Meeting Point TLE

Home , Chambers (publisher), The Sky Pilot

Meeting Point TLE

Toutes séries

Directrice d’ouvrage et auteur : Josette STARCK Lycée Richelieu, Rueil-Malmaison

Auteurs : Dominique SANTONI Collège-Lycée Buffon, Paris Véronique JAUBERT Lycée Jacques-Prévert, Longjumeau Pascale CAMPS-VAQUER Collège Les Vallées, La Garenne-Colombes Formatrice et tutrice Lucile MENU Lycée Richelieu, Rueil-Malmaison Avec la participation de : Maël JOYEUX Loa Mills, TZR Hauts-de-Seine Mary Feeney Lycée François-Villon, Les Mureaux Hannah Wood Pryscilla HEBEL Elisa Grimaldi Lycée Evariste-Galois, Sartrouville David Kendall Andy Hobday Stephanie SOUTHALL Marisol Ruelas Durham University Relecture : Cynthia BENREY Andrew Hamilton Lycée international, Saint-Germain-en-Laye Ruth Phan, Lycée Charles-de-Gaulle, Poissy Paul LARREYA Françoise Laveille, Université Paris Professeur en linguistique Descartes, Paris V Conception maquette : Panni Demeter, Marc & Yvette Mise en page : Marc & Yvette Iconographie : Nadine Gudimard Édition : Catherine de Bernis

© Hatier - Paris, 2012 ISBN : 978-2-218-95389-7 Sous réserve des exceptions légales, toute représentation ou reproduction intégrale ou partielle, faite, par quelque procédé que ce soit, sans le consentement de l’auteur ou de ses ayants droit, est illicite et constitue une contrefaçon sanctionnée par le Code de la Propriété Intellectuelle. Le CFC est le seul habilité à délivrer des autorisations de reproduction par reprographie, sous réserve en cas d’utilisation aux ﬁ ns de vente, de location, de publicité ou de promotion de l’accord de l’auteur ou des ayants droit. SOMMAIRE

Avant-propos p. 4

Unit 1 MYTH OR REALITY? p. 9

Unit 2 THE SWINGING SIXTIES p. 27

Unit 3 A MAN’S WORLD? p. 50

Unit 4 BRAVE NEW WORLD? p. 79

Unit 5 THE LAND OF TWO HALVES p. 99

Unit 6 WHICH IS WITCH? p. 116

Unit 7 A COMMON GROUND p. 134

Unit 8 BORDERLANDS p. 159

Unit 9 A MATTER OF LIFE AND DEATH p. 196

Unit 10 THE POWER OF MONEY p. 233

Unit 11 HIGHER, FASTER, STRONGER p. 250

Unit 12 THE CORRIDORS OF POWER p. 278

Unit 13 DIXIELAND p. 293

Unit 14 BUILDERS AND TITANS p. 311

Unit 15 WESTERN TRAILS p. 336

Fiches d’évaluation (fiches photocopiables) p. 356

Méthodologie (corrigés du manuel) p. 413

Préparation à l’épreuve écrite du Baccalauréat (fiches photocopiables) p. 419

SOMMAIRE • 3 AVANT-PROPOS I. STRUCTURE DU MANUEL

Le manuel de Terminale est conçu selon les mêmes principes que ceux de 2de et de 1re et s’articule autour de 5 activités langagières. Trois unités sont proposées par activité langagière dominante soit 15 unités au total. Le manuel offre un grand choix de documents, les thématiques sont variées et destinées à toutes les séries (L, S, ES et séries technologiques). L’unité 3 est intitulée Art Project pour répondre aux instructions officielles sur l’Histoire des Arts. On retrouvera aussi dans chaque unité matière à aborder les arts visuels tout au cours de l’année. • Chaque unité est « raccrochée » à une ou deux notions du programme (affichage clair en début d’unité et en bas des pages impaires). Ce sont les notions dominantes mais les deux autres notions ne sont pas exclues. Pour rappel, les notions sont au nombre de quatre : – Lieux et formes du pouvoir – Espaces et échanges – Mythes et héros – L’idée de progrès • Des documents authentiques variés, forts, déclencheurs de parole ont été choisis : visuels, audio, vidéo, textes... • L’ensemble du manuel propose pour chaque unité un ancrage dans la culture anglo-saxonne. • Une tâche finale est prévue à la fin de chaque unité avec guidage pour accompagner les élèves dans sa réalisation. Des tâches intermédiaires (Prepare your task) rythment l’unité et permettent un entraîne- ment dans l’activité langagière dominante tout en préparant à la tâche finale. Il est important de rappeler néanmoins qu’il n’est pas nécessaire de faire toutes les tâches intermédiaires pour réaliser la tâche finale. Nous avons voulu avant tout présenter un manuel riche qui permettra de varier les séquences en fonction des élèves ou des années. Enfin, chaque tâche cible une activité langagière spécifique, et prépare donc aux différentes épreuves du Baccalauréat. • Les unités ont été testées dans nos différentes classes et des mises en œuvre actionnelles sont proposées dans ce Fichier. • Une évaluation diagnostique portant sur toutes les activités langagières a été prévue pour dresser le bilan des acquis en début d’année. Sont fournies dans ce Fichier des grilles critériées pour une éventuelle répartition des élèves en groupes de compétence ou pour évaluer le niveau des élèves en début d’année dans les différentes activités langagières et orienter votre travail. • Des évaluations sommatives sont prévues à la fin de chaque « tripler » (un entraînement est proposé dans le manuel et vous trouverez dans ce Fichier des sujets pour chaque unité avec barèmes et réparti- tion par palier et/ou une note chiffrée à laquelle correspond un palier du CECRL). • Vous trouverez à la fin du manuel : – 10 pages d’outils méthodologiques (p. 234-243) : Rédiger un texte - Comprendre un message oral - Commenter un document visuel - Enrichir sa prise de parole ; – 4 pages intitulées Fast Facts (p. 258-261). Présentées de manière très visuelle, elles permettent de s’approprier des repères culturels importants. Le professeur pourra renvoyer les élèves à ces pages lors de l’étude d’un document. – 20 pages de Précis grammatical (p. 262-283), que les élèves pourront consulter régulièrement. Deux autres pages permettront de réviser les Verbes irréguliers (p. 284-285).

Entraînement Objectifj f II. ZOOM SUR LES PAGES DE PRÉPARATION AU BAC A. Rappel sur les nouvelles épreuves du Bac (2013) Classes de ES, S, STMG et autres séries technologiques. LV1 (B2) / LV2 (B1) • Épreuve écrite, examen terminal – Compréhension : un à trois documents d’une longueur calibrée dont certains peuvent comporter un élément visuel. L’élève répond à des questions sur ce(s) document(s), ciblées selon le niveau attendu (B1 ou B2). – Expression : l’élève rédige un ou plusieurs textes.

4 • • Épreuve orale, en cours d’année – Compréhension : au cours du 2e trimestre. L’élève écoute un (ou deux) document(s) inconnu(s), d’une durée maximale d’une minute trente secondes au total. Trois écoutes sont proposées, puis l’élève écrit un résumé en français en dix minutes. – Expression : au cours du 3e trimestre. L’élève tire au sort une des notions étudiées dans l’année, s’exprime en continu puis en interaction avec l’examinateur. Classes de L. LV1 (B2) / LV2 (B1) • Épreuve écrite, examen terminal – Compréhension : un à trois documents d’une longueur calibrée dont certains peuvent comporter un élément visuel. L’élève répond à des questions sur ce(s) document(s), ciblées selon le niveau attendu (B1 ou B2). – Expression : l’élève rédige un ou plusieurs textes. • Épreuve orale, en cours d’année – Expression : l’élève présente une liste des notions étudiées dans l’année et les documents qui les illustrent. L’examinateur choisit une notion, s’ensuit une présentation en continu par l’élève puis en interaction avec l’examinateur. Spécialité : langue vivante approfondie (LVA). LV1 (C1) / LV2 (B2) • Épreuve orale, examen terminal – Expression : l’élève présente deux dossiers, chacun sur une notion étudiée dans l’année, comportant deux documents étudiés en classe et un choisi par lui. L’examinateur choisit une notion, s’ensuit une présentation en continu par l’élève puis en interaction avec l’examinateur. Littérature en langue étrangère (LELE) • Épreuve orale, examen terminal – Expression : l’élève apporte deux dossiers illustrant des thèmes du programme de littérature en langue étrangère, comportant au minimum trois textes chacun, et tout autre document choisi par lui. L’examinateur choisit une de ces thématiques, s’ensuit une présentation en continu par l’élève puis en interaction avec l’examinateur. Toutes séries. LV3 (A2) Langue étrangère ou régionale • Épreuve orale – Expression : l’élève apporte une liste des notions étudiées dans l’année et les documents qui les illustrent. L’examinateur choisit une notion, s’ensuit une présentation en continu par l’élève puis en interaction avec l’examinateur. Oral de rattrapage. (30’ dont 10’ de préparation) Les élèves auront le choix entre deux documents inconnus qui porteront chacun sur une notion tra- vaillée pendant l’année (B.O. du 02 03 2012).

B. Compréhension écrite & Entraînement – Les unités 4, 5 et 6 sont centrées sur la compréhension de l’écrit. Pour guider l’élève tout au long de l’année, on trouvera dans le Workbook des fiches d’entraînement à la lecture qui les aideront à comprendre les textes proposés dans le manuel. Ils mettront ainsi en place des stratégies transférables. – Les pages Improve your reading skills proposent une aide méthodologique en contexte à l’aide de supports en relation avec l’unité. Elles servent aussi à consolider les acquis. – Reading corner : plusieurs textes longs sont proposés dans le manuel, les fiches photocopiables sont fournies sur le site compagnon avec leurs corrigés. – Préparation à l’épreuve écrite : 8 pages de préparation à l’épreuve écrite du Bac permettent d’entraîner les élèves. 4 textes sont fournis dans le manuel. Les fiches et leurs corrigés se trouvent dans ce Fichier du professeur (p. 419-430). – Des pages de méthodologie de la compréhension écrite (p. 100-101 du manuel) permettront d’acquérir les stratégies essentielles.

AVANT-PROPOS • 5 & Évaluation – Tâches finales dans la dominante langagière. – Évaluation en fin de chaque unité de « reading ». Les évaluations sont à deux niveaux, en B1 (LV1) et en B2 (LV2).

