Minnesota Chapter AMERICAN ASSOCIATION OF TEACHERS OF FRENCH

VOLUME 37 NUMBER 3 SUMMER 2017

Dans ce numéro:

- Lettre de la Présidente (Christine Lac) - Minutes de la réunion du comité: 22 avril 2017(Hannah Nguyen) et Cercle de lecture - Votre coin loisirs, Au revoir là-haut (Françoise Denis) - Que se passe-t-il en France (John Janc) - From the Barricades of Paris to the Scaffolds of Mankato: Dr. Hippolyte Joseph Seigneuret (Mary Ellen Weller) - Kindling a Connection between Research and Teaching (Sean Killackey) - World’s Most Popular ? “Pardon me, but would you have any ?” (Dianne Hopen) - Notre professeur de l’année: Milan Kovacovic - Le Grand Concours 2017 - A Vous La Parole 2017 - Bonnes idées pour activités éducatives cet été. - Calendrier 2017-2018 - Noms et adresses des membres du Comité MNAATF

Sauf avis contraire, toutes les images viennent de www.google.com/search?q= images+gratuites.

Et consultez notre page Facebook AATF- MN: https://www.facebook.com/AATFMinnesota Merci à Cristina Sturm

Le coin de la Présidente

Vive les vacances, Entrez dans la danse, Les cahiers au feu, Les profs au milieu !

Bonjour à tous, une petite ritournelle qui m’amusait beaucoup quand j’étais enfant, un peu moins maintenant ; la dernière phrase est un peu problématique. Mais tout de même, vive les vacances !

Un petit retour en arrière sur une année bien remplie. Nous avons pu nous retrouver maintes fois pour deux apéritifs dinatoires à Macalester, un atelier à Breck School, et le premier pop-up de notre histoire à Apple Valley. Tous les détails sont sur notre site web, superbement documenté par Mary-Lou Wolsey. Nos membres ont présenté des projets à MCTLC, ACTFL, et dans quelques semaines à AATF à St. Louis. Et nous continuons notre collaboration avec l’Alliance Française qui nous accorde un tarif préférentiel pour leurs activités, et les Services Culturels du Consulat de Chicago et de l’Ambassade de France aux USA.

Toutes ces activités, ces rencontres témoignent de la vitalité de notre communauté. Parfois on me demande pourquoi s’impliquer dans notre organisation, comment quantifier le « retour sur investissement » de son engagement. Il y a bien sûr le fait que la visibilité de notre organisation augmente celle de nos membres, et celle du français, qui dans certaines écoles a des difficultés, mais c’est bien plus que cet objectif un peu abstrait. Le réseautage qui résulte de tous ces événements est essentiel à notre énergie professionnelle et personnelle. Celle-ci nous permet de partager idées et témoignages, et de nous stimuler pour aller de l’avant et innover.

Alors après ce retour en arrière, qu’allons-nous faire pour aller de l’avant ? Nous avons besoin de …vous (mais vous, c’est nous !). Pour l’année qui vient, nous aurons besoin de deux nouveaux membres pour le Conseil. Notre magnifique trésorière, LaRae Ellingson, voudrait passer le bâton. Et nous aurons besoin d’un/e nouveau/elle vice-président/e aussi. Alors, trésorier/ère ou secrétaire, ou Vice-Président/e ? Faites-vous connaître ; nominez vos collègues ; engagez-vous.

Nous allons continuer les pop-ups. Le principe est simple. Vous connaissez un endroit sympa, un café, un restaurant, un endroit public et vous lancez une invitation avec quelqu’un d’autre. Quinze personnes répondent à l’appel ? On fait des petites tables. Personne d’autre n’est libre ce jour-là ? On bavarde tranquillement avec sa partenaire qu’on n’a pas vue depuis longtemps. Proposez votre quartier, votre coin préféré et lancez l’idée. Vous pouvez me contacter pour que je fasse passer l’annonce.

L’atelier de l’hiver se fera le 9 décembre à Carleton College. Il est co-sponsorisé par les Services Culturels du Consulat de France à Chicago. Le sujet, traité sur 4 heures, s’intitule « Développer la dynamique de groupe pour favoriser la motivation des apprenants. » Notre intervenante, Professeur Dominique Licops, de Northwestern University, nous guidera vers une pédagogie innovante. Après l’atelier, une petite visite en touriste à Northfield devrait vous permettre de vous détendre un peu. Les professeurs qui en feront la demande pourront obtenir des Crédits d’éducation.

Quoi d’autre à l’horizon ? Nomination d’un Prof de l’année. Nominez un/e collègue ; faites savoir à un/e collègue que vous aimeriez être nominé/e ! Pas de fausse modestie. Envoyez-moi une petite note pour me donner des suggestions. Le Conseil commencera à accepter les dossiers dès septembre et jusqu’en janvier : commencez à y penser.

Pour fêter notre Prof de l’année 2018, nous aurons un gala en avril à Carleton College. Il y a des rumeurs selon lesquelles nous pourrions préparer ce gala en commun avec nos collègues de AATSP-MN. Affaire à suivre.

Une idée pour nos membres qui habitent loin des Villes-Jumelles : le FrancoBnB ? Le Surf de Divan à la française ? Si vous voulez venir du Nord ou du Sud ou de l’Ouest et voulez passer la nuit chez un membre après un événement tardif, envoyez-moi une note. De même, si l’idée d’être l’hôte d’un/e collègue vous plaît, faites-moi savoir quelles sont vos disponibilités.

On continue le Cercle de Lecture, avec de nouveaux romans passionnants, à partager avec les étudiants, niveau AP ou universitaire, ou pas. Parfois, c’est aussi agréable de lire entre adultes, pour soi.

Et encore ? Une visite possible d’une auteure haïtienne pour septembre, sponsorisée par Macalester, l’Alliance Francaise et l’AATF. On vous tient au courant.

N’oublions pas le Mois de la Francophonie en mars, qui sera comme d’habitude facilité par l’Alliance Française. A mettre sur vos calendriers.

Alors, bonnes vacances, gardez-vous du feu (celui des cahiers), et préparez-vous pour une année scintillante à venir.

Christine Lac Présidente

P.S. Nous avons besoin d’un nouveau logo pour notre page Facebook. Avez-vous des talents d’artiste ? Avez-vous des étudiants qui en ont ? Voici un petit concours pour en produire un. Date limite : 30 septembre 2017. Le logo doit avoir : - deux couleurs maximum; - une étoile stylisée; - les mots : « AATF-MN » et « L’Étoile du Nord »; - être contenu dans un carré. Il peut y avoir un cercle mais le tout doit tenir dans un espace carré.

AATF-MN Officers Meeting Sat, April 22, 2017 10:00AM-12:00 PM

Members Present: Christine Lac, Sébastien Saunoi-Sandgren, Cristina Sturm, Carolyn Fisk, Françoise Denis, Hannah Nguyen

1. AVLP- financial report: all finances are in good standing. The board also discussed ways to get more participation from other schools.

2. AATF-MN treasurer report: all finances are in good standing.

3. Grand Concours- financial report: all finances are in good standing. Less schools participated in the GC this year and other language assessments that are currently available were discussed.

4. Ambassade de France: AATF-MN will collaborate with L’Ambassade de France during the 2017-2018 academic year. A date for the workshop is TBD.

5. Alliance Française: details are being discussed on how members of the AATF can have a reduced rate for attending Alliance Française workshops or events.

6. The board discussed how to meet the needs of members in the next academic year and to also promote membership.

Le Cercle de lecture 2017-2018

Réunion à Macalester, Neill 404 à 10 h du matin.

30 septembre : Christophe Boltanski, La Cache (Femina 2015) 4 novembre : Maylis de Kerangal, Réparer les vivants (10 prix littéraires) 10 février : Paule Constant, Confidence pour confidence (Goncourt 1998) 7 avril: Gaël Faye, Petit Pays (Goncourt des lycéens 2016)

Commandez les livres à ou , ou ou encore

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!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! I!7#6)&2(!-.$4&)Y! QUE SE PASSE-T-IL EN FRANCE?

John J. Janc Professeur de français émérite Minnesota State University, Mankato

[Ces observations ont été faites du 17 décembre 2016, au 12 janvier 2017.]

Après un automne clément, les Français étaient contents de passer les fêtes de fin d’année tranquilles en famille. Ils ont peu parlé politique, Sarkozy ayant été défait dans la primaire de la droite et Hollande ayant retiré ses billes du jeu. Ils parlaient toujours du Brexit, de l‘élection de Trump qui faisait peur à pas mal de monde et de l’avenir du pays. Le climat de peur répandu en France, les nombreux jours de grève et les différentes attaques avaient dégoûté non seulement les Français mais aussi les touristes.

LA LANGUE (Il est à noter que nous ne donnons pas toutes les définitions des mots et des expressions.)

