Manual

Matalascañas, 23 de abril de 2007

PEDAGOGICAL MANUAL

HISTORICAL RECREATION

I. INTRODUCTION: the importance of History in our current life

II. HISTORICAL RECREATIONHistorical recreation as

educational projectII.1.2 Historical recreation as a school project II.1.3. Examples of practises

III. HISTORICAL RECREATION AS A MEANS FOR DEVELOPMENT OF KNOWLEDGE, SKILLS AND COMPETENCES OF STUDENTS

III.1. New knowledge and integration of theknowledge from the different school subjects anddisciplins, active learning, knowledge of other

cultures

III.2. Promotion of the development of the humanism, tolerance, social empathy, positive attitude to differences and to culture diversities

III.3.- Active participation, active citizenship, ability for team work...

III.4 Sensibility to active cooperation in preserving of local, regional and the European Historical and Cultural Heritage

IV.1 ... Self-evaluation, self-reflection as starting point for developing the competences/skills/knowledge of his/her students/pupils

4.2.- Competences: information, didactical, social...

4.3 “Metodology”

IV. TEACHERS AS COORDINATERS and

FACILITATORS (Knowledgs, values, attitudes, skills, competences)

V. THE HISTORICAL RECREATION IN THE CULTURE HERITAGE

V.1.- In The CityV.2.- In The Monuments and the archeological sitesV.1.- In The Monuments and his environments

VI. METHODOLOGY OF HISTORICAL RECREATION

VI.1.- Historical research VI.2.Drama conception to scenic materalization:

VI.2.1. Choose a historical period or an event or a historical character

VI.2.2. Geographic areaVI.2.3. Daily life investigationVI.2.4 Economic, social and politic contextVI.2.5 Mentality

VI.3. ScreenplayVI.4. Ressources and materialsVI.5. Evaluation plan and assessementVI.6. Production

VII. CHOOSE AN HISTORICAL EVENT IN THE HISTORICAL CONTEXT as an example of integration of historical recreation in the educational projet (manual group and external consulting)

VII.1.- MentalityVII.2.- Ideas, values, patterns of

behaviourVII.3.- Society stratificationVII.4.- EconomyVII.5.- Policy ...

IX. CONCLUSION

VIII. SELF-EVALUATION AND FEEDBACK.

Internal evaluation

VIII.1.- Self-evaluation by students/pupils

VIII.2.- Teacher evaluationExternal evaluation

VIII.3.- Partner’s evaluation (Historical institution, museum etc.)

VIII.4.- Community evaluation (parents, local authorities etc