Ateneo - UPO

Environmental history and Didactics of Geography.

The course consists of 2 modules: A) "Didactics of Geography" (prof. Afferni) and B) "Environmental history" (prof. Tigrino). Two programmes are foreseen for attending and non-attending students.

A)
ATTENDING STUDENTS:
- E-learning lessons and documents uploaded on DIR; digital teaching platform; - articles available in the following volume:
Giovanna Filosa, Emanuela Gamberoni (a cura di), “Una scuola inclusiva. Azioni per contrastare i rischi di dispersione di alunne e alunni di origine straniera”, Milano, FrancoAngeli, 2023, First part ‒ Ricognizioni sul fenomeno: Studenti Nai: emergenza, risorsa, opportunità. L’azione della scuola come comunità educante inclusiva e il ruolo chiave del dirigente scolastico di Anna Sturino; La didattica della geografia come antidoto alla dispersione formativa di Claudio Gambino; Finalità e obiettivi geografici per l’accoglienza, l’integrazione e la cittadinanza: ruolo e significato della formazione geografica di Maria Fiori; L’inclusione 4.0: come abbattere le distanze di Sabrina Malizia; I confini del dialogo interculturale e i ponti dell’apprendimento/formativi di Felice Arona, Vincenzo Di Natale, Sabrina Malizia, Daniela Turrisi; Le aree interne italiane e le sfide dell’accoglienza e della formazione della popolazione migrante: alcune note preliminari di Gianni Petino. Articles available in OpenAccess:
https://series.francoangeli.it/index.php/oa/catalog/book/952
NON ATTENDING STUDENTS:
Gino De Vecchis, Daniela Pasquinelli d'Allegra, “Dentro la geografia. Teorie e Pratiche per la scuola secondaria”, UTET Università, Milano, 2026.
One of the following volumes:
1) Daniela La Foresta (a cura di), “Territori digitali e nuove progettualità educative per l’insegnamento della geografia”, Milano, Franco Angeli, 2025. Available in OpenAccess:
https://series.francoangeli.it/index.php/oa/catalog/book/1489;
2) Giovanna Filosa, Emanuela Gamberoni (a cura di), “Una scuola inclusiva. Azioni per contrastare i rischi di dispersione di alunne e alunni di origine straniera”, Milano, Franco Angeli, 2023. Available in OpenAccess:
https://series.francoangeli.it/index.php/oa/catalog/book/952;
3) Cristiano Giorda, Giacomo Zanolin (a cura di), “Idee geografiche per educare al mondo”, Milano, Franco Angeli, 2020. Available in OpenAccess:
https://series.francoangeli.it/index.php/oa/catalog/book/470

B)
All students will prepare the 2 volumes and the article indicated below:
-M. Di Tullio, M.L. Fagnani, “Una storia ambientale dell’età moderna. Società, saperi, economie”, Roma, Carocci, 2024.
-E. Irace, M. Vaquero Piñeiro, “I paesaggi dell’Italia moderna. Da Petrarca a Napoleone”, Roma, Carocci, 2023.
-G. Bonan, "Storia e ambiente: scambio ineguale e mercato storiografico", in «Annali dell’Istituto storico italo-germanico in Trento», Fascicolo 2, Luglio-Dicembre 2020, pp. 15-31 (DIR).
Not attending students, in addition to the 2 books and to the article mentioned above, will prepare also:
-M. Armiero, S. Barca, “La storia dell’ambiente. Un’introduzione”, Carocci, Roma 2004, chap. 1 (Storia), pp. 19-56 (DIR).
-S. Mosley, “Ambiente e storia. Un’introduzione”, in “Storia globale dell'ambiente”, Il Mulino, Bologna, 2013, chap. 1, pp. 7-22 (DIR).

