TEACHING OF ANCIENT HISTORY
Learning outcomes of the course unit
With reference to the D.M. 616/2017 all. B (A-11, A-12, A-13, A-22), the course will be addressed to the critical analysis of the main methodologies related to the teaching of Ancient History (role of the teacher; conceptual, epistemological and didactic topics; development of semiotic abilities; increase of expressive and cognitive potentials); to the design and development of teaching activities (principles and methodologies for the construction of the related curriculum) and the educational workshop of Ancient History (organization and methodological techniques; use of historical and historiographical sources; use and interpretation of geographical and thematic maps); to the study of teaching and learning processes in the related fields of Ancient History, with particular regard to the potential and criticality of the technological tools, to the specific role of the teacher, to the main conceptual, epistemological and didactic topics.
University level knowledge of Greek and Roman history: in order to attend the Didactics of Ancient History exam students must have already taken at least 6 CFU of Greek and/or Roman History.
Course contents summary
The contents of the Didactics of Ancient History course are in conformity with D.M. 616 - 10.07.2017, Annex B.
1) G. POMA (a c. di), La storia antica. Metodi e fonti per lo studio, Bologna, Il Mulino, 2016 (o altra edizione), pp. 341;
2) Lessons available in blended mode on the Elly platform.
Telepresence lessons (via Teams), which will also be recorded for any asynchronous use (via the Elly platform); commented reading of texts, with the same modality; discussion and exercises on sample texts.
Assessment methods and criteria
Assessment will take place during the final exam, which will consist of an interview on the different parts of the program. The aims of the exam are: 1) to assess university level knowledge of the main developments in Greek and Roman history (on the basis of the textbooks), as well as the themes studied monographically; 2) to evaluate the clarity of exposition, the mastery of required language, and appropriacy of candidate answers.
A fail is mark is awarded for lack of an understanding of the minimum content of the course, the inability to express oneself adequately, by a lack of autonomous preparation, the inability to solve problems related to information retrieval and the decoding of complex texts, and/or an inability to make independent judgments. A pass mark (18-23/30) is awarded to students demonstrating knowledge of the minimum, fundamental contents of the course, an adequate level of autonomous preparation and ability to solve problems related to information retrieval and the decoding of complex texts, as well as an acceptable level of ability in making independent judgments. Middle-range scores (24-27/30) are assigned to the student who produces evidence of a more than sufficient level (24-25/30) or good level (26-27/30) in the evaluation indicators listed above. Higher scores (from 28/30 to 30/30 cum laude) are awarded on the basis of the student’s demonstration of a very good or excellent level in the evaluation indicators listed above.
Classes are in the first semester, second teaching period.