Objectives
Build up cultural references to place themselves more in time, in space, in a system of democratic values and become a responsible citizen.
In history, students develop a common culture. They become aware of the legacies of past and present world issues.
In geography, students develop their curiosity and knowledge of the world. They appropriate benchmarks needed to move wisely.
In civics, they prepare to act as responsible persons. They also acquire the knowledge essential for understanding citizenship and prepare for its exercise.
Program in History
Different fields of history are discussed: economic, social, political and cultural, with a special place for art history.
In the sixth
After initial contact with a civilization of the East, students discover Greece and Rome and study the emergence of Judaism and Christianity.
In the fifth
Students learn about the great civilizations between the seventh century and the unpunctual seventeenth century: the beginnings of Islam, medieval European civilization (Christianity, feudalism, emergence from the state), African history. They also address the cultural and intellectual upheavals in Europe from the late fifteenth century and the assertion about the state.
In the fourth
The eighteenth and nineteenth centuries (the Enlightenment to the Industrial Revolution) are characterized by decisive breaks: revolutions are central in the program. The question of the slave trade and slavery is also widely discussed.
In the third
Students travel across the world history since 1914: they study the world wars, totalitarian regimes and the geopolitical world after 1945, with a particular focus on the political history.
Program in Geography
In the sixth
After a deeper knowledge of near space (landscapes and territories), the program explores the world, to locate human societies in their diversity, discover and characterize the different ways of living.
In the fifth
Population growth, inequalities in living conditions, wealth and development of societies, relationships between companies and resources (land, use, preservation and sharing between the territories and men): the fifth is devoted to sustainable development.
In the fourth
Based on the landscape, students learn a few simple elements of description, analysis and explanation of the globalization process and work on the discussions it provokes.
In the third
Starting from the nearby areas and their inhabitants, students study as production space open to Europe and the world and the European Union (EU). The program leads to the global role and the EU.
Program in civic education
Students learn the complexities of social and political life. From concrete situations (election of class representatives, for example), they address the key concepts and vocabulary of citizenship:
Community life, around the notions of a schoolboy, and children living founding principles, such as secularism
the values of diversity, equality, security, freedom, law, justice The Republic and its democratic organization are at the heart of the third program.
