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myth: young no longer know the chronology



is a commonly accepted idea, as the lower level spell, young people no longer know the timeline. This idea is in vogue currently experiencing a strong media response. Worldwide Education of 15 December 2010, a full page given to Bertrand Tavernier said that "we no longer teach the chronology," which is even worse because it is not only of the invalidity of the students, but also their Teacher accomplices implement programs destructuring for our students. This idea is always accompanied by another, that of "it was better before", which has an illustrious founder, Socrates already distressed behavior toward school of young Athenians. To illustrate these statements, Bertrand Tavernier is one example unstoppable, almost universal experience facing a second grade class. On the question of who composed the Marseillaise, the philistines have unanimously said Zidane. Good example is nothing but time Mass is said. The story laughable if it did not emanate from a filmmaker instead warned of the historical thing, but obviously not teaching. For

Paradoxically, the acquisition of historical landmarks has never disappeared from the curriculum, it is all still a constant. What is a master chronological? It not only associate a date or time to an event but also to know the context, place it in a larger time scale. It is also to measure the significance and scope. This work is implemented in everyday classrooms. It goes beyond the simple song dates, as the song listing above all learning to read. The new college programs, so maligned by the reactionaries of all stripes, like their previous programs, are biased to the acquisition and use of historic landmarks. In college at the end of compulsory education, students are expected to master a set of dates and events significant to understanding the world today. Currently, and until 2012, remains the reference list of 1997 programs. From 2012, following the new programs implemented since 2009, the list grew slightly, contrary to what a quick reading might suggest. It is indeed easier to add than remove marks (and what outcry if a mark disappears !), And the encyclopaedic culture is still the dominant culture in French schools. Here is the list of benchmarks to control on pages 47-48 of the third program. There are over 50!
To verify the acquisition of these markers, students are conditioned to exercise the test of patent colleges, which for historical markers generally represents a whopping $ 3 points out of 40 implemented. Students are asked to associate a date and an event, ignoring any formatting context, avoiding the question any thought much less time. No, it is checked Song time, alpha-beta teaching of history without which nothing is possible! The exercise has several advantages:

• quickly review the events and concepts studied the years preceding the third, a bit like giving the spine its legitimacy and verticality chronological teaching of history in college.
• note that you can very easily! 1 point for the association-day event, 1 / 2 point for one of two if the teacher is "nice", all this seemed perfectly reasonable.

In practice the third grade, the acquisition of these markers, not all of which were not studied because programs students responsible not curly, is a rite of passage has become a feature of the teaching of history and symptomatic a distance which increases perhaps between institutional requirements (which are teachers) and the cynical attitude of the students face to learning. Learn the timing and causes trouble, misunderstanding, and it's very time consuming for little reward after all. That is also why many students do not hesitate to sacrifice the three points of the patent, and the dismay of their teachers and reactionary mentioned above, to sacrifice CHRONOLOGY (unbelievers)

Does this mean that we should delete this event? It is a step that I dare not cross complex at the devil song time! Its negative effects far outweigh its benefits, bolstering the image of a sport where what counts is the "by heart! It's hard not history, it's by heart, if you learn, you succeed. To achieve this, we must make efforts! There are students who access this information, and others who remain at the foot of the chronological base. To reinforce the memorization of dates, events, it sanctifies the chronology included in a timeline apparently immutable. Admittedly, we do not change the facts of the past, but we also know that their value changes with the times; Voltaire mocked Joan of Arc before her face is worn by Michelet to be exploited today by the extreme -French right. Battle of the Bovines resurfaced around 1870 as the first French victory against the Germans! A sacred chronology is also the sign of a teleological history for political speeches, such as national novel, far removed from the requirements and intellectual skills that should develop in students the teaching of history.

chronological work remains central to the teaching of history: what do we pass on? how is it done? some proposals are not binding me:

• finish with 50 dates to know by heart the patent. This is only a veneer of useless knowledge for students. Who, other teachers of history, is able to master them all daily (and incidentally the pocket consistently trivial pursuit pie yellow)? This does not mean abandoning the learning and use of benchmarks in the study of different historical sequences.
• reflect the requirements of knowledge at the end of compulsory schooling in a vision that can not be encyclopedic. We may charge students at the end of compulsory education that they master the major historical periods, they can give the main legacies in today's world, they can put into context an event breaking time (1492, 1789 ...) showing their share of historical construction (why did you choose that date? Is collected in the same way elsewhere?).
• move from a logic of knowledge to a logical competence. Students must acquire a method and a statement about the events. It is valuable to know more ask a date to put it into relationships in an era and a historical context. It is an intellectual process more challenging and more demanding.
• establish real progress in learning the timing. On this point, it would be much more suspicious about the use of too much current timelines (teleology) and know how to take into account the rhythms of adolescent development. In the 6th, the timing and tracking over time are still abstract to many students, then how to approach their level of development?

Basically, this is not to evacuate the issue of chronology but (continue to) effectively integrated into the history teaching. Thus moving the knowledge of the chronology to the knowledge of history. Comments

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