ANCIENT HISTORY TEACHING

According to the Dublin descriptors, at the end of the course students will demonstrate:

1.            Knowledge and understanding (DD1)

The course aims to provide the student with knowledges and useful tools for the understanding and the interpretation of classical epigraphy through the indispensable aid not only of the ancient sources, but also of ministerial programs and school and university manuals concerning the contents and methods of teaching the discipline (methodology, chronology, epistemology). The direct use of ancient sources achieves multiple educational objectives, as it contributes to the development in the student of the abilities to know theories and models in a historical and geographical context to interpret educational and training events, to know the relationship systems between synchrony and diachrony, to grasp the links space-time and cause-effect, to establish interdisciplinary connections through the methodology of historical research, to evaluate long-lasting events and processes in an ancient and historical context.

 

2.            Applying knowledge and understanding (DD2)

Through the study of the discipline applied to different socio-economic, political and cultural contexts, the student will acquire the skills to connect the theoretical and methodological contents learned with the interpretation of past, present and future events and processes, and to use methodologies appropriate to the educational objectives.

 

3.            Making judgements (DD3)

The acquisition of the disciplinary contents will make the student develop the awareness and maturity necessary to express, with full autonomy of judgment, points of view and opinions through the ability to re-elaborate, deepen and critically rethink the contents learned, to grasp the link between objectives and results of research, to translate the analysis of learning contexts into the formulation of objectives and proposals for change and/or transformation, to sift and classify increasingly complex data and above all to know the main tendencies of thought on the contents and aims of the discipline.

 

4.            Communication skills (DD4)

The careful analysis of the disciplinary contents will offer the student the necessary tools to correctly communicate the meaning of his ideas and actions, to discuss on a dialogical level with different interlocutors (specialists or not), to motivate, in oral and written form, objectives, procedures and methodologies, to enhance the different points of view and above all to appropriately use the technical vocabulary of the discipline, adequately using the expressive means typical of sectoral languages.

 

5.            Learning skills (DD5)

The course aims to provide student with the necessary tools not only to increase his knowledge in relation to the increased awareness of his training needs, but also to refine his skills in the study of increasingly complex topics and above all to broaden and refine his abilities to learn and use innovative methodologies to cope with new problems.

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.

Knowledge of the essential outlines of ancient history.

Optional.

Module 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.

 

Module B

• 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;
• political-military, socio-cultural and religious history between the Republican age and Late Antiquity.

Module A: Ancient history teaching (3 CFU)

W. Panciera-A. Zannini, Didattica della storia. Manuale per la formazione degli insegnanti, Firenze Le Monnier Università, 2006, ISBN 88-00-20500-3, pp. 1-152.

W. Panciera, Insegnare storia nella scuola primaria e dell’infanzia, Roma Carocci Editore, 2016, ISBN 978-88-430-8062-5, pp. 11-167.

L. Tedesco, Didattica della storia. Un manuale per la scuola primaria e dell’infanzia, Milano Mondadori Università, 2019, ISBN 978-88-6184-712-5, 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, ISBN 978-88-00-74979-4, pp. 13-111; 178-269.

M. Cassia-G. Arena (a cura di), Res et verba. Scritti in onore di Claudia Giuffrida, Milano Le Monnier 2022, ISBN 978-88-00-86281-3, pp. 176-382.

 

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.

At least one in-progress test, open to all students, will be taken either in the classroom or online, when at least 1/3 of the lessons have been completed and on a date agreed with the students.

This test will consist of multiple-choice questions on contents of the syllabus already covered in class and will be worth 1 or 2 points up to a total of 30 points.

The time allowed for the test will be 30 minutes.
The topics of the in-progress test will not be the subject of the final examination.

The assessment of the in-progress test is averaged in the formulation of the final grade.

Final oral examination.

The assessment of the examination will take into account the candidate's mastery of the content and skills acquired, linguistic accuracy and lexical propriety, as well as his or her ability to argue.

The examination of learning may also be conducted electronically, should the conditions require it.

History: meaning, objectivity and foundations of the discipline.
Teaching history in primary and secondary schools: the function of classical studies and university reforms.
The Eastern and Rhine-Danubian limes.
The barbarians.
Late Antiquity.
Christianity and the Roman Empire.
Culture and politics.