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The title of the present article comes from one the maps of the roman dimension of the city of Rimini created by one of the two fifth classes of the “Colombo” Primary School of the Comprehensive Institute of Misano Adriatico; the final laboratory product of the local history Didactic Project on which the author has focused her university thesis. The aim of the project is to connect the general history to the local one, through the use of active didactic methods (with a lifelong learning perspective), in order to get future generations of citizens closer to the history heritage of the territory and to live it in person, realizing the importance of its protection and valorization. The maps represent a witness that can bring more and more people to get closer to history and to understand how it is closer to them and less distant than it appears on books.

The essay explores history education in Italy, stressing the need to move beyond a factual, transmissive approach -which often disengages students- toward active methodologies that place learners at the center of the process. It advocates integrating methodological and content-based strategies by designing learning paths that connect local and universal history, fostering curiosity and historical awareness. A concrete example of the educational project Bagnacavallo, perché questo nome?, which engages students with the town’s history and cultural heritage through accessible sources such as maps and legends. The project adopts a research-based, dialogical teaching model aligned with the New National Guidelines, promoting cultural heritage education and active citizenship. By encouraging students to explore their historical environment, the initiative enhances critical thinking and a sense of belonging. In an era of rapid change, the essay concludes by emphasizing the vital role of history education in developing informed, reflective and engaged citizens.

In this article, a comparative and reflective work is proposed for students, focusing on institutions of the past – from the medieval period – and those of today, as well as on what has changed in terms of administrative management, rights, duties, and participation in the public life of local communities. The proposed project idea was born from the need to combine the study of content and skills acquired from three subjects in a practical way for a Civic Education Unit, which could make students appreciate the study of history beyond the textbook, with a focus on local history through original or well-researched sources. The methodology used is that of the flipped classroom and group work.

Music Drivers is a module that combines laboratory didactics, music history and promotion of local economic development, designed for secondary school students but adaptable to different educational needs. The module is divided into three phases, the first dedicated to music history research and the others to its practical implementation. The aim of the module is to develop and design a musical tourist guide for the town of Lanciano, whose tradition is rich in music-historical events and important personalities, in a completely digital format that can be used on the move. Broadly inspired by the ‘research-action’ methodology, the module has established strong links with the objectives of Agenda 2030 and those of the National Curriculum Guidelines, and is therefore presented as a proposal to broaden the educational offer both in school and extra-curricular settings.

"Re-thinking history: educating for the environment and active citizenship" is the title of the conference promoted and organised in October 2022 by the International Centre for the Didactics of History and Heritage of the University of Bologna as part of the nineteenth edition of the "International History Festival". The essay addresses some current issues concerning the warnings, legacies and instrumentalisations of history and its heritage with an eye to the educational dimension, in the full awareness that even the discordant and controversial aspects of the past can motivate renewed interests in the teaching of history and heritage by activating multiple and sometimes discordant interpretations. The salient phases of the history of Bologna's porticos will also be retraced as an example of a heritage that was born dissonant and that the community then recognised as a distinctive element of territorial identity, becoming a world heritage site in 2021.

La storiografia sul monachesimo nella regione padana ha conosciuto una stagione assai feconda nella seconda metà del XX secolo, grazie soprattutto alle ricerche di Cinzio Violante, Cosimo Damiano Fonseca, Pietro Zerbi, Giancarlo Andenna e i rispettivi allievi. Si intende collocare il volume nel quadro del rinnovato interesse, con le iniziative promosse dal Cesime (D’Acunto e Cariboni, soprattutto), Historiography on monasticism in the Po Valley region experienced a very fruitful season in the second half of the 20th century, thanks mainly to the research of Cinzio Violante, Cosimo Damiano Fonseca, Pietro Zerbi, Giancarlo Andenna and their respective students. We intend to place this volume in the framework of the renewed interest, with the initiatives promoted by Cesime (D'Acunto and Cariboni, above all)

The essay, through the analysis of the history of upper Piedmont, aims to reinterpret the vv. 55-50 If XXVIII where Mohammed addresses the prophecy on Dolcino to Dante, with particular attention to some key words and their coherence with the style and themes present in the poem.

The article aims to make a short journey around what is the legislation on Civic Education in the light of the most recent one that encourages the knowledge and wider dissemination of good practices. However, this must take place in a structured and outlined context that envisages the construction of a vertical school curriculum. Here we also report the experience of the authors as members of the working group involved in the construction of the school curriculum, and at the same time give voice to the experience of enhancement and knowledge of the territory, declined in the light of both the most recent legislation and leveraging on principles of the laboratory and active methodology that finds its clarification both in the National Indications and in the Manifesto for the Didactics of History.

