Category: 2nde 4

Class : 2nde	Notion : Past in the present	Séquence : 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
Stratégies	Savoir 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-ed	Present-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
Countries	Protests ?
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

Class : 2nde	Notion : Past in the present	Séquence : 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

Class : 2nde	Notion : Past in the present	Séquence : 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-ed	Past-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 slaves	AFTER  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 slaves	AFTER 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

Name :                                                                                 Film Study Worksheet

SURNAME :

STEP 1 :

Watch the movie and make notes :

The 13th : https://www.youtube.com/watch?v=krfcq5pF8u8

Read the questions before you watch the film so that you will know what to look for while you watch. At breaks during the showing or at the movie’s end, you will have an opportunity to make short notes in the spaces provided. If you make notes while the movie is playing, make sure that your note taking doesn’t interfere with carefully watching the film.  

ID of the film :

• Title of the film :
• Film-director :
• Date of release :
• Country of release :
• Genre of the film :
• Awards (palmes à Cannes/Oscars…).

People associated to the film :

• présentation of the film-director (mettre en valeur les éléments de sa vie, de sa carrière, qui peuvent éclairer le sens du film) :
•  Actors or interviewees :
• Historical context (Est-il lié à un un événement clé?) :

Topic and synopsis du film :  

• The film is about…(sum up the kea elements).
• The film deals with… (topic of the film)
• Message of the film :

Analysis of a sequence :

• Choose a kea sequence :
• Historical context of the sequence :
• To what extent does this sequence illustrate the theme of racial discrimination ?

STEP 2 :

Answer the questions after watching the film.

1.   State the title of the film and the year it was released.  Then briefly describe what the film is about.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2.  Identify the people, places, events, or aspects of people, society, or history that are the focus of this film.  Describe and clarify the significance of each.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 3. List 3 elements described in the film that impressed you and explain how each fact relates to the film’s premise or theme.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4.   Nonfiction can enrich viewers in several important ways. Describe an aspect of the film that caused you to think in a new way, or helped you understand something more thoroughly than before.  In addition, describe how it changed your thinking.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________  

5. If someone asked you whether you would recommend this film, how would you respond?  Fully explain your reasons.

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________  

Class : 2nde	Notion : Past in the present	Séquence : From slavery to Black lives matter
Thursday June 11th
Séance 2 : The 13th Amendment

Doc 1

Movie : “The 13th” https://www.youtube.com/watch?v=krfcq5pF8u8

CULTUREL :	Thématique :  Abolition of slavery 13th Amendment Civil rights activism
	Problématique : To what extent is today’s criminalization of Black people rooted in the past ?
METHODO :	Compétences  : Analyse de film
	Stratégies : Savoir identifier des mots connus dans un doc sonore Inférer des infos clés à partir de ce qui est compris

LINGUISTIQUE :
Item 1 :	Item 2 :	Item 3 :	Autre :
To save the economy To boost the economy Monetized To work for free To exploit To enslave Slavery Slave-owners Slave-masters To be held a slave Slave-workers Workforce labour	Discrimination Prejudices Stereotypes To be stigmatized To be stereotyped To be criminalized To be prejudiced against To be discriminated	Monsters Superpredators Criminals Beasts Animals Underdogs Prisoners Imprisoned Jailed Locked up Incarcerated Prison Mass incarceration	Black criminality White-supremacy Banned Forbidden Prohibited

	Valeur :
Nouveauté :	Used to + V	Passé révolu
Rebrassage :	Be + V-ed + by V-ed / didn’t + BV	Voix passive Passé
Jalon :	To be fated to + V To be doomed to +V	Expression de la fatalité

PHONOLOGIE :

Auxiliaire have forme faible Auxiliaire be forme faible Phonème -ed

Modalité de mise en œuvre :

Fiche type d’analyse de film. Make notes while watching the film.   STEP 1 : ID of the film : > Title of the film : > Film-director : > Date of release : > Country of release : > Genre of the film : > Awards (palmes à Cannes/Oscars…).   STEP 2 : People associated to the film : > présentation of the film-director (mettre en valeur les éléments de sa vie, de sa carrière, qui peuvent éclairer le sens du film) :  > Actors or interviewees : > Historical context (Est-il lié à un un événement clé?) :   STEP 3 : Topic and synopsis du film :   > The film is about…(sum up the kea elements) > The film deals with… (topic of the film) > Message of the film :   STEP 4 : Analysis of a sequence : > Choose a kea sequence : > Historical context of the sequence : > To what extent does this sequence illustrate the theme of racial discrimination ?

