Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 05 mars 2019 (16:46)
A tool box for efficient revisions (I hope !): mastering facts & notions is one thing, to know how to link them with specific documents is the challenge.
Therefore, you will find in attached file a set of tips for your DNL exam, and partly for some exercises in English class.
Keep calm & use critical thinking !
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 05 mars 2019 (16:41)
* November 2018: Presentation of a lecture of US civilisation at the UVSQ
* December 2018: Meeting at school with Mrs Ferré-Rode, teacher of North American civilisation at the UVSQ about the studies in LLCER
* February 2019: Lecture at the House of Europe in Paris about the European construction and the Brexit.
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 22 avril 2018 (23:47)
* Lecture at the UVSQ: Broad overview of the studies of Languages and English in particular (with the constant involvment of Mrs Ferré-Rode, who I do thank) - November 2017 -
* Bureau of Information of the European Parliament in Paris: meeting with a European MP - April 2018 (same remark to Mrs Noonan, for her constant help & cooperation).
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 31 octobre 2017 (14:52)
L'actualité du Brexit n'est pas tant la mise en lumière d'un désamour entre Royaume-Uni et Europe que celle de la profonde crise politique britannique.
Les ressources d'Arte sont à propos pour mener une réflexion plurielle:
* Brexit Blog: A birthday party = https://www.arte.tv/fr/videos/074787-045-A/brexit-blog-birthday-party/
* L'impact sur l'enclave britannique de Gibraltar au sud de l'Espagne: https://www.arte.tv/fr/videos/RC-014783/gibraltar-dans-la-tourmente-du-brexit/ puis cliquez sur 2 vidéos pertinentes. L'une sur "le rocher de la discorde" entre Madrid et Londres et la valeur politique et affective de l'enclave aux yeux du pouvoir espagnol. L'autre sur "l'incertitude des (travailleurs) frontaliers".
* Enfin, l'impact sur les échanges culturels est illustré avec acuité à travers le cas de l'Orchestre Baroque de l'Union Européenne : https://www.arte.tv/fr/videos/RC-014783/gibraltar-dans-la-tourmente-du-brexit/ puis cliquez sur la vidéo: "Brexit: rideau sur la culture".
To be continued...
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 15 avril 2017 (01:04)
* Participation at "Lycéens au Cinéma 2017" linked to the US culture: Godard, A bout de souffle / Ford, L'Homme qui tua Liberty Valence / De Palma, Blow Out.
* Travel to the South of the UK: Canturbury / Bath / Cardiff/ Bristol / London (February 2017)
* L3 Lecture at the University of Versailles Saint Quentin en Yvelines by Mrs Ferré-Rode: The USA during the Cold War (November 2016).
* Visit at the Bureau of the European Parliament of Paris (April, 21st 2017): the Brexit and its issues.
I do thank for the 2nd year the cooperation of Mrs Noonan & Mrs Ferré-Rode to make the activities beneficial to the students.
To be continued...
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 26 mars 2016 (20:18)
* In 2016:
- The students of the Jules Ferry high school of Versailles were welcomed at the Bureau d'Information du Parlement européen in Paris on Friday 11th, March, to get a broad presentation of the Euro deputies tasks and comment some current issues. This visit will be followed by a debate with the Eurodeputy of Ile-de-France Mrs Bérès in April 2016 at school, about the Brexit.
As far as the History syllabus is concerned, the students were welcomed by Mrs Ferré-Rode at the University of Versailles Saint Quentin en Yvelines for a L3 lecture: "the USA, from a bipolar to a multipolar world" (November 2015).
- I do thank Mrs Noonan from the Bureau of the European Parliament in Paris and Mrs Ferré-Rode, lecturer in US & Canadian civilisations, also responsable of the Licence of the English department at the UVSQ. All my gratitude for this precious help !
To be continued...
* In 2015:
2 lectures in English at the University of Versailles Saint Quentin en Yvelines were organised for the students:
- "The USA during the Cold War" by Mrs Ferré-Rode (November 2014)
- "The dis-United Kingdom" by Mr Henneton (April 2015).
Thanks to Mrs Ferré-Rode and Mr Henneton for their cooperation !
To be continued...
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 18 avril 2015 (01:30)
Dear all,
Je vous joints la trame de votre fiche de bac à présenter au jury ainsi que des exemples de sujets d'entrainements, dont vous pouvez m'envoyer
les plans détaillés ou enregistrements à l'oral.
Révisez comme il se doit le cours, le vocabulaire et gardez en tête la logique des problématiques et des plans de cours.
I wish you all the best !
Mme BENDRIF
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 18 avril 2015 (01:04)
To what extent is New York a global city through its power of influence, at all scales ?
I) Criteria to define a global city through the case of NYC
New York : an economic, financial and diplomatic power
An efficient logistics and a capacity to remain a competitive global city
A global city is an engine of globalization but at a high social price, as seen with the gentrification process in Harlem.
II) NYC : An urban myth which creates a world cultural attraction
A landscape ballade
2. A literature ballade
Assessment: Rhapsody in Blue - Cartoon from Fantasia 2000 made by Disney studios- Music by George Gershwin (see doc)
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 18 avril 2015 (00:57)
Maps are tools to understand our territorial environment, they do not represent reality but a certain point of view on it (Remember The Hunting of the Snark !). So, we'll test out our critical sense on maps about an original European territory : the UK.
I) Mapping the UK through geopolitical and cultural perspectives
The UK : 1 state / 4 nations
The UK : a disunited kingdom ? Maps as political Tools (the case of the Scottish referendum - 2014)
II) Mapping the UK through economic, environmental and cultural perspectives
The British population distribution and the explanation of the « North/South divide »
2. Commentary of environmental and cultural maps ( Flood in England, 2007 / Mental maps of stereotypes for ex)
Par S. BENDRIF (Lycée Jules Ferry, Versailles (78)) le 22 février 2015 (18:33)
How did the USA build its relation to the world after WW2 ?
I) The aftermath of war and the birth of a full power
1) Some American sources to measure the power of the USA in the 1940s
Group work: a) The American occupation of Japan (1945-1952)
b) An iconic superhero: Captain America
c) US Advertisement
2) A full power is born
II) A new born power facing the USSR (1947-1970s)
1) Two ideological and opposite models
2) The fear of the Red threat in the USA: McCarthyism, a liberty killer policy ?
3) On the edge of a 3rd World War ? The Cuban missile crisis (1962)
4) The 1970s: A time of doubts and moral crisis
** Movie: extract from Apocalypse Now, Francis Coppola, 1979**
** Lecture at University **
III) The USA from Reagan to GWBush: "America is back", America is a "hyperpower", America is attacked.
1) The Reagan's Policy: "America is back" in the 1980s
2) A new world order around the only hyperpower in the 1990s
3) A strong Anti-Americanism across the world which questions the power (2001-2003): From the World Trade Center to Abu Ghraib jail.
***
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