C. Compréhension orale & Entraînement : - Les 3 unités de Listening (unités 7, 8 et 9) offrent de très nombreux documents authentiques. Ces derniers sont variés, et ont été testés en classe. L’évaluation sommative se calque sur le schéma du Baccalauréat avec résumé en français en bout de course à partir de notes prises pendant les écoutes. – Dans le Workbook, des fiches d’entraînement sur les supports audio sont fournies. Nous les avons construites autour de trois écoutes pour permettre aux élèves d’acquérir les stratégies néces- saires en contexte. Le transfert sur d’autres supports se fera ainsi plus facilement. – Des fiches complémentaires sont disponibles sur le site compagnon, ainsi que les scripts et les corrigés. – Les pages Improve your listening skills constituent une aide méthodologique en contexte pour cette activité langagière. Les documents sonores (MP3) sont disponibles pour l’élève sur le site compagnon et permettent un travail autonome en classe ou à la maison. – Des pages de méthodologie de la compréhension orale (p. 146-147 et 238-239) offrent à l’élève l’occasion de s’entraîner seul et de consolider ses acquis. – Des documents MP3 dans les Listening corners sont fournis et peuvent être utilisés soit en en- traînement, soit en évaluation. Les fichiers MP3 sur le site compagnon offrent la possibilité à l’élève de travailler en autonomie à la maison, ce qui n’est pas négligeable étant donné le peu d’heures dont nous disposons en classe. – La Clé du Bac constitue un outil précieux pour préparer l’épreuve de compréhension orale. Cette clé USB contient 20 fichiers de 1’30” maximum au format MP3 sur des sujets variés. Le professeur pourra utiliser ces enregistrements en classe / en labo multimédia pour entraîner ses élèves à l’épreuve de compréhension orale. Les résumés ainsi que les fiches critériées sont fournis sur la clé ainsi que les scripts des enregistrements.

& Évaluation – Tâches finales dans la dominante langagière. – Une évaluation en fin de chaque unité de Listening est prévue (résumé en français, grille d’évaluation de la compréhension avec grille critériée dans ce Fichier).

D. Prise de parole en continu & Entraînement : – Les 3 unités de prise de parole en continu (unités 1, 2 et 3) s’appuient, elles aussi, sur de très nombreux documents authentiques. Ces derniers sont variés, et ont été testés en classe. – Les pages Improve your speaking skills donnent l’occasion à l’élève d’acquérir les outils néces- saires pour améliorer sa production orale. – Les doubles pages Speaking corner permettent au professeur d’utiliser des documents iconographiques, des citations et des documents audio en lien avec l’unité lors d’une évaluation de la prise de parole en continu ou lors d’examens blancs. – 10 images vidéoprojetables sont disponibles sur le DVD-Rom et peuvent servir de support pour rebrasser les acquis de l’unité ou pour une évaluation. Objectifj f – Certaines rubriques Action! du Workbook contiennent des questions pour aider l’élève à faire le lien entre le support étudié et la ou les notions au programme. La correction de ces questions en classe fournira une base sur laquelle l’élève s’appuiera pour prendre la parole à l’oral et ainsi nourrir le dossier qu’il/elle préparera.

& Évaluation – Tâches finales dans la dominante langagière. – L’évaluation sommative se calque sur le schéma du Baccalauréat avec plusieurs documents iconographiques fournis dans le Fichier pédagogique pour chacune des unités. Un corrigé est fourni pour un document par unité, les autres étant disponibles sur le site compagnon.

6 • – En fin de manuel, on trouvera 6 pages de préparation à l’épreuve orale aidant à présenter les notions (p. 244-249). Des pistes de réflexion possibles y sont listées, ce qui permettra à l’élève de nourrir et d’étoffer sa présentation orale. Ces pages se décomposent ainsi : • 2 pages de présentation générale ; • 1 page par notion, soit quatre pages au total. L’élève trouvera aussi des cartes mentales qui lui permettront de compléter et d’élargir le lexique lié à la notion. – À la dernière page de chaque unité (rubrique Get ready for the oral exam), l’élève est invité à constituer un dossier sur la notion ou les notions en jeu dans le projet pédagogique et ceci y compris pour les élèves d’autres séries que L. En effet, seuls les élèves de L doivent présenter un dossier mais rassembler et classer les documents permettra à tous de préparer l’épreuve orale tout au long de l’année. Voici un exemple de dossier construit sur l’unité 11, Higher, faster, stronger.

Spaces and Exchanges: The notion of Progress: - Queen Elizabeth’s Christmas speech - Text: That’s what I like, p. 164 in 2010, p. 163 - Cartoon: Trapped on the track, p. 165 - Cartoon: Soccer star, p. 169 - Video: Dream, believe, achieve, p. 166 - Text: Ethics, money and sports…, p. 170 - Text: Spirit in motion, p. 166-167 - Poster on the 2012 Irish Paralympic - Text: Abuse in sports, p. 168-169 team, p. 175 - Cartoon p. 172 - Quotations p. 175

Myths and Heroes: - Photos of David Weir and Oscar Pistorius, p. 166-167 - Video: Dream, believe, achieve, p. 166 - Text: Spirit in motion, p. 166-167 - Websearch on Jesse Owens and Tommie Smith, p. 168 - Poem: Black and blue, p. 174

Les élèves devront dégager la ou les problématique(s) soulevée(s) par chaque document. Les notes que les élèves pourront prendre au fur et à mesure qu’ils / elles constitueront leur dossier pourront être amorcées ainsi (l’exemple fourni ci-dessous est fondé sur les documents de l’unité 13 Dixieland) : The photographs on page 196 reveal the true state of New Orleans in the aftermath of Hurricane Katrina from a humanitarian point of view, and so I have to say they are incredibly powerful images. The photos shock us, have a powerful effect on the viewer and therefore are used by journalists to bring home their point. Journalists try to influence people by showing striking images. If we think of the news on TV, it is clear that little is said but vivid images are shown to shock the audience. That is why I believe this document illustrates the notion of power very well. I would add the accompanying text into this category as well as it is also very truthful and moving.

E. Production orale en interaction & Entraînement – 3 unités de prise de parole en interaction (unités 10, 11 et 12) offrent de très nombreux documents authentiques. Ces derniers sont variés, et ont été testés en classe. – Les pages Improve your speaking skills donnent l’occasion à l’élève d’acquérir les outils néces- saires pour améliorer sa production orale. – Les doubles pages Speaking corner permettent au professeur d’utiliser des documents iconographiques, des citations et des textes en lien avec l’unité lors d’une évaluation de la prise de parole en interaction ou lors d’examens blancs. – Tout au long du manuel des scénarisations (saynètes, débats, discours...), mais aussi des travaux de groupes sont suggérés au professeur et permettent à l’élève de réinvestir ce qu’il / elle a appris en cours. – Dans les pages Enrichir sa prise de parole (p. 242-243), l’élève puisera les structures dont il a besoin pour s’exprimer et étoffer ses énoncés.

AVANT-PROPOS • 7 & Évaluation – Tâches finales dans la dominante langagière. – L’évaluation sommative à la fin de ce tripler permet d’utiliser différents documents sur lesquels les élèves réagiront en groupe de deux ou plus.

F. Production écrite & Entraînement : – 3 unités de writing (unités 13, 14 et 15) offrent de très nombreux documents authentiques. Ces derniers sont variés, et ont été testés en classe. – Les pages Improve your writing skills donnent l’occasion à l’élève d’acquérir les outils nécessaires pour améliorer sa production écrite. – Tout au long du manuel des productions écrites (lettre, dialogue, récit...) sont suggérées au professeur et permettent à l’élève de réinvestir ce qu’il a appris en cours. – Tout au long du manuel les pages de Language at work sont consacrées à la grammaire : • l’élève pourra manipuler les faits de langue. La rubrique On your own! a été intégrée afin que la grammaire soit systématiquement utilisée en contexte et reliée au thème. • une rubrique Grammar in action! offre la possibilité aux élèves d’utiliser la grammaire de façon un peu plus ludique et moins contraignante. – Le rabat avant « Relire sa copie » s’avèrera utile lorsqu’un élève voudra relire son devoir avec attention et éliminer les erreurs les plus courantes.

& Évaluation – Tâches finales dans la dominante langagière – La double page d’évaluation sommative (p. 232-233) a pour but de faire prendre conscience aux élèves des stratégies à mettre en œuvre pour chaque type de production. – Quatre pages intitulées « Rédiger un texte » (p. 234-237) permettent d’entraîner les élèves de façon rigoureuse à chaque type de production écrite.

III. LES PÉRIPHÉRIQUES

• Un Workbook de 96 pages avec des fiches d’entraînement et des aides à la prise de parole. • Trois CD audio classe avec les documents liés aux activités du manuel, notamment aux évaluations, et les rubriques Help! • Un DVD-Rom avec 14 vidéos et 10 images vidéoprojetables, ainsi que leur exploitation péda- gogique imprimable. • Un site compagnon avec tous les MP3 élève (dont 8 textes du manuel enregistrés), de nombreuses ressources pour l’enseignant (dont une liste de sites Internet pour aller plus loin sur certains sujets) et une FAQ qui sera alimentée au fur et à mesure des questions qui nous seront posées. • Un manuel interactif enrichi enseignant : sur un seul support, le manuel, l’audio classe, l’audio élève, les vidéos, les images vidéoprojetables, le Fichier pédagogique, les fiches photocopiables et les corrigés. Ce manuel est réservé à un usage individuel, mais trois copies sont autorisées (une installa- tion sur un poste et deux copies sur clé USB). • Un manuel interactif enrichi élève comprenant le manuel et les fichiers audio élève. • La Clé du Bac avec 20 documents audio d’une durée maximale de 1’30’’, leur script, les résumés en français et des grilles d’évaluation critériées.

Les unités du manuel ont été testées et les mises en œuvre proposées et détaillées dans le Fichier pédagogique sont le fruit de nos expériences en classe. Nous serons très intéressés par vos remarques, suggestions et critiques sur cet ouvrage. (Hatier, 8 rue d’Assas, 75278 Paris Cedex 06)

Les auteurs

8 • UNIT 1 MYTH OR REALITY?

& Mythes et héros & Espaces et échanges Tâche finale (p. 29) : There is an exhibition called “American Myths in Cartoons” in your local museum. You are a cartoonist. Present your work orally.

Activités langagières Contenus Prolongements tâches / aides

L’immigration aux États-Unis, des Commenter un document visuel CE Pères Pèlerins aux Hispaniques (p. 240-241) Tune in! Le mur à la frontière Comprendre un message oral CO (p. 20) américano-mexicaine (p. 238-239) PPC Faire un compte rendu oral Enrichir sa prise de parole (p. 242-243) Fiche vidéo (DVD-Rom et site CO Vidéo : Origins of a festival compagnon) – Image vidéoprojetable (DVD-Rom) – Tableau de JLG Ferris 1. Thanksgiving – Commenter un document visuel PPC – Cartoon (p. 240-241) (p. 21) – Compte rendu – Enrichir sa prise de parole (p. 242-243) Évaluation sommative de POI POI Jeu de rôles (p. 188-189) CE Comprendre une chanson Fiche Workbook 2. The land Présenter oralement le contenu Évaluation sommative de PPC PPC of marvels d’une chanson (p. 58-59) (p. 22-23) – Rédiger un texte explicatif PE Rédiger un texte (p. 234-237) – Rédiger un commentaire Commenter un document visuel PPC Réagir à une photographie (p. 240-241) – Faire une recherche Internet 3. Land of milk CE / – Rendre compte des informa- Enrichir sa prise de parole (p. 242-243) PPC and honey? tions collectées (p. 24) – Enrichir sa prise de parole (p. 242-243) Jeu de rôles : défendre PPC – Évaluation sommative de PPC son point de vue (p. 58-59) – Comprendre et collecter – Comprendre un message oral CO / des informations (p. 238-239) PPC – Rendre compte des – Enrichir sa prise de parole (p. 242-243) 4. Two icons informations (p. 25) – Faire une recherche Internet CE / – Rendre compte des informa- Enrichir sa prise de parole (p. 242-243) PPC tions collectées

Comprendre et collecter CE 5. Remembering des informations écrites key leaders Comprendre et corriger Comprendre un message oral (p. 26) CO un message oral (p. 238-239)

L’activité langagière principale de cette unité est la PPC (prise de parole en continu).