- On dit une «année lumière». - Quelqu’un qui «gamberge» réfléchit, médite. - Celui qui «brise l’omerta» trahit la loi du silence. - Un «merle blanc» est une chose rare, difficile à trouver. - Quelqu’un qui est «débarqué» est licencié sans douceur. - Quelqu’un qui est têtu «en diable» l’est extrêmement, terriblement. - Une personne qui va «mettre la viande dans le torchon» va se coucher. - Quand on «inverse la vapeur», on change sa façon d’agir, on fait demi-tour. - Une «moufle» est un gant pour lequel il n’y a de séparation que pour le pouce. - Quelqu’un qui «fait cavalier seul» agit sans l’aide de personne, se débrouille tout seul. - Quelqu’un qui «laisse pisser le mérinos (le mouton (pop.)» laisse aller, laisse tomber les choses. - Quelqu’un qui a un ton «rogue» ou un air «rogue» est arrogant, plein de morgue. - Quand on «fait avec les moyens du bord», on se contente des ressources dont on dispose. - Quand on sort quelque chose du four, on utilise une «manique» pour se protéger de la chaleur. - Si l’on «louche (fam.)» sur quelque chose/quelqu’un, on le convoite, le regarde avec envie. - Un «aréopage» est une assemblée de personnes particulièrement compétentes dans leur domaine. - Une poitrine ou une chevelure «opulente» est très développée, est plantureuse, a des formes pleines. - Quelqu’un qui arrive le «bec enfariné» (la gueule, la goule) arrive avec une confiance naïve, ridicule. - Quand on «a la tête dans le sac», on est mal réveillé, on ne se sent pas bien, surtout après avoir fait la fête. - Une personne qui est «triée sur le volet» a été triée méthodiquement, a été choisie avec soin. - Une personne qui «a l’œil américain» comprend rapidement, ne laisse rien passer, détecte le moindre détail. - Un «bouc (barbe)» est une barbiche au niveau du menton. Normalement il se porte avec une moustache. - Quelqu’un qui «va à un train de sénateur» a une démarche lente, se déplace avec beaucoup de lenteur, travaille lentement. - Un individu qui se fait «carotter» (fam.) se fait extorquer, escroquer, voler. On peut «carotter» quelqu’un en utilisant la ruse. - Quand quelque chose ne coûte rien, ne nécessite pas de grande dépense, de grands efforts, on peut dire que cela «ne mange pas de pain». - Quant on «se tire une balle dans le pied», on agit contre son propre intérêt, on fait quelque chose qui va à l’encontre de son propre intérêt. - Quand on fait quelque chose à sept, huit, dix heures «tapantes» («pétantes» (fam.)), on le fait à telle ou telle heure précise, pile (à l’heure). - Quand on quitte n’importe quelle fonction, on «rend son tablier». Par extension, on démissionne. Ce n’est pas forcément professionnel. - Un «salto» est un saut au cours duquel le corps du gymnaste réalise dans l’espace un tour complet autour de son axe horizontal. On «fait un salto». - Quelqu’un qui «est en sucre» est fragile, susceptible. Quelqu’un qui «n’est pas en sucre» est solide, est suffisamment fort pour affronter tout obstacle. - Quelqu’un qui «prend le chou (la tête)» à quelqu’un l’énerve. Quelqu’un qui «se prend le chou (la tête)» va se concentrer de façon excessive sur un sujet. - Une personne qui «est dans les clous» se conforme aux règles qui lui sont imposées. On peut refuser de rentrer dans les clous. Cette expression veut dire aussi que l’on respecte les délais («pour un budget, un devoir, etc.). - Si l’on «tient la dragée à quelqu’un», on le fait longtemps attendre. Quand on «tient la dragée haute», on fait sentir son pouvoir à quelqu'un; on fait attendre longtemps quelqu'un et ne lui procurer qu'une petite partie de ce qu'il attend. - Quand on veut savoir ce qui est arrivé, advenu, à quelque chose, ce que quelque chose est devenu, on peut dire «quid de» plus la chose en question (de la paix, de l’économie florissante, etc.). - Un «hébergeur» héberge un site internet. Il fournit les moyens techniques (serveur, connexions, etc.) qui permettent au site de fonctionner et qui permettent également aux internautes d’y accéder - Quand on «tombe dans la gueule du loup», on tombe dans un piège. On se fait coincer, prendre malencontreusement. Quelqu’un qui «se jette dans la gueule du loup» va imprudemment vers le danger. - La carte d'électeur doit-elle être présentée au bureau de vote le jour du scrutin pour pouvoir voter ? Non, ce n'est pas obligatoire. Une pièce d'identité (carte nationale d'identité, passeport, permis de conduire...) est suffisante. - Depuis le début de l’année, les défunts sont, par défaut, donneur d’organes. En ce qui concerne le prélèvement d’organes, l’avis de la famille du défunt n’est plus pris en compte. Seule l’inscription ou non sur le registre des refus fait loi. - Un «tourniquet» est un appareil placé dans certaines entrées qui ne laisse passer qu’une personne à la fois (à l’entrée du métro, des musées etc.). Une porte «tambour» est généralement constituée de quatre ailes vitrées qui tournent dans le même sens. - Il faut faire attention au verbe «voyager». On voyage en voiture, en avion, etc. On voyage dans tel ou tel pays. Quand on se rend d’un endroit à un autre, on utilise le verbe «aller»: L’été passé, je suis allé à Lyon. On peut dire aussi «J’ai fait un voyage à Lyon». - Un «blister» est un emballage composé d’une cartonnette (la partie en carton d’un blister) ou d’une feuille de plastique souvent imprimé. Cet emballage permet la présentation de produits pour la vente unitaire. Il est réservé aux articles de petites et moyennes dimensions vendus en libre-service et aux supermarchés. Les blisters emballant journaux et publicité sont interdits. - On parle du sens du goût. Quelque chose peut avoir un goût bizarre. On peut goûter à quelque chose quand on le goûte pour la première fois en petite quantité. On peut avoir un goût pour quelque chose. On peut prendre goût à quelque chose. Quelque chose peut avoir bon ou mauvais goût ou pas de goût. Quelque chose est salé, délicieux, amer, etc. Quelque chose a le goût de vanille, chocolat, cannelle, etc. Le verbe «goûter» plus un objet direct existe pour vérifier la saveur d’un aliment (l’assaisonnement d’un plat).

LES SONDAGES

- 35,5% des collégiennes se considèrent trop grosses malgré un poids normal. - 49,8% des jeunes de 11 ans ont déjà bu de l’alcool. À 15 ans, presque 80% des ados ont goûté à un verre de vin. - 49% des personnes âgées de 60 ans travaillent à temps complet (36%) ou à temps partiel (13%). Le taux de chômeurs âgés de 60 ans est de 11%. - 56% des Français ont affirmé qu’ils ont respecté leurs résolutions prises début 2016. 93% ont dit qu’ils en ont pris cette année. Les hommes ont insisté sur le sport, les femmes pensent au régime.

TRANSPORTS - La liaison ferroviaire CDG Express mettra l’aéroport de Roissy à vingt minutes de Paris en 2023. - «L'autopartage» ou «automobile en libre-service» permet à l'usager d'utiliser une voiture pendant les périodes pour lesquelles il en a besoin. - Depuis le 1er janvier, les vitres du pare-brise et les vitres latérales avant, côté conducteur et côté passager, des automobiles doivent avoir une transparence suffisante, aussi bien de l'intérieur que de l'extérieur du véhicule. Le fait de circuler avec un véhicule ne respectant pas cette obligation sera puni d'une amende de 135 ! et de la réduction de trois points du permis de conduire. Le véhicule pourra aussi être immobilisé.

LA NOURRITURE - Il ne reste que six champignonnières en Île-de-France. - 54% des Français n’ont encore jamais mangé de caviar. - Un Français jette en moyenne 20 kg d’aliments par an dont 7 kg sont des produits encore emballés. - La Chine est le premier importateur mondial de vins de Bordeaux. Les ventes de bordeaux reculent en France. - Certains Français mangent pas mal de «cake» aux fruits confits pendant les fêtes de fin d’année. Il existe plusieurs sortes de cake: cake au chocolat, aux amandes, à l’orange, etc. - Si l’on mange de la terrine de canard, il est fort possible que l’on mange du porc aussi. La réglementation en vigueur permet d’estampiller «terrine de canard» un produit ne contenant que 20% de viande de canard.

LA VIE DE TOUS LES JOURS - Les parents paient le permis de conduire pour 84% des jeunes. - En France, 3 000 à 8 000 personnes meurent de la grippe chaque année. - Le 1er arrondissement de Paris est no 1 pour les violences physiques. - En dix ans, le nombre de SDF (sans domicilie fixe) a augmenté de 50% en France. - Les Français achètent de plus en plus de platines car ils aiment écouter un vinyle (=disque microsillon). - Le budget allemand de la défense a dépassé celui de la France pour la première fois. - Les 14 musées de Paris ne connaissent pas la crise. Carnavalet est fermé pour trois ans de travaux. - Catherine Laborde, la présentatrice de la météo de TF 1, a présenté son dernier bulletin le 1er janvier. - Depuis le 1er janvier, on ne peut acheter en France que des paquets de cigarettes neutres (sans logo et de couleur vert olive). - Chez les garçons nés en 2015, les noms de Gabriel, Jules et Lucas dominent chez les garçons. Louise, Emma et Jade dominent chez les filles. - Dans le Sud-Ouest de la France, le Québec et d’autres régions francophones, on dit «une chocolatine». Ailleurs en France, on dit «un pain au chocolat». - Ceux qui divorcent n’ont plus besoin de passer devant un juge en cas de consentement mutuel (divorce à l’amiable). Un notaire enregistre l’acte. - Les salariés qui aident un proche malade, âgé ou handicapé, peuvent bénéficier d’un congé sans solde de trois mois renouvelable une fois. - Selon la Cour européenne des droits de l’homme, les parents musulmans ne peuvent pas exiger que leurs filles, au nom de la religion, soient exemptées de cours de natation mixte à l’école. - 50 000 Français meurent chaque année à cause de l’alcool. À peu près 10 millions sont des buveurs excessifs (plus de 14 verres par semaine pour les femmes, 21 pour un homme). - Les sacs en plastique non biodégradables ont été remplacés par des sacs en carton, en papier, en matériaux biosourcés ou réutilisables. Tous les sacs distribués dans les magasins doivent répondre à ces critères. - A la fin de l’année 2016, le Parlement a interdit les châtiments éducatifs. Le Code civil exclut «tout traitement cruel, dégradant ou humiliant, y compris tout recours aux violences corporelles». Le coupable ne court aucun risque car la mesure est purement symbolique. 85% des Français ont recours à cette méthode (fessée, gifles, etc.). - En 2017, les dates des soldes sont les suivantes: pour les soldes d’hiver, du mercredi 11 janvier au mardi 21 février inclus; pour les soldes d’été, du mercredi 28 juin au mardi 8 août. Des dates dérogatoires sont appliquées à certains départements frontaliers et en outre-mer (sauf à Mayotte où les soldes ont lieu aux mêmes dates qu'en métropole). - L’État accorde un financement public aux campagnes électorales. Pour l’élection présidentielle, chaque candidat officiel reçoit 153 000 !. Tout candidat présent au premier tour est autorisé à dépenser 16,85 millions d’!. Ceux qui recueillent plus de 5% des suffrages exprimés ont droit à un remboursement de 47,5% de ce plafond. Les candidats du second tour bénéficient d’un plafond de 22,5 millions d’! remboursés à 47,5%.

