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Multiculturalism in the UK

Class : 1ère 4Notion : Immigration and inclusionSéquence : Immigration and inclusion
Tuesday June 23rd
Séance 3 : Correction escape game Multicultural Britain 
Doc 1Video : Multicultural Britain / fixers.org.uk / 13 sept 2017 https://www.youtube.com/watch?v=Az-mi5_Sbts 
CULTUREL :Thématique : 
People’s view over multiculturalism in Britain
Multiculturalism in Britain
Problématique How does it feel to have a dual identity ?
METHODO :Compétences :  
S’appuyer sur des mots clés pour repérer des infos clés dans un doc sonore
Dégager l’implicite à partir de ce qui est dit
Stratégies :
Savoir construire une argumentation
LINGUISTIQUE :
Item 1 : Integration / ability to adaptItem 2 : Discrimination / segregation / division  Item 3 : Belonging and roots  Autre : Religion and culture / education  
To adapt
To fit in
To tailor to
To compound
To mix
To melt
To merge
To intermingle
To socialize
To associate                  
Discriminated
Excluded
Rejected
Cast away
Marginalized
Stranded
Put aside
Isolated
Cut off  
Faiths
Religion
Belief
Roots
Belonging
Ethnicity
Pluri-ethnic
Multi-ethnic
Education
Upbringing
To be raised
To be bred
To obstruct
To muzzle
To censor
To curb down
To repress  
Valeur :  
Nouveauté :you are not allowed to + V
you are prohibited to + V
You are forbidden to + V
Interdiction
Rebrassage :should / shouldn’t + BVconseil
Jalon :Have to +V
Don’t have to + V
Obligation
Absence d’obligation
PHONOLOGIE : Should / shouldn’t
Auxiliaire forme faible
Phonème –ed
ESCAPE GAMEMULTICULTURAL BRITAINCorrection 
Prend connaissance de la correction du escape game puis recopie la trace écrite dans ton cahier.  

Video multicultural Britain : https://www.youtube.com/watch?v=Az-mi5_Sbts  
Pros ?cons ?
> you can draw from both cultures (the British culture and your native culture).
> It makes people open to new cultures to embrace their culture as well.
> When you are in your family you are told to be  in a little box.
> It is oppressing and limited because they have no choice.
> You are not allowed to go out of your native culture.
> It is a blessing.
> Both religions (islam and christianism) are respectful.
> It is complicated to fit in because they feel they are neither Black nor White.
> Immigrants experience racism. The Paki for example.
> It is a really nice environment.    
> They feel they don’t belong to any of both communities and it is difficult to figure out where they belong to in the world.
> It is complicated to find a group of people who understands you.  
    Your opinion ?
This video deals with multiculturalism in Britain. Indeed, Britain is a multicultural country. This video portrays 4 teenagers who are Pakistani-British, Pakistani-Bosnian and Barbados-British. They all have a dual belonging (origin / ethnicity). And they explain what makes it difficult for them to get integrated. Is it easy to fit in (to get integrated) when you are torn between 2 cultures ?   I agree with the girl who says it is a blessing because being split (torn / divided) between 2 different cultures, you can draw from both cultures. I agree that growing up (being raised / being bred /being educated) in a multicultural environement makes people more open-minded (tolerant / broad-minded)because they learn to accept (to tolerate / to adapt to / to tailor to / to fit with) each other. People socialize and mix (intermingle / compound / associate / merge) their cultures. They acknowledge each other’s difference and they respect each other. It makes people respectful.   Yet it is complicated to grow up in an immigrant family because we are torn between our parents’ culture and the French culture. It may feel oppressive (stifling /suffocating) to be limited in our choices. We feel we are not free to be who we want to be be. We feel we are not allowed to (are forbidden to / are prohibited to) choose what we want. We have to repress (have to curb down) who we are. We feel our inner-identity is muzzled (is gagged / is censored) because we have to respect our parents’ culture or religion. It is complicated to fit in because at home or at school we are not the same persons. At school we are not allowed to show signs of our religion whereas at home we have to comply with (have to abide by / have to obey) our parent’s religion. There is also racism. As suburban teenagers we feel discriminated (rejected / excluded / cast away / put aside / marginalized / stranded). Sometimes we are stigmatized (are stereotyped) as immigrants whereas we were born in France.
 
HOMEWORK :
Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit
Remplir tableau lexique
Repérage structure et 3 phrases d’application
Make your own arguments and get ready to express your opinion :
Log on la quizinière : https://www.quiziniere.co Code d’accès : 9EDMOM     MULTICULTURALISM I agree it is good because…
MULTICULTURALISM I think it is difficult because…                                      

Escape game : Multiculturalism in the UK

             MULTICULTURAL BRITAIN

STEP 1 :

  1. Solve the puzzle and find out the issue of the lesson :

_____________________________________________________________________________________________

STEP 2 :

  1. Listen to the 1st part of the video (from the beginning to 1 :36 min) and find out the 4 teenager’s origin :

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

  • Watch the video and focus on the pros and cons arguments used by the teenagers to discuss multiculturalism in Britain :
PROSCONS

STEP 3 : EXRESSION

  1. What do you think about having a dual identity ? Discuss the pros and cons of multiculturalism.

Intro :

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part 1 : Pros

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________

Part 2 : Cons

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclu :

