Course Topics
See the individual course modules.

Teaching format
lecture, workshop

Educational objectives
- Ability to use traces as information production tools - Able to use cultural heritage as traces of histories that have shaped local environments and territories - Able to design and implement teaching and learning units based on the use of cultural heritage - Able to observe environments, territories and landscapes and to identify their constituent elements and relationships - Able to relate local territories and landscapes to the histories of the human groups that produced them - Able to analyse the structure of continuous and non-continuous historical and geographical texts - Able to organise and carry out historical and geographical research didactically - Able to teach the use and study of historical and geographical texts - Ability to independently interpret national and provincial guidance texts and take them into account appropriately in the planning and implementation of activities in primary schools - Basic skills and knowledge of general and regional geography ("Heimatkunde") appropriate to promote the geographical education of children in the 5-12 age group - Historical and geographical knowledge and skills, through which the orientation in time (history) and space (geography) of children aged 2-12 is promoted on an individual level - Methodological and didactic competences for the promotion of individual historical awareness in children aged 2 to 12; - Basic knowledge and skills including in the field of geography knowledge of regional geography ("Heimatkunde") suitable for promoting awareness of environmental and landscape problems in primary and secondary school pupils - Basic historical and geographical knowledge and skills concerning different historical periods and the characteristics of local environments, territories and landscapes - Skills to teach the measurement tools of historical time - Knowledge of civilisations and ability to construct knowledge-based knowledge systems of civilisations and transformation processes - Skills to geographically contextualise civilisations and processes of transformation - Knowledge and skills to relate local and regional histories to world histories - Skills to organise and manage teaching and learning processes in the context of DAZ and CLIL courses. Disciplinary skills: - ability to analyse and critique an expert historiographical text and a textbook in order to grasp its structure - ability to produce operative didactic materials to foster the student's understanding of historical texts - ability to produce didactic texts as a rewriting of written or iconic or discontinuous source texts into continuous mainly descriptive texts - ability to use acquired knowledge and skills to produce historical texts combining historical, geographical and linguistic education - ability to plan a vertical discipline curriculum adapted to the requirements of national and provincial indications according to school age - ability to draw up questionnaires to guide pupils in reading and questioning traces and transform them into sources of information - ability to research and use web resources and assess their validity Knowledge and understanding - Knowledge and critical analysis of national and pro-vincial indications - knowledge of pupils' difficulties in understanding historical text - knowledge and understanding of the problems related to the conservation and public enjoyment of cultural heritage in Italy - knowledge of national and provincial provisions for the use of local heritage assets and provisions to encourage school-museum collaboration - knowledge of the main methodologies proposed in the course re- related to the construction of scripts, frameworks of civilisations, main processes of transformation in ancient history - understanding of the process of constructing historical knowledge - understanding of the process of producing information through sources Ability to apply knowledge and understanding - Ability to disassemble texts with diagrams, charts, tables, conceptual maps, mind maps in order to learn and rework knowledge - Ability to combine theoretical knowledge and concrete skills in the final dissertation to produce a practicable and testable pathway if possible during the placement Transversal skills The student must be able to - combine the theoretical-practical knowledge acquired in the historical field with the knowledge and skills acquired in pedagogy, psychology and other curricular disciplines (simulating a lesson, classroom management, working with problem solving strategies) - demonstrating the ability to apply this knowledge and expertise to design a multidisciplinary curriculum - to be able to perform a collective task\ to produce a teamwork project (teamwork: a curriculum, a history of teaching research) - to be able to manage inpersonal relationships effectively in teamwork and demonstrate leadership skills - have digital skills to communicate among peers, with teachers and produce simple multimedia products - possess adequate skills both to devise and support arguments and to solve problems autonomy of judgement - ability to intervene with relevant observations during lessons - ability to ask for explanations to clarify problems arising and to support personal positions - ability to intervene in ever-changing operational situations and demonstrate the ability to choose the most appropriate teaching procedures and models (effectiveness and efficiency) Communication skills - to produce a didactically valid and attractive communication of the research work (thesis) to be presented in the examination using appropriate images, diagrams, slides, historical teaching texts - present the work carried out: giving reasons for the choice, outlining the processing stages, strengths and criticisms. - construct a simple multimedia product (Power Point) - communicate to one's team clearly and effectively and with good persuasive skills - use the main IT and telematics communication tools in the specific areas of competence Learning skills The student must demonstrate - the correct use of the language of the historical discipline - the ability to integrate the knowledge addressed in the course with autonomous interventions: to carry out research on a source by constructing the historical context of reference - the ability to self-construct a didactic historical re-search path (projects and thesis) - to be able to trace in texts or the web, in-depth materials, geo-historical maps, images relevant to a historical theme - to possess the use of online communication tools (forums, chats, whiteboards, video conferences - to offer original contributions to the issues addressed in the course during the lessons

Assessment
For "Didactics of Geography: Thematic Insights" the examination consists of a written test and a practical test of thematic cartography. For "Didactics of History: Thematic Insights" the examination is written. For the workshops, the examination will consist of written exercises carried out in the modules. Demonstrations of knowledge and skills will be required by means of exercises in the use of trace images, analysis and understanding of texts, and the use of knowledge learned. In the event of a negative assessment for the entire module examination, the module examination must be repeated. It should be borne in mind that according to the Regulation of Examinations, if a student fails an examination in three consecutive attempts, he/she may not register for the same examination in the three sessions following the last attempt (Art. 6, para. 4 of the current Regulation of Proficiency Examinations).

Evaluation criteria
Awarding of a single final grade The final mark is awarded collectively by the lecturers, taking into account the written examinations and exercises. For the written examinations the following are considered and assessed: relevance, clarity of argument, capacity for critical analysis, ability to rework, property of language. For the exercises and written tests, the following are considered and assessed: quality and quantity of the information, relevance, structure of the cognitive operations, clarity of argument, formal correctness, effectiveness of the iconic integrations (cartographies, images of traces, diagrams and maps ...). The module score is composed of the scores of the individual parts (history lectures and workshop, geography lectures and workshop) weighted against the relative number of CFUs.