This article illustrates an educational project involving five-year-old children attending the Yellow Class of the Ludovico Calza Kindergarten, in Medicina, carried out over the last school year. The project aimed at the knowledge of local history, by observing urban transformations and changes in the lifestyle of its inhabitants over the time. The activities have seen children exploring our most important monuments, asking local authorities for information, reading old maps, documents and books, watching pictures and videos, and listening to oral tales combining historical facts with local legends. The project consisted in a cultural itinerary through centuries in order to discover facts and traditions, to satisfy the natural curiosity of children, to encourage their deductive thinking in comparing past and present aspects of life, and ultimately to promote a feeling of belonging to their community - an essential prerequisite to become adults aware of their active role within a democratic citizenship, with love and respect for their country.

This work illustrates an history teaching path carried out in a third-grade primary school through inquiry-based learning methodology. The project developed the theme of the history of the School of Scanzorosciate, which emerged from the interest of the children themselves. The students planned and conducted interviews with experts, re-elaborated the information collected and, through brainstorming and class discussions, co-designed with the teacher the next steps to finally write the screenplay for a documentary. The incipit of the project was a laboratory on the archaeologist work, an expert that the children decided to invite after a discussion on the history sources. The analysis of the pedagogical documentation collected provided evidence of the skills acquired by the pupils, both disciplinary and transversal, related to the goals reported in the National Indications, with a specific focus on the development of critical thinking, which the Eurydice report of 2017 indicates as the most underestimated transversal competence in the European national curricula of elementary school.

History serves to understand the present, to understand who we are and to plan the future. To achieve these goals, it is important to arouse emotions in children through the historical story. The challenge to deal with is to ensure that young people can identify with the many small stories that make up the "big" story. It is therefore essential to start from local history, from the environment in which the children live. In this way, through the analysis and comparison of sources, children will understand the reasons for their lifestyle and will be able to build their own cultural identity and feel part of the social and cultural context in which they live. From this perspective, it can be said that civic education is part of the teaching of history and must be practiced and practiced above all in the school environment.

In the teaching of history, attention to the local dimension offers opportunities that have a positive impact on all moments and factors of learning: from the motivational to the methodological aspects, from the perceptive to the formative ones, significantly influencing the understanding of global history. Investigating the surrounding reality to grasp its distinctive and identifying characteristics and the changes leads to active participation and the conquest of knowledge, arousing the emotion of feeling like heirs and protagonists of history. It stimulates the use of laboratory and cooperative learning approaches and methods and makes it possible to identify poles of interest with a broad disciplinary spectrum to have a positive impact by exercising effective active citizenship. The experiences carried out for over thirty years in Bologna are proof of this.

The project “Follow us, you are there too” had the purpose of training young voluntary guides, a group of people who could collaborate and support the association “Heart of Stone” in their care of the territory and preservation of its memory. Through workshops and meetings with artists, it aimed at raising awareness and stimulating their sense of responsibility to the artistic historical and natural resources of territory. The fundamental objective was to encourage and develop synergy between school and social reality. Through laboratory planning moments as well as outdoor learning, the project tried to improve the students’relational and communicative skills, to enhance their attention to the care of the land they were born in, to strengthen their sense of belonging and identity. In short word sit aimed at consolidating the foundations of an “Active Citizenship” Education.

The experience called "Arcevia during the First World War" was a way of practicing the part of the local history curriculum, which is essential for promoting education in active citizenship and democratic coexistence in pupils. In fact, it is precisely through the study of the territory and the education in the historical and artistic heritage, that one becomes active and aware citizens, capable of acting on the territory through courageous and responsible choices. To carry out the research, we resorted to the use of written and visual sources, the reading of informative and historical texts, surfing the internet and watching videos. The work carried out in the municipal historical archive and the municipal registry office was very significant. The most significant documents were analyzed by the children through the compilation of guide cards for the collection of information useful for historical reconstruction. The work of is carried out in an interdisciplinary way, making use of the skills of the various disciplines such as geography, mathematics, art and music.

The pupils of 5 ͣ C of the Monghidoro Primary School were involved within this research project, aimed at the rediscovery and enhancement of the local identity and culture. The students reconstructed the local history of the country from the Middle Age to the present day. The teacher used a laboratory teaching methodology based on active citizenship and heritage education. Proposing these initiatives and projects, the teachers involve the new generations in activities of knowledge, custody and safeguard of the surrounding reality in which they live. The results of this work were collected in a map of communities with documentary intent, available to the collectivity of Monghidoro. At the end of the journey the pupils reached a fundamental awareness: belonging to a community that has its roots on a territory means to recognize themselves as resulting from past history, but also and above all, as protagonists and authors of the present and future one.