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Slavery and colonization

Class : 2ndeNotion : Past in the presentSéquence : From slavery to Black lives matter
Tuesday June 23rd
Séance 5 : Black Lives Matter
Doc 1  Text : “The guardian’s view on Black Lives Matter worldwide” https://www.theguardian.com/commentisfree/2020/jun/07/the-guardian-view-on-black-lives-matter-worldwide-a-common-cause  
CULTUREL :Thématique :
Black Lives Matter movement
Problématique To what extent is today’s criminalization of Black people rooted in the past ?
METHODO :Compétences  :
Compréhension de l’écrit.
Repérage
Aller de l’explicite vers l’implicite
StratégiesSavoir identifier des informations et les catégoriser.  
LINGUISTIQUE :
Item 1 :  Item 2 :     Item 3 :  Autre :  
Colonization
White supremacy
Exploitation
Slavery
Slave-workforce
Monetized
industrialization
Police brutality
Police profiling
Discrimination
Stereotypes
clichés
A fine
To be fined
Exclusion
Profiling
Discrimination
Police brutality
Police violence
To protest
To denounce
To expose
To debunk
To gather
A gathering
To gang up
To bunch up
Valeur :  
Nouveauté :Have + V-edPresent-perfect
Rebrassage :Be + V-ed + by
V-ed / didn’t + BV
Voix passive
Passé
Jalon :  
PHONOLOGIE : Auxiliaire have forme faible
Auxiliaire be forme faible
Phonème –ed
Modalité de mise en œuvre :
Text : “The guardian’s view on Black Lives Matter worldwide” https://www.theguardian.com/commentisfree/2020/jun/07/the-guardian-view-on-black-lives-matter-worldwide-a-common-cause   Lis le texte et repère les infos suivantes.  

Compréhension globale :  
> Name the countries involved in the Black Lives Matter protests
> Pick out in the article the reasons why they protest in each country  
CountriesProtests ?
  
  Compréhension détaillée :
Focus on the Bame communities in the UK (BAME = Black Asian Minority Ethnic population)
> Explain why the BAME communities protest in the UK ?
> Why was the corona virus an issue at stake for the BAME communities in the UK ?    
Correction :
Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge)  

Compréhension globale :  
> Name the cities involved in the Black Lives Matter protests
> Pick out in the article the reasons why they protest in each country  
Protests ?Cities
> In Bristol they toppled a statue of a slave trader
> marches to express solidarity and outrage that the richest country should continue to treat its people this way
> Demonstrators oppose the racial legacy of slavery
> Demonstrators oppose the brutal militarized police response to the protests
> They honour the African-American experience
> They recognize the commonality of Black struggles
> They fight for human rights
> Death of David Dungay in Australia
> Death of Jimmy Mubemga in Britain
> shooting of Mark Duggan in the UK

Berlin
Mexico City
London
Cardiff
Glasgow
Manchester
Bristol
Rio de Janeiro
Bueno Aires
Abuja
Nairobi
Barcelona
Copehagen
Paris
  Compréhension détaillée :
Focus on the BAME communities in the UK (BAME = Black Asian Minority Ethnic population)

Explain why the BAME communities protest in the UK ?
> Invoking the present and the past
> Remembering the abolition of slave trade
> Denouncing the industrialization of slavery
> Paying the bill for reparations
> Empire still seen as a system of exploitation and white supremacy
> BAME people die disproportionately as a result of police violence
> Not one officer condemned for manslaughter
> Disproportionate exclusion of Black boys from school
> Disparities in the criminal justice system
> Racism is structural
> State neglect  

Why was the corona virus an issue at stake for the BAME communities in the UK ?
> Impact of austerity
> BAME people are more likely to die of COVID 19
> Poverty, overcrowding and unequal access to healthcare are fatal
> Black people in London are twice as likely to be fined for breaching Corona virus regulation  

BAME communities protested to debunk the myth of white supremacy and denounce (expose) the exploitation of slave-workers. They denounced the industrialization of slavery that was monetized and served to boost the economy of the British Empire. As a result of this structural exploitation, the Empire is still seen as a system of exploitation. Disparities in the criminal justice system are inherited from (are grounded / are rooted into) the colonial past. People protest against the fact the police officers have never been condemned for police brutality because racism is structural. The police have always been acquitted and BAME people have died disproportionately out of police violence ( police brutality). BAME people have always felt neglected by the state because in the past they used to be exploited. The impact of austerity has hit the BAME communities more strongly during the lockdown period. Poverty and unequal access to healthcare have been fatal to many people. Furthermore, because of profiling (racial discrimination), Black people were fined for breaching Corona virus regulation more than white people.  
HOMEWORK :
Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit
Remplir tableau lexique
Repérage structure et 3 phrases d’application

The economic system of slavery

Class : 2ndeNotion : Past in the presentSéquence : From slavery to Black lives matter
Thursday June 18th
Séance 4 : The system of American slavery
Doc  Video “Roots : the system of American slavery” https://www.youtube.com/watch?v=zZkDYr7qsCw  
CULTUREL :Thématique  :
Economic system of slavery
Problématique  :
To what extent is today’s criminalization of Black people rooted in the past ?
METHODO :Compétences  :
CAV
 
Stratégies :
Savoir identifier des informations et les catégoriser.  
LINGUISTIQUE :
Item 1 :  Item 2 :     Item 3 :  Autre :  
To save the economy
To boost the economy
Monetized
To enslave
Slavery
Slave-owners
Slave-masters
To sell / sold
To purchase
To buy
Auction
sale
Oppressive
stifling
Enclaved
enclosed
Kinship Ties
Family bonds
Belonging
Heritage
To inherit  
 
Valeur :  
Nouveauté :
Rebrassage :Be + V-ed + by
V-ed / didn’t + BV
Voix passive
Passé
Jalon :  
PHONOLOGIE : Auxiliaire be forme faible
Phonème –ed
Modalité de mise en œuvre :
Video “Roots : the system of American slavery”
https://www.youtube.com/watch?v=zZkDYr7qsCw  

Ecoute de la video fragmentée.  

