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college3-Examen-normalisé-sociologie2014

publicité
‫اﳌﻤﻠﻜﺔ اﳌﻐﺮﺑﯿﺔ‬
‫وزارة اﻟﱰﺑﯿﺔ اﻟﻮﻃﻨﯿﺔ واﻟﺘﻜﻮﻦ اﳌﻬﲏ‬
‫ا ٔﰷدﳝﯿﺔ اﳉﻬﻮﯾﺔ ﻠﱰﺑﯿﺔ واﻟﺘﻜﻮﻦ‬
‫ﺔ ﺳﻮس ﻣﺎﺳﺔ در ﺔ‬
‫ﻧﯿﺎﺑﺔ زا ﻮرة‬
‫ﻧﻮﯾﺔ اﻻٕﻣﺎم اﻟﺸﺎﻓﻌﻲ ا ٕﻻ ﺪادﯾﺔ‬
‫ﺍﻟﻮﺿﻌﻴﺔ‪ :1‬ﺍﻻﺷﺘﻐﺎﻝ ﺑﺎﻟﻮﺛﺎﺋﻖ ﻓﻲ ﻣﻜﻮﻥ ﺍﻟﺘﺎﺭﻳﺦ)‪7‬ﻧﻘﻂ(‬
‫ﻧﺺ ﻧﻄﻼق‪.‬‬
‫ﰷن ٔﺟﻮاء اﻟﺘﻮﺮ اﻟﱵ ﺳﺎدت ٔور ﻣ ﺬ ٔواﺧﺮ اﻟﻘﺮن ‪19‬م ﺴ ﺐ اﻟﺘﻨﺎﻓﺲ اﻻٕﻣﱪ ﱄ وﺗﺼﺎ ﺪ اﻟﲋا ﺎت ﺑﲔ دوﻟﻬﺎ‪ ،‬دور ٔﺳﺎﳼ ﰲ ﲡﺎﻩ ﳓﻮ اﻟﺰ دة ﰲ اﻟﻨﻔﻘﺎت اﻟﻌﺴﻜﺮﯾﺔ‬
‫واﻟ ﺴﺎﺑﻖ ﳓﻮ اﻟ ﺴﻠﺢ ﺮاً وﲝﺮ ًا‪ .‬وﰷن اﻟﺘﻨﺎﻓﺲ ﰲ ﻣ ﺪان اﻟ ﺴﻠﺢ اﻟﺒﺤﺮي ﻗﻮ ﺑﲔ ٔﳌﺎﻧﯿﺎ واﳒﻠﱰا‪ٔ ..‬ﻣﺎ اﻟ ﺴﺎﺑﻖ ﺑﲔ ٔﳌﺎﻧﯿﺎ وﻓﺮﺴﺎ ﳓﻮ اﻟ ﺴﻠﺢ اﻟﱪي‪ ،‬ﻓﻘﺪ ارﺗﺒﻂ ٔﺳﺎﺳ ًﺎ ﻟﲋاع ا ي‬
‫ﻇﻞ ﻗﺎﲚﺎ ﺑﲔ ا وﻟﺘﲔ ﺣﻮل ﻣ ﻄﻘﱵ ا ٔﻟﺰاس واﻠﻮر ﻦ‪ ..‬وﲟﻮازاة ﻫﺬﻩ ﺳﺘﻌﺪادات اﻟﻌﺴﻜﺮﯾﺔ ﺷﻬﺪت اﻟﻘﺎرة ا ٔورﺑﯿﺔ‪ ..‬ﻜﻮﻦ ﶍﻮ ﺔ ٔ ﻼف وﻜ ﻼت دﻓﺎﻋﯿﺔ ﻣ ﻌﺎدﯾﺔ‪ ،‬ﺣ ﺚ ﰎ‬
‫ﻜﻮﻦ ﻣﺎ ﲰﻲ ﻟﺘ ﺎﻟﻒ اﻟﺜﻼﰔ‪،La Triple alliance‬اﻧﻀﻮت ﲢﺘﻪ ٔﳌﺎﻧﯿﺎ وا ﳮﺴﺎ‪-‬ﻫﻨﻐﺎر ﰒ إﯾﻄﺎﻟﯿﺎ‪ ،‬واﻟﻮﻓﺎق اﻟﺜﻼﰔ‪ ،La triple Entente‬اﻧﻀﻮت ﲢﺘﻪ ﰻ ﻣﻦ ﻓﺮﺴﺎ وروﺳﯿﺎ‬
‫واﳒﻠﱰا‪ ...‬ﻟﻜﻦ اﻏﺘﯿﺎل وﱄ ﻋﻬﺪ ا ﳮﺴﺎ ﻓﺮﺴﻮا ﻓﺮدﯾﻨﺎﻧﺪ ‪ٔ François Ferdinand‬ﺛﻨﺎء ز رﺗﻪ اﻟﺮﲰﯿﺔ ﳌﺪﯾﻨﺔ َﴎاﯾﯿ ُﻔﻮ‪ Sarajevo‬اﻟﺒﻮﺳ ﺔ؛ ﯾﻮم ‪ 28‬ﯾﻮﻧﯿﻮ ‪1914‬م‪ ،‬ﰷن ﲟﺜﺎﺑﺔ اﻟﻨﻘﻄﺔ‬
‫اﻟﱵ ٔﻓﺎﺿﺖ اﻟ ٔس ﻓﺎﻧﺪﻟﻌﺖ ﺑﺬ اﳊﺮب اﻟﻌﺎﳌﯿﺔ ا ٔوﱃ‪.‬‬
‫اﳌﺼﺪر‪ :‬ﻛﺘﺎب اﻟﺘﺎرﱗ ﻠﺴﻨﺔ اﻟﺜﺎﻟﺜﺔ اﻟﺜﺎﻧﻮﯾﺔ)ﲨﯿﻊ اﻟﺸﻌﺐ(‪ ،‬دار اﻟﺮﺷﺎد اﳊﺪﯾﺜﺔ‪ ،‬ا ار اﻟﺒﯿﻀﺎء‪،‬ط‪،2006‬ص‪ .58-57-56‬ﺑﺘﴫف‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪:‬‬
‫‪ .1‬ﺪد)ي( ﻧﻮﻋﯿﺔ اﻟﻨﺺ اﻟﺘﺎرﳜﻲ وﻣﺼﺪرﻩ]‪1‬ن[‪..................................................................................................................................................... :‬‬