UNIT 1 • 9 UNIT MYTH OR REALITY? 1 TUNE IN! MANUEL & P. 20

1. Info search

& Proposition de corrigé : The first settlers The Pilgrims, the Pilgrim Fathers: a group of 100 (maybe 101 or 102) Puritans left Plymouth, England, on September 6, 1620 on board The Mayflower. This was the ship that transported the Pilgrims from Plymouth, England, to Plymouth Colony, Massachusetts. The ship left Plymouth on September 6, and dropped anchor near Cape Cod on November 21, 1620 where they founded the colony of Plymouth, Massachusetts on December 21. The Puritans were followers of Calvin, they were organized in various congregations (Presby- terian, Separatist, Congregational) and objected to the established Church of England. The Pilgrim Fathers were religious fundamentalists who wanted to reform the Church and society and make them much more pure. They believed that they could have direct communication with God and did not need Church hierarchy. In England Protestant dissenters (Puritans) were harshly persecuted. As it was impossible to reform a corrupt Church and kingdom, they left England, went to Holland then sailed for America. Plymouth Rock Pilgrim Memorial State Park is one of the most heavily visited State parks in the country. Nearly one million people a year come from all over the world to visit the town where in 1620 Europe- ans first made a home in New England and to see Plymouth Rock. This simple glacial erratic boulder on the shore of Plymouth Harbor has become a world famous symbol of the courage and faith of the men and women who founded the first New England colony. A landscaped waterfront park provides scenic views of Plymouth Harbor. The Mayflower II, a replica of the ship that brought the first Pilgrims to Massachusetts, is anchored at the park. 2. The wall

> Script de l’enregistrement (CD 1, plage 3) The Mexico–United States barrier is also known in the United States as the border fence or border wall. The barrier covers one-third of the US’s entire southern frontier with Mexico. The fence cuts through towns and divides the desert. In parts it is a fence about 5 metres high, built of a strong steel mesh and painted the same colour as the surrounding earth. In some places it is topped by barbed wire; in others it is a solid steel wall. Parts of the border are protected by a “virtual fence” – a network of electronic sensors, cameras, motion detec- tors and high-flying drones that can see for more than 300 miles. Its length is patrolled by border patrols, drug enforcement and FBI agents. In Arizona, an armed vigilante militia, the Minutemen, watch the border. The barrier’s supporters say it is to prevent illegal immigrants from entering the US, to stop drug traffickers and limit violence related to drugs. Opponents claim the barriers cost a fortune, are ineffective, jeopardize the health and safety of those seeking illegal entry into the United States and damage the environment.

10 • UNIT 1 3. Oral account

& Productions possibles : The people arriving on the boat are called Pilgrims. They originally came from England but fled the country after being persecuted for their religious beliefs. They wanted to live somewhere where they could be free to practice whatever religion they chose. On the trip across the Atlantic Ocean, one of the leaders, John Winthrop, compared the society they would build to a city upon a hill. This means that it would be an incredibly moral society, where everyone would do their duty to make life better. The location where they arrived goes by the name of Plymouth Rock. This pilgrimage became what is known today as only the second successful colony in North America and what was until independence the oldest British colony in America dating back to 1620. I believe the author’s intent was to make an ironic comparison between the arrival of the Pilgrims and the present day issue of immigration in the United States. When the Pilgrims arrived, not only did the Indians accept their presence, but they went so far as to help them. If the Indians had never taught the Pilgrims to farm, they would have all starved to death. They were willing to go out of their way to help others. In today’s society we have a barbed wire fence and millions of dollars a year spent to try and keep people out. Most of the immigrants today come for the same reasons as the Pilgrims namely freedom, peace and a better life. When the Pilgrims arrived, the Indians made no attempt to form these newcomers or attempt to make them assimilate into their culture. They simply let them be and flourish in their own way. That is not the case today.

1. THANKSGIVING MANUEL & P. 21

1. Watch a video: Origins of a festival

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. & Productions possibles : It is a painting by Jean Leon Gerome Ferris in honour of the Native American tribe and the colonists. This painting depicts the first religious festival of Thanksgiving. It is a festival that is now celebrated on the last Thursday of November. The Pilgrim Fathers were not familiar with their new environment and had to face a very harsh winter. The Native Americans helped them survive. They introduced them to corn, squash, pumpkin, cranberries and sweet potatoes. They also taught the settlers how to hunt and grow new vegetables. Thanksgiving was celebrated to thank God for helping them overcome their difficulties. The Pilgrims were grateful to Native Americans for helping them and celebrated the friendship and brotherhood between the two communities. In the painting the Native Americans and the Pilgrims share food. The Pilgrims welcome the Natives to their colony. They have built thatched-roof houses. The women are wearing gowns whereas the Native Americans are wearing feathered headdresses and blankets. The

UNIT 1 • 11 UNIT MYTH OR REALITY? 1 Pilgrims are sitting or standing whereas the Indians are sitting on the ground. The settlers look sophisticated and superior to the Native Americans. The Native Americans are closer to Nature. They seem to be more primitive and wild. The atmosphere is relaxed and joyful. The two communities seem to live in perfect harmony and unity, yet the Indians are depicted as warlike with their feathered headgear and the man in the background is carrying a rifle, as if ready to defend himself and the villagers. Likewise, the helmet and the sword of the man on the right do not seem to be in keeping with the celebration. Thanksgiving symbolizes the joy of loving, caring and sharing – not war! It epitomizes / symbolizes peace, harmony and union and people thanking the Lord for all the blessings and material possessions they have. It is an idealized vision, the truth has been distorted. Indeed, the Pilgrims seem to be the hosts and the Native Americans are their guests. It was quite the opposite. The Pilgrims relied on the Natives Americans and would have starved to death without them. 2. Role play

& Productions possibles : Group A – If I was the Indian man, I would be angry and confused: “These people have arrived from the ocean and my people have done all that they can to make them feel at home. We have saved their lives by teaching them how to hunt game and plant crops and we have kept them warm by teaching them to make shelters. Yet, at the end of this wonderful meal, they leave the payments to us. It should be them paying! They seem so ungrateful, as if all we did for them was expected and worthy of no thanks. I am highly disappointed.” – “What just happened? Why did I get stuck with the check? Is this fair? First of all, the Pilgrims came here uninvited. But we helped them out, showed them how to raise crops, how to fish, what kind of game they could hunt here, helped them survive the first winter, and now what? Now, I, and the rest of the Native Americans, get stuck with the bill. We’re the ones who will have to pay for the choices made by the white people who have come over. I thought that they wanted to be my friends… but maybe not?” Group B a. I believe this cartoon is supposed to symbolize Thanksgiving. The Puritans have shared a meal with the Indian man, and all the Puritans are standing up and away from the table. The only one left at the table is a small Indian man with a large check to pay in front of him. b. The people are turning their backs to the Indian man that is still at the table. I believe that this represents how the Pilgrims acted once they were well settled in America. At first, they were dependent on the Indians and graciously took their help. However, once they were not immediately needed, the immigrants began to betray them and take advantage of them. Basi- cally, they turned their backs on the Indians. c. The empty table symbolizes the fact that the Pilgrims are leaving the Indians to fend for themselves. Even though they had been able to do this perfectly well prior to the arrival of the Pilgrims, they will now have to do it with the Pilgrims present. This will turn out to be quite the task for the Pilgrims will soon become numerous and begin to encroach on their land and on their lifestyle. d. The Indian man is left with nothing but the check. The Puritans are leaving it on him to pay for the meal. This represents the fact that the Indians will, over time, pay for all of the actions of the

12 • UNIT 1 newly arrived Pilgrims. While the new European colonies will continue to flourish, it is the Indians that will pay a dear price. A price that will end up costing them almost their entire population. e. The cartoon is a harsh criticism of the Puritans’ contempt and indifference. It clearly underlines the settlers were ungrateful to the people who had greeted / welcomed them. The cartoonist hints that the Natives will soon be dispossessed of and driven off their land by the settlers. They were considered primitive savages who had to be saved or killed. The tone is ironic. The cartoonist draws up an indictment of colonization. It is a committed drawing.

On pourra aussi organiser un jeu de rôles : Imagine the exchange between the Puritans. & Productions possibles : Paul: What a wonderful meal! I’m full. I haven’t eaten so much for ages. Oliver: Neither have I, it was out of this world! Mary: Shouldn’t we thank our host? We’re leaving without even saying goodbye, that’s so rude! Oliver: Don’t worry about the Native, he’s fine. Mary: But they did their best to welcome us and we aren’t thanking them at all? I don’t want to be ungrateful or disrespectful. Hold on a minute, I want to thank him, that’s the least we can do. Don’t you feel any remorse? Paul: Honestly Mary, stop your nonsense! Mary: I don’t want to feel ashamed of myself, I’m going to thank him, whatever you say. Paul: Well, go on then, but I don’t want to have anything to do with him afterwards. We know how to grow our food now and how to hunt game. We don’t need shelter anymore. We have no need for him. Let him go back to his uncivilized world!

2. THE LAND OF MARVELS MANUEL & P. 22-23

1. Find the key information

N. B. : ce texte a été enregistré et est disponible sur le site compagnon.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 3-4)

1 a) b) The song may be about the American Dream, and how hard you have to work when you immigrate to America to fulfil your dreams. It might be about the possibilities available to make money and to make this land your new home. The words “treasure” and “diamonds” remind me of the “Land of Opportunity”, a country where you can hope for better prospects. Nevertheless, the word “gutters” is also reminiscent of a harsh reality: you don’t always succeed in making your dreams come true.

2 - There: America - We: the narrator and his wife

3 - Age: “still young” (l. 2) - Family status: in a relationship “my darling” (l. 2) + “my lovely” (l. 4) - Plans for the future: “we’ll make our home in the American Land” (l. 6-7)

4 It refers to the people who live in America.

UNIT 1 • 13 UNIT MYTH OR REALITY? 1

5 Wealth Abundance Luxury “Gold comes rushing out “And children dear, the “Over there all the women the rivers straight into sweets, I hear, are growing wear silk and satin to your hands” (l. 12-13) on the trees” (l. 10-11) their knees” (l. 8-9)

6 A new Eldorado (paradise) A land of opportunity “diamonds in the sidewalk” (l. 16) “There’s treasure for the taking, for any “beer flows through the faucets all night hard working man” (l. 20) long” (l. 18-19)

7 You need to be “hard working” (l. 20).

8 - “I”: an immigrant - “She”: his darling - “We”: all the immigrants

9 amazement, surprise, fascination. The narrator is fascinated by what he discovers when he lands at Ellis Island, he gets a glimpse of New York, and of the Statue of Liberty.

