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Le personnage de Louis Cyr
13 Plays1 month ago
Julie Gaudreault (École Panet, Sainte-Béatrix, Québec)
Lauréate du Prix d’histoire du Gouverneur général pour l’excellence en enseignement 2024
Pour plus d'informations, visitez HistoireCanada/Prixenseignment.
Dans le cadre de ce projet, le personnage historique de Louis Cyr a servi de fil conducteur et a su capter l’intérêt des élèves. Afin de répondre à cette grande question, Louis Cyr était-il un homme de son époque, les élèves ont travaillé en équipes en consultant des sources primaires et secondaires tant en classe qu’à la Maison Louis-Cyr. Des objets d’époque, photographies, publications dans les journaux, manuels d’histoire, visioconférence sur l’industrialisation, questions soumises à un historien ne sont que des exemples des sources analysées tout au long de ce projet d’une durée de trois mois. Chaque équipe a eu à se questionner sur un aspect différent de la société québécoise vers 1905 pour comparer la vie de Louis Cyr à celle de ses contemporains. Durant le projet, les élèves ont visité la Maison Louis-Cyr à deux reprises. Lors de la deuxième journée, ils ont accueilli leurs parents et amis et ont fait part de leurs découvertes historiques à la Maison Louis-Cyr en étant les guides dans le musée. C’est avec les yeux brillants et remplis de fierté, tout en dégustant des bouchées préparées par certains élèves ayant exploré le métier d’un jour de cuisinier, que s’est terminé le projet !
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Transcript
Welcome and Introduction
00:00:05
Speaker
Hello and welcome to the channel of the Balladodiffusion of the Society Histoire Canada. My name is Jean-Philippe Proulx, coordinator of educational and community programs at the Society. Today you will hear a interview made with Mme Julie Godreau, finalist for the獲tion of the Prize for Excellence in Teaching.
00:00:25
Speaker
Mme Godreau has agreed talk about her project in lice for edition of 2024.
Innovative Educational Project
00:00:33
Speaker
Julie Gaudreau, explain what your students will do in the class class, the great steps to take the end of the project you have imagined for them. Donc, le projet Louis-Cyr et moi est projet qui issu de
00:01:33
Speaker
Les gens musée étaient aussi intéressés à développer pour être en mesure de faire une approche innovatrice avec des élèves du secondaire. Donc, ma direction de l'époque a aussi accepté d'emblée que je participe à ce projet-là.
00:01:48
Speaker
So, it's the base idea of the project. Then, we met the and the time provided to the museum is well used.
00:02:13
Speaker
So, we met at the of the first release, but from the of March, we met for a historical history.
Engaging History for Students
00:02:22
Speaker
From beginning, I asked the principal to make sure that as much as possible,
00:02:33
Speaker
on touch on the learnings in lien with history and In fact, my understanding was to make life the history instead of simply transmitting what I observed when was at the house of Louisir at the title of guide. that often we transmit information when we go to a museum, while it's not necessarily always speaking. If you have the opportunity to to the Wissir, Louis Cyr, c'était un des premiers à avoir le téléphone au village, le premier à avoir l'électricité. Il avait un piano dans la maison.
00:03:32
Speaker
la
00:03:46
Speaker
Pour ce qui est des étapes, la
00:03:57
Speaker
Et à partir de là, donc la la question qui était, est-ce que Louis Cyr est un...
00:04:21
Speaker
un digne reflet de son époque? Donc, est-il un homme de son époque? yeah En se questionnant nous-mêmes comme adultes, on se disait qu'à la fin, on pouvait répondre oui non.
00:04:32
Speaker
Donc, l'idée d'une quête, ce n'est pas vraiment quelque chose, donc n'était pas biaisé, c'était vraiment d'un point vita ri kli zeev elli falllo proppka concepts la ah rapquesantasson the did we say pre ameur devoirilta or si repifun know the the de donc lap pre meni or mu like la cona de ges So plants lija and vioui e lizzy le diut a compe lahand ne naketa don all praerma and but test that they are primary al music and no more guest assigned beatrics don't same buts municipality pat who why the at
00:05:23
Speaker
apael the lu donk the said deep lacidaza museum don kelly labs A
00:05:34
Speaker
Et par la suite, on de
00:05:53
Speaker
de de de la société québécoise.
00:06:12
Speaker
um L'idée, c'était de leur faire vivre des réussites aussi.
Exploring Historical Questions
00:06:17
Speaker
So, from there, during the first day at the museum, it was to start with the existing resources the museum.
00:06:24
Speaker
So, the museum already proposed a in a and
00:06:45
Speaker
um Par exemple, est-ce que Louis Cyr était-il un homme de la we found Wissler, which allowed students to share their knowledge to have idea to answer this question.
00:07:29
Speaker
a donkey The first before-midi was more of this type of discovery. In the afternoon, when the different partners had met, the idea was to provide documents to the students. So I had submitted this idea to the students' museum. We were able to make the troupe the inquietants. So for each question, the students' museum had listed with the colors in the museum, which would allow them to respond to these questions.
00:08:00
Speaker
yeah la ro denaatta ro secretco ne dis abje de zae de gen knowdi photography depo it's rif spamma The the the the the the the
00:08:26
Speaker
because Louis Cyr also had a time where he police. So there were also some information that were pertinence and that they could serve to the students. So in the afternoon, the students were in team and they analyzed their documents. We realized that then it was quite a long time. It's true that the first day in her own didn't suffice because the students were positioned and had really time to analyze all the documents.
