MIH project

Now showing 1 - 10 of 10

Analysis of National Curricula of Geography and History
(2010) Crivellari, Cinzia
History and geography feature in the national curriculum of all the project partner states; differences exist, however, in denomination and practice, considering them either as separate subjects or combining them with one another (geo–history) or with other social sciences. In most cases history and geography are treated as distinct subjects, even where a single teaching qualification covers both subjects and therefore are taught by the same teacher who possesses the qualifications that covers the humanities. In some countries there is a teacher who deals solely with these two subjects (as in France) while elsewhere the corresponding teaching qualification includes other subjects such as literature or philosophy (as in Italy and Spain).
Comparative Survey of History Textbooks
(2010) Crivellari, Cinzia
Structure of the first deliverable
(2011-09-15) Crivellari, Cinzia
National Curricula and Comparative Study of National History and Geography Textbooks
1848-’49 in Italy: a war of people, a war of armies
(Università Ca’ Foscari – Venezia, 2011) Crivellari, Cinzia
Of the three revolutionary cycles, echoing through the U.S.A. and Europe following the Congress of Vienna, the last one definitely revealed the typical features of the Italian movement. These were a democratic demand for a Constitution, a yearning for national independence in order to free Italian territories from the “foreign” presence and build a new independent State, in which way was yet to be defined. These two feelings have often blurred and blended: in some episodes the demands for equality are overwhelming, while in other cases the will and need to establish as soon as possible a State based on “freedom and independence” appears to prevail. A number of thinkers, artists scholars, poets and musicians encouraged this wide movement in different ways: on one side, by fighting as volunteers in irregular armies. Others, in parallel, were indirectly helping the struggle by secretly canvassing and supporting the organisation from abroad. The most important and active was with no doubt Giuseppe Mazzini. Victim of persecution in his own country, while living in different cities like Geneva, Marseille and London, he had restlessly plotted and attempted coups on absolute monarchies' kings. Ultimately, the goal he was to pursue so hard was the ideal of Italy as a Republic, united from north to south free from any kind of foreign domination. During the 1848/49 biennium, some temporary governments were instituted in many Italian cities, as a consequence of revolutionary uprising. They didn’t just limit their action to a military defence, but they even passed real constitution, in order to ensure public order and enforce laws. As popular uprisings were taking place in some cities against despotic rulers and foreign domination, the Savoy Kingdom of Sardinia took military action: it declared war on the Austrian Empire and moved its armies towards Lombardy and the Veneto. Thus began what would become in the official history of Italy the First War of Independence, in which the monarchist armies of Savoy, Giuseppe Garibaldi’s volunteers, the Pontifical troops of Pius IX and those of Leopold of Tuscany would fight together against the common enemy, Austria, until diplomatic reasons and political opportunism would lead the Pope to withdraw his forces unexpectedly and the King of Sardinia to sign an unexpected, disappointing armistice with the Austro – Hungarian empire.
Chapter 6. Polish case studies focused on the intercultural education in the field of History
(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia
Chapter 5. About the use of the DMS in CLIL classes
(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia
Chapter 4. Methodology: Didactic criteria and suggestions for in-class use
(2011-06) Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia; García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia
Chapter 3. Digital Modules' Presentation:  A comparison of the treatment of some topics
(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia
Chapter 2. Learning Object model and framework design for the digital modules production
(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia
Chapter 1. Introduction
(2011-06) García-Peñalvo, Francisco J.; Zangrando, Valentina; Seoane Pardo, Antonio M.; García-Holgado, Alicia; Szczecinska, Joanna; Baldner, Jean Marie; Consonni, Anna; Crivellari, Cinzia

MIH project

Browse

Filters

Settings

Sort By

Results per page

Search Results