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Matalascañas, 23 de abril de 2007 PEDAGOGICAL MANUAL HISTORICAL RECREATION

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<ul><li>II. HISTORICAL RECREATION </li></ul><ul><ul><ul><li>Historical recreation as educational project </li></ul></ul></ul><ul><li>II.1.2 Historical recreation as a school project </li></ul><ul><li>II.1.3. Examples of practises </li></ul>I. INTRODUCTION: the importance of History in our current life

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III.1. New knowledge and integration of the knowledge from the different school subjects and disciplins, 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 III. HISTORICAL RECREATION AS A MEANS FOR DEVELOPMENT OF KNOWLEDGE, SKILLS AND COMPETENCES OF STUDENTS

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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)

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V. THE HISTORICAL RECREATION IN THE CULTURE HERITAGE V.1.- In The City V.2.- In The Monuments and the archeological sites V.1.- In The Monuments and his environments

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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 area VI.2.3. Daily life investigation VI.2.4 Economic, social and politic context VI.2.5 Mentality VI.3. Screenplay VI.4. Ressources and materials VI.5. Evaluation plan and assessement VI.6. Production

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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.- Mentality VII.2.- Ideas, values, patterns of behaviour VII.3.- Society stratification VII.4.- Economy VII.5.- Policy .. .

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IX. CONCLUSION VIII. SELF-EVALUATION AND FEEDBACK. Internal evaluation VIII.1.- Self-evaluation by students/pupils VIII.2.- Teacher evaluation External evaluation VIII.3.- Partner’s evaluation (Historical institution, museum etc.) VIII.4.- Community evaluation (parents, local authorities etc