objectives

Students must acquire:

knowledge of the main teaching methodologies developed in the research in didactics of Roman History, with reference to the specific role of the teacher and to the conceptual, epistemological and didactic problems of teaching and learning this discipline, according to the development of semiotic skills as well as the expansion of the expressive and cognitive potential in the specific disciplinary area;

ability to design and develop teaching activities in Roman History, through the acquisition of the methodological foundations for constructing specific activities and, more generally, activities within the Sciences of Antiquity, keeping in mind the needs of strengthening and consolidating necessary practices to achieve the objectives of training and education in the discipline, functional to a correct contextualization of the complex and multiple aspects related to the ancient and late antique world;

methodological awareness and knowledge of data organization and interpretation techniques, through the critical use of historical and historiographical sources and also auxiliary sciences;

acquisition of the teaching and learning processes of Roman History mediated by the use of technologies, with particular attention to new digital technologies, to the specific role of the teacher, to conceptual, epistemological and didactic problems.


Course Structure

Lectures but, to consolidate the acquired disciplinary contents (knowledge), exercises will be held on specific topics through the direct reading of some literary sources and the analysis of all other basic documents for the reconstruction of ancient history (skills), but also through docu.films and cinematic reinterpretations.



Detailed Course Content

In the academic year 2020-2021 students will carry out:

the critical analysis of the main teaching methodologies developed in the research in didactics of Roman History, with reference to the specific role of the teacher and to the conceptual, epistemological and didactic difficulties of teaching and learning the discipline, functional to developing semiotic capacity as well as expansion of the expressive and cognitive potential in the specific disciplinary area, in particular on the problematics of Dekadenzidee and of the “Late Antiquity’ explosion”.

They will learn the elements for:

the planning and development of teaching activities in Roman History, through the acquisition of the methodological foundations for constructing specific activities and, more generally, those within the Sciences of Antiquity, keeping in mind also the needs of strengthening and consolidating necessary practices to achieve the objectives of training and education in the discipline, functional to a correct contextualization of the complex and multiple aspects related to the ancient and late antique world and focused to a better knowledge of the different approaches to the “ways” of History, so that we can go beyond the contrast between classical and decadent age in a vision of cultural interaction.

They will attend:

• the ‘laboratory’ for learning Roman History, deepening the techniques of data organization and interpretation, through the critical use of literary, epigraphic, papyrological, numismatic and historiographical sources used for a reliable historical reconstruction of the problems of marginalization in the Roman world.

They will deepen:

the study of history teaching and learning processes mediated by the use of technologies, with particular attention to new digital technologies, to the specific role of the teacher, to conceptual, epistemological and didactic problems.



Textbook Information

Unit A. Historical problems. Continuity and Transformation (4 ECTS)

1- M. Mazza, Lotte sociali e restaurazione autoritaria nel III secolo d. C., Roma-Bari 1973, parte I, pp-1-115 (Laterza)

or

- G.G. Iggers, Nuove tendenze della storiografia contemporanea, Catania 1981, pages agreed with the professor, Edizioni del Prisma

or

- W. Panciera-A. Zannini, Didattica della storia, Firenze 20133, pages agreed with the professor, (Le Monnier);

 

2- A. Momigliano, Le regole del gioco nello studio della Storia antica, Annali della scuola normale di Pisa 4, 1974, pp. 1183-1192

or

- A. Giardina, Esplosione di Tardoantico, <> 40/1, 1999, pp. 157-180;

 

3- D. Musti, Il pensiero storico romano, in G. Cavallo-P. Fedeli- A. Giardina (a cura di), Lo spazio letterario di Roma antica, I, Roma 1989, pp. 117-280 (Salerno editrice);

 

4- A. Schiavone, La storia spezzata. Roma antica e Occidente moderno, Roma-Bari 1996, pp. 270 (Laterza)

or

- C. Giuffrida-M. Cassia (a cura di), Silenziose rivoluzioni. Atti del convegno Catania-Piazza Armerina, 21- 23 maggio 2015, Catania 2016, pp. 250, selezione di contributi, (Edizioni del Prisma);

6- B. de Gerloni (a cura di), La storia fra ricerca e didattica, pages agreed with the professor, Milano 2003 (ed. Franco Angeli).

 

Unit B. Economic, ethnic and gender marginality (2 CFU)

1- S. Mazzarino, Sulla funzione degli studi classici nella società contemporanea, <> 8/4, 1967, 659-668

with

2- Cl. Giuffrida-M. Cassia-G. Arena (a cura di), Roma e i’ diversi’, Firenze 2018, papers choosen by the students, ~ 150 pages, (Le Monnier)

con

- Cl. Giuffrida Manmana, Il potere e i suoi inganni, Acireale-Roma 2013, pp. 67-200, (Bonanno Editore).

 

Please remember that in compliance with art 171 L22.04.1941, 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.




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