{"id":718,"date":"2020-08-17T17:47:21","date_gmt":"2020-08-17T15:47:21","guid":{"rendered":"http:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/\/?p=718"},"modified":"2020-10-03T12:54:50","modified_gmt":"2020-10-03T10:54:50","slug":"dubai-un-pole-touristique-et-migratoire-en-classe-de-seconde","status":"publish","type":"post","link":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/2020\/08\/17\/dubai-un-pole-touristique-et-migratoire-en-classe-de-seconde\/","title":{"rendered":"Duba\u00ef : un p\u00f4le touristique et migratoire en classe de seconde"},"content":{"rendered":"\n<h1 class=\"wp-block-heading\" id=\"parent-fieldname-title\"><\/h1>\n\n\n\n<p><\/p>\n\n\n\n<div class=\"wp-block-image\"><figure class=\"aligncenter is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/heg.discipline.ac-lille.fr\/enseigner\/ressources-niveau-programme\/ressources-academiques\/dubai-un-pole-touristique-et-migratoire-en-classe-de-seconde\/leadImage_mini\" alt=\"Duba\u00ef : un p\u00f4le touristique et migratoire en classe de seconde \" width=\"466\" height=\"331\" title=\"Duba\u00ef : un p\u00f4le touristique et migratoire en classe de seconde \" \/><\/figure><\/div>\n\n\n\n<p>Cette s\u00e9quence vise \u00e0 revisiter la mise en place de l\u2019\u00e9tude de cas en limitant le nombre de documents. Elle renouvelle la mani\u00e8re d\u2019\u00e9tudier les documents, en proposant un questionnement plut\u00f4t qu\u2019un questionnaire.<\/p>\n\n\n\n<p>La ville de Duba\u00ef s\u2019est progressivement impos\u00e9e comme un mod\u00e8le urbain, mais aussi comme un p\u00f4le attractif \u00e0 toutes les \u00e9chelles. Les recompositions urbaines sont \u00e9troitement li\u00e9es \u00e0 la gestion des diff\u00e9rentes mobilit\u00e9s. Comment les am\u00e9nagements urbains \u00e0 Duba\u00ef traduisent-ils et t\u00e9moignent-ils des mobilit\u00e9s touristiques et migratoires&nbsp;?<\/p>\n\n\n\n<p>Acc\u00e9der aux ressources :<\/p>\n\n\n\n<p><a href=\"http:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/\/wp-content\/uploads\/sites\/8\/2020\/08\/Dubai-pole-touristique-et-migratoire.-Descriptif-complet-cours.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">-Le sc\u00e9nario p\u00e9dagogique.<\/a><\/p>\n\n\n\n<p><a rel=\"noreferrer noopener\" href=\"http:\/\/heg.discipline.ac-lille.fr\/enseigner\/ressources-niveau-programme\/ressources-academiques\/annexe.docx\" target=\"_blank\">&#8211;<\/a><a href=\"http:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/\/wp-content\/uploads\/sites\/8\/2020\/08\/Annexe.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Les annexes.<\/a><\/p>\n\n\n\n<p><a href=\"http:\/\/heg.discipline.ac-lille.fr\/enseigner\/ressources-niveau-programme\/ressources-academiques\/ppt-dubai.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">-Le diaporama.<\/a><\/p>\n\n\n\n<hr class=\"wp-block-separator\" \/>\n\n\n\n<p><strong>Une proposition p\u00e9dagogique de Sandrine B\u00e9raud (lyc\u00e9e Darchicourt d&rsquo;H\u00e9nin-Beaumont) et Anthony Deberdt (lyc\u00e9e Carnot de Bruay-la-Buissi\u00e8re)<\/strong>, pr\u00e9sent\u00e9e les 19 mars, 2 mai, 3 mai, 6 mai, 10 mai 2019 aux lyc\u00e9e F\u00e9nelon (Lille), lyc\u00e9e Marguerite Yourcenar (Beuvry), lyc\u00e9e Jacquard (Caudry) et lyc\u00e9e Mariette (Boulogne), sous la responsabilit\u00e9 de l&rsquo;inspection p\u00e9dagogique (Madame Astol, Monsieur Clouet et Monsieur Henry).<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Cette s\u00e9quence vise \u00e0 revisiter la mise en place de l\u2019\u00e9tude de cas en limitant le nombre de documents. Elle renouvelle la mani\u00e8re d\u2019\u00e9tudier les documents, en proposant un questionnement [&hellip;]<\/p>\n","protected":false},"author":19,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[108],"tags":[91,146],"class_list":{"0":"post-718","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-seconde","7":"tag-analyser-des-documents","8":"tag-etude-de-cas","9":"czr-hentry"},"publishpress_future_action":{"enabled":false,"date":"2026-04-29 21:01:35","action":"change-status","newStatus":"draft","terms":[],"taxonomy":"category","extraData":[]},"publishpress_future_workflow_manual_trigger":{"enabledWorkflows":[]},"_links":{"self":[{"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/posts\/718","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/users\/19"}],"replies":[{"embeddable":true,"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/comments?post=718"}],"version-history":[{"count":2,"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/posts\/718\/revisions"}],"predecessor-version":[{"id":749,"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/posts\/718\/revisions\/749"}],"wp:attachment":[{"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/media?parent=718"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/categories?post=718"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pedagogie.ac-lille.fr\/histoire-geographie\/wp-json\/wp\/v2\/tags?post=718"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}