Part 1 : (From the beginning to 00:45 min)
Focus on wealth ?  

Part 2 : (from 00:45 to 1:15 min)
Slave auctions and sales ?  

Part 3 : (from 1:15 to the end)
The system of slavery ?
Correction :
Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge)  

Part 1 : (From the beginning to 00:45 min)
Focus on wealth ?
> Enslaved people represented between 15% and 20% of the total wealth of the South
> Slaves are worth more than factories, live stock, currency  

Part 2 : (from 00:45 to 1:15 min)
Slave auctions and sales ?
> 19 – 20 year old men cost between $100 and $500
> They are sold with no consideration to parentage
They don’t recognize the kinship  

Part 3 : (from 1:15 to the end)
The system of slavery ?
> Slavery was central to the economy
> They made sure slavery persisted
> The slave status is heritable through the line of the mother
> Slave societies are the most brutal and oppressive because they made slavery an enclaved system
> States passed laws to limit the freedom of slave-owners to free their slaves
> A person who was freed had to leave the state
> Free black people are dangerous to a slave society because they advertise the possibility of freedom to the enslaved population
> Surviving the system took a lot of courage  

Slavery was a system that sustained the economy and represented between 15% and 20% of the total wealth of the South. Slaves were more valuable than factories and live stock or currency.   20 year-old men cost between $100 and $500 and they are sold with no consideration of belonging (parentage). Slave-owners didn’t recognize kinship (family ties / family bonds). Slaves were not expensive and they could bring a lot of money. They were heavily monetized and they were central to the economy.   That’s why southern people made sure slavery persisted. Black slaves inherited slavery from their mother. It is an enclaved (enclosed) system because some states passed laws to limit the freedom of slave-owners to free their slaves. A free slave had to leave the state within 90 days not to advertise the idea of freedom to the enslaved people. Slavery is an oppressive (stifling) system because being a slave was heritable. And Southern states encouraged the system and refused to make Black people free in spite of the abolition of slavery.
HOMEWORK :
Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit
Remplir tableau lexique
Repérage structure et 3 phrases d’application

The Atlantic slave trade

Class : 2ndeNotion : Past in the presentSéquence : From slavery to Black lives matter
Tuesday June 16th
Séance 2 : The Atlantic slave trade
Doc 1  Video “The Atlantic Slave trade”
https://www.youtube.com/watch?v=3NXC4Q_4JVg  
CULTUREL :Thématique :
Abolition of slavery
Atlantic slave trade
 Problématique :
To what extent is today’s criminalization of Black people rooted in the past ?
METHODO :Compétences :
CAV
 
Stratégies :
Savoir identifier des informations et les catégoriser.  
LINGUISTIQUE :
Item 1 :  Item 2 :     Item 3 :  Autre :  
To save the economy
To boost the economy
Monetized
To enslave
Slavery
Slave-owners
Slave-masters
Workforce
Labour
Labour intensive
Plantations
Tobacco
Cotton
Sugar cane
To sell / sold
To purchase
To buy  
Discrimination
Prejudices
Stereotypes
To be stigmatized
To be stereotyped
To be criminalized
Dehumanized
Victimized
Branded
Shaved
Cargo
Cattle
Underdogs
Ill-treated
Warfare
Weapons
lands
 
Valeur :  
Nouveauté :Had + V-edPast-perfect
Rebrassage :Be + V-ed + by
V-ed / didn’t + BV
Voix passive
Passé
Jalon :  
PHONOLOGIE : Auxiliaire have forme faible
Auxiliaire be forme faible
Phonème –ed
Modalité de mise en œuvre :
Video “The Atlantic slave trade” https://www.youtube.com/watch?v=3NXC4Q_4JVg   STEP 1 : Ecoute de la video fragmentée. Prends des notes au fil de l’écoute en classant les infos dans le tableau ci-dessous :  
BEFORE THE SLAVE TRADE Historical facts and purpose ?Living conditions of slavesAFTER  THE SLAVE TRADE Consequences of the slave trade
   
  STEP 3 : Using your notes explain the purpose and the consequences of the slave trade :  
Correction :
 
