What are the different potentials of history study programs concerning the heritage education? How can history teachers fulfill this commitment? What is the progress of meaningful knowledge and of cognitive operations? Which educational strategies are to be used and with which learning processes? To answer these questions, I will first analyze the relation between marks of the past, territory, cultural goods, and heritage based on the contributions of CICERCHIA 2004, BRANCHESI 2006, GARDNER 1991 and 1993, NARDI 1996, and PANSINI 2004. These four aspects make up a conceptual map that may guide study program choices at the different levels of basic education. Next, I will briefly present a study program proposal that I have developed along the years as a history teacher and researcher (I. Mattozzi, and TONTO, G. Di (a c. di), 2000; MATTOZZI, I. (a cura di), 2005; MATTOZZI, I. 1990; MATTOZZI, I. 1990). I will point out how it can serve heritage education and contribute to the education of children and teenagers on history.
Heritage education/history teaching; history study program/heritage education; heritage education and citizenship