The course aims to accompany students in understanding the elements of territory that form the structure of our everyday life, and to mould their reading of the geographic processes and their interactions based on three fundamental analysis procedures: morphology of the landscape, systemic, psychological-semantical.
After presenting the geographer’s instruments for the analysis of the territory (both cartographic and statistical), we will proceed to examine the different components of the territory, from those concerning the Science of the Earth to themes related to human geography.
The cues offered by the different themes will be considered for a didactic application.
1) Knowing how to apply in the analysis of a territory and in its description the concepts of geographical space, environment (environmental framework), territory, landscape,
place, scale, location, site, spatial distribution, distance, region, network, sense of place.
2) Knowing how to use the following tools in a didactic study project of the territory: geographical maps, mental maps, statistical data, images and
visual sources, new technologies, direct observation (exit on the ground), atlases, textbooks (critical analysis), word processing, descriptions, maps
conceptual.
3) Knowing how to develop a lesson or a didactic path of geography in a thematic form (eg human-nature relationships, climate change, impact
environmental and resource use such as water, oil, soil, effects of globalization, diversity and social inequalities in the world, growth and
diffusion of the world population ...) and in regional form (eg regions - physical, cultural, economic, geopolitical, etc. - main of Italy,
Europe, world).
4) Knowing how to design local space study activities that include the development of the sense of place, critical reflection on lived space,
the strengthening of orientation, the analysis of transformation processes, the experimentation of planning for the future also as forms of
active participation in decision-making processes.
5) Knowing how to present a region through the geographical analysis of the landscape, the environment, the economy, identity and social diversity e
cultural, territorial heritage, values and critical areas.
7) Knowing how to analyze geographically different territories of the planet identifying the main environmental, socio-economic and cultural differences,
geopolitical.
8) Knowing how to identify aspects of globalization in social, political, economic, environmental interactions between different areas of the planet and one's own
territory.
9) Knowing how to develop geographical themes referring them to the principles of environmental, economic and social sustainability.
10) Knowing how to develop geographical themes related to problems of socio-spatial justice (inequalities and deprivation at different scales, human development,
migrations, conflicts, relationships between regions of the planet).
11) To develop within a geographical analysis the theme of multiple identity, planetary, local, national, religious, ethnic, of places (territorial,
regional level), also in a multicultural and intercultural sense.
12) Knowing how to include in a geographical analysis the dimension of change (coevolution, processes, models) with comparisons on a local scale,
national, global and glocal.
After presenting the geographer’s instruments for the analysis of the territory (both cartographic and statistical), we will proceed to examine the different components of the territory, from those concerning the Science of the Earth to themes related to human geography.
The cues offered by the different themes will be considered for a didactic application.
1) Knowing how to apply in the analysis of a territory and in its description the concepts of geographical space, environment (environmental framework), territory, landscape,
place, scale, location, site, spatial distribution, distance, region, network, sense of place.
2) Knowing how to use the following tools in a didactic study project of the territory: geographical maps, mental maps, statistical data, images and
visual sources, new technologies, direct observation (exit on the ground), atlases, textbooks (critical analysis), word processing, descriptions, maps
conceptual.
3) Knowing how to develop a lesson or a didactic path of geography in a thematic form (eg human-nature relationships, climate change, impact
environmental and resource use such as water, oil, soil, effects of globalization, diversity and social inequalities in the world, growth and
diffusion of the world population ...) and in regional form (eg regions - physical, cultural, economic, geopolitical, etc. - main of Italy,
Europe, world).
4) Knowing how to design local space study activities that include the development of the sense of place, critical reflection on lived space,
the strengthening of orientation, the analysis of transformation processes, the experimentation of planning for the future also as forms of
active participation in decision-making processes.
5) Knowing how to present a region through the geographical analysis of the landscape, the environment, the economy, identity and social diversity e
cultural, territorial heritage, values and critical areas.
7) Knowing how to analyze geographically different territories of the planet identifying the main environmental, socio-economic and cultural differences,
geopolitical.
8) Knowing how to identify aspects of globalization in social, political, economic, environmental interactions between different areas of the planet and one's own
territory.
9) Knowing how to develop geographical themes referring them to the principles of environmental, economic and social sustainability.
10) Knowing how to develop geographical themes related to problems of socio-spatial justice (inequalities and deprivation at different scales, human development,
migrations, conflicts, relationships between regions of the planet).
11) To develop within a geographical analysis the theme of multiple identity, planetary, local, national, religious, ethnic, of places (territorial,
regional level), also in a multicultural and intercultural sense.
12) Knowing how to include in a geographical analysis the dimension of change (coevolution, processes, models) with comparisons on a local scale,
national, global and glocal.
teacher profile teaching materials
The course will be held through lectures, slides and visits on the ground. It will introduce the student into the understanding of the elements of the territoriality, the geographical processes and their interactions. It is divided into two modules.
