Teaching History-Geography in Vocational High School

Extract

[...] This first experience at the heart of the educational system came to confirm my desire to teach. During this first experience on the 2021-2022 school year, I developed essential skills in the field of classroom management, I was able to begin to address questions related to pedagogical differentiation and the evaluation of student progress This first experience has particularly opened me up to the issues of inclusive school and the importance of designing inclusive or adapted pedagogical supports to meet the specific needs of students I have thus learned to differentiate, adapt my teachings to meet the educational needs of each student. [...]

[...] These people declared that they were not well represented and that they wanted, for the majority of them, the abolition of privileges. Like the revolutionaries of 1789 who created the National Assembly in opposition to the king, the Yellow Vests sought to create a distinct political voice. It is fairly commonly accepted that the response envisaged by the President of the Republic, regarding the grievance notebooks, was inspired by the grievance notebooks of the French Revolution. One can also wonder about the term grievance analyzed by the Lorraine Academy as coming from: "(from the old French 'douliance', a noun derived from the verb 'douloir' which means 'to suffer') designates since the 13th century the written collection of complaints and claims of the king's subjects, under the monarchical regime - and this practice is more precisely associated with the convocation of the Estates-General by the king, since their first meeting in 1302 by Philip the Fair. [...]

[...] The king decides to convene the Estates-General, but the events of 1789 bring a complete reversal of the cause of the regime. Thus, it is a matter of seeing in what way the year 1789 marks a profound rupture in French history. We will first see that it brings an end to the absolute monarchy, then we will study the emergence of the people as a political actor. Finally, we will analyze the end of the 'Ancien Régime'. First marks the end of the absolute monarchy. [...]

[...] It is a matter of coming back here on the composition of society and on the inequalities that run through it. In this first one-hour session, it is a matter of opening the course with a maximum of top-down information allowing young people to understand the ins and outs of French society at the end of the 1780s. During this first session, the 3 orders composing society are analyzed: the Clergy, the Nobility and the Third Estate. The 2nd session is dedicated to the analysis of the year 1789. [...]

[...] I try to facilitate the students' understanding by making connections with recent news. For example, on the theme of the Estates-General, I made a connection with Emmanuel Macron's proposal to collect the grievances of the Yellow Vests in 2019 to calm their anger. 2. The adaptation of the sessions to the needs of CAP students To enrich the understanding of the facts, I work with the students to build a dialogue around the understanding of the concepts by questioning them on the meaning they give to the concepts, while asking them to find as many examples as possible linked to current events or other historical events to facilitate their understanding and memorization of these concepts, without making anachronisms. [...]