See attached file and fill in the worksheet

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

Class : 2nde	Notion : Past in the present	Séquence : From slavery to Black lives matter
Tuesday June 9th
Séance 1 : The abolition of slavery

Doc 1

Video : Movie trailer “The 13th” https://www.youtube.com/watch?v=K6IXQbXPO3I

CULTUREL :	Thématique :  Abolition of slavery 13th Amendment Civil rights activism
	Problématique : To what extent is today’s criminalization of Black people rooted in the past ?
METHODO :	Compétences :   CAV
	Stratégies : Savoir identifier des mots connus dans un doc sonore Inférer des infos clés à partir de données statistiques

LINGUISTIQUE :
Item 1 :	Item 2 :	Item 3 :	Autre :
To save the economy To boost the economy Monetized To work for free To exploit To enslave Slavery Slave-owners Slave-masters To be held a slave Slave-workers Workforce labour	Discrimination Prejudices Stereotypes To be stigmatized To be stereotyped To be criminalized To be prejudiced against To be discriminated	Monsters Superpredators Criminals Beasts Animals Underdogs Prisoners Imprisoned Jailed Locked up Incarcerated Prison Mass incarceration	Black criminality White-supremacy Banned Forbidden Prohibited

	Valeur :
Nouveauté :	Used to + V	Passé révolu
Rebrassage :	Be + V-ed + by V-ed / didn’t + BV	Voix passive P assé
Jalon :	To be fated to + V To be doomed to +V	Expression de la fatalité

PHONOLOGIE :

Auxiliaire have forme faible Auxiliaire be forme faible Phonème -ed

Modalité de mise en œuvre :

STEP 1 : Video : Movie trailer “The 13th” https://www.youtube.com/watch?v=K6IXQbXPO3I   Part 1 : (from the beginning to 00:50 min) > 13th Amendment ? > Consequence ?   Part 2 : (from 00:50 to the end) > Representation of Black people ? > Political strategies ? > Past and present : connections ?

Copie active :

STEP 2 : Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge)   Part 1 : (from the beginning to 00:50 min) 13th Amendment ? > Abolition of slavery > It makes it illegal to hold someone as a slave > There are exceptions including criminals   Consequence ? > Rapid transition to a mythology of Black criminality > 1 in 4 Black person is locked up in the land of the free   Black people used to be enslaved by white slave-masters (slave owners). They used to work as slaves in the plantations (fields) of cotton or tobacco). The 13th amendment of the constitution was signed by Abraham Lincoln to abolish slavery in 1863. It was illegal (forbidden / prohibited / banned) to own a slave. White people were not allowed to (were forbidden to /were prohibited to) enslave Black people. There was an exception for criminals. Criminals could be exploited (enslaved). So Black people were criminalized by the system to keep slavery going. White people invented a mythology of Black criminality to enslave Black people. Black prisoners worked on the road as the prison road crew for example. Because slavery was abolished, they had to find a solution to replace slaves. Slaves were replaced by prisoners. Black people were treated like animals (underdogs) because people believed white people were superior. They believed in white supremacy. Black people were considered as 3rd class citizens.   Part 2 : (from 00:50 to the end) Representation of Black people ? > Monsters > Animals, beasts that needed to be controlled > Superpredators   Political strategies ? > Enormous burden on the Black community > States were required to keep their prisons filled > Mass incarcerationPrisoners are heavily monetized   Past and present : connections ? > There are more Afro-Americans under supervision than all the slaves in the 1850’s > Black criminality is a product of History that our ancestors chose   Black people were portrayed as monsters, animals or superpredators. They were portrayed as uncivilized. They were prejudiced against (were discriminated / were stereotyped / were stigmatized) by politicians as criminals because the states needed to keep the prisons filled. Mass-incarceration allowed to save the economy because prisoners have always been heavily monetized. Black prisoners have saved the US economy because they have worked for free in prison. They have been enslaved (have been exploited) since the abolition of slavery to replace slave-workers. Black criminality was invented by the system to save the economy. As a consequence today Black people are victim of police brutality and injustice. 1 in 4 Black person is fated to (is doomed to) be incarcerated (locked up / imprisoned / jailed). The film shows that racism (discrimination) is rooted in the system.

