GEOGRAPHY OF ITALY AND OF EUROPE

GEOGRAPHY OF ITALY AND OF EUROPE

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Last update 23/06/2021 16:18
Code
90427
ACADEMIC YEAR
2021/2022
CREDITS
4 credits during the 2nd year of 9322 TEACHER EDUCATION (LM-85 bis) GENOVA
SCIENTIFIC DISCIPLINARY SECTOR
M-GGR/01
LANGUAGE
Italian
TEACHING LOCATION
GENOVA (TEACHER EDUCATION)
semester
2° Semester
modules
This unit is a module of:
Teaching materials

AIMS AND CONTENT

LEARNING OUTCOMES

According to the ministerial order that provides for geography the knowledge of "elements of physical and human geography", the course aims to provide the foundations of general geography, with specific reference to the contents and skills that are addressed in nursery and primary school; it also proposes to convey a critical knowledge of the main aspects, processes and problems faced by geography, with references to the Italian and European context. Therefore the students will acquire the ability to illustrate the main natural and human processes that contribute to the formation of territories and landscapes and will be able to highlight their mutual relations.

AIMS AND LEARNING OUTCOMES

Attendance and participation in the proposed training activities and individual study will enable the student to

  • understand the main spatial processes taking place at the Italian and European scale;
  • understand the complex relationships between the components of Italian and European landscapes; 
  • critically analyse some problems of geography of Italy and Europe; 
  • critically analysing contemporary problems with a transcalar approach, from the local to the global;
  • planning didactic activities related to the problems of geography of Italy and Europe studied.

Teaching methods

The teaching activities will be organised in order to encourage active learning on the part of the students; for this reason, moments of frontal and laboratory teaching will be alternated.
The frontal lessons will be aimed at providing the basic tools to understand the main territorial processes that take place at the Italian and European scale and the complex relationships that are established between their landscape configurations.
The laboratory-type teaching activities will be based on problem-based methodologies and will be aimed at stimulating the critical and transcalar analysis of some problems of geography of Italy and Europe.
Specific workshop activities will be devoted to the discussion of the design of teaching activities related to the geography problems of Italy and Europe studied.

SYLLABUS/CONTENT

The module proposes to study the main processes affecting the geography of Italy and Europe. In particular, it focuses on the following themes
- the idea of Europe
- the European Union;
- the peopling of Europe and Italy;
- urbanisation in Italy and Europe;
- rural Europe and Italy;
- Mediterranean Europe;
- Europe outside Europe.

RECOMMENDED READING/BIBLIOGRAPHY

Exam program for attending students:
- Teaching material (texts, papers, videos, slides) uploaded by the teacher on AulaWeb.
- Critical reading of at least one of the following texts:

  • Pieranni S. (2017). Genova macaia. Un viaggio da Ponente a Levante. Roma-Bari: Laterza.
  • Ferrari M. (2014). Mare verticale. Dalle Cinque Terre a Bocca di Magra. Roma-Bari: Laterza.
  • Lenzi S. (2013). Sul Lungomai di Livorno. Roma-Bari: Laterza.
  • Culicchia G. (2015). Torino è casa nostra. Roma-Bari: Laterza.
  • Remmert E., Ragagnin L. (2013). L'acino fuggente. Sulle strade del vino tra Monferrato, Langhe e Roero. Roma-Bari: Laterza.
  • Nove A. (2006). Milano non è Milano. Roma-Bari: Laterza.
  • Bugaro R. (2010). Bea vita! Crudo Nordest. Roma-Bari: Laterza.
  • Banda A. (2012). «Due mondi e io vengo dall'altro» (Il Sudtirolo, detto anche Alto Adige). Roma-Bari: Laterza.
  • Covacich M. (2006). Trieste sottosopra. Quindici passeggiate nella città del vento. Roma-Bari: Laterza.
  • Nacci L. (2019). Trieste selvatica. Roma-Bari: Laterza.
  • Baldanzi S. (2014). Il Mugello è una trapunta di terra. A piedi da Barbiana a Monte Sole. Roma-Bari: Laterza.
  • Corlazzoli A. (2014). Gita in pianura. Una classe a spasso per la Bassa. Roma-Bari: Laterza.
  • Postorino R. (2011). Il mare in salita. Da Sanremo a Dolcedo passando per i bricchi. Roma-Bari: Laterza.
  • Malvaldi M. (2015). Scacco alla torre. Roma-Bari: Laterza.
  • Stancanelli E. (2006). Firenze da piccola. Roma-Bari: Laterza.
  • Ferracuti A. (2009). Viaggi da Fermo. Un sillabario piceno. Roma-Bari: Laterza.
  • Cilento A. (2006). Napoli sul mare luccica. Roma-Bari: Laterza.
  • De Palma P. (2020). Bari calling. Roma-Bari: Laterza.
  • Giartosio T. (2012). L' O di Roma. In tondo e senza fermarsi mai. Roma-Bari: Laterza.
  • Calaciura G. (2016). Pantelleria. L'ultima isola. Roma-Bari: Laterza.
  • Alajmo R. (2019). Palermo è una cipolla. Remix. Roma-Bari: Laterza.
  • Zito D. (2018). Catania non guarda il mare. Roma-Bari: Laterza.
  • Di Girolamo G. (2019). Gomito di Sicilia. Roma-Bari: Laterza.
  • Longo F. (2009). Il mare di pietra. Eolie o i 7 luoghi dello spirito. Roma-Bari: Laterza.
  • Fois M. (2008). In Sardegna non c'è il mare. Roma-Bari: Laterza.
  • Anedda A. (2013). Isolatria. Viaggio nell'arcipelago della Maddalena. Roma-Bari: Laterza.