BEFORE THE SLAVE TRADE Purpose ?Living conditions of slavesAFTER THE SLAVE TRADE Consequences
> From the late 15th to the mid 19th Century.Spanning 3 continents.
> Brought more than 10M Africans to the Americas.
> Began with the Portuguese colonies in the 14th century.
> Not enough indentured servants to cultivate all the new lands.
> Europeans looked to Africa to meet the massive demand for labour.
> Slaves were sold as an exchange for weapons.
> African kingdoms prospered out of the slave trade.
> Capturing slaves became a motivation for war.
> To avoid slave raids they needed European firearms which they bought with slaves.
> Outlawed in 1807  
> Brutalities.
> Were shaved and branded.
> Were loaded onto ships to America.
> Men were crammed below deck.
> Lack of sanitation provoked diseases.
> Undisciplined slaves were thrown over board.
> Ears were cut as a proof of purchase.
> Were afraid of being eaten by white people.
> Committed suicide or starved themselves to escape suffering.
> Survivors were dehumanized and treated as cargo.
> Women and children were abused by the crew.  
> Long term demographic effect because they took all the men away.
> Slaves were sold into slavery because they were viewed as criminals, debtors or prisoners of war.
> To justify slavery white people developed a racist ideology claiming that Africans were biologically inferior.
> Economic collapse and warfare and instability.
  The slave trade started in the 14th century. It span (linked / connected) 3 continents until 1807. In 1807 it was outlawed but Black people had been enslaved from the late 15th to the mid 19th century. The slave trade had brought more than 10M Africans to the Americas because of the lack of workforce (labour) to cultivate the tobacco and sugar cane plantations. Because slaves were sold as an exchange for weapons, African kingdoms prospered out of the slave trade. They captured slaves and justified slavery because slaves were considered as criminals or debtors. They were criminalized and they were also considered as an inferior race. The ideology of racism was invented to justify slavery. Slaves have always been mistreated. They were shaved and branded and loaded like cargo onto ships to America. Their ears were cut as proof of purchase because they were treated as underdogs. They were dehumanized. It had long-term consequences because Black people have always been stigmatized as biologically inferior.   The abolition of the slave trade in 1807 had long term demographic consequences because they had taken all the men away from the African continent and it also had economic consequences because in most African countries warfare had put the economy at risk and countries had been left in chaotic and unstable situations.  
HOMEWORK :
Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit
Remplir tableau lexique
Repérage structure et 3 phrases d’application

The Buddha of suburbia by Hanif Kureishi

Like father like son ? Education and transgression.

Hanif Kureishi’s first novel was the semi-autobiographical  “The Buddha of Suburbia”, published in 1990. It portrays Karim, an Indian born and raised suburban teenager from South London struggling for social integration and sexual identity. A comic coming-of-age novel, The Buddha of Suburbia draws a satirical portrait of race relations and multiculturalism in Britain during the 1970s.

Part 1 :

One day, when my father came home from work, he put his briefcase away behind the door and stripped to his vest and pants in the front room. He spread the pink towel with the rip in it on the floor. He got onto his knees – and he was by no means a flexible man – placed his arms beside his head, and kicked himself into the air.

‘I must practise,’ he said.

‘Practise for what, Dad?’

Now he was standing on his head on the pink towel. His stomach sagged. His balls and prick fell forward. The muscles on his arms swelled and he breathed energetically. My grandmother, who was not unkind but no physical radical, came into the room with a cup of tea. She looked at Dad and looked at me. […]

Soon my mother hurried into the room to see the spectacle. She wore an apron and wiped her hands again and again on a tea towel.

‘Oh God, Haroon,’ she said to my father. ‘Oh God, oh God, oh God. All the front of you’s sticking out like that so everyone can see!’

She looked at me violently.

‘You encourage him to be like this!’

‘No I don’t.’

‘Why don’t you stop him then?’

She sat down and held her head. ‘Why can’t he be a normal husband?’ […]

He softened. ‘By the way, Margaret, coming to Mrs Cooper’s tonight?’

‘No,’ she said.

‘Oh come on, sweetie. Please. Let’s just go out together for once.’

‘But it isn’t me that Cheryl wants to see,’ my mother said. ‘It’s you. She ignores me. She treats me like muck. I’m not Indian enough for her.’

‘You could wear a sari,’ he said.

Part 2 :

This was my opportunity. ‘I’ll come with you then, to Cheryl’s, if you want me to. I’d planned to go to the chess club but I’ll make the effort.’ […]

 ‘Okay,’ Dad said to me. ‘You get changed, Karim.’ He turned to my mother. ‘Margaret, Margaret. If only you’d come.’

‘I’m not wanted.’

‘You’re pathetic,’ I said hotly.

‘Yes, I’m pathetic.’

I charged upstairs to get changed. I could hear my parents talking downstairs. Would he persuade her to come? I hoped not. My father was more cheerful when my mother wasn’t around.

It took me a long time to get ready. But at seven o’clock I came down dressed for Cheryl’s. I had on turquoise flared trousers; a blue and white flower-patterned see-through shirt; blue suede boots with Cuban heels, and a scarlet Indian waistcoat with gold stitching around the edges. On my head I had a brown headband. On top of all this I put on my grandmother’s furcoat, strapping a belt around my stomach. I was right up to date. […]

He could be kind like that. Unlike Mum, he was no big conformist. In the living-room my mother was watching TV and eating a big bag of sweets. Without turning round she said: ‘Karim, don’t show yourself up. Get changed! You can’t go out like that!’

‘What about Grandma?’ I said.

‘What about her?’

‘Well … she’s got blue hair,’ I said.

‘But she’s a woman. And you’re not a woman!’

My father and I got out of the house as quickly as we could. At the top of the street we caught a bus. It wasn’t far – about four miles to the Coopers’. But my father wouldn’t have been able to get there without me. I knew the streets and every bus route and short-cut perfectly. I spent as much time as I could outside the house.