10 a) The working class is mentioned here. b) contemptuous

11 A nation of immigrants Poverty Determination “The McNicholas, the Posalskis, “with nothin’ “the fire down the Smiths, Zerillis, too” (l. 30) in their bellies” below” (l. 33) “The Blacks, the Irish, Italians, (l. 33) the Germans and the Jews” (l. 31) “Come across the water a thousand miles from home” (l. 32)

12 They = the immigrants

13 Social class Economic sectors Consequence Working class: “worked “building the railroads” “they died” (l. 34 et 36) to bones and skin” (l. 34) (l. 34) “fields and factories” (l. 35)

14 a) - They: the immigrants - here: America b) America has always been a magnet for immigrants who hope to make a living there, to have better prospects. This American Dream still exists now. ACTION!

1 People were yearning to live in an open society, where they would become well-off and could afford expensive materials and clothes. They were dreaming of being treated

14 • UNIT 1 on an equal footing, hoping that in America, they could overcome the social barriers. They were longing to climb the rungs of the social ladder overnight and to start from scratch / to leave their previous lives behind them once on American soil.

2 America was built by destitute people / people who lived in dire straits. They had little income and were hoping for a higher standard of living and better prospects. They tried to achieve success in America. Today, the new generations should pay tribute to the immigrants who came during the waves of immigration. It is thanks to a working-class labour force that America was built. In spite of their tough jobs in factories / plants, the immigrants tried to integrate into a society which praises hard work, but where white collar workers are still in charge.

3 Bruce Springsteen’s vision of America is jingoistic and definitely idealised. Although the lyrics are stereotyped and biased, his vision is still alive nowadays among immigrants. Objectifj f Immigrants were attracted to a land where job opportunities and better living conditions seemed to be available to anyone. However, the American Dream became a reality for very few of them, and many remained poverty-stricken and had to face appalling social conditions in America. Their dream was seldom fulfilled and they had to accept low wages and tough jobs to make a living there.

2. Behind the words

& Productions possibles : a. – The USA is described as a “nation of immigrants”. The different waves of immigration are listed. Immigrants from Ireland, Poland, Great Britain, Italy, the Germans and the Jews wanted to integrate into American society. He also refers to Ellis Island, the immigration center off Manhattan (l. 22). This island was the first place the immigrants saw, before discovering New York City. – The USA is seen as “a land of opportunity”, an open society. People are well-off enough to buy luxury goods. All the women there can afford expensive clothes. All people are on an equal footing. There are no social classes. It is an open society, there are no social barriers. People can become wealthy very quickly, become millionaires overnight. People can climb the social ladder and start from scratch. Throughout history self-made men made fortunes. “There’s diamonds in the sidewalk” : there’s opulence (= wealth) in the whole country. It makes it easier to climb the social ladder. Springsteen insists on a key value, namely the work ethic. (The Puritans believed that if you worked hard and you succeeded, it meant that it was a sign from God, a sign of divine election. Success meant you were chosen by God, you belonged to the Happy Few.) Nowadays hard work means success. The work ethic is a key value in the USA. – The USA is depicted as “the Promised Land”, “the land of milk and honey” there for the taking (lines 10, 11, 12, 13, 16, 17, 18, 19). b. The singer pays tribute to the working class. Cities were built thanks to the workers. The song pays tribute to the immigrants and to the working class, and doesn’t play tribute to the mil- lionnaires. He praises manual workers, blue collared workers. Blue collars are opposed to the

UNIT 1 • 15 UNIT MYTH OR REALITY? 1 white collars. This is a typical theme in Bruce Springsteen’s songs. Blue collars died building the railroads, worked until their deaths. They dedicated their lives / sacrificed their lives to build the country. It was a very tough job. Immigrants also worked in factories / plants. After the Depression (the Wall Street crash in 1929) jobs were created because dams, roads, and other infrastructure was built. c. Springsteen refers to the reasons why these people emigrated. They came with nothing, were poverty-stricken. They lived in dire straits / were destitute. They had guts because they knew that they were going to struggle. They wanted better living conditions, a better income, a higher standard of living, better prospects for their children. > Mise en œuvre : – On pourra demander aux élèves de conclure en donnant leur opinion sur cette chanson et sur la vision de Springsteen : This song is very jingoistic because his vision is completely idealised, stereotyped / biased. I think that Bruce Springsteen really believes in his country, he believes the American Dream is still alive. – L’image p. 22 pourra donner lieu à une prise de parole en continu et être utilisée en évalu- ation (formative) après l’étude de la chanson. Les élèves seront ainsi amenés à réutiliser le vocabulaire et les structures étudiées en cours. – Dans le cadre d’une classe fragile, des questions relais pourront aider les élèves à structurer leur prise de parole en continu : Observe the picture and imagine who this young man is (age, country of origin, reasons for leaving his native country, dreams). – On trouvera une grille d’évaluation sommative de PPC officielle à l’adresse : www.cache.media.education.gouv.fr/file/43/17/1/fiches_evaluation_200171.pdf 3. Green Card

& Productions possibles : I am so happy to have received my Green Card. America means so much to me and offers so much to her people: the freedom of religion, the freedom of expression, the freedom of assembly, and so much more. When I hear mention of America, I think of the freedom her people have and I long to have that same freedom. A land of immigrants, the United States has welcomed people from all over the world and has given them new opportunities. I want to be one of those immigrants. While I know that the streets are not paved with gold as some stories would have us believe, still, America does grant the freedom necessary for men and women to work hard in order to improve their lives. Americans can live in peace with their neighbours and express their beliefs openly without offending them. In many countries in the world, individuals do not have this freedom. They are restricted to saying what is politically correct, and women in particular often do not have rights equal to a man’s rights. I am so happy to be given the opportunity to live in a country where men and women have the same rights, where I can disagree with my neighbours about politics and religion and still call them friends, where I can protest openly without repercussions. I will work hard to be a contributing member of the American society and I will do my best to make the lives of my neighbours better because of my presence in their city.

16 • UNIT 1 4. An alien

& Productions possibles : a. The Arizona State law that was passed in April of 2010 was a law on the subject of immigration. It stated that any person suspected of being an illegal immigrant may be arrested and detained for further questioning. b. The cartoon Joe Heller’s comic titled, “I can tell by the color of your skin that you’re not from around here, are you?” shows the Statue of Liberty driving a red convertible in the desert in the foreground of the cartoon. The sun shines brightly in the arid and brown desert behind the car in the background. Next to the driver’s door, a police officer with “Arizona” written on his uniform, glares at the Statue of Liberty from behind his sunglasses, his hand resting on his holstered gun. He demands, “I can tell by the color of your skin that you’re not from around here, are you?” and we imagine that he has pulled her over simply because she is green-skinned and not Caucasian as he is. The cartoon criticizes racism and racial profiling as it addresses the subject of illegal immigration, which is rampant in States like California and Arizona. It is humorous because the border patrol officer does not recognize Lady Liberty in the car. It may strike readers as funny, but it has a serious side as well. The officer seems to have forgotten or not to know the words of Emma Lazarus’s poem on the pedestal of the Statue of Liberty in New York harbour: “Give me your tired, your poor, Your huddled masses yearning to breathe free, The wretched refuse of your teeming shore. Send these, the homeless, tempest-tossed to me, I lift my lamp beside the golden door!” Racism and illegal immigration are problems that especially plague the Southwestern United States. Increasing numbers of illegal immigrants succeed in crossing the border between Mexico and the United States, circumventing the lawful means of entering the United States. Many do so because they are desperate to feed their families and are willing to take low-paying jobs that Americans deride. Does America still believe in the words of Emma Lazarus’s poem? Today Latinos face racism from those who resent the financial burden that illegal immigrants from Mexico pose to Ameri- can society. Racism is never acceptable, but policy makers must acknowledge the problem of illegal immigration and find a way to solve it. Certainly they could make it easier to legally immigrate to the US. Sadly, some people wait as long as 10 years to go through the process legally. Why not make it easier to enter the country legally, and thus perhaps stem the tide of those who try to cross the desert in the dead of night? Comment on the newspaper’s website I am writing a letter based on the cartoon that I saw recently in your newspaper. It was dealing with the immigration laws that have just been passed in Arizona. The cartoon shows the Statue of Liberty being pulled over on the highway and questioned. She is being considered an illegal immigrant because her skin is green. The irony is that she represents the United States and couldn’t be more American if she tried. I believe that this law is outright absurd. From what I understand, the police now have the right to arrest anyone suspicious of being an illegal immigrant. What is a person suspected of being an illegal immigrant? I’ll tell you exactly what this law is, it is racism. Of course the majority of illegal immigrants come from Mexico. Any

UNIT 1 • 17 UNIT MYTH OR REALITY? 1 Hispanic living in Arizona may be stopped and questioned. It will be based on the colour of their skin. They will be stopped because they are not of European descent. These people are coming to America for one reason, a better life. In their home towns in Mexico, they live in appalling conditions. Many of them are jobless and most are poverty-stricken. The United States gives them prospects for a better life and that is why they come.

3. LAND OF MILK AND HONEY? MANUEL & P. 24

1. The Louisville Flood

> Mise en œuvre : L’étude du document sera menée avant la scénarisation. Le role play pourra être utilisé comme vérification des acquis du cours précédent. & Productions possibles : a. The picture is based on a contrast between the foreground and the background. In the foreground people are queuing up. We can’t help noticing they are all African-Americans. They are carrying bags, they look resigned, they are waiting patiently to be given some food after the flood. They may have lost everything, may be destitute / in need. They may have fallen below the poverty line. They must rely on charities to survive. They are standing in front of a billboard that promotes the American way of life. The family represented in the poster is white, all the family members are beaming / look radiant, and affluent. They are well-dressed and have a car, which at the time was a luxury and was reserved for privileged middle-class people. They live in a consumer society. They lead a comfortable life, have a high standard of living, enjoy life, they can even afford a pet, whereas the others barely have enough to survive / can hardly make ends meet. They embody a typical WASP family. There is a sharp contrast between the two groups, the haves and the have-nots / the poor and the weak. We can’t help thinking the slogan on the poster is ironic. b. The photo clearly underlines the contrast between the ideals of the nation as they are stated in the Declaration of Independence and the grim reality. The photo underlines that some people are left out, are excluded from the system. In reality, all citizens are not equal, some are “more equal than others”. People have been left out on the fringe, they have been pushed down into poverty. The have- nots, people who are economically deprived / destitute, are invisible to the middle-class who lives in the suburbs. The photographer may want to make Americans aware of poverty in their own country. The photographer’s goal is to make people realize that some people in the USA are confronted with / faced with an acute problem, with a social and economic problem. Poverty can exist in an affluent / rich society with a high standard of living.