L’ÉDUCATION - Quand on fait du «e-learning», on suit le cours à distance grâce à internet. Un professeur est disponible par «chat» en temps réel pour répondre aux questions. - La «classe inversée» est de plus en plus répandue en France. Au lieu d’écouter le professeur en classe, on lit sa leçon ou on la visionne à la maison. Une fois de retour en cours, les étudiants discutent de ce qu’ils ont appris chez eux. - Le calendrier des vacances scolaires: Prérentrée des enseignants le mercredi 31 août 2016 pour les professeurs, le jeudi 1er septembre pour les élèves. Vacances de Toussaint: du mercredi 19 octobre au jeudi 3 novembre; Vacances de Noël: du samedi 17 décembre au mardi 3 janvier 2017; Vacances d’hiver: du samedi 18 février au lundi 6 mars 2017 (zone A), du samedi 11 février au lundi 27 février 2017 (zone B) et du samedi 4 février au lundi 20 février (zone C); Vacances de printemps: du samedi 15 avril au mardi 2 mai (zone A), du samedi 8 avril au lundi 24 avril (zone B) et du samedi 1er avril au lundi 18 avril (zone C); Fin des cours: samedi 8 juillet.

LES MOYENS DE TRANSPORT - Les conducteurs et les passagers de motos et de scooters doivent porter des gants depuis le 20 novembre 2016. - La nouvelle carte de la SNCF appelée «Happy Card» est destinée aux jeunes qui ont entre 16 et 27 ans. Ils peuvent voyager de manière illimitée dans les TGV et les Intercités moyennant un abonnement de 79 ! par mois. Cette nouvelle carte exige un engagement de trois mois minimum. - La fouille des bagages par les agents de la sûreté ferroviaire SNCF est autorisée. Il leur faut le consentement du voyageur. En cas de refus, on peut lui refuser l‘accès au train. - Dans certains trains, la présence de contrôleurs armés est autorisée. Sur certaines lignes, on trouve encore un service de restauration ambulant (un agent avec un chariot comme dans le temps). - Tout retard d'au moins 30 minutes est indemnisé par la SNCF sur les TGV et les Intercités. Sur ce type de train, cette nouvelle règle s'applique à tout type de retard, y compris ceux dont la SNCF n'est pas responsable, comme les intempéries par exemple. Autrefois, la SNCF n'indemnisait les passagers qu'en cas de retard qui lui était imputable. Pour un retard de 30 à 119 minutes, le montant de l'indemnisation s'élève au moins à 25% du prix du billet. En cas de retard entre 120 et 179 minutes, l'indemnisation passe à 50% et, à partir de 180 minutes, à 75%. Photos-gratuites.org LES SITES TOURISTIQUES - La ville de Bordeaux a été désignée par le guide «Lonely Planet» comme la destination la plus attractive au monde. Le 2 janvier, le Los Angeles Times a placé la ville en tête des villes à visiter. En 2017, Bordeaux ne sera qu’à un peu plus de deux heures de TGV de Paris. - A partir du 1er avril, les touristes pourront admirer les jardins à la française de Chambord tels qu’ils furent créés au 18e siècle. Commandés par Louis XIV en 1680, ils ne furent terminés qu’en 1734 sous Louis XV. Ils sont composés de 600 arbres, 800 arbustes et 15 250 plantes.

L’ÉCONOMIE - Un employeur n’a pas le droit de verser les salaires de plus de 1 500 ! par mois en espèces. - La vie coûte 9% plus cher à Paris qu’en province. Tous les services sont plus chers autour de la capitale. - Le smic n’a pas été augmenté en janvier 2017. Un salarié au smic touche 9,76 ! brut par heure ce qui fait un salaire mensuel brut de 1 480,27 !. - En 2016, de nombreux jours fériés sont tombés le dimanche. En 2017, les Français ont droit à six week- ends de trois jours et probablement deux de quatre jours. - Tout travailleur dans le secteur bâtiment et travaux publics (BTP) doit se munir d’une carte d’identité personnelle et sécurisée. Le gouvernement veut lutter contre le travail illégal. - Depuis 1er janvier, les employeurs peuvent remettre les fiches de paie de leurs salariés par voie électronique. Ces derniers peuvent refuser d’abandonner la fiche papier. Les nouvelles feuilles dématérialisées sont consultables sur le web pendant 50 ans ou jusqu’aux 75 ans de l’employé. - Si l’on travaille pour une société d’au moins 50 salariés, on a droit à la «déconnexion». La loi veut assurer le respect des temps de repos et de congés ainsi que l'équilibre entre vie professionnelle et vie privée. Les entreprises concernées doivent mettre en place des instruments de régulation de l'outil numérique (smartphone, messagerie électronique, e-mails, etc.). Les salariés ne sont plus obligés de regarder leurs mails professionnels en dehors des heures de travail.

FreeKiwill.com From the Barricades of Paris to the Scaffolds of Mankato: Dr. Hippolyte Joseph Seigneuret

MaryEllen Weller AATF retired

In a rudimentary pioneer town in Minnesota Territory, a French revolutionary—condemned and exiled from France—started a new life. Dr. Hippolyte Joseph Seigneuret, a University of Paris medical school graduate, arrived in Henderson on the Minnesota River, on 21 September 1854. He brought his entire family with him: his wife Rachel, their two-year-old daughter Mathilde, his father, his wife’s parents and her brother. Pioneer life had to be a great challenge—perhaps a shock—especially as they arrived just before the winter weather. By 1860 Dr. Seigneuret had established a medical practice, a drugstore, and a home on Main Street in Henderson. He was granted US patents, owned orchards, and was active in county politics. A Henderson newspaper column from 1899 says he owned three vineyards in Georgia and was producing wine which was sent north for sale. (And this is verified by the probate records.) He became, in his own words, a “full citizen of the United States, and a member of the Historical Society of Minnesota.”1

His obituary, in the Henderson paper, notes his untiring efforts to educate his community on contagious diseases. He instituted quarantine for diphtheria, smallpox and scarlet fever in Henderson, and promoted banning public funerals for their victims to prevent spreading these diseases. On the surface, he seems a simple pioneer success story.

But Minnesota Territory was a strange choice for a physician and surgeon trained at the finest Medical School in the western world at that time. Minnesota didn’t even start to license doctors until 1883. Anyone with any training could set up a practice. Decades later, Seigneuret explained by saying he chose to leave France where people were asleep and to join the people of America who were still awake. For Dr. Seigneuret, the chance to create a new society replaced the effort to reform an old society. He was present for the 1854 meeting to form Sibley County, but his new neighbors probably did not know he had a serious political background.

The unfortunate French suffered through three revolutions. For over 80 years, 1789-1870, government oscillated between republics, empires, and monarchy restorations, and each change meant bloody battles, especially through the barricaded streets of Paris. We refer to the 1789 revolution as the French Revolution. The two other successful revolutions were in 1830 and 1848. Dr. H.J. Seigneuret was a leader of the 1848 Revolution.

Born into a Napoleonic soldier’s family—on March 7th, 1819, in Fontainebleau, in the département of Seine et Marne--Hippolyte Joseph Seigneuret was only eleven when the July Monarchy (under Louis-Philippe) was established following the 1830 Revolution. At 13 he came to Paris, to the Lycée Charlemagne, and at seventeen qualified for the 5-year program in

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1 E.D. Neill, History of the Minnesota Valley, p. 425.

! Medicine at the University of Paris. He received his diploma in 1841, and began practicing medicine.

In the Paris of his student days, the level of political activity was intense. Political clubs and newspapers were everywhere, meeting in the cafés, publishing in members’ homes and back rooms. Young Seigneuret became very involved in social issues and the workers’ movement. Drawn to a career in politics he returned to the University to study Law and was awarded that diploma in 1846.

In the spring of 1848 there was a pan-European movement toward democracy and social justice, known as the ‘People’s Spring.’ Germany, Italy, France, Poland, and other countries, all experienced demonstrations and revolutionary movements. A follower of the early French Socialist Louis Blanc, Seigneuret wrote for and edited the newspaper La Commune de Paris, founded by another Socialist leader, Joseph-Marie Sobrier. He lived at Sobrier’s home, 16 rue de Rivoli (in the Marais, not far from the Lycée Charlemagne).

After demonstrations in Rouen in early May, on 15 May 1848, he dressed as a montagnard (a costume identified as far-left) and his club joined other clubs to march the streets of Paris to the National Assembly. Word went back to the people in the cafés to come out in support, and the crowd swelled. When they burst into the National Assembly, waving flags and shouting slogans, some members of the Assembly were terrified, and fled. Others joined the crowd. Revolution was declared, but as they were drawing up the documents for a Provisional Government, many of the leaders were arrested on charges of rioting. Seigneuret was detained briefly and released.

Nonetheless, the 2nd Republic was established. The general populace accepted the change, but after 60 years of governmental changes, they wanted stability and peace above all. They also accepted the harsh measures used to quell the movement. They quietly observed the arrest and imprisonment of 400 people. They looked the other way as the future Napoleon III engineered the equivalent of Grand Jury charges of treason and sedition against twenty leaders known as ‘Les Accusés de mai.’ Our Minnesota physician is in the back row of this group portrait, in profile, and partially hidden.