The Buddha of Suburbia by Hanif Kureishi

  1. Read the text and focus on the father
Father’s :Elements from the textinterpretation
Physical description      
Attitude      
Feeling      
  • Make a description of the father 

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

  1. Read the text and focus on the mother
Mother’s :Elements from the textinterpretation
Physical description      
Attitude      
Feeling      
  • Make a description of the mother 

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Dual identities

Class : 1ère SpéNotion : Meeting peopleSéquence : Multiculturalism and diversity
Tuesday June 9th
Séance 9 : Education, social integration and transgression
Doc 1Texte “The Buddha of Suburbia” by Hanif Kureishi  Class work Team work
CULTUREL :Thématique : 
Multiculturalism in Britain
Being a suburbian teenager born and bred
Family traditions versus transgression and westernization  
 Problématique :
How does it feel to have a dual identity ?
Is there any determinism as to being born in an immigrant family ?
METHODO :Compétences  :
Dégager l’implicite à partir de ce qui est dit
Interpréter l’implicite à partir de l’explicite
Stratégies :
Regrouper des arguments dans un tableau
LINGUISTIQUE :
Item 1 : Integration / ability to adaptItem 2 : Conformism / transgression Item 3 : Body language and feelings Autre : Culture / education  
To adapt
To fit in
To tailor to
To look like
A role-model
An icon
Iconic figure
To ape
To imitate
to be fascinated
bewitched                
A housewife
Wife / husband
Dutiful
law-abiding
respectful
to abide by the rule
to respect / disrespect
unusual
atypical
dull 
gloomy
oppressive
stifling
trapped
transgression
to transgress
severed
cut off from
authoritative
stern
severe
strict  
To womanize
A womanizer
To appeal to
To attract
Attractive
Eye-catching
Appealing
To show off
Introvert /extrovert
Frivolous
Exuberant
to be torn
to feel bitter
bored
heavy-hearted
dismal
murky
dreary
appearance-conscious
clothe-conscious
to seduce
to seethe with anger
to boil with anger
angry
upset
furious    
Belonging
Ethnicity
Pluri-ethnic
Multi-ethnic
Education
Upbringing
To be raised
To be bred
To curb down
To repress
Traditions
Customs
Habits to blame so for + ing
to prevent so from + ing
to reproach so for + ing
to ban so from  
Valeur :  
Nouveauté :UnlikeOpposition
Rebrassage :should / shouldn’t + BVconseil
Jalon :Whereas WhileOpposition
PHONOLOGIE : Should / shouldn’t
Auxiliaire forme faible
Phonème –ed
 
Texte “The Buddha of suburbia” by Hanif Kureishi)
 
STEP 1 :
Anticipation par le paratexte (titre, auteur…) :
> What about ?
> Social context ?
> Problem ? > imagine  

STEP 2 :
Lis le texte en faisant un repérage code couleur  
Part 1 :
Compare and contrast the father and the mother :
> Physical description 
> Attitude
> Feeling  
Copie active :
Recopie la trace écrite dans ton cahier en respectant le code couleurs (structures en rouge)    

STEP 1 : Texte Anticipation par le paratexte (titre, auteur…) :
What about ?
It may be about an Indian immigrant family who lives in the suburb in Britain. The parents may be religious and traditional (old-fashioned). The son may want to westernize. It is an autobiographical novel about transgression and education. The main character Karim is a suburban teenager, who transgresses family traditions and education to get integrated in the British society. He is torn between conformism and anti-conformism. As a teenager, he is also questioning his sexual identity.  

Social context ?
The book was written in the 70’s at a time of change in manners and morals. Hippism was a movement led by youngsters worldwide who questioned the legitimacy of rules and traditions. For Britain, the 60’s and 70’s were also years of change with the election of Prime Minister Wilson who led his campaign on change. It was also the birth of Pop culture with the Beattles who were the forerunners of a new fashion and a brand new way of life in Britain. They paved the way to modernity and put an end to years of conservatism.  

Problem ? > imagine
The son may want to break free. As a teenager he may want to emancipate and he may want to breathe free from his family; he may want to break free from his parents’ authority. He may want to disobey his parents and break the rule. He may want to transgress family rules and traditions so as to westernize. He may want to cut the umbilical cord. He may need to be severed from his family because he may have had a strict / stern / authoritative / rigid and traditional education.  

STEP 3 : Lis le texte en faisant un repérage code couleur

Part 1 : Focus on the father and the mother :
Physical description  / attitude / feeling ?
FatherMother
Physical description ?
> Stripped to his vest
> His stomach sagged
> pink towel
> Anti-hero
> Aging
> Hippy style
Physical description ?
> Wearing an apron
> Not Indian enough for her
> Housewife
> She conforms to the British way of life
Attitude ?
> By no means a  flexible man
> Now standing on his head
> He breathed energetically
> The muscles on his arms swelled
> all the front of you sticking out so everyone can see
> I must practice
> why can’t he be a normal husband
> Ridiculous attitude
> Frivolous
> Pretending to be athletic
> Extrovert
> Exhibitionist
> Anti-conformist
Attitude ?
> Wiped her hands again and again
> all the front of you sticking out so everyone can see
> Nervous
> Obsessive
> Strict
> rigid
> Introvert
Feeling ?
> He softened quiet
Feeling ?
> Looked at me violently
> disquiet
> anger
  Compare the father / mother : Unlike the mother who seems strict (rigid / stern / authoritative / severe), the father looks frivolous. Unlike the mother who seems to conform to the stereotype of the perfect housewife, the father looks anti-conformist. Besides, he behaves like an extrovert whereas the mother sounds like an introvert. Unlike the father, she also sounds nervous and angry (furious / upset / disquieted /agitated / bothered).The antagonism (the contrast / the opposition) between the father and the mother creates a comic effect.  


