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      <title>HGGSP 1re by Simon Thèves</title>
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      <description>Spécialité histoire-géographie, géopolitique et sciences
politiques en classe de première générale : « Acquérir des clefs de compréhension du
monde contemporain »</description>
      <language>en-us</language>
      <pubDate>2022-07-12 05:34:07 UTC</pubDate>
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         <title>Axe 1 - Penser la démocratie : démocratie directe et démocratie représentative</title>
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         <title>Axe 1 - Essor et déclin des puissances : un regard historique</title>
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         <title>Axe 1 - Tracer des frontières, approche géopolitique</title>
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         <title>Axe 1 - Les grandes révolutions techniques de l’information</title>
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         <title>Axe 1 - Pouvoir et religion : des liens historiques traditionnels</title>
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         <title>Axe 2 - Avancées et reculs des démocraties</title>
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         <title>Axe 2 - Formes indirectes de la puissance : une approche géopolitique</title>
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         <title>Axe 2 - Les frontières en débat</title>
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         <title>Axe 2 - Liberté ou contrôle de l’information : un débat politique fondamental</title>
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         <title>Axe 2 - États et religions : une inégale sécularisation</title>
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         <title>Objet de travail conclusif - L’Union européenne et la démocratie</title>
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         <title>Objet de travail conclusif - La puissance des États-Unis aujourd’hui</title>
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         <title>Objet de travail conclusif - Les frontières internes et externes de l’Union européenne</title>
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         <title>Objet de travail conclusif - L’information à l’heure d’Internet</title>
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         <title>Objet de travail conclusif - État et religions en Inde</title>
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         <author>simon_theves</author>
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         <title>La dissertation</title>
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         <description><![CDATA[<div>- mobiliser des connaissances pertinentes en lien avec le sujet<br>- Mettre en relation des faits, des événements de nature, de période, de localisation différentes<br>- Analyser, interroger, adopter une démarche réflexive<br>- Construire une argumentation (historique ou géographique)<br>- Conduire une démarche historique ou géographique et la justifier (s’approprier un questionnement, construire et vérifier des hypothèses)<br>- Employer des notions et exploiter les outils spécifiques aux disciplines.</div>]]></description>
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         <pubDate>2022-07-15 17:16:47 UTC</pubDate>
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         <title>L&#39;étude critique de document(s)</title>
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         <description><![CDATA[<div>- comprendre le sens général de la consigne et du sujet proposé<br>- conduire une démarche et une argumentation (problématique)<br>- contextualiser<br>- mobiliser des connaissances pertinentes en lien avec le sujet<br>- Analyser, interroger, adopter une démarche réflexive<br>- analyser de manière critique les documents pour répondre à la problématique<br>- dégager l’intérêt du (des) document (s)</div>]]></description>
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         <title>Le grand oral</title>
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         <title>Cours à noter</title>
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         <title>Effectuer une recherche sur Internet</title>
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         <title>Cours à noter</title>
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         <title>Cours à noter</title>
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         <title></title>
         <author>simon_theves</author>
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         <description><![CDATA[<div>Pour chaque trimestre (BO) :<br><br>- Au moins un devoir écrit en temps limité, qui permet de travailler les capacités qui pourront être sollicitées l’année suivante au baccalauréat.<br><br>- Un écrit correspondant à un travail à la maison (qui peut permettre de travailler la capacité à « se documenter » comme celle à « travailler de manière autonome »), individuel ou collectif.<br><br>- Une note d’oral : divers types d’exercice sont possibles à l’oral : exposé seul ou à plusieurs, travail en « classe inversée », synthèse d’une actualité ou d’une ressource (fiche de lecture, synthèse d’un podcast, d’un documentaire...), oral de type « Grand oral ».</div>]]></description>
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         <title></title>
         <author>simon_theves</author>
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         <description><![CDATA[<div><strong>- Analyser, interroger, adopter une démarche réflexive :</strong> outre l’acquisition de connaissances, l’enseignement développe les capacités d’analyse et de réflexion en confrontant les points de vue, les approches... En première, les élèves s’engagent dans cette démarche en posant des questions, en mettant en évidence les spécificités des démarches suivies. En terminale, les élèves sont invités à exposer en pleine autonomie ces éléments.<br><br><strong>- Se documenter </strong>: l’acquisition de cette compétence est fondamentale pour la réussite dans le supérieur. En classe de première, le travail de documentation est guidé par le(s) professeur(s) de la spécialité et le professeur documentaliste, qui accompagne méthodiquement l’élève dans sa recherche de sources ou d’information, y compris sur internet. Les principes de rédaction d’une fiche de lecture peuvent être abordés. En classe terminale, une place plus grande est donnée à la documentation autonome des élèves.<br><br><strong>- Travailler de manière autonome :</strong> la spécialité demande une part plus grande de travail individuel afin de préparer à la poursuite des études où les élèves, devenus étudiants, sont moins encadrés.<br><br><strong>- S’exprimer à l’oral :</strong> tout en consolidant l’expression écrite, l’enseignement de spécialité est un moment privilégié pour développer une expression orale construite et argumentée. La prise de parole en cours est encouragée, tout comme les exposés individuels et collectifs. En première, il convient de s’assurer d’une prise de parole régulière, structurée et pertinente. En terminale, les élèves sont encouragés à prendre la parole pendant une durée plus longue, afin de se préparer à l’épreuve orale de l’examen.</div>]]></description>
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