Lincoln et l'esclavage: étude d'un cas de problématisation en histoire scolaire

Abstract

French students in a graduate training program to become history teachers have been studying a document in a typical classroom activity about an unknown topic (The American Civil War). This paper shows how close their positivist school habits are to school students, and how data and explanation models dealing with another question have arisen from the struggle to answer the initial question. This gives access to the conditions of possibility of a historical problem-building process in a school environment.