Despite the serious charges against him, Seigneuret boldly stayed in Paris and was elected a leader of the workers of La Chapelle St. Denis. Many of his colleagues were already in prison. In June there were more demonstrations, and barricades appeared once again in the working-class neighborhoods. For four days and five nights he and his men held their barricaded position, finally evacuating before the inevitable.

He escaped to the Isle of Jersey, where he joined a community of French exiles, was elected president of the

! revolutionary committee, founded two newspapers, and resumed the practice of medicine.2 In January of 1849, the Haute Cour Nationale convened in Bourges to begin the trial of Les Accusés de mai. H.J. Seigneuret was tried in absentia (with Louis Blanc, Houneau, Caussidière, Laviron and Napoléon Chancel),3 and sentenced to deportation, confiscation of his property, and fines. For the next two years, from the Isle of Jersey, he and his committee tried to inspire revolutionary change. Instead, on 2 December 1851, Napoleon III declared the Second Empire.

With the coup d’état that gave power to Napoléon III, Seigneuret ceased publication of la Sentinelle du people. He married an Isle of Jersey woman named Rachel Alexander (b. abt 1830 on Jersey), and their first child, Mathilde, was born there in 1852. He seemed to have settled permanently.

In 1852, the great author Victor Hugo joined the exile community on Jersey. What I propose here is that Minnesota’s own Dr. Seigneuret served as a model (I won’t say the model) for the young revolutionary (Marius) dragged to safety through the sewers of Paris by Jean Valjean in Les Misérables. It was once accepted that the character Marius was autobiographical—but Hugo was not part of the 1830 and 1848 revolutions. Quite the opposite, while the revolutionaries were risking their lives in the streets of Paris, he was a government official active in their repression. It was the 1848 Revolution, the one Seigneuret helped lead, that changed Hugo’s views. The next year, in 1849, Hugo addressed his colleagues in the National Assembly on the issues of poverty and the working class. He spoke out against Napoleon III (le petit Napoléon) and under pressure, chose exile from France in 1851—first in Belgium and then on the Isle of Jersey.

Victor Hugo, quote from Choses Vues,p. 134-35.

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 2 Seigneuret’s newspapers were an English-language weekly for the island, named the Jersey Press, and La Sentinelle du peuple, a “political French paper” (in Seigneuret’s own words) distributed in Paris and western France. 3 The French term is «par contumace» and means a failure to appear that is considered an admission of guilt.

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The parallels between the character Marius and H.J. Seigneuret are many. Their fathers were both soldiers for Napoleon. Both came to Paris as young students. Both were drawn to Law and to the struggle for suffrage and better social conditions for the working class.

Both became involved in the clubs and newspapers of that intensely political time. Seigneuret was influenced by older revolutionaries just as Marius was. And, from 1852 to 1854, both Victor Hugo and Seigneuret lived in the community of exiles on the Isle of Jersey.!

Hugo had begun the novel in 1845. His personal and political life distracted him and he was unable to truly focus on it until after the exiles were expelled from Jersey, and he moved to Guernesey. The entire novel was not ready for publication until 1862. Certainly the years on Jersey, in the company of these exiled (but still striving) revolutionaries provided important material for the novel. How exactly did Hugo know what it was like to set up and man a barricade? What gave him the psychological insight into a young revolutionary? Could it be that he engaged his fellow exiles in conversation that amounted to background research?

There is an intriguing connection through the Lycée Charlemagne, where Seigneuret studied from 1832 to 1836. Victor Hugo sent his sons François-Victor Hugo (1828-1873) and Charles Hugo (1823- 1871) to this Lycée founded by Napoleon I. There, they became friends with the Vacquerie brothers, Charles and Auguste. Hugo’s daughter Léopoldine married Charles Vacquerie, and they are the young couple who drowned so tragically just months after their wedding.4 After this tragedy, Auguste Vacquerie remained closely attached to the Hugo family and even joined them in exile on the Isle of Jersey. Seigneuret and Auguste Vacquerie were exactly the same age, and it is very likely they knew each other at school. (Another Accusé de mai, Louis-Auguste Blanqui, was also educated at the Lycée Charlemagne.) Hugo’s observations of the Jersey exiles were crucial as his novel expanded from the hardships of poverty (1845) to the ways poverty enabled revolutions (1862).

Relations between the British citizens of Jersey and the French exiles became acrimonious, and the Seigneuret family chose to leave. The whole group was expelled in 1855. Several thousand French political exiles chose to come to the US between 1848 and 1880. University of Paris (8e) Professor Michel Cordillot has examined their impact on the US in several books and in a number of articles. He also compiled a biographical dictionary of these social activists. Yet, there is no entry for H.J. Seigneuret because, Professor Cordillot explained, no one knew Seigneuret had come to the states. 5

But this new society also had a painful history, and in 1862, certain portions of the Sioux Nation, confined to small reservations on the Minnesota River not too far upstream from Henderson, lacking food, waiting for the promised government stipends, and knowing what their winter would hold, finally chose the War Path. The Dakota War was short—40 days from the first murders to the surrender—basically mid-August to the end of September, and ended formally the day after Christmas 1862 with the largest mass execution in US history. Thirty-eight Sioux and !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!! 4 Léopoldine’s death inspired Hugo’s poem “Demain dès l’aube,” perhaps the most famous of all his poetry. "!After viewing documents published in Minnesota, Dr. Cordillot included Seigneuret in the online database Le Maitron.!

! métis were hung at Mankato. The attending physician who signed the death certificates was Dr. H.J. Seigneuret of Henderson --our idealistic French Revolutionary.

On the second day of the Dakota War, Dr. Seigneuret treated a refugee from the massacre at the Lower Agency near Fort Ridgely. He later wrote that “crowds of fugitives were pouring into Henderson.” He quickly joined the militia from outrage over the truly heinous and brutal acts of the Sioux reported by the fugitives. Reading his description today, he is clearly the son of a Napoleonic soldier.

He was appointed brigade surgeon of the Sibley Expedition and was at the Battle of Wood Lake. Despite (or perhaps because of) his French Law degree, he indicates no involvement in the trials, but in his short autobiography he includes the exact words of the death certificate he sent to President Lincoln. At the very least, we have to conclude that he viewed his role in the hangings as something which gave him a place in US history.

He remained physician and surgeon to the remaining Sioux and métis prisoners who were sent into their own exile, down the Mississippi and then up the Missouri. He finally resigned this position in May 1863. He served again as Assistant Surgeon in Hatch’s Volunteers (June 1865 to June 1866)—a punitive force sent to round up the Sioux and métis who had retreated to the Red River Valley.

Why? Fourteen years after the 1848 Revolution, how did an idealistic young socialist committed to bettering the lives of workers and to the Rights of Man, adjust to this role? Did he even notice the parallel to the guillotine? Was he there to ensure humane execution and removal of the bodies? Or, did he share the common prejudice that the Native Americans were not his equal? People in the Minnesota Valley distinguished carefully between what were called ‘friendlies’ (see Mr. Otherday’s monument on the grounds of the old Sibley County courthouse), and the Sioux warriors who attacked their farms and towns.

Les Accusés de mai were pardoned in 1859 and are now seen as heroes of the early workers’ movement. Today in Paris, there are metro stops, streets and squares named for the revolutionaries of 1848—Raspail, Blanc, Barbès, Quentin, and Chancel come to mind. Nothing is named for Seigneuret, not even in the Faubourg St. Denis.

Did Dr. Seigneuret ever read Les Misérables? I suspect not. The great novel was published the year of the Dakota War when he was very active and involved in Minnesota events, and he probably did not have easy access to the latest French novels. Seigneuret died 15 April 1899, in Henderson, Minnesota, and is buried in the Brown Cemetery. From the barricades of Paris to the scaffolds of Mankato his life was one of action. And, Dr. H.J. Seigneuret gave Minnesota a very personal connection to Victor Hugo’s great novel Les Misérables—whether we view him as a model for Marius, or not.

! Bibliography

- Cordillot, Michel. « Utopistes et exilés français aux États-Unis, 1848-1880 », Cahiers d’histoire. Revue d’histoire critique 124/2014. (Available online at youscribe.com, but not in English.) - Cordillot, Michel. La Sociale en Amérique, Dictionnaire biographique du mouvement social francophone aux États-Unis 1848-1922. Paris : Les Éditions de l’Atelier, 2002. - Cordillot, Michel. Révolutionnaires du Nouveau Monde, une brève histoire du mouvement socialiste francophone aux États-Unis (1885-1922). Québec : Lux Éditeur, 2009. - Dayot, Armand. Journées Révolutionnaires 1830-1848, d’après des peintures, gravures, sculptures, dessins, médailles, objets…du Temps, Paris : Flammarion, 1897. - DuQuai, Ernest. « Les Accusés du 15 mai 1848 », Les Grands Procès Politiques, Paris : Armand Le Chevalier, 1869. (available online) - “Obituary of Dr. H.J. Seigneuret,” Sibley County Independent. Henderson MN: April 21, 1899, page 8. - Hugo, Victor. Choses Vues, Paris: Calman Levy, 1900 - Hugo, Victor. Les Misérables, first edition, Paris: 1862. (Translation to English by Julie Rose. New York: Random House, 2008.) -----Les Misérables 1862-1962. Paris: Les Presses Artistiques, 22 Novembre 1962. - - Catalog for an exhibition in Paris at the Maison de Victor Hugo on the occasion of the 100th anniversary of the novel. (See the section ‘Les personnages: réalité et fiction’ for no mention of Marius. Raymond Escholier declares in his introduction, “Marius…c’est Victor Hugo.”) - McCullough, David. The Greater Journey: Americans in Paris, New York: Simon and Schuster, 2011. See Chapter 4, ‘The Medicals.’ - Neill, Edward D. History of the Minnesota Valley. Minnesota: North Star Publishing Company, 1882. See autobiographical entry for H.J. Seigneuret. - Seigneuret, H.J. “History of Sibley County, State of Minnesota, from the remotest time up to the 4th Day of July 1876.” Henderson, MN: The Independent, July 5, 1876, page 2. - Vacquerie, Auguste. Les Miettes de l’histoire, souvenirs de Jersey. Paris : Pagnerre, 1863. Accessed through Google Book Search.