First module – 30 hours
The landscapes in the nature. Environmental frameworks and geomorphological processes
The lessons will start by focusing on those processes that are generated by sub-crustal forces and by exogenous agents. Starting from the specific environmental frameworks, the course will cover the different geomorphological processes shaping the landscapes.
Second module - 30 hours
The processes of territorialization.
After a presentation of the scientific ‘tools’ for the regional analysis (maps and statistics), the students will study the various topics of human geography: population dynamics, organization of rural areas, the logic of industrial location and geography of the movement, urban geography, the spaces of politics.
The subjects issues will be explained too for the teaching of geography.
Frequentanti:
1. A. Letizia, Elementi di scienza della terra, Zanichelli, 2018.
2. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019.
4. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
5. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
6. Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
7. G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
8. Materiale didattico disponibile su piattaforma Formonline.
Non frequentanti: stesso programma con la possibilità di sostituire il libro n. 3 con:
• A. Gallia, Le acque del Nilo. Dinamiche geostoriche e politiche, Carocci, 2020.
PROGRAMMI RIDOTTI PER RICONOSCIMENTO CARRIERE PREGRESSE
Programma da 2 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
Programma da 3 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
Ai quali aggiungere uno a scelta tra:
• Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
• Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
• G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
Programma da 4 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019.
Ai quali aggiungere uno a scelta tra:
• Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
• Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
• G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
Programme
The course will be held through lectures, slides and visits on the ground. It will introduce the student into the understanding of the elements of the territoriality, the geographical processes and their interactions. It is divided into two modules.
First module – 30 hours
The landscapes in the nature. Environmental frameworks and geomorphological processes
The lessons will start by focusing on those processes that are generated by sub-crustal forces and by exogenous agents. Starting from the specific environmental frameworks, the course will cover the different geomorphological processes shaping the landscapes.
Second module - 30 hours
The processes of territorialization.
After a presentation of the scientific ‘tools’ for the regional analysis (maps and statistics), the students will study the various topics of human geography: population dynamics, organization of rural areas, the logic of industrial location and geography of the movement, urban geography, the spaces of politics.
The subjects issues will be explained too for the teaching of geography.
Core Documentation
PROGRAMMA COMPLETO – 8 CFUFrequentanti:
1. A. Letizia, Elementi di scienza della terra, Zanichelli, 2018.
2. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019.
4. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
5. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
6. Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
7. G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
8. Materiale didattico disponibile su piattaforma Formonline.
Non frequentanti: stesso programma con la possibilità di sostituire il libro n. 3 con:
• A. Gallia, Le acque del Nilo. Dinamiche geostoriche e politiche, Carocci, 2020.
PROGRAMMI RIDOTTI PER RICONOSCIMENTO CARRIERE PREGRESSE
Programma da 2 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
Programma da 3 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
Ai quali aggiungere uno a scelta tra:
• Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
• Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
• G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
Programma da 4 cfu
1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019.
2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014.
3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019.
Ai quali aggiungere uno a scelta tra:
• Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009.
• Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010.
• G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.
Reference Bibliography
PROGRAMMA COMPLETO – 8 CFU Frequentanti: 1. A. Letizia, Elementi di scienza della terra, Zanichelli, 2018. 2. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019. 3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019. 4. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014. 5. Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009. 6. Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010. 7. G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010. 8. Materiale didattico disponibile su piattaforma Formonline. Non frequentanti: stesso programma con la possibilità di sostituire il libro n. 3 con: • A. Gallia, Le acque del Nilo. Dinamiche geostoriche e politiche, Carocci, 2020. PROGRAMMI RIDOTTI PER RICONOSCIMENTO CARRIERE PREGRESSE Programma da 2 cfu 1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019. 2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014. Programma da 3 cfu 1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019. 2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014. Ai quali aggiungere uno a scelta tra: • Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009. • Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010. • G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010. Programma da 4 cfu 1. L. Greiner, G. Dematteis, C. Lanza, A. Vanolo, Geografia umana. Un approccio visuale, Utet, 2019. 2. Giorda, Il mio spazio nel mondo. Geografia per la scuola dell’infanzia e primaria, Carocci, 2014. 3. A. Gallia, Le risorse idriche nell’isola di Ponza. Usi, saperi, dinamiche territoriali e geostoriche, Carocci, 2019. Ai quali aggiungere uno a scelta tra: • Pasquinelli d’Allegra, La geografia dell’Italia. Carocci Faber, 2009. • Pasquinelli d’Allegra, Una geografia… da favola. Carocci Faber, 2010. • G. De Vecchis – R. Morri, Disegnare il mondo. Carocci Faber, 2010.Type of delivery of the course
Lezioni a distanza Lunedì 10-13 Martedì 10-13Attendance
Lezioni a distanza Lunedì 10-13 Martedì 10-13Type of evaluation
L'esame orale e va svolto per intero nello stesso appello