Part 2 : Focus on the narrator Karim :
Physical description ?
> turquoise flared trousers
> a blue and white flower-patterned see-through shirt
> blue suede boots with Cuban heels
> a scarlet Indian waistcoat with gold stitching around the edges > a headband
> his grandmother’s furcoat  

Attitude ?
> I spent as much time as I could outside of the house  

Karim is dressed up like a hippy in a very anti-conformist way. He seems to be embracing the pop culture of his time, challenging (transgressing) codes and rules. As a teenager, he yearns for freedom. He feels the need to escape home and family ties. He needs to be severed from his family so as to emancipate. He is torn between his family culture and his need to emancipate and transgress family rules.  
HOMEWORK :
Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit
Remplir tableau lexique
Repérage structure et 3 phrases d’application

Saving the planet

Class : Tale LNotion : Idea of progressSéquence : Survivalism 
Séance 10 : Collapsology
Doc support 1 :
Movie trailer « One species » Isaac Azimov
https://www.youtube.com/watch?v=DKTg9RpTLMM  
 
   
OBJECTIF CULTUREL :Thématique :
Collapsology
Science and ethics
Anthropocene
 Problématique :
To what extent has progress endangered the planet ?
METHODO :Compétences :  
Lecture et analyse de l’image. Réflexion sur les enjeux de la séquence.
Rebrassage du lexique et des structures en lien avec la thématique de la séquence.  
Stratégies :
Décrire objectivement (« ce que je vois »)
What about ?
Problem ?  

Mettre en contexte (« ce que je sais »)
Environmental context ?
Political context ?
Issue at stake ?  

Interpréter et critiquer (« ce que j’en déduis »)
Message ?  
LINGUISTIQUE :
Item 1 :   Item 2 :    Item 3 :   Autre :   
Mass-consumption
Mass-production
To consume
Consumers
Pollution
Population
Over-population
Green power
supplies
Carbon dioxide
CO2 exhaustion
Green house effect
Green house gaz
Atmosphere
Ozone layer
Human species    
Destruction
To destroy
To pollute
To spoil
To waste
Nuclear waste
Plastic waste
Natural resources
To exploit
The lungs
Viable
Livable
To pile up
To chop down  
To torture
To inflict pain
To attack
To subject
To subdue
To submit
To fight
To lead in the direction
To sweat
Efforts
To face problems
To solve
To bring solutions  
Collaborative
To gather
To unite
To collaborate
To cooperate
Cooperative
Communal
To combine efforts
Concerted
Conjoint
STRUCTURE :Valeur :  
Nouveauté :Ought to + V  Conseil
Rebrassage :Should+ BVConseil
Jalon :For
Since
Have been + V-ing
Expression de durée
Point de depart
Present-perfect
PHONOLOGIE : Faire attention à l’auxiliaire be ou have en forme faible.
Faire attention à la réalisation du phonème –ed
 Regarde la video et aide-toi des déclencheurs de parole pour en restituer le sens.

Movie trailer « One species » Isaac Azimov
https://www.youtube.com/watch?v=DKTg9RpTLMM    

Modalité de mise en oeuvre :

STEP 1 :
Regarde la video sans le son et decries ce que tu vois.
What about ?  
STEP 2 :
Ecoute de la video fragmentée. Appuis-toi sur les déclencheurs de parole pour en restituer le sens.  

Segment 1 : (du début à 0:44)
What about the world today ?
Human activity ?  

Segment 2 : (de 0:44 à 1:47)
Problem ?
Solution to the problem ?  

Segment 3 : (de 1:47 à la fin)
Saving the planet ?  
Copie active :Modalité de mise en oeuvre : 
STEP 3 :
Recopie dans ton cahier en respectant le code couleur la proposition de trace écrite. (Rouge pour les structures)  

What about ?
> The planet and the beauty of the landscapeAnimal species
> Human activity = scientific innovation, pollution, deforestation, city life
> Natural disasters = storms, hurricanes, floods, melting of ice  

It is a video narrated by science-fiction writer Isaac Asimov who popularizes science through his books. The video shows pictures of our planet. It shows how beautiful and precious animal species and landscapes are. It seems to praise the beauty of nature and warn us against the dangers of pollution, scientific innovation (progress), city life and deforestation. Human beings have been polluting the planet and they have been destroying nature. They have been shaping the landscape to build cities. But they have provoked disorder and natural disasters. The video shows pictures of storms (hurricanes / tornadoes), floods, tsunamis. It also seems to warn people against the dangers of global warming and the melting of ice on the poles.  

What about the world today ?
> So fragile
> We can’t subject the earth to the torture we have inflicted upon it  

Human activity ?
> We are piling more and more carbon dioxide in the atmosphere
> We are chopping down the lungs of the earth at great rate
> Life and death problems go to the roots of the viability of the planet itself making the earth a lot less livable

Isaac Asimov explains that the world has become so fragile that we shouldn’t subject the earth to the torture we have inflicted upon it. We ought to stop destroying the planet because we have been piling more and more carbon dioxide. We have been polluting more and more. We have been chopping down the lungs of the planet at a great rate because of massive deforestation. We have made the earth a lot less viable.  

Problem ?
> Ocean
> Pollution
> Atmosphere
> Over-population
> We are facing problems that transcend nations
> Greenhouse gases affect the entire planet  

Solution to the problem ?
> All human beings are facing the same problem
> It is important that we face the problems together as a unit
> The only way we can solve the problem is by human collaborative solution  

All human beings are facing the same problem and we ought to face the problem together. We ought to find collaborative solutions. We have been polluting oceans, the atmosphere. We have been destroying the planet. We are facing problems that transcend nations.  