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Kindling a Connection between Research and Teaching Sean Killackey Graduate Instructor, University of Minnesota

At times it feels like there is a very wide gap between our research interests and our feasible teaching activities. Whether we teach at an elementary, high-school, or university level, as life-long learners we are studying things well beyond where our students are today. This advanced knowledge would include anything from, say, an informal delving into the architecture of French châteaux or Maghreb cuisine that one might hesitate to call “research” to a formal literary, linguistic, or cultural research program. Whatever it is that we are passionate about, we likely have delved into the topic deeper than our students have or are able to at this point. And yet, there are many advocates in our profession who urge us to integrate our teaching and our research or area of interest. “Research brings the student into the exciting world of inquiry as a person with the potential to contribute knowledge,”1 as Joyce Kinkead and Laurie Grobman put it. I would like to share one experience that may point to some simple ways that we can connect our research to our teaching practice. Voltaire for Amazon. In 2011 Amazon introduced its newest electronic reading tablet, the Kindle Fire, with an eye-catching television ad. The advertisement’s visuals take the viewer through the evolution of print culture, from early writing technology to modern technology, suggesting that the Kindle Fire is the next evolution in print media just as moveable type took over the relay from quill and inkpot. However, the majority of the ad audio is a voice-over quote attributed to eighteenth-century French Enlightenment author, Voltaire (François-Marie Arouet, dit de Voltaire 1694-1778). “The instruction we find in books is like fire. We fetch it from our neighbors, kindle it at home, communicate it to others, and it becomes property of all.” — Voltaire.2 I am a dix-huitiémiste and I was teaching an introductory level French language & culture course at the time. I was intrigued by the Voltaire quote and thought it might be interesting to plead for the relevance of French studies by connecting our class to current events of the hottest new tech gadget. Even better if I could show my students that the 270-year-old French writing that I am passionate about is still relevant to hip modern companies and their advertising agencies. But I did not recognize the quote. So I did what we tell our students not to do. I googled it. The English version of the first sentence yields 16,200 google results. This quote from Voltaire is all over. It is included in many “memorable quotes” websites. It features in many meme-type images, and even an inspiring refrigerator magnet.3 In the majority of cases I saw it was attributed to Voltaire, but without any hint of the source text in which it is found. This pointed me to one problem of internet culture. The need to document sources and provide a reference, which a critical reader might employ to validate or follow further the thought presented, is not prevalent. Since none of the many search results I consulted

1 Kinkead, Joyce and Laurie Grobman. “Expanding Opportunities for Undergraduate Research in English Studies.” Profession. Modern Language Association, 2011. pp. 218-230. For other perspectives on this, see also Jane Robertson and Carol Bond. “The Research/Teaching Relation: A View from the 'Edge’.” Higher Education, vol. 50, no. 3, 2005, pp. 509-535. 2 To view Amazon’s video advertisement on Youtube, click to https://www.youtube.com/watch?v=RruHM3g39VQ. 3 Marshmallow roasting meme image credit: http://thegreatread.blogspot.com/2011_10_07_archive.html?m=0

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gave the original French, I tried a quick translation. However, the phrase “l’instruction que nous trouvons dans les livres” yielded only 2-3 results; obviously not the correct phrase in the original. Now my curiosity was fully engaged. I was ready to reach for more professional tools and a trip to the library, when I paused and wondered about my students. Could I involve them as partners in this search? While I could solve this riddle myself, why not take advantage of this moment of genuine curiosity to allow them the pride of engaging with this puzzle, using their language skills to solve a real- world, low-stakes problem? They would have to use their research skills, but also experiment with different translation approaches to see if they could re-create the missing French version and search based on that. The grammatical forms in the English version suggested they would only need present tense, which they had well in hand by the end of the semester. The lexicon also seemed relatively straightforward (livre, feu, voisin), with several cognates likely to make matters easier (instruction, communiquer). The search results would involve reading comprehension, the easiest of the four skills for most learners. While I might not unleash novice/intermediate learners on just any text of Voltaire’s, this seemed like a feasible challenge for these bright university students. The next day in class I showed a video clip of the ad, explaining that Voltaire was one of the most famous French authors and that he was from the period that I researched. I announced the parameters of the hunt and a prize of several bonus points. I made it clear to the students that I had not yet solved the mystery, and that they could be the first to figure it out. To aid them in this effort, I recommended some good tools at the library, including the impressive ARTFL database4 (https://artfl-project.uchicago.edu), accessible through the school’s library website. To curb frustration or the impulse to spend more time than this was worth, I gave the students instructions not to spend more than 30 minutes on it. There were several aspects to this exercise I wanted the students to learn through personal experience. One was the importance of citing sources. After sifting through many web pages of results and seeing how few of them gave a reference beyond the (purported) author’s name, the students might get a sense of why having a reference is a necessity. Another unexpected lesson came from the discovery of a false trail. One of the students found an early result that suggested the quote was from Lettre XII of Voltaire’s Lettres philosophiques. However, when we followed that up, there was no such phrase to be found in that letter. We found that perhaps instead of Lettre XII, it should have been Lettre XXII. It appeared to us that one website author had mistyped the reference and then, like a digital genetic trait, other famous quote sites appeared to have simply copied that posting, error and all. This taught us about how digital media makes it very easy to simply take another’s work and repackage it without much care for the accuracy of that content. Within the week, several students had found a source, which I confirmed. What they found surprised us all, and became a greater lesson to ponder when they would start their careers after college. One of my students, Aaron, came to class with a copy of the page, and an attempt at translation of the paragraph. The actual passage from Voltaire’s Lettres philosophiques reads: “Ainsi presque tout est imitation. L’idée des Lettres persanes est prise de celle de l’Espion turc. Le Boiardo a imité le Pulci; l’Arioste a imité le Boiardo. Les esprits les plus originaux empruntent les uns des autres. […] Métastase a pris la plupart de ses opéras dans nos tragédies françaises. Plusieurs auteurs anglais nous ont copiés, et n’en ont rien dit. Il en est des livres comme du feu de nos foyers; on va prendre ce feu chez son voisin, on l’allume chez soi, on le communique à d’autres, & il appartient à tous.”5 In our discussion together, students felt that the phrases “Ainsi presque tout est imitation,” coupled with “Plusieurs auteurs anglais nous ont copiés, et n’en ont rien dit” gave the passage a flavor of

4 The American and French Research on the Treasury of the French Language (ARTFL) Project is an online collaboration between the University of Chicago and the Centre National de la Recherche Scientifique (CNRS) in France. It offers full-text search on an ever-growing corpus of French texts, particularly 17th through 20th century literature and non-fiction. 5 Voltaire, François-Marie Arouet. “Lettre XXII: Sur M. Pope et quelques autres poètes fameux.” Œuvres complètes. Vol. 22 “Mélanges I: Lettres philosophiques” Paris: Garnier Frères, 1879. pp. 175-76.

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the discussion of plagiarism. Reading the ad’s quote in this context, the students decided that it was not perhaps the best-suited for marketing a device intended to sell books. We talked a bit about the difference in the book trade between eighteenth-century France and twenty-first-century United States. We wondered a bit about the nearly ubiquitous English translation beginning with the words “The instruction we find in books,” particularly since the term “instruction” does not figure directly in the original French. It did not surprise us that this particular ad for the Amazon Kindle Fire seemed to disappear a week or two later. Ads tend to have a short run time, but we also wondered if someone else had pointed out this context to Amazon. With only a knowledge of English, the original text would have been hard to track down. A matter made more complicated, we discovered, by the fact that this passage was added by Voltaire in a later revision to versions after the original 1734 publication; therefore not all editions of the Lettres philosophiques would have it. I suggested to my students that their skills in French could prove valuable to an employer in a similar situation should they pursue a career in business or advertising. I guess I am always trying to point out for them the benefits of studying French! Reflections on this exercise Very often when we task students with some sort of cultural or vocabulary research, it is a “go fetch” task where the instructor already knows the answer, or at least the general outlines of the “correct” answer. In this type of task, the learner faces a binary result of success or failure, perhaps with some varying degrees of reward for effort or originality of response. In this scenario, the learner must attend most closely to the instructor’s question to decode the clues that lead to finding the “right” answer. For example, rather than answer comment dit-on X en français? we send the students off to research it and report back to class. Or ask them to give an example of the ways that people in the Francophone world celebrate mardi gras or carnaval. In most cases, the students understand that the instructor already knows the answer. However, what changes when we involve students in researching something alongside us, to which we do not already know the response? In this scenario, the learner need not attend solely to the instructor’s question, but instead works to formulate his/her own question. The motivational focus is no longer “can I find it?” (success or failure) but rather “what will I find?” (knowledge creation and sharing). One of the keys to employing this approach is becoming aware of questions of genuine curiosity, either from class discussion, or from our own research or interest in life-long learning of French. Resisting the impulse to solve all questions ourselves, or the impulse simply to table them because there isn’t enough time in the class/syllabus is counter-intuitive. However, by sensitizing our students to the link between a moment of mystery and a research question, we may encourage critical thinking and scientific method. This particular teaching moment is not a perfect reflection of that because the question was still one of finding something. However, the parameters opened up a bit because we were not certain that Voltaire was indeed the author of that passage. We were curious about what this orphan passage quoted by the advertising would tell us when the context was known. What lessons will students learn when they are invited to come alongside us in our professional curiosity and contribute themselves to a question of genuine curiosity? One never knows in advance what students will discover and what new questions they will bring back to the classroom, but our teaching might become richer and more responsive to individual learners when we pause to kindle that connection.