The Course has the following objectives at a basic level:
Module A): -the student will be able to identify, learn and evaluate the main problems of contemporary world; to know the main methodologies of application of knowledge to disciplinary teaching; to understand different geographical scales (global, supranational, national, regional and local). He/she will be able to understand the role of humanity in shaping the organization of the territory and to analyse the relations between the different global and local territorial systems. Critical understanding of the texts studied, the basic skills of bibliographical research and the main topics related to disciplinary teaching methodologies (the main conceptual nodes, the use of technologies and the specific role of the teacher).
Module B): -to acquire basic knowledge that allows to know the main themes and chronologies in the environmental history in the early modern and modern periods; - knowing how to express at least general judgments on themes and problems related to environmental history; -ability to approach the texts and the teaching tools of environmental history.

The course has the following purposes at an advanced level:
Module A): -to acquire an in-depth and full knowledge of the most relevant topics of Geography. The course aims to enable the student to analyze the geographical phenomena, to use the theoretical
knowledge acquired appropriately and to apply to disciplinary teaching methodologies. -to acquire the ability to express critical judgements on the topics discussed, also as the result of a personal re-elaboration of students.
Module B): -to acquire advanced knowledge that allows to critically know the main themes and chronologies in the environmental history in the early modern and modern periods; -knowing how to express analytical judgments on themes and problems related to environmental history; -ability to fully understand the texts and the teaching tools of the discipline.

The measurement of the mentioned objectives will be possible during the examination.
The 12 ECTS credits earned during the course are distributed as follows: 2,4 ECTS credits of direct teaching (didattica erogativa), including interactive sessions with and among students (see “Teaching Methods”); 9,6 ECTS credits of independent study.

Basic knowledge of human and economic geography; basic historical knowledge.

A) Lectures (in class lessons and itinerant in Vercelli region), slides, PowerPoint presentations, materials and link on case studies and discussions in class and in the DIR platform.
B) Frontal lectures; critical reading and critical analysis of the main historiographic themes and of the historical sources of the texts of the course, with particular attention to teaching methods. Individual study.

Those who have already taken the exams “Storia ambientale” or “Storia ambientale triennale” or “Storia del patrimonio culturale” in previous academic years are required to contact prof. Tigrino to redefine the texts for the exam. Students are advised to register on DIR (Didattica In Rete), where notices and communications will be posted, and where will be disposable some materials of the lectures.
Module A): This module gives 6 credits in the M - GGR / 01 sector. These credits are essential for access to teaching in secondary school. The objectives and contents of the module take into account the provisions of laws about educational methodologies and technologies.
Students with physical disabilities, Learning Disabilities or Special Education Needs can request specific services and tools via reference office consulting the University webpage: https://uniupo.it/it/servizi/servizi-studentesse-e-studenti-condizione-di-disabilità-e-dsa
Students with disabilities, learning disabilities or special education needs, once they have contacted the University Staff, can refer to the tutor in charge of the course to define the examination modalities, concerning academic aspects.

The course consists of 2 modules: A) "Didactics of Geography" and B) "Environmental history"; each course has its own specific assessment method. The overall assessment of the examination could take into account the student's ability to improve their ability to answer questions and their general ability to organise their work.

Module A):
The exam is written and will last one hour. For those attending the test will cover the topics proposed during the course to be developed in the form of a Learning Unit. For non-attending students, the test consists of six questions and the requirement to answer five of them on the following points: 1) checking the acquired knowledge on topics treated in bibliography proposed on the teaching methodologies (example of question: “How the textbook is a teaching resource for geography?”); 2) check of the ability to apply knowledge and its understanding, by contextualizing the main examined phenomena in an appropriate geographical framework (example of question: “Illustrate how story maps and digital storytelling are useful resources for geography teaching”) 3) check of the ability in expressing critical opinions on tools and teaching methodologies, also through an analysis of the bibliography proposed (example of question: What are the main features of CLIL?”); 4) check of the ability in communicating acquired knowledge and in organizing a synthetic presentation of the main problems (example of question: “What are the main characteristics of geographical competence development through the flipped classroom?”). The grade is expressed in thirtieths and the evaluation is carried out according to the following parameters: 1) knowledge and understanding of the basic notions and contexts treated in the course and their clear exposition: 18 points out of 30 (sufficiency); 2) ability to frame the geographical literature and tools for teaching the discipline with particular reference to the main conceptual nodes, the use of technology and the specific role of the teacher: 6 points out of 30; 3) adequate skill in connecting subjects and methodological approaches as well as in using scientific terminology associated to the discipline: 6 points out of 30.

