Since the Taubira Law recognizing slavery as a crime against humanity, the history of the slave trade has taken more place in school curricula. But this work of memory is done at the discretion of the teachers. Example in Vitry sur Seine, in the Val de Marne, in the Collège Jean Perrin where teaching this theme during the French colonial period is optional, but attracts students, because based on educational materials based on videos, comics. Comment on illustration images, interview with Kamel CHABANE, professor of history who teaches him, Rémi LUNET, principal of the Jean Perrin college on the problems encountered in the Board of Directors, Frédéric LAZORTHES, Secretary General Committee for the memory and history of slavery: "these questions are no longer a taboo for teachers and for the school"and testimonies of students for their interest in this theme.
On the occasion of the celebrations of the Bicentenary of the French Revolution, children from several classes of a school in Vizille in the department of Dauphiné, participated in the development and writing of a book telling the story of a child during the French Revolution "Barthélémy de Vizille" with the help of a writer Michel ETIEVANT, the children carrying out historical thematic research on this period. Interview with Michel ETIEVANT and testimonies of children on what they learned about the 18th century and the Revolution.
To transmit to young people the memory of the fighters of the First World War, a history teacher of the Janetti high school of Saint Maximin la Sainte Baume took his students to visit the Fort of Douaumont in the Meuse, impressive with its cemetery of white crosses, its ossuary and its reconstructions of trench warfare. Yan BOUVIER, geography history teacher at Clémence Royer Fonsorbes high school, shared with his classes for four years the life of Poilu Frédéric Branche by creating a Twitter account from his war diary. Testimony of high school students impressed by this cemetery of white crosses, including Eva JUST student of 1st, of Martin GELLY professor of history geography at the Janetti high school of SaintMaximin-la-Sainte-Baume and Yan BOUVIER geography history teacher at Clémence Royer Fonsorbes high school.
Back on the knowledge of the students of 3rd of a college on the period of the Nazi Occupation, the collaboration, the Shoah and the concentration camps and extermination of the Jews during the Second World War. A pupil, Jérémy, answers what Auschwitz evokes for him "It is a camp where the Jews were put. Part of my family was massacred" and questioned by other students. Interview Danièle ROUSSELIER, History teacher of 3rd "We do not have enough time to talk correctly about Nazism and Pétainism as well as the problem of Vichy".
Historians, teachers, parents, trade unions and politicians are challenging the HABY reform that threatens the teaching of history by removing chronology and historical continuity in favor of political highlights. For Mme LEBORGNE-VIALLET, professor of History geography: we give distorted ideas to children and for Jean TULARD, professor of History at the practical school of higher studies: we evacuate the event in favor of themes without historical value.
On the occasion of the fifteenth anniversary of the death of General de GAULLE, interviews of children and teenagers of the Lycée Charlemagne on the idea they have of this personality, -a myth- then that of a professor of History. . Interview of teenagers in the courtyard of the high school CHARLEMAGNE: "we almost never talk about it", "we are mainly interested in the politicians of our time". Continuation of the interview in class, intervention of a teacher: "it is necessary to show it with its qualities and its defects, its character of pig".
Pupils of a class of second at the lycée Corneille in Rouen answer Dominique VERDEILHAN on their knowledge of the city of Rouen and its famous historical characters, Jeanne d'Arc, why she was burned, she was a woman, considered a witch, the writer Pierre Corneille and Guy de Maupassant, what they think of their manuals.
After a history test with young high school girls in a large bookshop in Paris, presentation of the two ways of teaching History by major historical and chronological events and that of Quodian life and major social themes or says New French school represented by Emmanuel LEROY LADURIE, favourable to the teaching of a national framework and historical landmarks recalling the great events, close to the old pedagogy of history, that of the textbooks Mallet and Isaac.
René GIRAULT, Professor of History at Nanterre, in charge of a mission on the teaching of history by the Ministry of National Education and Marc FERRO, of the Ecole des Hautes Etudes, co-director of the Annales evoke the importance of History in the formation of the future citizen and the exercise of the right to vote and question the teaching provided at the present time and the usefulness of History.
The teaching of History in middle and high school is still debated at a time when school programs are being revised. Many historians question the teaching of thematic history as it is taught today in favor of chronological teaching or including major landmarks by historical period. Interviews with students of a class, Hubert TISON, president of the association of history-geography teachers, and historian Marc FERRO.
René HABY, former Minister of National Education, at the origin of a reform on the school programs in 1977, especially in History, responds to the criticisms and political attacks against this reform, which reduced the number of hours of History in favor of the Exact Sciences but reintroduced the written composition to the Baccalaureate History test. Michel DEBRE asked in particular that the roots of the French Nation should be known to children, just like the cult of heroes, but some school directors refused to teach the Marseillaise to their students,
Students of a college in the 5th arrondissement of Paris are asked about their historical period and favorite historical figures: 1515, the year 800, the French Revolution. Many mistakes and hesitations among the biggest but it is no longer on the program this year.
In a large Parisian high school, story questions about major events or periods in the history of France are asked to high school students of terminal or Math Spé: they express hesitation or ignorance about Jules Ferry, the Commune, the outbreak of the First World War. For their history teacher, Mrs DESPREZ, this is explained by the fact that the period studied during the First Cycle is too long.
A viewer, Madame Geoffroy, born in 1928, who goes to the National Archives to research her family, talks about how she was taught history in elementary and high school: in primary school, a list of dates to learn by heart and in secondary school, a history teacher revealed the implications of history on his daily life.
Benjamin Orenstein is the only survivor of his family, his parents, his three brothers, his sister, his niece, all Polish Jews, died in deportation. He waited 48 years to put words on this horror. At the age of 93, he continues to share his testimony on the Auschwitz camp. Today, he testified at the Collège Anne-Frank in Montchanin ahead of 10 third graders. They hear for the first time the story of a deportee This testimony is all the more important as anti-Semitic acts are increasing in France and are even trivialized according to this Holocaust survivor. Last example to date, a portrait of Simone Veil tagged with a swastika in Paris.
The INA Galaxy 