Saving the planet ?
> The human species is one species
> Who is going to fight and to lead in the direction
> Miracle don’t happen
> Sweat, efforts, thoughtsIt is up to us to help

The human species ought to act collaboratively. Human beings ought to cooperate (to collaborate / to combine) to solve the problem because we are one species. We ought to fight in the same direction. Isaac Asimov thinks that miracle don’t happen and that change requires commitment (involvement), action, efforts and sweat. He thinks it is up to everyone to help. It is everyone’s responsibility.  
HOMEWORK :
A faire dans ton cahier
Remplir tableau lexique
Repérage structure et 3 phrases d’application

How to become a minimalist ?

Class : Tale LNotion : Idea of progressSéquence : Survivalism 
Thursday June 11th
Séance 9 : Minimalism
Doc support 1 :
Video « How to be a minimalist » https://www.youtube.com/watch?v=14NwNY1tEVg  
 
   
OBJECTIF CULTUREL :Thématique : 
Minimalism
Consumerism
Problématique :
To what extent has consumerism become a major issue ?
METHODO :Compétences
Compréhension de la vidéo. Réflexion sur les enjeux de la séquence.
Anticipation du lexique et des structures en lien avec la thématique de la séquence.  
Stratégies :
Décrire objectivement (« ce que je vois »)
What ?
Problem ?  

Mettre en contexte (« ce que je sais »)
Environmental context ?
Economic context ?
Issue at stake ?  

Interpréter et critiquer (« ce que j’en déduis »)
Message ?  
LINGUISTIQUE :
Item 1 :   Item 2 :    Item 3 :   Autre :   
The essentials
Superficial
To minimize
To reduce
A packing party
To get rid of
To let go of
To throw away
Happiness
Success
Successful
Popular
fame  
To improve
To make better
To declutter
Health
Healthy
A diet
To practice exercise    
To be trapped
To be tricked
To be manipulated
To be brainwashed
To take control
To make mistakes
To correct mistakes
mindlessly
Consumption
To buy
To sell
Materialism
Minimalism
Priorities
Phones
Laptops
New technologies
A fancy car
To earn money
cash  
STRUCTURE :Valeur :  
Nouveauté :Should + BVConseil
Rebrassage :Be + V-ed + byVoix passive
Jalon :More + adj long + than
Adj court + -er + than  
Comparatif
PHONOLOGIE : Faire attention à l’auxiliaire have qui est en forme faible.
Faire attention à la réalisation du phonème –ed
Video « How to be a minimalist »
https://www.youtube.com/watch?v=14NwNY1tEVg

Modalité de mise en oeuvre :  
STEP 1 :
Regarde la video de façon fragmentée en suivant les déclencheurs de parole pour en restituer le sens.  

Part 1 :  (début > 01:54 min)
Happiness ?
Success ?  

Part 2 : (01:54 > 2:37 min)
Definition of materialism ?  

Part 3 : (1:13 min > fin)
10 kea steps to minimalism ?  
Copie active :Modalité de mise en oeuvre : 
STEP 2 :
Recopie dans ton cahier en respectant le code couleur la proposition de trace écrite. (Rouge pour les structures)  

Part 1 :  (début > 01:54 min)
Happiness ?
> Cash in the bank, fancy car, a big house, being popular don’t equate to happiness  

Success ?
> There is a concept of what happiness and success look like
> A good life is defined by having the latest phones, laptops, fashion and an aesthetic décor at home
> Fame and material possession don’t equate to happiness
> Our life is surrounded by superficial things  
> Cash in the bank, earning money, having a fancy car or a big house doesn’t make people happy.
> Being successful and popular doesn’t make people happier because fame and material possession don’t equate to happiness.
> It is superficial.
> We should not focus on superficial things in our life but we should focus on the essential things.
> A good life is defined by having material possession but it is a lie to make people consume more and more.  

Part 2 : (01:54 > 2:37 min)
Definition of materialism ?
> Materialism draws out the societal norm of a good fulfilling life
> Living with less to make room for more
> Identifying the essential
> Letting go of the rest  

We should live with less to make room for more in our lives. We should identify the essential and we should get rid of what is superficial.  

Part 3 : (1:13 min > fin)
10 kea steps to minimalism ?
> Step 1 : Identifying essentials
> Step 2 : A packing party to let go of what you won’t use
> Step 3 : Having a minimalist approach to new technologies and minimize the time using new technologies mindlessly
> Step 4 : Money doesn’t buy better habits = improve your life by healthy financial habits and relationships
> Step 5 : Declutter your mental clutter and remove yourself from people who affect your life negatively
> Step 6 : Focus on real priorities and think what you would like your priorities to be
> Step 7 : Health is a vehicle not a destination = simple diet and exercise routine
> Step 8 : Grow meaningful relationships = quality over quantity
> Step 9 : Course correction = don’t make the same mistakes to move forward
> Step 10 : Life is an acquired taste so get rid of the excess  

We should identify essentials. We should make a packing party to pack what we don’t use and we should let go of what we don’t use. We should also have a minimalist approach to new technologies and minimize time using new technologies mindlessly. We should improve our life by healthy financial habits because money doesn’t buy happiness. We should open our mind and remove negative people from our life. We should focus on real priorities and reorganize our priorities. We should take care of our health by having a healthy diet. We should practice exercise. We should not make the same mistakes twice if we want to move forward. So we should correct our mistakes. We should get rid of the excess to improve our life.  
HOMEWORK :
A faire dans ton cahier
Remplir tableau lexique
Repérage structure et 3 phrases d’application