Examination programme for non-attending students:
- Teaching material (videos and slides) uploaded by the teacher on AulaWeb.
- Study of a text to be chosen from among:

  • Cersosimo D., Donzelli C., Manifesto per riabitare l'Italia, Donzelli, Rome, 2020.
  • Bocchi G., Ceruti M., Educazione e globalizzazione, Cortina, Milano, 2004.

- Critical reading of at least one of the following texts:

  • Pieranni S. (2017). Genova macaia. Un viaggio da Ponente a Levante. Roma-Bari: Laterza.
  • Ferrari M. (2014). Mare verticale. Dalle Cinque Terre a Bocca di Magra. Roma-Bari: Laterza.
  • Lenzi S. (2013). Sul Lungomai di Livorno. Roma-Bari: Laterza.
  • Culicchia G. (2015). Torino è casa nostra. Roma-Bari: Laterza.
  • Remmert E., Ragagnin L. (2013). L'acino fuggente. Sulle strade del vino tra Monferrato, Langhe e Roero. Roma-Bari: Laterza.
  • Nove A. (2006). Milano non è Milano. Roma-Bari: Laterza.
  • Bugaro R. (2010). Bea vita! Crudo Nordest. Roma-Bari: Laterza.
  • Banda A. (2012). «Due mondi e io vengo dall'altro» (Il Sudtirolo, detto anche Alto Adige). Roma-Bari: Laterza.
  • Covacich M. (2006). Trieste sottosopra. Quindici passeggiate nella città del vento. Roma-Bari: Laterza.
  • Nacci L. (2019). Trieste selvatica. Roma-Bari: Laterza.
  • Baldanzi S. (2014). Il Mugello è una trapunta di terra. A piedi da Barbiana a Monte Sole. Roma-Bari: Laterza.
  • Corlazzoli A. (2014). Gita in pianura. Una classe a spasso per la Bassa. Roma-Bari: Laterza.
  • Postorino R. (2011). Il mare in salita. Da Sanremo a Dolcedo passando per i bricchi. Roma-Bari: Laterza.
  • Malvaldi M. (2015). Scacco alla torre. Roma-Bari: Laterza.
  • Stancanelli E. (2006). Firenze da piccola. Roma-Bari: Laterza.
  • Ferracuti A. (2009). Viaggi da Fermo. Un sillabario piceno. Roma-Bari: Laterza.
  • Cilento A. (2006). Napoli sul mare luccica. Roma-Bari: Laterza.
  • De Palma P. (2020). Bari calling. Roma-Bari: Laterza.
  • Giartosio T. (2012). L' O di Roma. In tondo e senza fermarsi mai. Roma-Bari: Laterza.
  • Calaciura G. (2016). Pantelleria. L'ultima isola. Roma-Bari: Laterza.
  • Alajmo R. (2019). Palermo è una cipolla. Remix. Roma-Bari: Laterza.
  • Zito D. (2018). Catania non guarda il mare. Roma-Bari: Laterza.
  • Di Girolamo G. (2019). Gomito di Sicilia. Roma-Bari: Laterza.
  • Longo F. (2009). Il mare di pietra. Eolie o i 7 luoghi dello spirito. Roma-Bari: Laterza.
  • Fois M. (2008). In Sardegna non c'è il mare. Roma-Bari: Laterza.
  • Anedda A. (2013). Isolatria. Viaggio nell'arcipelago della Maddalena. Roma-Bari: Laterza.

TEACHERS AND EXAM BOARD

Ricevimento: Student reception is held, by appointment, on the Teams platform on Tuesdays from 2:30 to 5:30 pm.

Exam Board

GIACOMO ZANOLIN (President)

FEDERICO DE BONI (President Substitute)

LESSONS

Teaching methods

The teaching activities will be organised in order to encourage active learning on the part of the students; for this reason, moments of frontal and laboratory teaching will be alternated.
The frontal lessons will be aimed at providing the basic tools to understand the main territorial processes that take place at the Italian and European scale and the complex relationships that are established between their landscape configurations.
The laboratory-type teaching activities will be based on problem-based methodologies and will be aimed at stimulating the critical and transcalar analysis of some problems of geography of Italy and Europe.
Specific workshop activities will be devoted to the discussion of the design of teaching activities related to the geography problems of Italy and Europe studied.

LESSONS START

March 16, 2021

EXAMS

Exam description

The examination will take place through an oral interview in which the student will have to present a didactic activity and will have to answer some questions aimed at verifying the understanding of the main territorial processes that take place at the Italian and European scale and the complex relations that are established between their landscape configurations.

Assessment methods

The examination will allow to verify:

  • the understanding of the main territorial processes taking place at the Italian and European scale and the complex relationships established between their landscape configurations;
  • the ability to critically analyse and transcend political, economic and cultural problems relating to Italy and Europe;
  • the ability to design teaching activities for primary and/or nursery schools using the knowledge acquired.

FURTHER INFORMATION

It is possible to take the exam only after having acquired the laboratory credit in Didactics of Geography.

All students are invited to periodically consult the page of this course on the e-learning portal AulaWeb (accessible from the University website or at www.aulaweb.unige.it). All information and materials relating to this course are published exclusively on this site.

In case it should not be possible to hold the lessons in person for health reasons, they will be delivered remotely using the University's TEAMS and/or AulaWeb platforms.

Students who do not attend the lectures are invited to contact the lecturer in order to agree on the examination procedures.