Module B):
Oral exam, about 20 minutes. The questions will assess: the student's ability to contextualize the topics learned in time and space; the acquisition of a complete control of the disciplinary issues; the ability to use them into a coherent and correct exposition, also with a scientific language; the personal critical elaboration of the topics, with an autonomous approach to methodology.
The exam is divided into 3-4 questions and concerns on the indicated bibliography, as well as for students attending, on the topics discussed during the lessons. The questions will concern the content of the textbooks and the main issues of environmental history in early modern and modern period (as indicated in the content). Vote, expressed in thirtieths, takes place on the basis of the following parameters: 1) knowledge of the fundamental notions of bibliography and, for attending students, of the topics covered during the lessons (20 points out of 30); 2) reasoning skills critic on the topics (5 points out of 30); 3) ability to express and communicate, and to use a scientific language (5 points out of 30). The exam will be successful if the sum of 18/30 is reached or exceeded.

The course consists of 2 modules: A) "Didactics of geography" and B) "Environmental history".

Module A):
Current issues in geographical research and teaching. Themes, methods and tools. Reflections on the history of geographic education. Main teaching methodologies and the use of photography. GIS for a modern Geography. A Geography of emotions.

Module B):
Outline of the lectures.
• Themes and chronologies in the environmental history.
• The definition of the discipline.
• The environmental history and the debate on the dynamics of environmental resources in the past and today.
• The history of the landscape in the Old Regime: politics and economics.
• The history of the landscape in the Old Regime: culture and scientific knowledge.
• Climate change, population dynamics and the history of the biological environment.
• Anthropization, the development of agro-forestry-pastoral systems, and the relationship between city and country in history.
• Property, practices and environmentale resources.
• Knowledge and control of the environmental resources (waters, woodlands, animals, minerals).
• The industrialisation, the “natural” disasters and the environment.
• Globalization, colonialism and environment.
• The concept of Anthropocene.

The topics of the courses will be constantly analyzed in connection with the current applications in research and teaching methodology. Gender issues: specific insights are foreseen in both modules.

Module A):
This course aims to provide advanced tools to understand the contemporary world geography and the main differences in the contemporary development. KNOWLEDGE AND UNDERSTANDING - Knowledge of current issues in geographical research and teaching ; - Knowledge of the history of geographic education; - Knowledge of the main teaching methodologies and the use of photography and GIS ; - Knowledge of geography of emotions; - Critical understanding of the topics studied; - Critical understanding of specific teaching activities about geographical topics. APPLYING KNOWLEDGE AND UNDERSTANDING - Ability to understand the connections between texts and geographical contexts, using the critical and methodological tools appropriate to the analysis; - Ability to propose specific teaching activities about geographical topics; - Ability to use the appropriate lexicon to communicate - clearly and effectively - knowledge, information and opinions related to the topics dealt with.

Module B)
To achieve sufficient knowledge and skills, the student has to demonstrate: Knowledge: -to know main topics and chronologies of environmental history; - to know main historiographical and interdisciplinary topics of the debate about environmental history. Competence: -ability to analyze issues in an autonomous way. Transversal skills: -ability to communicate environmental history issues, and to decline them in historical teaching issues.
To achieve an advanced level, the student must also demonstrate that he/she has: -An organic vision of the topics and chronologies of environmental history, with synthetic and analytical skills; -Capacity for personal and critical processing of the topics, with good use of scientific language and with autonomous communication skills; -Ability to deepen different topics, also to to use them in teaching applications.