18 • UNIT 1 2. Remembrance of things past

& Productions possibles : Journalist: Ms. Bourke-White, can you give me some insight into what you were thinking when you took the photograph called “The Louisville Flood”? Ms. Bourke-White: Well yes, I’d be delighted to tell you what I was thinking. It was 1937, and the country was still reeling from the effects of the Great Depression. I thought that the contrast between the people queued up / lined up outside the Office of Emergency Relief who were living below the poverty line and the obviously affluent family in the poster above their heads was remarkable. Already on the fringe of society, after the terrible flood in Louisville when the Ohio River overflowed her bounds, the people in the photograph plunged into poverty. They resigned themselves to collecting welfare because they were so needy and destitute. Excluded from the upper tiers of society, these poor were left out of the world of economic prosperity and instead depended on the government to provide them with food. They were certainly the have-nots, in what was, at the time, mostly a two-tiered society divided between the haves and the have-nots. The Great Depression left much of the country terribly poor, and minorities especially suffered because their standard of living was already far from wealthy. The family in the car embodies the “ideal” American family: one who is radiant thanks to their definite material success. The contrast between this white family, beaming in their brand new car, and the gloomy, even outcast African-American men and women patiently waiting to receive some help from the government, debunks the myth that everyone in the United States enjoys a high standard of living. There are those for whom a status symbol like the new car in the photograph remains only a dream, unless they can find a way out of their poverty.

4. TWO ICONS MANUEL & P. 25

1. Info search

> Script de l’enregistrement (CD 1, plage 6) Journalist: What is the history and meaning behind the American Seal? Historian: The Great Seal was first used publicly in 1782. The front side of the American Seal is the coat of arms of the United States. It is used by the government in numerous ways. It can be seen on postage stamps, flags, the reverse of the one-dollar bill, publications, passports, military uniforms, public buildings and public monuments. Journalist: What do the different elements symbolize? Historian: The American Bald Eagle is the most prominent feature of the Seal of the United States. It is the national bird and symbol of the United States of America. The eagle has its wings outstretched and carries a shield. At first, the American Seal was meant to express the beliefs and principles of the Founding Fathers and the young and rising nation. The red and white stripes of the shield symbolize the unity of the States. White symbolizes innocence and purity, red symbolizes resilience and bravery, and blue represents justice, vigilance and persistence.

UNIT 1 • 19 UNIT MYTH OR REALITY? 1 Journalist: What about the arrows and the olive branch? Historian: The eagle holds a bundle of 13 arrows in its left talon, the 13 arrows refer to the 13 original States. The arrows also represent war. We can also notice an olive branch in its right talon. The olive branch means that the United States of America has a strong desire for peace, but will always be ready for war, if it is attacked. The eagle has its head turned towards the olive branch, which is said to symbolize a preference for peace. The olive branch is usually drawn with 13 leaves and 13 olives, again representing the 13 original States. In its beak, the eagle grasps a ribbon with the motto E pluribus unum (“Out of Many, One”). It reminds us that out of many States was born one new nation. Journalist: Very interesting indeed. Thank you for your all these explanations. & Productions possibles : Group A a. The American Bald Eagle: across the breast of the eagle is a shield with 13 alternating red and white stripes. Across the top of the shield is a blue field (chief) that unites all the stripes into one. In his talons the eagle grasps an olive branch with 13 leaves, 13 olives, and 13 arrows. Above the eagle are thirteen stars inside a circular design. In his beak the eagle grasps a flowing ribbon. On the ribbon we can see the motto of the United States: E Pluribus Unum. Group B a.b. In this cartoon, we find many different characters. The one that stands out the most, is Uncle Sam. Uncle Sam is a character that was created to represent the United States of America. In the character’s most basic usage, Uncle Sam is a symbol of the pride and power of the United States. However, in this cartoon he represents quite the opposite. Uncle Sam is bent over and looks old and weak. The other characters in the cartoon can all be assumed to be immigrants. In the cartoon, it seems that they are taking care of Uncle Sam. They are doing such things as sewing, cleaning, shoe shining, brushing and cleaning his hair. The cartoonist’s intentions are quite clear. In the last few decades, immigrants, particularly from Mexico, legal and illegal, have been streaming into the United States by the millions. Due to the fact that many are uneducated or have to keep their presence a secret, they take up many of the low-paying and what many would consider, menial jobs. However, due to the fact that these immigrants are willing to do jobs that others won’t, it is beginning to have a substantial impact. This is where the cartoon itself comes in. The cartoonist is attempting to portray the state of the United States in today’s society. Uncle Sam’s image is changing and his power is declining. It is the work of these immigrants that is keeping the country afloat. Uncle Sam’s facial expression shows just this. He is shocked to see the worker coming out of his hat. Perhaps this is to signify that he was not aware of the importance that these immigrants hold in the country’s well-being. I find the cartoon more pathetic than funny, because it holds quite a bit of truth. There are many stereotypes and harsh feelings towards these immigrants. They are treated as people who have no rights and have no intelligence. The general population is blind to the work that they do. Even though many of the jobs they do are small and seem to have no importance, they are most necessary.

20 • UNIT 1 2. Test your classmates

Travail personnel des élèves.

5. REMEMBERING KEY LEADERS MANUEL & P. 26

Info search

> Mise en œuvre : Les élèves feront au préalable des recherches sur Internet et mémoriseront les informations essentielles. Lorsqu’ils écouteront l’enregistrement, ils devront repérer les erreurs (barrées dans le script ci-dessous, les bonnes réponses sont en gras).

> Script de l’enregistrement (CD 1, plage 8) This is a WWII ad for war bonds. What are war bonds? The US government borrowed money from people and promised to pay them back. War bonds are issued for the purpose of financ- ing military operations during times of war. War bonds generate capital for the government and make civilians feel involved in the war. In this ad we immediately notice Mount Rushmore National Memorial. It is located in the Black Hills of South Carolina Dakota. The Memorial is a colossal sculpture carved into granite. Sculpted by Danish-American Gutzon Borglum and his son, Lincoln Borglum, Mount Rushmore features 60-foot (18 meters) sculptures of the heads of former United States presidents (in order from right to left left to right): George Washington, Thomas Jefferson, Theodore Roosevelt and Abraham Lincoln. The sculptures represent the first 100 130 years of the history of the United States. Over the decades, Mount Rushmore has grown in fame as a symbol of America, a symbol of freedom and hope. The ad also features the first lines of “My Country, ’Tis of Thee”, a popular American song. The bell is also symbolic. It reminds us of Liberty Bell in Pittsburg Philadelphia, Pennsyl- vania. It is an iconic symbol of American Independence in 1776. The bell is said to have rung on the 14th 4th of July 1776. The bells are also the bells of freedom. As Allied soldiers entered towns, chasing enemy soldiers out, the people in the town would ring the church bells. The bells celebrated the joy of freedom from oppression. It meant that people’s lives were restored to normal. The small text under the black and white photograph lists the basic freedoms Americans are deeply attached to. Participating in the war effort means fighting for the nation, defending its main values.

UNIT 1 • 21 UNIT MYTH OR REALITY? 1 LANGUAGE AT WORK MANUEL & P. 27

1 1 a – 2 a – 3 a – 4 a – 5 an – 6 a – 7 Ø – 8 a – 9 Ø – 10 a

2 a. 1 the – 2 Ø – 3 the – 4 the – 5 the – 6 the – 7 Ø – 8 Ø– 9 the – 10 Ø – 11 Ø – 12 Ø – 13 the – 14 the – 15 Ø – 16 Ø – 17 the – 18 the – 19 Ø b. 1 the – 2 Ø – 3 Ø – 4 Ø – 5 Ø – 6 Ø – 7 the – 8 the – 9 the c. 1 Ø – 2 the – 3 Ø – 4 Ø – 5 Ø – 6 the – 7 Ø – 8 Ø d. 1 Ø – 2 a – 3 the – 4 the – 5 Ø – 6 a Remarque : en fait il ne faudrait pas de numéro 7 devant protestant.

3 Facts and figures Facts and figures Facts and figures 1856-1915 1926-1962 1809-1865 From Virginia From California From Kentucky African- American 20th century icon School: one year (glamour, tragedy of Born a slave from white fate...) Self-taught father Lawyer Walked to university Bleached blond hair (386 miles) Award winning President: 1860 actress = successful 1863: emancipation Became teacher proclamation (end of Came back to home Hard life, depressed slavery) town to open school Died (overdose) 1864: re-election Assassinated

IMPROVE YOUR SPEAKING SKILLS MANUEL & P. 27

> Script de l’enregistrement (MP3 n°1) Child: I don’t get that. What does this mean? Who landed in 1620? Mother: The Pilgrim Fathers landed on Cape Cod, they were on board The Mayflower, don’t you remember? Child: Of course I do. But it says “undocumented aliens”, that’s weird! Father: True, that’s surprising! Mother: Yes, that’s quite unusual. Child: What exactly does this mean then?

22 • UNIT 1 Father: Well, it suggests the Founding Fathers settled in America without asking Native Americans their permission. Mother: Em, it implies the pioneers wanted to flee their native countries and thought of America as a possible refuge. If Native Americans hadn’t helped them survive, this country would not exist today. Child: I don’t get the point though. Father: It draws a parallel between today’s illegal immigrants and the first pioneers. Mother: Absolutely. Your father is right. The cartoonist alludes to what is going on today. The first pioneers were immigrants themselves. Father: It also points out that they were considered invaders. There’s no doubt the cartoonist is biased and wants us to remember the USA is a nation of immigrants, as Kennedy said. The country was built by foreigners. Child: I see what you mean. Mother: I also have the feeling that the cartoonist refers to the debate about today’s illegal immigrants. I can’t help thinking that he objects to some people’s anti-foreign reactions. He certainly wants to denounce tough measures taken against illegal aliens. Father: Quite right. I’m convinced he wants to stress that America should be true to its ideals. Got the message now? Child: I think so. & Proposition de corrigé 2 The Pilgrim Fathers landed and settled without asking Native Americans their permission, they could therefore be considered “undocumented aliens”, they were the first immigrants. If they hadn’t been welcomed by the Natives, the US would not exist. The cartoonist objects to the way illegal immigrants are treated nowadays, all the more because the US is a nation of immigrants.

3 – to give one’s impressions Remarque : on pourra I also have the feeling that... aussi ajouter les deux I can’t help thinking that... rubriques suivantes. – to explain what one has understood – to show you don’t It suggests... understand something It implies... I don’t get that. What does It also points out... this mean? – when one hesitates What exactly does this Well, ... mean then? Em... I don’t get the point – to give one’s opinion though. True, that’s surprising! – to show you are Yes, that’s quite unusual. following the conversa- That’s weird! tion and interested in it – to explain one’s point of view (for or against). I see what you mean. I’m convinced... Quite right There’s no doubt... Absolutely.

