Table of Contents

0. Preamble [en] [de] [es] [fr] [it] [pl]
1. Introduction [en]
2. Learning Object model and framework design for the Digital Modules production [en]
3. Digital Modules’ Presentation:
A comparison of the treatment of some topics [en]
4. Methodology: Didactic criteria and suggestions for in-class use [en]
5. About the use of the DMS in CLIL classes [en]
6. Case studies focused on the intercultural education in the field of History [en]
References [en]
Annexes

• Storyboard
• Template
• Questionnaires
• Digital Modules Repository
• Tutorials
  Storyboard of the Digital Modules [en] [es] [it]
  Template for the Digital Modules [en] [es] [it]
  How to use Digital Modules [en] [es] [it]
  Multicultural perspective of Digital Modules [en] [es] [it]
  Use of Digital Modules in CLIL classes [en] [es] [it]
  Methodology: Didactical criteria and teaching suggestions [en] [es] [it]

Preamble

This Handbook should be considered a guide for teachers, intended for both in service and future teachers at the secondary level (lower and upper Secondary School in Europe). Its purpose is to contribute to the development of multicultural and interdisciplinary discussions related to epistemological and didactical issues in education, regarding how History and Geography are effectively taught among different countries of the European Union (Austria, France, Germany, Italy, Poland and Spain).

The Multicultural Interdisciplinary Handbook accompanies the teacher through:

• the epistemological and methodological approach to the teaching of History and Geography in a multicultural and interdisciplinary perspective, according to the results of the research carried out during the MIH project (Chapter 1.);
• the design and deployment of learning objects (Digital Modules), that allow, by using historical and geographical documents and contents, the construction of materials for individual learning and classroom activities (Chapter 2.);
• the comparative description, in terms of contents and didactical proposals, of a digital modules selection produced during the project (Chapter 3.);

In addition, the Multicultural Interdisciplinary Handbook provides to the teacher with suggestions, based on several criteria and strategies for the use of digital modules as learning materials, in order to integrate them into the curricular programmes (Chapter 4.) or used in a CLIL class (Chapter 5.).

Futhermore, Multicultural Interdisciplinary Handbook will be useful for teachers in order to let them analyze their contexts (Chapter 6.), to set an appropriate framework for the use in the classroom of the model proposed and by providing a wide range of tools to create their own learning objects and evaluate them with colleagues and with students in classroom (Annexes).

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