Unit Principles of Ancient History
- Course
- Primary teacher education
- Study-unit Code
- A001981
- Curriculum
- In all curricula
- Teacher
- Rita Lizzi
- Teachers
-
- Rita Lizzi
- Hours
- 48 ore - Rita Lizzi
- CFU
- 8
- Course Regulation
- Coorte 2025
- Offered
- 2025/26
- Learning activities
- Caratterizzante
- Area
- Discipline storiche
- Academic discipline
- L-ANT/03
- Type of study-unit
- Obbligatorio (Required)
- Type of learning activities
- Attività formativa monodisciplinare
- Language of instruction
- Italian
- Contents
- The teaching of the Fundamentals of Ancient History aims to develop and consolidate in students the awareness that historical knowledge and historiographical methodology constitute a fundamental component of culture, essential for the orientation and acquisition of knowledge, awareness and responsibility, to be free and autonomous in present and future choices, to promote the widest possible coexistence with respect for diversity, and to develop the critical skills necessary for dialogue and confrontation. These needs are reinforced today by an unprecedented acceleration of change in value scales, individual and collective behaviour, and environmental context. The following history topics are covered with appropriate teaching suggestions for preschool and elementary school: the world of the first great civilizations; the Greek world; the Roman world: from the Repubblican Age to the Principate till to Late antiquity.
- Reference texts
- For attending students: 1 - per le civiltà preromane, lo studio di C. Bearzot-Barzanò, Istituzioni di storia antica, Studium edizioni, 2018 2 - per la storia di Roma antica, lo studio di un Manuale a scelta tra: G. Geraci-A.Marcone, Storia Romana, Le Monnier, Firenze 2006 (o edizione più recente) G.A. Cecconi, La città e l'impero, Carocci, Roma 2021 Not attending students will read: 1 C. Bearzot-Barzanò, Istituzioni di storia antica, Studium edizioni, 2018; They could chose between: 2 G. Geraci-A.Marcone, Storia Romana, Le Monnier, Firenze 2006 G.A. Cecconi, La città e l'impero, Carocci, Roma 2021; 3. They will add a chosen volume between: A. Giardina (a cura di), L’uomo romano. Laterza (qualunque edizione) A. Marcone, Augusto, Salerno Editrice 2017 A. Marcone, Giuliano, Salerno Editrice 2019 L Fezzi, Pompeo, Salerno Editrice 2019 M. Bettalli – G. Brizzi (a cura di), Guerre ed eserciti nell’antichità, Il Mulino 2019
- Educational objectives
- These are the learning objectives, which are formulated according to the Dublin descriptors: I - Knowledge and Understanding: to understand the roots of the present through the critical analysis of historical events; the change and diversity through comparison between epochs and between geographical and cultural spaces; to recognise the essential features of the socio-economic system in order to orient oneself in the productive fabric of one's own territory. II - Applied knowledge and understanding: be able to interpret and evaluate, in simple cases, the sources used; be able to correctly classify the historical events on the time axis and in their spatial dimension; understand the basic conceptual nodes of the period treated and the relationships between the different phenomena and events. III - Making judgements: use sources for historiographical reconstruction and the elaboration of hypotheses; distinguish between reality and myth, between verified information and conjecture, and differentiate oneself from the multitude of educational institutions dealing with historical topics today, not least the various Internet sites and social networks. IV - Communication skills: elaborate and explain the topics covered in a correct, clear and appropriate way to the type of audience.
- Prerequisites
- A good general education such as should have been acquired in the high School, especially in history and geography and in relation to the ancient civilizations of the Mediterranean and the Middle East.
- Teaching methods
- Lectures; participatory classroom discussions; commentary on sources, with the aim to encourage active participation of students.
- Learning verification modality
- The exam consists of a written examination with closed questions, which is given at the end of the course (in December and January) on the stated syllabus, and a final oral examination (on the official calendar dates) The oral examination is designed to determine the student's ability to briefly present the major historical topics covered in the course and to present them in a clearly identifiable scholastic context. The duration of the examination varies according to its progression. The following criteria will be used to evaluate the interview: - clarity in the presentation of content and use of sources (classification, analysis, commentary, interpretation); - ability to explore and relate the major themes and findings of general history, especially ancient history; - appropriateness of terminology specific to the field; - critical analysis of the implications of the topics studied for the preschool and elementary school contexts and for the formation of teacher professionalism. The final grade is a thirtieth grade.
- Extended program
- The following topics are covered with appropriate workshop suggestions for teaching in preschools and elementary schools: - Prehistory and the Origin of Human Civilizations; - Middle East, Mediterranean, Asia; - Three Thousand Years of History. The Nile Civilization; -Between Migrations and Conflicts. The great empires of the Middle East; - Purple and the Bible. The Phoenicians and the Jews; - The sea that connects. The Cretans and the Mycenaeans; - The great civilizations of the East. India and China; - The original signs of the Greek civilization; - The Pòlis and the Politics. From the archaic to the classical epoch; - Hellenism and the spread of Greek civilization; - The Arcaica and Republican Age from the foundation of the Urbs to the Caeesa's death; - The Roman Empire from Augustus to the crisis of the 3rd century; - The crisis of the 3rd century and the reforms of Diocletian; - From Constantine to Theodosius the Great: Late Antiquity; - The End of the Western Roman Empire and the Roman Barbarian Kingdoms.
- Obiettivi Agenda 2030 per lo sviluppo sostenibile
- Quality education; gender equality; reducing inequalities.