UNIT 1 • 23 UNIT MYTH OR REALITY? 1

4 – beginning – policy – contrast – comment on – political – detail – develop • development – politician – symbol • it symbolizes – government – country – criticize • it criticizes – analyse • analysis – crisis – it’s a criticism of – economy • economic – a political crisis – it represents – event – an economic crisis – interesting

YOUR TASK MANUEL & P. 29

> Script de l’enregistrement (MP3 n°3) My cartoon depicts Uncle Sam on a front lawn crushed by a “House For Sale: Price Reduced” real estate sign. It illustrates the effect the collapse of the housing market has had on the United States. It was first published in the Indianapolis Star in June of 2011. The cartoon shows Uncle Sam in his classic and very recognizable top hat (which always reminds me of Abraham Lincoln), and his suit made of the US flag colors. He is flattened and lying motion- less under the real estate sign. I use Uncle Sam here to represent not only the American government, but also the whole of the United States and its economy. Let me explain why. In the late 1990s and early 2000s the housing market was very strong, as house values rose and the economy seemed to be doing fairly well. However, beginning in 2006, the housing market began to decline. In this cartoon I tried to convey the way many Americans felt when the housing bubble collapsed. We felt like we’d had the wind knocked out of us. We were overwhelmed by the economic downturn in not just the housing market, but also the US economy in general. My cartoon conveys the idea that Americans felt crushed because their savings vanished and their homes’ values plummeted. It’s clear that Uncle Sam has been knocked out and it’s going to take him some time to recover. However I don’t depict him dead and ready to be buried. Even if I use the cartoon to portray the heavy blow the US economy has suffered, I’m sure that eventually Sam and the US economy will soon be on their feet once more. > Mise en œuvre : – Le professeur pourra aussi utiliser pour cette tâche les images vidéoprojetables n° 3 (Empire in Decline) et 4 (The Golden Door), disponibles sur le DVD-Rom. – Dans le cadre d’une classe fragile, les élèves pourront utiliser les aide lexicales qui y sont fournies.

24 • UNIT 1 SPEAKING CORNER MANUEL & P. 30-31

N. B. : le texte Stand a été enregistré et est disponible sur le site compagnon. & Proposition de corrigé A. In this drawing we see a boat filled with immigrants, arriving at Ellis Island. Ellis Island is the sea port in New York City. This is traditionally where immigrants from Europe and other parts of the world would arrive, when they came to the United States. In the distance, we can see the Statue of Liberty. This statue was given as a gift, by the French people. The statue is of a robed female figure holding a flame. She represents Libertas, the Roman goddess of freedom. This statue has become an icon of the American people and the United States themselves. On the boat, we can see many different immigrants. The looks on their faces reveal clearly their emotions. The main emotion these immigrants feel is hope. The fact that they are on this boat shows that life in their country of origin was tough. That throughout their lives they had passed extremely difficult periods and are looking for a better and more meaningful life. Perhaps they left due to poverty, religious persecution or even famine. In any case, the United States represents for them a chance at a new beginning. The United States is known for its equal opportunity given to all. People are free to work as much as they please, speak their opinions and practice their religion of choice. After a long and gruelling voyage, arriving at this port and seeing Liberty Island must have been an ecstatic experience. In today’s day and age, the opinion on immigration has drastically changed. Though the United States still welcomes over one million immigrants per year, a striking number are now turned away. The United States must not forget that they are a country based almost entirely on immigrants. All nationalities have a place under the American flag. B. The narrator of the poem “Stand” encourages the American attitude of individuality. “Stay black / Stay Proud” the first stanza begins, and it continues to exhort individuals of every colour to be proud of their race. Since one’s race is a part of one’s identity, the speaker in the poem seemingly believes that people should not be ashamed of their ethnicity. The second stanza states that it is impossible to be anyone but oneself. Meanwhile, the following stanza tells the reader that no matter his occupation, he should “be the best [he] can be.” The poem uses the word “proud” eight times as an exhortation; it tells the reader that he ought to be proud of his individuality and stand up for himself. Accordingly, the sixth stanza says, “Be real and realize that the ones who criticize, / best recognize that you are you— / take it or leave it.” Here, the narrator urges the reader to understand that those who criticize him are perhaps those who best understand his uniqueness and value. Americans embrace the narrator’s idea of individuality. Often, they are not worried about blending into the crowd. This is often because it is cool to be different from everyone else. Americans realize, along with the speaker in the poem, that it’s impossible to be someone else, as stanza seven expresses, but that they do best when they each live their own life, proud to be unique and different from everyone else. Asserting one’s personality whatever the obstacles is the hallmark of ordinary heroes. It requires courage, strength, will-power, determination, energy and optimism. C. Helmut Leherb’s mural entitled America seems to be a collage of many of the things that he thinks symbolize America. The image includes a diverse collection of symbols. The left size of the mural is largely covered by blue skyscrapers and clouds, but at the bottom of the left

UNIT 1 • 25 UNIT MYTH OR REALITY? 1 side is a rubbish heap that includes discarded soda pop cans, an abandoned helmet, an old coat and pair of shoes, a gun and an old map. A large red Coca-Cola bottle separates the two halves of the mural. On the right side is a couple, both clothed in blue, the man holding a guitar that has the front of a TV screen with the face of Marilyn Monroe on it, and on the far right side are signs with the words “naked but nice,” “entrance,” “here now” and “am” on them. There are many things that are interesting about this mural, but one of the most striking choices Leherb made was to paint much of the mural light blue. At least half of the mural is a picture of the blue sky complete with skyscrapers and clouds. Since clouds are often symbols of dreams, it’s as if he both suggests that America is a land where dreams come true and that the sky is the limit in the United States. On the right, the couple presses their cheeks together and seems to be in love, and since they are of mixed ethnicities, it suggests that the America Leherb sees is forward-looking and not racist. The bottle of Coke is striking, first because it is red, but also because it is in the center of the mural. Coke has become an international symbol of America and it seems as if Leherb pays tribute to that in his painting by acknowledging the brand here. Remarque : on pourra utiliser la grille d’évaluation proposée dans le bulletin officiel du ministère. www.cache.media.education.gouv.fr/file/43/17/1/fiches_evaluation_200171.pdf www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=58313

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Évaluation sommative de PPC (p. 372-373 de ce Fichier) > Image vidéoprojetable : The First Thanksgiving (DVD-Rom)

26 • UNIT 1 UNIT 2 THE SWINGING SIXTIES

& Mythes et héros & L'idée de progrès Tâche finale (p. 43) : You take part in a radio programme entitled “Celebrating the Sixties”. Some songs and films have been selected. Choose one, present it and say to what extent it is representative of the decade.

ActivitésActivités langagièreslangagières ContenusContenus Prolongements ttâchesâches / aideaidess TunTunee iinn ! – ÉtÉtudierudier uunene coucouvertureverture de TiTimeme – CoCommentermmenter un ddocumentocument vivisuelsuel PPCPPC – ReRepérerpérer des éléments ((p.p. 240-24240-241)1) ((p.p. 3232)) caractcaractéristiqueséristiques des annannéesées 6600 – Évaluation sommative de PPC (p.(p. 58-59)58-59) CEC Comprendreomprendre un articlarticlee BuildBuild up your vocabularvocabularyy (p.(p. 41)41) CO 1.1. ThThee ttimesimes CComprendreomprendre une interview FicheFiche sur le sitesite compagnoncompagnon are changingchanging PPPPCC – CComprendreomprendre un court articlarticlee (p.(p. 3333)) CCEE – DDébattreébattre sur l’importance EnrichirEnrichir sa priseprise de parole ((p.p. 242-243)242-243) POPOII de la télé aujourd’huaujourd’huii CEC Comprendreomprendre un articlarticlee FicheFiche WorkbookWorkbook 2. LeLett RegarderRegarder une bande annonce CO musicmusic rulrulee (sur(sur Internet)Internet) (p.(p. 3434)) POIPOI ConfronterConfronter des opinionsopinions EnrichirEnrichir sa priseprise de parole (p.(p. 242-243)242-243)

COC Comprendreomprendre une intervieintervieww FicheFiche sur le sitesite compagnoncompagnon 3. The ppowerower PE É Écrirecrire uunn rrésuméésumé RédigerRédiger un texte (p. 234-237)234-237) ofof mmusicusic CE WWebeb seasearchrch : la musiquemusique des 60s (p.(p. 3535)) Réaliser un diaporama et le – EnrichirEnrichir sa priseprise de parole (p(p.. 242-243)242-243) PPPPCC pprésenterrésenter – Évaluation sommative de PPC (p.(p. 58-59)58-59) CEC Comprendreomprendre un articlarticlee FaFaireire le llienien entre une iimagemage PPPPCC 4.4. YeYearsars et uunn tetextexte of pprotestrotest CEC Comprendreomprendre les pparolesaroles FicheFiche WorkbookWorkbook (p.(p. 3636)) dd’une’une chchansonanson PPCPPC EnregistrerEnregistrer un podcast Évaluation sommative de PPC (p.(p. 58-59)58-59)

PPCPPC Décrire une publicitpublicitéé

CO ViVidéodéo : MaryMary QQuantuant Fiche vidéovidéo (DVD-Rom et site compagnon)compagnon) 5. YeYearsars ofof fafashionshion CO C Comprendreomprendre un document audiaudioo FicheFiche sur le sitesite compagnoncompagnon ((p.p. 3737)) PPOIOI Confronter ses opinionopinionss EnrichirEnrichir sa priseprise de parole (p.(p. 242-243)242-243)

PPEE Écrire une criticritiqueque de filfilmm RédigerRédiger un texte (p. 234-237)234-237) CE– ComComprendreprendre un scriscriptpt FicheFiche WorkbookWorkbook 6.6. SStilltill a – CComprendreomprendre un article man’sman’s wworld?orld? PPCPPC JeuJeu de rôlesrôles : faire un discourdiscourss Évaluation sommative de PPC (p.(p. 58-59)58-59) (p.(p. 38-3938-39)) PE Écrire un articlearticle

L’activité langagière principale de cette unité est la PPC (prise de parole en continu).

UNIT 2 • 27 UNIT THE SWINGING SIXTIES 2

TUNE IN! MANUEL & P. 32

Sweet Sixties

> Mise en œuvre : – Cette couverture de Time Magazine, qui a valu à Londres son surnom de Swinging City et à la décennie celui de Swinging Sixties, permettra aux élèves de repérer un certain nombre d’éléments saillants de la culture des années soixante. On pourra diviser la classe en deux et demander par exemple à une partie des élèves de décrire la partie gauche de la couverture, pendant que l’autre moitié travaillera sur l’autre partie. On pourra ainsi opposer une partie plus ordonnée, traditionnelle à une autre plus moderne, en plein mouvement. – Une autre possibilité sera de faire travailler une partie de la classe sur la couverture de Time, pendant que l’autre partie travaillera sur le texte et la photo page 33. À l’issue de ce travail, chaque groupe donnera sa définition des années soixante lors de la mise en commun. & Productions possibles : a. London seems to have been the epicentre of many changes in the Sixties and we can recognize several references to the city on this cover of Time Magazine released on 5th April 1966: on the one hand we can see the Houses of Parliament, the Union Jack, horse guards with their bear-skin hats, a man on the right under the one-way sign in the background who looks like the Prime Minister of the time, Harold Wilson, smoking his pipe. This could be called the “traditional” London. The page is divided into two parts diagonally. While the right hand-side reflects the more traditional aspects of society, the left-hand side illustrates the rapid changes that were happening around that time, for example the breaking of taboos concerning sex – we can see girls going out freely with young men and having a lot of fun. All the traditional aspects of society seem to have been relegated to the background as if to leave room for change, fun, movement and music in the foreground (we can see the name of a famous group of the time (The Who) written on the man’s T-shirt). The Sixties was a decade ruled by the younger generation who enjoyed their newly found freedom by partying hard and experimenting with wild clothes. They sported flares, oversized sunglasses and bold prints which can be seen throughout this cover. The liberal attitude of the time also meant that many indulged in the use of illegal substances which is represented by the spiralling eyes of the party girl on the left and the dazed expression of the man in the foreground. b. The cover contains all the elements leading to the birth of the cultural myth of Swinging London. The “Swinging Sixties” is the label used to refer to the decade in which London was at the centre of the cultural universe. This is portrayed by the elements used on the cover of Time Magazine. The collage effect that is used creates a buzz as it forces the viewer’s attention to flicker from the left-hand side of the image to the other.