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‫‪ .2‬اﴍح)ي( ﴍ ﺎ رﳜﯿﺎ ﻣﺎﲢﺘﻪ ﺧﻂ ﰲ اﻟﻨﺺ]‪1‬ن[‪.............................................................................................................................................. :‬‬
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‫‪ .3‬اﺳﺘﺨﺮج)ي( ﻣﻦ اﻟﻨﺺ ٔﺳﺒﺎب اﳊﺮب اﻟﻌﺎﳌﯿﺔ ا ٔوﱃ وﰴ)ي( ﺑﺘﺼﻨﯿﻔﻬﺎ إﱃ ﲑ ﻣ ﺎﴍة وﻣ ﺎﴍة]‪2‬ن[‪............................................................................... :‬‬
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‫‪ .4‬اﺳﺘﺨﺮج)ي( اﻟﻔﻜﺮة اﻟﻌﺎﻣﺔ ﻠﻨﺺ]‪2‬ن[‪............................................................................................................................................................. :‬‬
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‫‪ .5‬اﻋ دا ﲆ ﻣﻜ ﺴﺒﺎﺗﻚ ﺿﻒ)ي( ﺑﻌﺾ ا ٔﺳﺒﺎب ﲑ اﳌﺒﺎﴍة ﻠﺤﺮب اﻟﻌﺎﳌﯿﺔ ا ٔوﱃ]‪1‬ن[‪............................................................................................. :‬‬
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‫ﺍﻟﻮﺿﻌﻴﺔ‪ :2‬ﺗﻌﺎﺭﻳﻒ ﻭﺃﺳﺌﻠﺔ ﻣﻮﺿﻮﻋﻴﺔ ﻓﻲ ﻣﻜﻮﻥ ﺍﻟﺘﺮﺑﻴﺔ ﻋﻠﻰ ﺍﻟﻤﻮﺍﻃﻨﺔ)‪6‬ﻥ(‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪:‬‬
‫‪ .1‬ﻋﺮف)ي( ﻣﺎﯾﲇ]‪2‬ن[‪:‬‬
‫ اﳌﺮﻓﻖ اﻟﻌﻤﻮﱊ‪....................................................................................................................................................................................................... :‬‬‫‪.............................................................................................................................................................................................................................