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

Class : 2nde	Notion : Saving the planet	Séquence : Survivalism
Thursday May 28th
Séance 10 : Minimalism
Doc support 1 : Video « How to be a minimalist » https://www.youtube.com/watch?v=14NwNY1tEVg
OBJECTIF CULTUREL :	Thématique : Minimalism Standard of happiness and success
	Problématique : How to improve one’s life ?
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   Famous	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 + BV	Conseil
Rebrassage :	Be + V-ed + by	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

Doc support 1 : 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 essentialLetting 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

Class : 2nde	Notion : Saving the planet	Séquence : Survivalism
Tuesday May 26th
Séance 9 : 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 ? Consequence ?   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 + BV	Conseil
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 ou be qui est en forme faible. Faire attention à la réalisation du phonème –ed should

Doc support 1 : 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 hunt > It 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 consumption > We are tired of acquiring things because that’s what we are supposed to do > It 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 stuffShe 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 madness > When 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

GAME 2 : Survivalism

STEP 1:  Preparatory work

1. Unlock the puzzle and find out the title and the name of the author of this novel : __________________________________________________________________________________________________

https://www.jigsawplanet.com/?rc=play&pid=0af12e5acf97

• Who are the main characters of this story ? Have a guess.

___________________________________________________________________________________________________

• Have a look at the atmosphere of the cover. What literary genre do you think the book belongs to : ___________________________________________________________________________________________________

c. Click on the link and watch the opening scene of the movie :

d. Describe the world you see ? Pick out a few words that you hear as well to describe the atmosphere. How does it feel ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 2 : Focus on the notion of space

Click on the link and read the first part of this excerpt of the book to try and locate the characters.

https://www.oprah.com/oprahsbookclub/read-an-excerpt-from-the-road-by-cormac-mccarthy/all

1. Where are they ? Describe the landscape. How does it feel ?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• What do the woods represent according to you ? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Which direction are they going ? _________________________________________________________

• Why don’t they have any precise direction according to you ? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 2 : Focus on the time :

a. Have a guess, what time is it approximately ? justify by quoting from the text.

____________________________________________________________________________________________________________________________________________________________________________________________________________

b. What about the date ? Pick out elements from the text :

______________________________________________________________________________________________________

c. Why don’t they know about time precisely ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Why do they have to be on the road ?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 3 : About the atmosphere

1. Unlock the puzzle, read and focus on the conversation :

https://www.jigsawplanet.com/?rc=play&pid=0fc2d03d48ae

• Why do you think the conversation between the father and son is so minimal ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• What can you also say about the style of the text (ponctuation, sentences…) ?

_______________________________________________________________________________________________________________________________________________________________________________________________________________

• How do you feel after reading this opening scene ? Do you feel like reading the book ? Why ? Why not ?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Class : 2nde	Notion : Saving the planet	Séquence : Survivalism
Tuesday May 18th
Séance 8 : Correction escape game 2 survivalism
Doc support 1 : Opening scene « The Road » https://www.youtube.com/watch?v=ikeUBSrwZQA   Doc support 2 : Opening chapter « The Road », by Cormac Mc Carthy https://www.oprah.com/oprahsbookclub/read-an-excerpt-from-the-road-by-cormac-mccarthy/all
OBJECTIF CULTUREL :	Thématique : Survivalism Minimalism
	Problématique : To what extent is scientific innovation double-sided : both leading on to improvements but also to the destruction of our planet.
METHODO :	Compétences : Lecture et analyse de l’image et du texte. 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 ? Who ? Atmosphere ?   Mettre en contexte (« ce que je sais ») Environmental context ? Issue at stake ?   Interpréter et critiquer (« ce que j’en déduis ») Message ?