28 • UNIT 2 1. THE TIMES ARE CHANGING MANUEL & P. 33

1. Understanding the article

& Productions possibles : a. This period was characterized by a technological revolution, fashion, consumerism, baby- boomers, drugs, hippy anti-establishmentarianism, a sexual revolution because women could be on the pill, and the emergence of brands. b. “kicked the consumer society into gear, spending like lottery winners and trying everything on offer – lots of it illegal.” (l. 14-17) + “Drugs, hippy anti-establishmentarianism and the sexual revolution – fuelled by the uptake of the pill…” (l. 22-23) 2. Memories of the Sixties

> Mise en œuvre : Pour les classes les plus faibles, une fiche d’exploitation et son corrigé sont disponibles sur le site compagnon. & Productions possibles : The Sixties are depicted as a new era, a golden age when radical changes happened in Great Britain. A radical cultural revolution took place and the access to technological breakthroughs such as television or cars enabled people to improve their quality of life as they were better off. This decade also witnessed new social and political trends and the triumph of pop music with the emergence of what would become world-famous bands. Today, people still recall with a nostalgic pleasure how optimistic this decade was when considering all the changes that happened. > Script de l’enregistrement (CD 1, plage 9) Journalist: Pete, can you tell me what the 60s represent for you? Pete: The 60s to me were vibrant, exciting, original and fresh with all kinds of new ideas in lifestyle, culture, popular music, sexual freedom, film, television and politics. It was the time for radical thinking, big changes in the way the world was run, a whole new approach, to society’s way of doing things. The 60s decade witnessed the advent of “super models” like Twiggy and great photographers like David Bailey who photographed them. Journalist: Is that what you will remember most? Pete: Oh, no. I remember the fashions, the mini skirt, amazing! It was a great time for technology. I remember my first colour TV. Then came transistor radios… wow! So small and battery driven. Amazing times… I have a lot of very good memories of the music and just the good feeling that life was improving for all of us. Journalist: What about you Mike? Mike: Oh I completely agree with all that. It was a fabulous time. As for television, well, it was revolutionized in the 60s. At the beginning of the decade, we watched programs like Dr. Who on the old black and white sets, but by the late 60s, we had colour TV—mainly for

UNIT 2 • 29 UNIT THE SWINGING SIXTIES 2 sports programmes at first. That was in about 1968. At that time, we always rented our TVs… they were too expensive to buy. However, we DID have our own car. The 60s was the decade in which “ordinary families” could afford to buy cars. My parents passed their driving tests in 1965 and I have a photo of them proudly standing next to their first car—an Austin mini. Journalist: Cathy, you were born in 1951, you told me. Do you remember anything special about the decade? Cathy: Oh, yes! I clearly remember reading papers like The Mirror. They were so optimistic, literally crammed with pictures of things like the brand new Concorde, the Post Office Tower, the Mini, the hovercraft, things that left their mark in the 60s. And, of course, England 66. It was the first—and only—victory of England in the World Cup. They’ve never won it since! There was a real sense of “Look what we’ve achieved in the 1960s!” Journalist: You sound so enthusiastic when talking about the Sixties in London, that’s just incredible. Cathy: It was just amazing! I think Britain was really the place to be in the 60s! It was the world leader in fashion, pop music, films, television, social culture. This country had it all and produced it all, including world class pop groups like The Beatles and The Rolling Stones… In short, Great Britain, and especially London, was the cultural hub of the world! It was also a time when people also “experimented” with a lot of things. 3. The “Big Step”

& Productions possibles : a. Réponse personnelle. b. On the one hand, we believe that television still has the same importance in today’s society as it did back in the Sixties. Daily news broadcasts help to keep the nation up to date with current events happening around the globe which is a vital source of information, especially when major events happen such as the 9/11 attacks and various natural disasters. Television remains the most effective way of passing on information rapidly to a wide audience. On the other hand, in recent years, television has been “dumbed-down” with less emphasis on educational programmes and more broadcasting hours being dedicated to reality TV shows and soap operas. It could be argued that television is no longer a respected medium as it once was in the Sixties.

2. LET MUSIC RULE MANUEL & P. 34

> Mise en œuvre : On pourra diviser la classe en deux. Une moitié travaillera sur le texte, pendant que l’autre travaillera sur la bande annonce de The Boat that Rocked (Good Morning England). Ceci peut permettre de travailler des activités langagières différentes en fonction des besoins des élèves.

30 • UNIT 2 1. Understanding the article

& Productions possibles : a. Réponse personnelle. b. Pirate radios were very attractive in the 60s because they played the popular rock ’n’ roll music that was blaring from American radios. At the time, all the radio and TV stations in Britain, except for one television network, were owned by the BBC. This national broadcasting company aired a variety of programs including news and light entertainment, but no more than 6 hours of pop music a week. Pirate radios filled this gap, supplying a steady stream of pop, including songs by many very popular British bands, like The Rolling Stones, which were being played on American Top 40 stations, but not on the BBC.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 5-6)

1 1 a) airwaves b) broadcast c) commercial d) broadcaster

2 Radio Music news = les informations disc jockeys = disque-jockeys programs = émissions tunes = airs signal = signal bands = groupes station = station playlist = liste de lecture / sélection

3 It stands for the British Broadcasting Corporation.

4 a) were the property of / were controlled by b) at the beginning: at the dawn • tasteless and boring: bland • forbidden: banished

5 all but

6 What was not Monopoly Programmes broadcast The BBC owned “a bland if nourishing diet of news, rock ’n’ roll music the airwaves. information, light entertainments and children’s programs” (l. 4-5)

7 a) “rebellious” (l. 8) • “illicit” (l. 12) • “out of British authorities’ legal reach” (l. 15) • “pirates” (l. 19) • “a crime” (l. 25) • “unlicensed” (l. 26) b) simplement: merely • ancrés au large de: anchored off • hors de portée: out of reach • époque: era

8 a) “The pirate’s off-coast locations strategically put them in international waters – and thus out of British authorities’ legal reach” b) The broadcasters were based on ships anchored in waters that were not dominated by Great Britain. Thus, the authorities could not forbid them to broadcast unlicensed music.

UNIT 2 • 31 UNIT THE SWINGING SIXTIES 2

9 a) Mi Amigo b) Radio Caroline c) The Hollies, The Rolling Stones, The Dave Clark Five

10 BBC radio Pirate radios - news - the biggest bands of the period - information - commercials - light entertainment - playlists largely lifted from American - children’s programs Top 40 stations

11 The government voted a law against them. “In 1967 the British government made it a crime to supply music, commentary, fuel, food and water – and, most significantly, advertising – to any unlicensed offshore broadcaster.” (l. 25-27)

12 The pirate radios can be regarded as the “winner” because, in the end, a pop station was created by the BBC and many disc-jockeys who worked for pirate stations ended up working for the BBC. A few years later, commercial radio stations were legalized in the United Kingdom. ACTION!

1 They were called “pirate radios” because they were the only means to fight against the domination of the British Broadcasting Corporation. They were formed by activists who bypassed the law to broadcast American music.

2 They contributed widely to the music revolution of the 60s because they enabled British people to discover rock ’n’ roll music which was flourishing in America, but which was banned in the United Kingdom. Objectifj f The DJs can be considered heroes since they were brave and daring enough to challenge the restrictions imposed by the BBC. They stood up against / defied its monopoly and got a round the law to broadcast a new kind of music. This article illustrates the notion of power since it shows to what extent the BBC dominated the airwaves until the 1960s in the United Kingdom. What is more, it depicts how important cultural exchanges were, here between the USA and Great Britain. It also shows how closing one’s borders can lead some people to call for a broader space, to push the geographical and cultural limits and to bypass the law to get more free space.

2. Pirate radio

& Productions possibles : After watching the trailer for the film The Boat that Rocked I can give a brief description of what the film is about. A group of mavericks decide to set up a pirate radio station and broadcast their shows from a boat off the coast on England. The people working on the radio show also seem to enjoy a lot of parties and they invite lots of young people to have fun with them on the boat. The team run into difficulties when officials try to shut down their radio station. They put up a fight and try to save “The Boat that Rocked”. It is unclear as to how the film ends from the trailer.

32 • UNIT 2 3. THE POWER OF MUSIC MANUEL & P. 35

1. Sounds of the Sixties

> Mise en œuvre : Pour les classes les plus faibles, une fiche d’exploitation et son corrigé sont disponibles sur le site compagnon. > Script de l’enregistrement (CD 1, plage 10) Paul: Well, my happiest memories in terms of music are from the 60s! There were so many good songs from the 60s that it would be very difficult to name just a few, but I suppose if I tell you Sugar Sugar by The Archies or Strawberry Field by The Beatles or… Everybody remembers the tunes… Journalist: Oh yes, I suppose we could all start to sing along... Paul: And there were all these beautiful albums too. Just think of Sergeant Pepper’s Lonely Hearts Club Band by The Beatles. It is one of the most commercially successful albums of the 60s. It represented everything that was going on in the 60s and in particular in 1967, the psychedelic thing that was predominant at the time... LSD and its influence on music. To me, Sergeant Pepper’s Lonely Hearts Club Band was the finest rock album of the decade, if not the twentieth century. Journalist: But there were no MP3 players, no high tech at that time. Can you tell us how people would listen to their music back then? Paul: The new pop music blared from every teenager’s transistor radio, most of it broadcast from offshore pirate radio stations, in fact. And then we started to watch Top of the Pops on television… Oh yes, TV was a real revolution in the 50s and 60s. It went from being a luxury for the few to entertainment for the many, and a regular source of conversation. Well, unfortunately, hardly any programmes of that time remain today because a lot of them were just “wiped” after they were aired. It was just the way things were done in those days, and nobody seemed to realize until later the significance of what they were doing. Journalist: Paul, we’re coming to the end of our interview about the sounds of the Sixties. What would your final words be? Paul: Uh… For many young people, especially young adults, the 60s was truly a magical age, an age when the world or the Western part of it reached an almost “Utopian” state. Journalist: This is a perfect conclusion. Thank you, Paul. & Productions possibles : b. In this interview, Paul, who was a teenager in the 1960s, talks about his favourite groups of the decade, especially The Beatles. He is very nostalgic about that period of his life. He brings us back to that era, reminding us that technology has changed a lot since then: instead of playing their music on MP3 players or iTunes, they had only transistor radios to listen to their favourite songs. He also talks about the beginnings of television. Today, it is hard for us to imagine a world without television, but Paul reminds us that in the 60s it was new and exciting. (103 words)