Minimalism

Class : Tale LNotion : Idea of progressSéquence : Survivalism 
Tuesday June 9th
Séance 8 : Minimalism
Doc support 1 :
Movie trailer « Minimalism : a documentary about the important things »
https://www.youtube.com/watch?v=0Co1Iptd4p4  
 
   
OBJECTIF CULTUREL :Thématique :
Minimalism
Consumerism
Problématique :
To what extent has consumerism become a major issue ?
METHODO :Compétences
Compréhension de la vidéo. Réflexion sur les enjeux de la séquence. Anticipation du lexique et des structures en lien avec la thématique de la séquence.  
Stratégies :
Décrire objectivement (« ce que je vois »)
What ?
Problem ?  

Mettre en contexte (« ce que je sais »)
Environmental context ?
Economic context ?
Issue at stake ?  
Interpréter et critiquer (« ce que j’en déduis »)
Message ?  
LINGUISTIQUE :
Item 1 :   Item 2 :    Item 3 :   Autre :   
Renewable energies
To protect
To save
The earth
The planet
Environment
Global warming
Recycling
Renewable energies
Waste treatment
Sustainable technology
Green economy
The planet
The earth
Our habitat    
Destruction
To destroy
Devastated
Destroyed
Damaged
Ransacked
Pollution
To pollute
To spoil
To waste
Natural resources
To exploit  
To be trapped
To be tricked
To be manipulated
To be brainwashed
To take control
To become aware
Awareness
To sensitize people
To lose one’s mind
To be obsessed
obsession  
Consumption
To buy
To sell
Mass-consumption
Mass-production
To acquire
To own
To get
Shopping
Black Friday
Compulsory consumption
Materialism
minimalism  
STRUCTURE :Valeur :  
Nouveauté :Should + BVConseil
Rebrassage :Have + V-ed
Be used to + V-ing
Be + V-ed + by
Present perfect
Habitude
Voix passive
Jalon :More + adj long + than
Adj court + -er + than  
Comparatif
PHONOLOGIE : Faire attention à l’auxiliaire have qui est en forme faible.
Faire attention à la réalisation du phonème –ed
 Movie trailer « Minimalism : a documentary about the important things »
https://www.youtube.com/watch?v=0Co1Iptd4p4  

Modalité de mise en oeuvre :  

STEP 1 :
Regarde la video de façon fragmentée en suivant les déclencheurs de parole pour en restituer le sens.  

Part 1 :  (début > 00:26 min)
Consequence of consumerism ?  

Part 2 : (00:26 > 1:13 min)
Info about materialism ?
Consequence ?  

Part 3 : (1:13 min > fin)
What they think about minimalism ?
Changes in their life ?    
Copie active :Modalité de mise en oeuvre : 
STEP 2 :
Recopie dans ton cahier en respectant le code couleur la proposition de trace écrite. (Rouge pour les structures)  

Part 1 :  (début > 00:26 min)
Consequence of consumerism ?
> We spend so much time on the hunt
> We get wrapped up in the huntIt makes us miserable
> Black Friday shopping is crazy  

People spend a lot of time shopping. They are used to being on the hunt. They are used to consuming a lot. They are used to buying (are used to purchasing) new items all the time. They are wrapped up (are trapped / are tricked) by the consumer-society. Consumption makes people miserable and crazy. For Black Friday, people get wild (savage).  They become crazy (insane / mad). They lose their mind.  

Part 2 : (00:26 > 1:13 min)
Info about materialism ?
> We as a culture have lost our minds
> The American Dream has increased tremendously in material terms
> It has been sold to us for more than 100 years by those who want to make a lot of money  

The consumer society makes people lose their mind because they are manipulated (are brainwashed) by advertising. People think achieving (fulfilling) the American Dream means acquiring material things. Consumerism has been sold to people for more than 100 years by profit-seekers. Consumerism sustains the economy.  

Consequence ?
> We are obsessed with new items
> People realize that they have been tricked
> You are not going to get happier by consuming more  

People are obsessed with getting new products. They are obsessed by fashion. But they realize that they have been tricked (have been manipulated) by the system because consuming more doesn’t make them happier. Materialism is not the kea to happiness.  

Part 3 : (1:13 min > fin)
What they think about minimalism ? There is nothing wrong with consumption but the problem is compulsory consumptionWe are tired of acquiring things because that’s what we are supposed to doIt was not just about getting rid of stuffs but it was about taking control of one’s life and stop being told what to do   The main problem is compulsory consumption because people buy more and more. People are brainwashed into buying more and more. That’s why minimalists want to take control of their life. Minimalism is a way to protect oneself from the consumer-society.  

Changes in their life ?
> He reduced things in his life and found out that he had 51 things in his life
> She sold 90% of her stuff
> She moved stuff and realized what she had sacrificed
> This thing that doesn’t make us happy is also causing the degradation of our habitat
> Minimalism is a way of thinking that stopped the madnessWhen you recognize that this life is yours then everything changes  

When people recognize that this is their life and that mass-consumption is causing the degradation (destruction) of the planet, they understand that they should stop buying. They realize that they should get rid of material possessions to feel happy. Selling things that they have or reducing things in their life makes people happier.  
HOMEWORK :
A faire dans ton cahier
Remplir tableau lexique
Repérage structure et 3 phrases d’application