LINGUISTIQUE :
Item 1 :	Item 2 :	Item 3 :	Autre :
War Famine Nightmarish Hellish Awful Scary Frightening Cannibals Carnivorous Cannibalism To kill To survive Survival Survivors Savage Wild Wilderness nature	Destruction To destroy Devastated Destroyed Damaged Ransacked necromantic mournful dead a waste land a no man’s land odd strange	Natural disasters Hurricanes To endanger Noxious Toxic Hazardous Risky Dangerous hazardous	The remains To collapse The end of civilization Landmarks Stone age State of nature State of culture

STRUCTURE :	Valeur :
Nouveauté :	Have to + V	Obligation
Rebrassage :	Have + V-ed Will + BV	Present perfect Future
Jalon :

PHONOLOGIE :

Faire attention à l’auxiliaire have qui est en forme faible. Faire attention à la réalisation du phonème –ed Auxiliaire will / shall forme faible

Copie active :	Modalité de mise en oeuvre :
Correction escape game survivalism 2   Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge). STEP 1:  Preparatory work Who are the main characters of this story ? Have a guess. The main characters are a father and son.   Have a look at the atmosphere of the cover. What literary genre do you think the book belongs to : The pictures shows a derelict (nightmarish / hellish / necromantic / dystopic) world. The novel is an anticipation novel. It is half-way between science-fiction and reality.   Click on the link and watch the opening scene of the movie : https://www.youtube.com/watch?v=ikeUBSrwZQA   Describe the world you see ? Pick out a few words that you hear as well to describe the atmosphere. How does it feel ? The world as portrayed in the film is dark (gloomy / spooky) and bleak (mournful / necromantic). It shows destroyed (ransacked / devastated) places. It is a no man’s land (a waste land). It feels odd (strange / eerie) and scary (frightening) because it speaks of cannibalism. Men are carnivorous and the father and son are in danger.   STEP 2 : Focus on the notion of space Click on the link and read the first part of this excerpt of the book to try and locate the characters. https://www.oprah.com/oprahsbookclub/read-an-excerpt-from-the-road-by-cormac-mccarthy/all Where are they ? Describe the landscape. How does it feel ? The characters are on the road. They are hiding in a cave in the the woods. The lanscape is like a no man’s land (a barren land). We can feel the danger. The atmosphere is threatening.   What do the woods represent according to you ? The woods represent wilderness (savagery). It symbolizes the state of nature dominated by the law of the fittest.   Which direction are they going ? South   Why don’t they have any precise direction according to you ?   The notion of space has been disrupted (has been distorted) because cities have been destroyed. Maps belong to the old world.   STEP 3 : Focus on the time : Have a guess, what time is it approximately ? justify by quoting from the text. It is twilight, between wake and sleep. But we don’t know precisely about the time because clocks don’t exist.   What about the date ? Pick out elements from the text : The father says that he doesn’t know about the time period because he hasn’t “kept a calendar for years”. He only knows winter is coming. The time of calendar doesn’t exist.   Why don’t they know about time precisely ? The time of the clocks has been disrupted. The characters have to survive and time is biological.   Why do they have to be on the road ? They have to be on the road to escape danger. They have to be on the look-out for food to survive. They have to run away from cannibals.   STEP 4 : About the atmosphere Unlock the puzzle, read and focus on the conversation : https://www.jigsawplanet.com/?rc=play&pid=0fc2d03d48ae   Why do you think the conversation between the father and son is so minimal ? Minimalism is vital if they want to survive because this is the end of civilization. They live out of the remains (the leftovers) of civilization. They have to spare food, energy as long as they can because they are hobos (vagrants / wanderers).   What can you also say about the style of the text (ponctuation, sentences…) ? There is no punctuation in the dialog. It is very short sentences. Exchanges are minimal and the very style and structure of the text also abides by the same codes of minimalism. Minimalism works as an answer to survivalism, as the only possible escape from over-consumption and over-production that have destroyed the planet.

HOMEWORK : A faire dans ton cahier Remplir tableau lexique Repérage structure et 3 phrases d’application