00:08:53
Speaker
and So it's true that between the
00:09:17
Speaker
is a is to
00:09:53
Speaker
On also watched the I
00:10:24
Speaker
So it was for for in class at another moment where we looked at the phenomenon, the spectacle, in 1905, so noque le deja preserv and fromma sound cuma soliced the So,
00:10:56
Speaker
Between the the and So the students, in relation with their questions,
00:11:18
Speaker
was called to write questions, so five questions. So, it was the the the the bramala de maisttor long toilia resource the tean chison conne samo le si um pisetevhealla the luckieseldo ki sikaze summi don boji push g del text now So the the a took advantage of
00:12:19
Speaker
far viv these proud sata hasset ge aue leor lezu and camaal and le crush shaianta to
00:12:32
Speaker
e excusereael we say don' ki and i guess another ducan sounds on yeah yeah kids fer out the folks that we see and king zaia new work ah new reps and only professional whereas only the' pri list in v scatter sikechitira ah a apao de lu ah love that is ze joni solon was na nu donc ze le vashwaer ah do them um ah um mety swa yeahvi museum And and and is Louis Cyr was a man of his time? Is Louis Cyr a man of the village the camp? Is he...
00:13:17
Speaker
Est-ce qu'il était respectueux envers les autres? Est-ce qu'il était un bon entrepreneur? Est-ce qu'il avait un mode vie semblable aux autres? En quoi l'amélioration des transports et des communications a de
00:13:45
Speaker
So in ah caal lore in den yeah the
00:14:22
Speaker
for receiving parents and friends. The live tu town app locker meta the video you said the develop their spirit critique also. So, it's not necessarily a fact that we have submitted on the WISIR, but it's those who are going to look for information and they can interpret it. They can communicate it to their family, so what's more sense, authenticity to present it to their family. It's a bit of goal that had researched all along this project.
00:15:12
Speaker
project? Lorsqu'on se base sur les repères de a pour la société québécoise? Pourquoi on en parle encore de ses exploits?
00:15:42
Speaker
and To say it is something, but also to question yourself and to make it evolve your historical thought by focusing on proofs. So, using documents of primary sources, secondary sources, it's really that the impact of novelty. Because yes, at the museum, we have some aspects,
00:16:05
Speaker
I think I've been able to evolve a but Cyr,
00:16:28
Speaker
a
00:16:47
Speaker
The idea of continuity and change, it's not necessarily just through the WIC, but through its time, so the European society in 1905. And in class, we had to work with the European society in 1820. I think the most remarkable event is the Canadian Confederation and in 1867, and the it's sure that Louisir would not have been able to go to this
00:17:40
Speaker
Canada approuvait Louis Sirre et qui lui témoignait une admiration aussi. Donc, tout ça, ce projet-là,
00:17:56
Speaker
lefa as one teun vertief namar knew ah to The and they
00:18:14
Speaker
Julie, general, what resources are educational resources, such as manuals, sites web, films,
00:18:30
Speaker
a little bit of thought, but sometimes in it's not always evident bring these students the museum. The first thing, yes, to historic place. Louis Cyril's house is not just a which Louis Cyril lived.
Project Impact and Challenges
00:19:10
Speaker
at last schmaei pa mi I the the and We a the
00:19:50
Speaker
better understanding who is a
00:20:13
Speaker
andmasular locali technology ca see seeboi maul team mrani asurrima or bodavare who document theric I think documents to allow students to make own own mind.
00:20:26
Speaker
It's true that the I used to a very develop,
00:21:02
Speaker
So, thought was missing. was going to tell our students, so we were asking about the do the the that?
00:21:30
Speaker
yes sochi asedas the city or so setre solou pered on of Bref, donc la force the two days eleven no prefects so to for sili you know ah deny oor mere ledmaia metalels ze have the immuneile diseases document commander don quisuter retion sensor after andmina juli ke ratton bea projectje atiuppo lepaar de a And in your environment?
Successes and Student Motivation
00:22:27
Speaker
It's really something that was I itulul li a le demi para allure And the of
00:23:02
Speaker
C'est sûr que ce projet-là de a permis à mes élèves de faire beaucoup d'apprentissage en lecture, en écriture, parce qu'on a préparé notre présentation aussi.
00:23:14
Speaker
Communication orale, c'est sûr que c'est un contexte authentique. On
00:23:27
Speaker
So it's been really stimulating and It's true that I there
00:24:16
Speaker
to bring something new to help us to think and about our knowledge on the So a the or if I really like it, it's me who says how to do it. So, all this is side negotiations, compromis also,
00:24:50
Speaker
Apprentices de la vie aussi, donc apprentices de métier aussi. J'ai des belles découvertes, c'est sûr que le
00:25:16
Speaker
What was beautiful was that they were all motivated and theatricx conser rium i mu de fabric damni dema fa it in to thought of putting on the feet.
00:25:41
Speaker
po passids me lipi since in reset aswa he see cer keer lefeedder daor vi staly met It's music and response i leva perkikiard davaka his lamppaka deja e poe like e songiaki gi cer ja vus suci thoseyder dori ah limits the year one remain they left in a not just the past.
00:26:11
Speaker
It's to be curious and to be curious. The effort also, it's a project of long hale. They were there, they were pleasure. But what I'm trying to transmit to my classmates is that they have pleasure to put effort in what we do in life. Sometimes it doesn't go some children. So I think it's been a success. To have success,
00:26:32
Speaker
u see um kid davori hussa you see yeah ametra kamoli for the pusur pena cali jean berqui e vimo inhaset so haveva through server and in myli and collect threevoy and and le monsieur evening jeu she alexa eim and nu me it's a italy pass amount of mo and like susaniv went to the also the chance.
00:27:26
Speaker
Julie Gaudreau, a huge thank you us today. I hope you have a good day. Thank you very much.