3 Worldʼs Most Popular Condiment?

“Pardon me, but would you have any Grey Poupon?”

Dianne Hopen Educational Consultant

Mustard has been around for centuries. Few people ever forget their first taste - maybe at a very young age – when eyes watered and tongues stung in response to its intense flavor. In the late 1800s R.T. French introduced Americans to his cream salad and hot dog that was milder than others. “French’s Classic Yellow Mustard” took over the American market after its successful promotion in 1904 at the St. Louis Worldʼs Fair. Mustard connoisseurs knew better, but for the average American, until the 1980s, French’s was considered the premier tangy mustard condiment in the U.S. Yet mustardʼs history dates back to 3000 B.C.

Images of mustard products found on Amazon.com

Although Americans are a mustard-hungry nation, consuming more of the condiment than any other country, mustard consumption is second to peppercorns. In the world, mustard ranks third, after as the most important spice. The countries that produce the most mustard are Canada, Hungary, India, Nepal, the United Kingdom and the United States. In the second half of the 20th century the use of mustard in the world went from 75,000 tons to over 170,000.

But centuries ago mustard was a common spice in ancient Greek and Egyptian civilizations, where it was often eaten raw, chewed with meat to mask off flavors, used to aid digestion, and utilized its antimicrobial properties. The ancient Egyptians tossed the seeds onto their food for seasoning and even stored a good supply with King Tut in his tomb (1324 B.C.) In ancient Greece, Pythagoras (569 B.C.) used a mixture of mustard seeds as a cure for scorpion stings, and Hippocrates lauded mustard paste as a miracle remedy for easing aches and pains. A couple of centuries later, Roman doctors used it to ease toothaches.

It was eventually the conquering Romans who introduced mustard to the Gauls, who then planted in the Burgundy region. It was believed that the Romans were the first to use it as a condiment, but it did not become table mustard however until King Charlemagne (9th century) encouraged the monasteries near Paris to add it to their botanical gardens increasing the availability of the plant. Its popularity led to it being one of the Monks most successful crops. Later in the thirteenth century, French family firms improved the product and supplied quality mustard to French royalty. In Avignon, Pope John XXII (1249-1334) adored mustard so much that he initiated the post of “Grand Moutardier du Pape” (Grand Mustard-Maker to the Pope), giving the job to an idle nephew who lived near Dijon.

By the13th century, Parisian street sellers had begun hawking their savory wares at dinnertime and mustard was the most sought after of seasonings. King Louis XI (15th century) wouldnʼt even consider traveling without his own pot of mustard so he would never be without what had become his preferred condiment. Apothecaries in the Middle Ages were said to be making a fortune preparing a mixture made up of mustard seeds, ginger and mint, for husbands to give to their wives to stimulate their libido. Then two centuries later, the corporation of “ and mustard-makers” in the town of Dijon was created, and their imaginative recipes are at the origins of the names for the various types of mustard still in use today. And yet the “golden age of spices didnʼt arrive until the renaissance period when mustard was present at every banquet, even Rabelais being a keen amateur.”

Mustard Plants Farm | Shutterstock

Over the centuries the mustard plant expanded its recognition as having significant health benefits. Mustard seeds contain nutrients called isothiocyanates that have been shown to prevent the growth of cancer cells, particularly with regards to stomach and colon cancer. The seeds also contain selenium, which reduces the severity of asthma and rheumatoid arthritis, and magnesium, which may reduce high blood pressure and the frequency of migraines. Cooks have used it to soothe burns, soldiers have had it applied to war wounds in battle and it became a home remedy in the form of a mustard plaster, composed of mustard powder spread inside a protective dressing. Applied to the body it can be used to warm muscle tissue and to relieve chronic aches and pains. And yet it took until the early 1700s to arrive in the Americas being brought to California by the Spaniards.

More recently the medical uses of mustard go further including “appetite stimulation, sinus clearing, and frostbite prevention”. Itʼs also “touted as a weight- loss supplement, asthma suppressant, hair growth stimulant, immunity booster, cholesterol regulator, dermatitis treatment, and even as an effective method of warding off gastrointestinal cancer, so ask your doctor if mustard is right for you.” Mustard oil is even being used for body massages in severe winters as it is thought to keep the body warm.

During World War I, the Germans used a chemical weapon called “mustard gas”. Its effect on the Allied soldiers stunned the world and research into treatments led to many discoveries. It causes toxic changes in the bone marrow cells that develop into blood cells. During World War II, the US Army began studying various chemicals related to mustard gas to develop not only effective weapons but also protective measures for American and Allied soldiers in the field.

Their research led them to study another compound called “nitrogen mustard” and that led to the discovery that this compound worked against cancer in the lymph nodes. Eventually, additional research produced a model for a long series of similar but more effective agents that killed rapidly growing cancer cells by damaging their DNA. Not long after that discovery, “Sidney Farber of Boston demonstrated that aminopterin produced remissions in childhood leukemia. Many scientists have continued that kind of research leading to many new cancer treatment drugs that block different functions in cell growth and replication. The era of chemotherapy had begun!” ! ! Mustard seeds (top left) may be ground (top right) to make different kinds of mustard. These four mustards are: a simple table mustard with turmeric coloring (center left), a Bavarian sweet mustard (center right), a (lower left), and a coarse French mustard made mainly from black mustard seeds (lower right).

https://en.wikipedia.org/wiki/Mustard_(condiment)

Mustard can be purchased in a powder form (used in many recipes including soufflés) or already mixed as a paste when it is then identified as prepared mustard. All parts of the mustard plant are edible: young mustard greens or leaves of the plant are used in salads; older leaves with their stems are a fresh crunchy vegetable. Mustard greens are part of a myriad of soup, stew and ham recipes. When the plant is flowering it can also provide for edible table decorations!

The original formula of mixing the sweet must of old wine with crushed mustard seeds to form a paste was referred to as mustum ardeus (hot must) and eventually led to its being called “mustard”. The mustard plant is in the same family as broccoli, Brussels sprouts, collard, kale and kohlrabi. There are about 40 species of mustard plants. The ones used to make the commercial mustard products are the black, brown and white mustards. A temperate climate is ideal for growing and the seeds are usually planted in March or April. In June, the plants flower but harvesting waits until September. It is important to harvest them before they are completely grown because the extended growth causes tearing and dropping of the seeds. A typical 8- ounce jar of mustard has uses nearly 1,000 seeds to produce.

Mustard is produced from the whole, ground, cracked, or bruised mustard seeds which are then mixed with water, vinegar, salt, lemon juice, wine, or other liquids, and often other flavorings and spices. This mixture creates a paste or sauce ranging in color from bright yellow to dark brown. Specialty mustards, which include almost every possible blend of added flavors and range of textures, have grown dramatically. These specialty mustard recipes can include honey, beer, whiskey, garlic, , lemon peel, ginger, onion, peppers, or tarragon. This proliferation of recipes has led to increased use of mustard in restaurants and in home cooking.

fieldgoodsfood.com

“Yellow salad mustard”, as it was called early in the last century, was popular with Americans who began using it in , salad dressings, soups, sauces, marinades and meat glazes. One reason for the expanded popularity of yellow mustard is due to the proliferation of fast-food outlets. It quickly became a first choice accompaniment to hot dogs, pretzels, hamburgers, and bratwurst. In addition, a strong demand developed for de-heated yellow mustard because of its high protein content, and excellent emulsifying, water holding, and stabilizing characteristics.

There is stone ground mustard where the seeds are mixed whole: an English mustard considered among the worldʼs hottest; a honey mustard blended with honey; a hot pepper mustard which contains a ; a fruit mustard mixed with chunks of fruit (particularly popular in Italy in the 14th century); a hot mustard which uses pungent black or brown seeds (popular in Russian mustard); a spirited mustard made with alcoholic spirits; and a sweet mustard which is sweetened with sugar, apple sauce or honey in Bavaria. ! In a cream form or as a seed, mustard is used as a condiment in regional cooking in India, Bangladesh, many Mediterranean countries, northern and southeastern Europe, Asia, the Americas, and Africa, which leads to it being the most popular and widely used spice in the world. Regional brands of mustard exist in Finland, France (, ), Germany, Switzerland, the United Kingdom (Colmanʼs), the United States (Emerilʼs, Frenchʼs, Grey Poupon, Guldenʼs, Heinz, Nathanʼs Famous, Plochmanʼs or Koscuisko, Stadium mustard and Gold Pure Food Products Co.).

! Photo of Delicae mustards (thenibble.com)

From one century to the next mustard became more and more synonymous with refinement and pleasure. At the beginning of the 19th century, manufacturers far and wide entered into the race to rival each otherʼs imaginations, drawing in the great gourmets such as Grimod de la Reynière, Carème, Brillat-Savarin or even Monselet.

Manufacturing techniques evolved with the industrial revolution as traditional techniques were gradually displaced by mechanization: machines were introduced to grind, sieve and crush the seeds, and production increased exponentially. In the 1860s Maurice Grey had gained financing from Auguste Poupon to increase the speed of mustard production using an award winning mustard machine. In 1937, long after it had become a great success, Dijon mustard was granted an “Appellation dʼorigine contrôlée”. However, it didnʼt enter the American market until 1946 when the American Heublein Company, known for its production of alcoholic beverage, purchased the rights to produce Grey Poupon in America. Although Grey Poupon was gradually phased out in France in the 1970s, it continued to be produced for export. Additional mergers retained that production for the European market, and the production of it for North American is now centered in Holland (Michigan) by the Kraft-Heinz expansion. The Maille-Grey-Poupon uniquely original store is still standing on Rue de la Liberté in Dijon and continues to offer its small production of the product for sale.

