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D Letouzey

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About D Letouzey

  • Birthday 02/06/1949

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  1. All my support to Richard. I have never had the occasion to meet him, but through many mails, through his students' webpages, I am sure that he deserves full congratulations. We all hope this injustice will be repaired. Daniel
  2. "Can History be Open Source? Wikipedia and the Future of the Past" An excellent paper from Roy Rosenzweig* (CHNM (Centre for History and New Media, George Mason U). Worth reading, and maybe discussing. http://chnm.gmu.edu/resources/essays/d/42 The first part recalls the Wikipedia 's success story, which challenges the authority of the professional historians. The second tries to determine the accuracy of Wikipedia : he compares entries in Wikipedia with Microsoft's online resource Encarta and American National Biography Online (read his comment on the Lincoln entry). The third one discusses the historians' implications : « Should those who write history for a living join such popular history makers in writing history in Wikipedia? My own tentative answer is YES". "Can the wiki way foster the collaborative creation of historical knowledge?" YES A comment in French : http://clioweb.free.fr/debats/wikirr.htm A "translation" is on the way. If you are bilingual, you may help us in this project. Daniel
  3. Roy Rosenzweig vient de publier un article très documenté sur Les historiens et Wikipédia. "Can History be Open Source? Wikipedia and the Future of the Past." http://chnm.gmu.edu/resources/essays/d/42 La traduction/adaptation en français est en cours. http://clioweb.free.fr/debats/wikirr.htm Pour voir l'avancement du travail en cours : http://clioweb.free.fr/debats/wiki/wikirosen.doc Merci de venir nous aider dans la relecture. Daniel
  4. Franck, merci de ce message que je lis avec 2 mois de retard. Peut-être la réponse, c'est d'abord de convaincre 5 ou personnes, et d'amorcer des échanges réguliers sur nos coups de coeur, au moins dans un premier temps. Daniel
  5. Richard, you may get one (in French) from the curriculum : http://clioweb.free.fr/dossiers/39-45/memoires45.doc One differentiation is a chronological one (1945/1971/1980/1995) 2 others should be a social perspective, and a geographical one (G Gingouin and Limoges, Serge Ravanel and Toulouse...) Daniel
  6. The curriculum says, "1 - Bilan et mémoires de la Seconde Guerre mondiale Après avoir étudié les conséquences du conflit dans l'immédiat après-guerre - sans se limiter aux pertes humaines et aux destructions matérielles -, on présente l'émergence de différentes mémoires de la période de la guerre au sein de la société française". (only for students who have choosen economy or litterature as a main subject) see (in French) : http://clioweb.free.fr/dossiers/39-45/hm2gm2.htm Daniel
  7. - Sid Walker seems to play words. In the nazi propaganda, deportes and Jews died naturally. Do you, in "a normal society", live in the nazi way of treating those they wanted to kill ? in this page (in French), see Robert Antelme 's la soupe, or Raphael Esrail 's account http://clioweb.free.fr/camps/deportes.htm#t%E9moignages - I understand John's remarks. Serge Ravanel has written how the resistants were left aside by de Gaulle visiting Toulouse in 1944. But I should add that a huge work have been done by historians on the history of Resistance, both in France and in Europe. And now, we benefit from a hindsight view: in the 1960s, every French was supposed to have fought the nazis ; in 1970s, every French has "collaborated". All this is far more complex, depending on the date, the region, the social context, the political choice... Daniel
  8. Pour amorcer ces échanges, 4 adresses en français, qui ouvrent sur beaucoup d'autres : - Sur Clioweb, sont regroupées les principales ressources mentionnées dans la Chronique, et utilisées en classe. - La Chronique internet Tous les articles rédigés pour la revue Historiens et Géographes sont disponibles en ligne. - Les Clionautes, Clio-Collège, Clio- Lycée http://www.clionautes.org - Le site développé par Gilles Badufle : http://soshg.free.fr/ - Le site de Jean-Philippe Raud-Dugal : http://apella.ac-limoges.fr/lyc-perrier-tulle/europ/ Daniel
  9. Aucun problème. Juste un détail : l'assassinat de Kennedy a une place modeste, aussi bien dans l'histoire enseignée en France que sur les forums d'histoire francophone . DL
  10. Les déportés et la déportation : http://clioweb.free.fr/camps/deportes.htm
  11. In French, I have tried to gather many resources on Women and Gender History : http://hgtice.free.fr/butine/genre.htm It was the subject of the 2004 History Festival in Blois. Daniel
  12. I have read the Toulouse presentations. Thank to all of you. In my next Internet Chronicle (Historiens & Geographes), I have quoted the titles : http://aphgcaen.free.fr/chronique/390/aphg390.htm#dnl 2 questions : - Is there on this Forum a general entry to summarise all these issues ? If not, can we start one ? - How does E-Help plan to cope with the european languages (25 ?) ? Las january, I have written this paper on "Internet in French secondary schools" : http://hgtice.free.fr/revues/rygiel.htm How can I get it translated to Hungarian, or ... English for instance ? Daniel
  13. I don't spealk polish, just french. I have got some answers to my yesterday message, and I have put them online : http://clioweb.free.fr/peda/manuelf1.htm For our generation, it seems difficult not to mix textbooks and multimedia tools. Even if one of the teachers should be pleased to send away all textbooks. In geography, case studies are part of the teaching. This is an easier way for a start. It is possible to find effective websites on a limited subject : I have already quoted this one : http://www.mondes-normands.caen.fr/ On a different approach, I am using the marvellous Web Gallery of Art (Emil Kren and Daniel Marx) to teach the Renaissance Art. Have you seen these 3 David ? Donatello - 1409, 1430 : http://www.wga.hu/html/d/donatell/1_early/david/index.html Verrochio - 1473-75 : http://www.wga.hu/html/v/verocchi/sculptur/index.html Michel-Ange - 1504 : http://www.wga.hu/html/m/michelan/1sculptu/david/index.html
  14. Dans la foulée de la communication de Dalibor Svoboda, sur "Multimedia school books in Education", une série de questions en Français, et les premières réponses : http://clioweb.free.fr/peda/manuelf1.htm Merci de nous aider dans cette réflexion. DL
  15. I have used this interesting seminar to write and send some questions to my fellow teachers on the H-Francais list : http://clioweb.free.fr/peda/manuelf.htm I shall translate just 3 : - What is your point of view ? A teacher using a new tool sold by a publisher ? An author having to imagine and organise pedagogical activities, to write the scientific content, to select useful documents, and to work with full-time programmers ? - How do you see the relationship between these multimedia tools and the textbooks we are using ? In France, these textbooks have several uses. They can help the student who discovers a subject. Can these new tools combine this with new ways of learning ? ( at my school, some students have had to write a project. To do this, they have found a book. They have scanned an image of the cover. But they have forgot to read the book. - How do these multimedia schoolbooks take in account the students 'needs and levels ? It should be useful to have 2 or more entries on each subject, one for a quick reading, another for a deeper study. An important study has been made by the FING : http://www.fing.org/index.php?num=5062,1 Daniel
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