Guerra, Fascismo, Resistenza. Avvenimenti e dibattito storiografico nei manuali di storia

In 1996, Luigi Berlinguer Minister of Education issued a decree amending the division's annual program of history, given that the existing provisions "generally reserved to the last year of each cycle the action of a program that was too long and does not allow, however, adequate development of the events that occurred during the twentieth century, also waiting for the educational and cultural needs to devote a large space to discussion of recent events of great historical importance-political " Authors and publishers are beginning to publish, since 1997, "brand new editions" of books "for new programs." But, as these texts are made? What do they contain? How is it treated the history of the twentieth century? What is their teaching approach? What is the relationship between history and historiography? And, finally, is seized the opportunity offered by the Decree of the Minister Berlinguer to renew the study and teaching of history? The analysis of 32 history textbooks for high schools, published between 1997 and 2009, may provide some answers. It is designed to analyze the chapter on World War II to understand the way in which it is addressed, in terms of events and historical debate, the period 1940-1940 and in particular the transition from war declared war fought, the crisis of the regime and the fall of Fascism, 25 July and 8 September 1943; ambiguous continuity of the Southern Kingdom and the failure of the ambitious Italian Social Republic, the Nazi-Fascist massacres, the complex phenomenon of resistance, the role of the Allies and the political, social , spiritual act in Italian society, the Liberation; Piazzale Loreto, the blood of the vanquished and the victors of the blood, the yield of the accounts and accounts with the past, the influence of this on the dissolution of the monarchy and the birth of the Republic. The analysis of the structure and content of history textbooks was conducted in reference to the opportunities offered by technology for teaching. [edited by Author]