In the1980s, the U.S. mustard scene took on a new look when Grey Poupon designed a marketing campaign to challenge our preference for yellow mustard. Commercials featuring a Rolls Royce enticed Americans to consider Grey Poupon mustard by stating “one can enjoy the finer things of life with white wine mustard without paying high prices.” The visual in the commercial had one Rolls Royce pulling along side a second Rolls Royce with the passenger asked: “Pardon me, would you have any Grey Poupon?” The response from the other Rolls “But of course?” was elite but unforgettable. The test audiences used for the commercial were sold with just one taste of Grey Poupon and the rest of American mustard aficionados began joining them.

Photo: usatoday.com

It was followed by a slightly less serious commercial that introduced the plastic squeeze jar, that included embarrassing sounds as the mustard was squeezed out and the Rolls driver was mortified. In 2013 another new commercial featured a duel between the driver and the mustardʼs original owner. This one earned a nomination for an Emmy! Unfortunately, even though the commercials ingrained Grey Poupon in pop culture, they havenʼt continued to influence current sales. Grey Poupon tends to be most popular in households where incomes reach $70,000 or more, and that eliminates many mustard lovers.

Some accounts state that regulation began as early as the late 14th century when heavy fines were charged for producing “bad” mustard, but well into the 16th century there was no standard practice on how mustard was prepared, and it was often adulterated and contaminated through the use of unsanitary utensils and methods of preparation. The first record of regulatory laws dates from 1658. These laws were passed to protect the mustard producersʼ recipes and style that provided stability to the end product. However, as new spices became available from both the Americas and the Far East, the mustard market fell on hard times and the founding of the House of Maille in 1747 was unable to slow that trend.

In 1856, the popularity of mustard was given a boost when Jean Naigeon, a Dijonnais, introduced the use of vinegar instead of the acidic juice from unripe grapes called , and, today Dijon mustards contain white wine. But, oddly enough, most “Dijon” mustards are no longer produced there. Canada and Nepal mustard crops make up more than half of the global production.

In the 20th century, regulations became increasingly strict, and the decree of 1937 set out conditions for manufacturing and naming mustards. A regulation completed and signed in July 2000 specifies the names. Some mustard can even create an anaphylactic shock response in some people, so that the European Union has required that labels indicate if products contain mustard since 2005. ! Mustard can be kept at room temperature but like any food product, it should be stored away from heat and light. It will not grow mold, mildew or harmful bacteria. However, it is best refrigerated to preserve its flavor, and, if stored unrefrigerated for a long time the mustard can acquire a bitter taste. Unused for a time, the ingredients will separate, but can be easily stirred to regain its original form. The mustard oil that provides the spicy flavor, as well as the added spices and flavorings, will dissipate much more quickly if not refrigerated. The reason it can sit out on tables at diners is because it is used frequently and then replaced.

Quimper Breton Mustard Pots | Henriot

As the importance of the Dijon production of mustard grew, a law in 1634 granted the Dijonnais the exclusive right to make it. Dijon became the center of mustard production by the 13th century. Today, Dijon is not a protected trademark and it can be made anywhere in the world. Mustard remained the primary spice in Europe before the advent of the Asian spice trade, but once those trade routes were established, the use of mustard was challenged by the newly introduced spices of the Orient.

In the 1950s and 60s, it was popular to encase a mustard seed in a small plastic orb as a piece of jewelry. It signified hope and perseverance during that time of change and turmoil in the world. Today, Rembrandt jewelryʼs website features the following pictures of the charm they sell. On the back they feature a biblical quote: “If we have faith in a grain of mustard seed…nothing shall be impossible” (Matthew 17:20). As a symbol of faith for Christians, it is also known to signify good luck to others. Historically, in Northern Europe, many people believed that spreading mustard seeds in their homes would keep evil spirits away.

http://www.preciousaccents.com/c-rembrandt-charms.html ! Anecdotal references to mustard abound. We all know that losers and quitters can't cut the mustard (live up to the challenge). And although some say “put some mustard on it” to encourage pitchers to throw a more high velocity pitch to get those strikeouts, neither reference truly involves mustard. They just reference the heated aspect of mustard. Mustard is used to name the Colonel in the “Clue” board game and in the Beatlesʼ hit “Mean Mr. Mustard”, as well as the variety of mustard colored clothes worn by the characters in the Harry Potter books. !

“Southern Wisconsin is proud to call itself the home of the National Mustard Museum, which boasts more than 5624 jars, bottles, tubes and mustard memorabilia from all 50 states and more than 70 countries.”

“If you collect us, they will come…”

Thatʼs what the founder and curator, Barry Levenson, said lured him into buying about a dozen jars of mustard in an all-night grocery back In1986. As Assistant Attorney General in Wisconsin he traveled quite a bit and continued to collect jars wherever he went regardless of their condition – new or used! In 1991, he began to devote his interest in mustard to full-time collecting.

Opening in Middleton (Wisconsin) in 1992, the Mustard Museum was far from finished. By 2000 it needed to move to a larger space and was renamed the “National Mustard Museum”. An annual mustard festival is held in Middleton in early August. As one of Wisconsinʼs most popular tourist stops, it has been “featured on The Oprah Winfrey Show, The Food Network, HGTVʼs The Good Life, and in the pages of dozens of national news articles and magazines.”!

There are literally hundreds of articles, books and websites that feature mustard, so to those mustard enthusiasts this article is truly just a brief overview.

Contributing Websites to this article https://books.google.com/books! https://www.cancer.org/cancer/cancer-basics/history-of-cancer/cancer-treatment-chemo.html www.frenchs.com/our-story/ http://www.encyclopedia.com/plants-and-animals/plants/plants/mustard https://en.wikipedia.org/wiki/Mustard_plant https://en.wikipedia.org/wiki/Mustard_plaster http://www.foodwine.com/food/egg/egg0796/histcond.html http://homecooking.about.com/od/foodhistory/a/mustardhistory.htm http://www.moutarde-de-meaux.com/en/histo-origine-moutarde.php http://mustardmuseum.com/the-mustard-museum/history-of-the-museum/ http://www.preciousaccents.com/c-rembrandt-charms.html http://www.streetdirectory.com/food_editorials/snacks/dips_and_sauces/history_of_the_origins_of _the_mustard_seed.html http://www.thenibble.com/reviews/main/condiments/history-of-mustard.asp https://www.thespruce.com/history-of-mustard-as-food-1807631! https://www.usatoday.com/story/money/business/2013/02/19/grey-poupon-ads/1930041/

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“In an educational landscape increasingly defined by big data, bureaucracy, and assessment plans, Dr. Milan Kovakovic tenaciously upholds personal relationships and community in his classrooms. He is committed to a deeply engaged one-on-one investment of his time and his talents. A firm supporter of Claremont Graduate University’s transdisciplinary perspective on college education, Milan has been combining the study of French language with literature, film, music, and the visual arts long before the 5 C’s of the 21st Century Standards were developed. As one anonymous student wrote: “He interwove music, art, poetry, and French culture, into his class. He even had a nationally known French musician give a concert...”. Another student praised Milan: “He is willing to put in a lot of extra work to make sure all of his students understand the material. He uses many videos and articles to familiarize his students with French culture as well as the language.” Student comments I have read over the years repeatedly speak of how Dr. Kovacovic motivated them - not by force, but by his enthusiasm, deep knowledge of the subject matter, and mutual respect, igniting interest in the student to want to learn…” + !D?G+Chris Ibarra, Marshall School (former student)

Milan has an extensive library of experience which he brings into the classrooms, sharing his own passion in the subject area with otherwise apathetic students in order to create a classroom environment in which students push themselves to discovery. Due to his constant sparks of inspiration, his students often joke that his catchphrase is “ Je reviens tout de suite”. Nearly every time that a student asks a question directed at a cultural or historical aspect of any vocabulary or grammatical principle, Milan will present a book, film, article, or any other number of primary resources to share with that student, as well as the class as a whole. No two semesters were the same with Milan because he tailored each class to the students….. Without the work that Milan put into my time in his department, both inside and outside of his classroom, I would have never found the successful career in French education that I am currently enjoying….”

From Françoise Denis, colleague and co-judge à AVLP

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e Grand Concours 2017

Minnesota AATF is proud of its national winners Secondary Level 2017 4 2017 Platinum winners (1st place) 61 2017 Gold National Winners (top 5%) 106 2017 Silver National Winners (top 6-15%) 97 2017 Bronze Winners (top 25-15%) 219 2017 Honorable Mentions 206 2nd-10th place 2017 National Winners

2017 Minnesota Schools With National Winners

Apple Valley High School Benilde-St. Margaret’s Central High School, St, Paul International School of MN Kennedy High School Lake Country School L’Etoile du Nord Immersion Marshall School, Duluth Minnehaha Academy Minnetonka High School Murray Middle School Ramsey Middle School Richfield High School St Paul Academy-Summit School St. Peter Middle School Visitation School Wayzata High School

Le Grand Concours 2017: 78,899 national contestants • 885 students registered in Minnesota • 18 Minnesota schools, 26 teachers • 171 Minnesota Platinum/Gold/Silver Winners in • Levels 01-5 (test scores were in the top 15% nationally) • 28 Minnesota National FLES Winners

Prizes Awarded

AATF-Minnesota Prizes Level 3, 4, and 5: 2 Grand Prizes of $1000 toward travel/study to any francophone country. or for a Concordia Language Villages Lac du Bois program AATF-Minnesota vous félicite!

Un grand MERCI to the Minnesota AATF for providing prizes for the drawing. Un grand MERCI to Caroline Little for her donations of posters, cards and t-shirt. Merci à Carolyn Fisk for donated prizes. et Un grand merci à Carolyn Fisk for her organization of the Grand Concours.

A special MERCI to the University of Minnesota’s Department of French and Italian for providing funds for the printing of the Distribution de Prix booklet.