‬‬
‫ اﳌﺮﺗﻔﻖ‪......................................................................................................................................................................................................... :‬‬‫‪ .2‬ﺿﻊ)ي( ﻼﻣﺔ)×( ﰲ اﳌﲀن اﳌﻨﺎﺳﺐ]‪4‬ن[‪:‬‬
‫اﻟﻌﺒﺎرة اﳌﻘﱰ ﺔ‬
‫ﻧﻮﯾﺔ اﻻٕﻣﺎم اﻟﺸﺎﻓﻌﻲ ا ٕﻻ ﺪادﯾﺔ ﻣﺮﻓﻖ ﲻﻮﱊ ﻣﺆدى ﻋﻨﻪ ﺣﺴﺐ ﻣﻌﯿﺎر دﻓﻊ ﺑﺪل ﻧﺘﻔﺎع‪.‬‬
‫ﺗﻨﻘﺴﻢ ﳎﺎﻟﺲ اﳌﺆﺳﺴﺔ ﻟﺘﻌﻠﲓ اﻟﺜﺎﻧﻮي إﱃ‪ 3‬ﱔ ا ﻠﺲ اﻟﱰﺑﻮي وا ﺎﻟﺲ اﻟﺘﻌﻠﳰﯿﺔ وﳎﺎﻟﺲ ا ٔﻗﺴﺎم‬
‫ﻞ اﳌﺸﺎﰻ ﺟ ﻋﯿﺔ ﻣﺴﺆوﻟﯿﺔ ﲣﺘﺺ ﲠﺎ ا و ﻓﻘﻂ‬
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‫ﻣﺆﺳﺴﺔ ﶊﺪ اﳋﺎﻣﺲ ﻠﺘﻀﺎﻣﻦ ﻣﺆﺳﺴﺔ ذات ﻣ ﻔﻌﺔ ﲻﻮﻣ ﺔ ﺗﻌﻤﻞ ﴩﻛﺔ ﻣﻊ اﻟﻔﺎ ﻠﲔ ﺟ ﻋﯿﲔ ا ٓﺧﺮﻦ ﲆ ﳏﺎرﺑﺔ اﻟﻔﻘﺮ‪ ،‬ﺪﺛﺖ ﺳﻨﺔ ‪1999‬م‪.‬‬
‫ﲱﯿ ﺔ‬
‫ﺎﻃﺌﺔ‬
‫اﳌﻤﻠﻜﺔ اﳌﻐﺮﺑﯿﺔ‬
‫وزارة اﻟﱰﺑﯿﺔ اﻟﻮﻃﻨﯿﺔ واﻟﺘﻜﻮﻦ اﳌﻬﲏ‬
‫ا ٔﰷدﳝﯿﺔ اﳉﻬﻮﯾﺔ ﻠﱰﺑﯿﺔ واﻟﺘﻜﻮﻦ‬
‫ﺔ ﺳﻮس ﻣﺎﺳﺔ در ﺔ‬
‫ﻧﯿﺎﺑﺔ زا ﻮرة‬
‫ﻧﻮﯾﺔ اﻻٕﻣﺎم اﻟﺸﺎﻓﻌﻲ ا ٕﻻ ﺪادﯾﺔ‬
‫ﺍﻟﻮﺿﻌﻴﺔ‪ :3‬ﺍﻟﻤﻮﺿﻮﻉ ﺍﻟﻤﻘﺎﻟﻲ ﻓﻲ ﻣﻜﻮﻥ ﺍﻟﺠﻐﺮﺍﻓﻴﺎ)‪7‬ﻥ(‬
‫ﻧﺺ ﻧﻄﻼق‪:‬‬
‫" ٔﺻﺒﺢ ﻧﺪﻣﺎج اﳉﻬﻮي ﺑﲔ ا ول ﺧ ﺎر ًا اﺳﱰاﺗﯿﺠﯿ ًﺎ ﻟﺘﺤﻘ ﻖ اﻟﺘﳮﯿﺔ ﻗ ﺼﺎدﯾﺔ وﻣﻮا ﺔ ﲢﺪ ت اﻟﻌﻮﳌﺔ‪ ،‬و ﲆ ﻫﺬا اﳌﻨﻮال ﺳﺎرت دول ٔور ﺑﺘ ٔﺳ ﺴﻬﺎ ﲢﺎد ا ٔورﰊ‪".‬‬
‫ٔﻛﺘﺐ)ي( ﻣﻮﺿﻮ ﺎ ﻣﻘﺎﻟﯿﺎ ﺗﻮﰣ)ي( ﻓ ﻪ ﻣﺎﯾﲇ‪:‬‬
‫ﺍﻟﺘﻌﻠﻴﻤﺎﺕ‪:‬‬
‫ﺗﻌﺮﯾﻒ ﲢﺎد ا ٔورﰊ‪.‬‬
‫ﻟﺘﻨﻈ‬
‫إﻣﲀ ﺗﻪ)ﻣﺆﻫﻼﺗﻪ( اﻟﻄﺒﯿﻌﯿﺔ واﻟ ﴩﯾﺔ وا ﳰﯿﺔ‪.‬‬
‫ﻣﻈﺎﻫﺮ اﻧﺪﻣﺎج دول ﲢﺎد ا ٔورﰊ‪.‬‬
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