The 2018 testing dates are: FLES February 11 – 24, 2018 Secondary testing: February 24 – March 25, 2018.

National Contest statistics are available on the national AATF website at http://www.frenchteachers.org/concours

Photos Carolyn Fisk !"#$%&"'(")(*$'+",-./"

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The 2017 AVLP t-shirt was designed by Lakeville South High School sophomores Nicole Johnson and Violet Tessier.

Thank you Annie Muske, Clare Hagen and Betsy Kerr, for a great organization!

We had 1223 participants in 6 categories (poetry/prose, song, theater, original skit, extemporaneous reading, extemporaneous conversation), and 22 subcategories.

The following medals were awarded: 616 blues (excellent) 437 reds (très bien) 164 whites (bien) 6 certificates only (assez bien)

01$'+&"+2"3$45*+"6+""""""" !"#$%& 1$31%**+32&"" ! " Paulette Anderson !"#$%&'()*(+),'(!-.%,/(0123( Alexie Baldovi !44,%(5#,,%'(+6.7(8"7)),(0993( Sabine Barksdale :%-6,$%;8<=(>#?.#?%<@/(01AA3( Claire Biehlmann :,))&6-.<)-(B%--%$'(+6.7(8"7)),(0CD3( Tazha Buckner :?%"E(8"7)),(0F93( Rachel Cagle G%-6--%/)<#(0AN3( Annick Fritz-Smead O#E%(G)K-%/(!&6/(P?%-"7(8"7)),(0D3( Mimi Jennings >6--%7#7#(!"#$%&'(0C3( Emilia Kaczynski >6--%<)-E#(+6.7(8"7)),(0AA3( Milan Kovacovic >)K-$/(56%Q(+6.7(8"7)),(0A13( Alix Lewis-Sadrant R)?<7*6%,$(+6.7(8"7)),(09C3( Patricia Mougel S)LL6-/$#,%(G))4%?(+6.7(8"7)),(023( Albert Nyembwe S)"7%/<%?(G%-#?/7#,,(+6.7(8"7)),( Kate Paesani 01AF3( Frédéric Posine S)"7%/<%?(>#')(+6.7(8"7)),(01UJ3( Cathy Roth S)/%I6,,%(!?%#(+6.7(8"7)),(0193( Nathalie Sawinski 8<=(H#K,(!"#$%&'(V(8K&&6<(8"7)),(0CN3(((((((Kathleen Stoddart 8<=(H%<%?(>6$$,%(V(+6.7(8"7)),/(09U3 ( Cristina Sturm Erica Tesdell 8<6,,Q#<%?(!?%#(+6.7(8"7)),(01D3( Stephen Walker W#?<#-(+6.7(8"7)),(01C3 ( Trina Whitaker

Mary Lou Wolsey

'$($)*+$($,-%! & "#$$%&'()!*+),(%-!'.!(+%!//01! *+-#&(#$%!2)34!,-%%$(!'.!(+%!"67//01! 8!'.!"!9%,)-(:%$(!'.!1-%$3+!)$5!;()<#)$! Armand A. and Madeleine S. Renaud Endowment Fund! 6#3'<%!='+$&'$!>!?#'<%(!0%&&#%-4!2)@%A#<<%!B'C(+!D<'E'!5%&#E$F! B(G!H)C

Merci to all the teachers who brought students to A Vous la Parole and to everyone else who contributed to the success of the contest. It is a wonderful experience for our students!

PS Marquez vos calendriers! The 2018 contest will take place on Thursday, April 26. Bonnes idées Bonnes idées Bonnes idées

- Regardez notre page AATFMN Facebook : https://www.facebook.com/AATFMinnesota Merveilleux! Merci à Cristina Sturm! ______

Le Séminaire de Français de Chicago 23-24 Juin, 2017 Date limite d'inscription: 16 juin, 2017 Alliance française de Chicago & Lycée Français de Chicago Comment enrichir et diversifier vos supports de cours grâce aux nouvelles technologies ?Le séminaire sera animé par Guy Vandenbroucke, éducateur chevronné avec plus de 30 ans d'expérience dans le domaine du FLE. Il a présenté des ateliers de formation dans le cadre des stages d'été du BELC (France), du Congrès annuel de la FIPF (Suisse), de la Conférence annuelle de l'ACTFL (Belgique) et de plusieurs Conférences annuelles de la CAIS (Californie). Il enseigne à Crossroads School for Arts and Science (Santa Monica, CA).

Le Séminaire de Français c'est: - 2 jours de formation intensive de 6h (9h30-12h30 et 13h45-16h45), soit 12h au total - une formation entièrement en français, en immersion totale Tous les stagiaires recevront une attestation de l’Ambassade de France aux Etats-Unis. Les stagiaires enseignant dans une école de Chicago Public School recevront par ailleurs des crédits de formation (CPDUs).Le séminaire est ouvert à tous les professeurs américains de français. Le nombre de places est limité à 25. Tarif : $30Date limite d'inscription: 16 juin, 2017 POUR PLUS D'INFORMATION ET INSCRIPTION

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Institute for Global Studies – University of Minnesota (west bank) • Minnesota's Migration and Digital Storytelling, June 26-29, 2017 • Stories of Conflict and Hope: African Literature in the High School Classroom, July 10-14, 2017 • Curriculum Development for African Literature in the High School Classroom, July 17- 20 and July 24-27, 2017 ($1000 Stipend) FREE Other opportunities There are dozens of Title VI National Resource Centers housed at universities all over the United States to help internationalize curriculum. Many of them offer low cost professional development for educators. See list here for current opportunities.

Questions? Contact Deborah Jane at [email protected] 612-624-7346.

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AATF Convention in St. Louis, July 16-19

The St. Louis program (http://www.frenchteachers.org/convention/2017-Saint-Louis.htm) and surrounding activities will serve to highlight our own French heritage in the "Pays des Illinois."

Complete convention information is available on-line, including the preliminary program and hotel information (http://www.frenchteachers.org/convention/). The Full Registration rate (which includes 2 meals and a workshop or walking tour) remains available.

CALENDAR 2017

July 16-19 AATF Convention, St. Louis, Missouri AATF 2017 Convention Info

Sept. 9 Meeting comité AATF-MN

Sept. 30 Cercle de lecture: Christophe Boltanski, La Cache Macalester College, Neill Hall 404, 10:00am. Info: [email protected] ; [email protected]

Nov 1-7 National French Week

Nov. 4 Cercle de lecture: Maylis de Kerangal, Réparer les vivants Macalester College, Neill Hall 404, 10:00am. Info: [email protected] ; [email protected]

Dec. 9 Atelier d’hiver: Développer la dynamique de groupe pour favoriser la motivation des apprenants. Carleton College, Northfield. 2018 Feb. 10 Cercle de lecture: Paule Constant, Confidence pour confidence Macalester College, Neill Hall 404, 10:00am. Info: [email protected] ; [email protected]

Feb. 11-24 Grand Concours Grades 1-6 (FLES) Info: [email protected]

Feb.24-March 25 Grand Concours Grades 7-12 (levels 01-5) Info: [email protected]

March 8-10 CSCTFL Conference, The Power of Language- The Power of People- Celebrating Hilton City Center, Milwaukee, WI 50 years. Info: www.csctfl.org

April Gala AATF-MN et Prof. de l’année. Carleton College, Northfield. Date exacte à announcer.

April 7 Cercle de lecture: Gaël Faye, Petit Pays Macalester College, Neill Hall 404, 10:00am. Info: [email protected] ; [email protected]

April 26 A Vous La Parole Univ. of Minnesota, Coffman Union. Info: [email protected]

July 18-21 AATF Convention, La Pointe-du-Bout, Martinique

2019 Philadelphia 2020 Québec MINNESOTA AATF OFFICERS & BOARD 2017

PRESIDENT Immediate PAST-PRESIDENT Christine Lac Joëlle Vitiello Carleton College Department of French & Francophone Studies Department of French & Francophone Studies Macalester College One North College St. 1600 Grand Ave. Northfield, MN 55057 Saint-Paul, MN 55105 W: 507-222-4539 w: 651-696- 6412 [email protected] [email protected]

SECOND VICE-PRESIDENT (President-elect) LE GRAND CONCOURS - Sébastien Saunoi-Sandgren Carolyn Fisk Breck School Lake Country School 123 Ottawa Ave. N w: 612-827-3707 Golden Valley 55422 [email protected] W: 763-381-8100 [email protected] À VOUS LA PAROLE – Annie Muske FIRST VICE-PRESIDENT Lakeville South HS Cristina Sturm 21135 Jacquard Ave. 13464 Dalton Lane Lakeville, MN 55044 Rosemount, MN 55068 952 232-3999 ext. 6397 H: 651-322-7225 [email protected]

REFLETS de l’Étoile du Nord, Editor: RECORDING SECRETARY Françoise Denis Hannah Nguyen Department of French & Francophone Studies Eastview High School th Macalester College 6200 140 St.W 1600 Grand Avenue Apple Valley, MN 55124 St. Paul MN 55105 W: 651-683-6969, ext. 98616 h: 651- 483-1575 [email protected] [email protected]

REGION VI REPRESENTATIVE to SECRETARY/TREASURER National AATF LaRae Ellingson Eileen Walvoord 5023 Nob Hill Drive Rosemount High School Niles West High School Edina, MN 55439 District 196 5701 West Oakton St. h: 952 924-6016 14445 Diamond Path Stokie, IL 60077 FAX: 651 423-7511 Rosemount, MN 55068 [email protected] w: 651 423-7501 [email protected]

MnAATFNet E-Mail message service for Minnesota AATF: < [email protected]> AATF – MN website: http://mnaatf.org

2017 American Association of Teachers of French If you want to be a member of the AATF, get the membership form on line at www.frenchteachers.org the AATF national address. On that page, you will find three categories listed just under the heading. Go immediately to Membership.