UNIT 2 • 33 UNIT THE SWINGING SIXTIES 2 2. Top of the Pops

& Productions possibles : Group 1: Ruby Tuesday, Within You Without You, Space Oddity Common points: These three songs are all about the impossibility to communicate. In Ruby Tuesday, the singer is depressed because the girl he loves has left him. Ruby Tuesday is a very sad day for the singer, and yet we have the impression that the girl has left in order to catch her dreams. “Catch your dreams before they slip away, dying all the time, lose your dreams and you will lose your mind.” In Within You Without You, communication is difficult because people hide “behind a wall of illusion”: they don’t face reality. They don’t see the common thread that unites humanity. But the song ends on a note of hope that in the future people will understand that love unites us all. Space Oddity is also about lack of communication because the astronaut is so happy in outer space that he refuses to come down and doesn’t answer the calls of Ground Control. He becomes stranded in space, but he is happy. While Ruby Tuesday and Within You Without You both make references to love, in Space Oddity the singer cuts off any ties to other people, escaping into outer space. Both Within You Without You and Space Oddity refer to space, the space between people, or outer space. And these last two songs seem to allude to drug use. Within You Without You seems very psychedelic with its eastern melody structure and the line. The sensations described in the lyrics resemble those of an LSD trip where users experience a dissolution of the limit between themselves and the outside world, a feeling of unity with the universe. And of course the astronaut who starts “floating in a most peculiar way” after taking his “protein pills” refers to someone on drugs. In a 2003 interview, David Bowie explains that the inspiration for this song came from watching the film 2001: A Space Odyssey while he was stoned. Ruby Tuesday Within You Without You Space Oddity Point of view: the P. of v.: singer / narrator P. of v.: singer / narrator singer / narrator whose Target: young people who is on drugs love has left him Main themes: peace and Target: young people Target: young people love (drugs) Main themes: drugs, Main theme: love Describes: unity in the outer space Describes: love lost world (drugs) Describes: a drug trip Group 2: Sky Pilot, A Day in the Life, Happy Jack Common points: These three songs are about lies and hypocrisy. Sky Pilot is about a hypocritical chaplain, called the Sky Pilot, who blesses the soldiers and smiles at them as they are about to leave for battle, confident that he has given them courage with the thought that God is with them. While the soldiers are fighting (and some of them dying!), the clergyman simply rests on his bed, satisfied with himself. But after the battle, when the soldiers return, one soldier looks accusingly at the Sky Pilot remembering the words from the Bible: “Thou shalt not kill.” This song denounces war and the military which sends young men to their death. A Day in the Life also speaks about current events and senseless dying. It is also a song about contrasts: a “lucky” man who dies; sadness and laughter; crowds vs the individual; holes which can paradoxically fill something; the banality of an ordinary day (waking up) and the irreversible finality of death. Meaning is turned inside out. The words in a newspaper which announce death have somehow lost their impact and death itself becomes banal.

34 • UNIT 2 Lies are a theme of Happy Jack as insensitive children lie to this odd man who spends his time on the beach playing with the kids. They try to hurt Happy Jack. Pete Townshend based this character on the strange, not very bright guys who used to hang around where the children played on English beaches. The listener feels pity for this man who is mocked by the children, but at the same time, the only positive point is that Jack is happy no matter what. A little anecdote: Townsend was said to have met Happy Jack in person on the beaches of the Isle of Wight during one of the very famous festivals which take place there every summer since 1968. Sky Pilot A Day in the Life Happy Jack Point of view: external P. of v.: singer / narrator P. of v.: external view view of the “Sky Pilot” Target: the conventional of Happy Jack and the Target: the establishment, older generation children the government Main themes: everyday Main theme: children Main theme: war life, death Denounces: mistreatment Denounces: war Denounces: senseless of others death Group 3: Can’t Buy Me Love, Won’t Get Fooled Again, Satisfaction Common points: All of the songs in Group 3 express negation (CAN’T buy me love, WON’T get fooled again, CAN’T get no satisfaction) and thus show a rejection of the status quo. The first song in Group 3, Can’t Buy Me Love, criticizes the consumer society and praises love. This song expresses the ideals of the hippy commune culture where money and individual property are frowned upon. Peace and love! Satisfaction by The Rolling Stones follows in the same vein of anti-consumerism, as we hear the singer complaining about commercials he hears on the radio or sees on TV. The title itself is a take-off of the phrase commonly used as the final selling point, “Satisfaction Guaranteed!” Won’t Get Fooled Again, on the other hand, is an anti-war song showing the futility of war. There are many references to the fact that war is just history repeating itself, starting with the title itself, Won’t Get Fooled Again. There is the image of people fighting with their children at their feet; the fighting will go from one generation to the next. The singer talks about the new constitution, the new revolution and the changes all around, but then plays his guitar “just like yesterday” indicating that in fact nothing has really changed. This idea is reiterated in the second verse, where the singer says that the world is just the same and history hasn’t changed, the banners that have been used for one revolution will just be reused in the next. The final two lines bring this idea home: “Meet the new boss / Same as the old boss.” The singer also insinuates that the population has not been told the truth, they have been “hypnotized” or “fooled” by the establishment. The tone is ironic. Can’t Buy Me Love Won’t Get Fooled Again Satisfaction Point of view: singer / P. of v.: singer/narrator P. of v.: singer / narrator narrator who is in love Target: the establishment Target: conventional society Target: young people Main theme: war Main theme: anti-consumerism Main themes: love, Denounces: war Denounces: anti-consumerism the consumer society Denounces: the consumer society

UNIT 2 • 35 UNIT THE SWINGING SIXTIES 2 Group 4: Wild Thing, Lucy in the Sky with Diamonds, My Generation Common points: The main theme of Wild Thing by The Troggs is love, but in this anti-con- formist decade, the object of love is “wild”, unconventional, uncontrolled by society’s rules and structures. My Generation also sings the praises of the youth of the 60s, a new generation that rejects conventions. The parents’ generation is depicted as old, cold, critical (“People try to put us down”) and the singer suggests the old ones should just “fade away”. The praise for the young people consists in the repetition of the words “talkin’ ‘bout my generation”, pounding the idea in joyful rhythms. One way young people showed their rejection of their parents and other adults is by taking drugs: The Beatle’s song Lucy in the Sky with Diamonds is a barely hidden reference to the psychedelic drug LSD. The song describes an LSD trip which causes hallucinations, synaes- thesia (confusion of the senses) and an altered sense of time. LSD played a key role in the counterculture of the 60s. Wild Thing Lucy in the Sky with My Generation Point of view: singer / Diamonds P. of v.: singer / narrator of narrator who is in love P. of v.: singer / narrator the 60s generation Target: young people on a drug trip Target: young people Main theme: love Target: young people Main theme: the new Praises: anti-conformism Main theme: LSD generation Praises: drugs Praises: the mentality of the youth Denounces: the mentality of the older generations 3. The picture factory

& Productions possibles : b. I have chosen to present to you the song Space Oddity written and sung by David Bowie because I think this song brings together many elements that characterize the 60s. First of all, an important part of this decade was the Space Race between the United States and the Soviet Union, culminating with the first moonwalk in 1969 by the American Neil Armstrong. Space was a common theme during this decade, and was the subject of many books, films, television programs and songs. David Bowie said, in an interview, that he was inspired to write this song after seeing Stanley Kubrick’s space film 2001: A Space Odyssey in 1968. The song wasn’t released until 1969, as the timing of the album’s release was planned to coincide with the first man on the moon. It is interesting to note that the BBC chose to use this music as background music when airing the images of the moon landing. David Bowie later said in an interview that he thought it was funny because obviously nobody at the BBC had actually paid any attention to the lyrics of the song, because the astronaut in the song gets stranded in space! Not exactly the idea you want to get across for such a momentous event! This song also represents the counterculture of the 60s because the lyrics can be understood to mean that the man is on a drug “trip”. After taking his “protein pills” (drugs), Major Tom goes into outer space (gets high on drugs), and is so happy up there that he doesn’t want to come down. Taking drugs was a way for the youth of this decade to protest against the conventions and rules of the older generation. The fact that this song is about drugs was confirmed by David Bowie who said that he was stoned when watching Kubrick’s film. Bowie echoes the ideals of his generation with his song that praises drugs and thumbs its nose at the adult generation.

36 • UNIT 2 4. YEARS OF PROTEST MANUEL & P. 36

> Mise en œuvre : - On pourra diviser la classe en deux. Une moitié travaillera sur les documents de l’exercice 1, pendant que l’autre travaillera sur les paroles de la chanson. Après la mise en commun, le troisième exercice servira de prolongement et de synthèse. Il pourra être fait en classe (à l’oral tout simplement ou au laboratoire de langues) ou en devoir à la maison. - Le texte Universal Soldier a été enregistré et est disponible sur le site compagnon. 1. A protest symbol

Réponse personnelle. 2. Universal soldier

Informations complémentaires (cf. l. 21) : – “The hand writing on the wall” (or “the handwriting on the wall” or “the writing is on the wall” or “Mene Mene”) is an idiom for “imminent doom or misfortune” and for “the future is predetermined”. The expression originates from the Book of Daniel, chapter 5, from the handwriting on the wall that was witnessed at a banquet hosted by king Belshazzar. Upon profaning the sacred vessels pillaged from the Jerusalem Temple, a disembodied hand suddenly appeared and wrote on the palace wall the mysterious words, “Mene, Mene, Tekel, Parsin.” The prophet Daniel was summoned to interpret this message as the imminent end for the Babylonian kingdom. That same night, Belshazzar was killed and the Persians sacked the capital city. www.en.wikipedia.org – To read the original text: www.biblegateway.com/passage/?search=Daniel+5&version=NIV

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 7-8)

1 He refers to the universal soldier.

2 a man’s height

3 All the soldiers are 31.

4 a) une lance b) fights = present • ’s been = has been = present perfect c) War is a characteristic of human life. + People always find new means to fight.

5 “And he knows he always will kill” Wherever he comes from, or whatever his religion, a soldier is a soldier, and his job is to kill, no matter what his values are or what person commands him to do so.

UNIT 2 • 37 UNIT THE SWINGING SIXTIES 2

6 a) It refers to “fighting”. b) Many countries are mentioned to suggest that it doesn’t matter what side you are on or what country you defend, you are still fighting against someone and this will not bring peace, only more fighting.

7 - “he’s the one who must decide who’s to live and who’s to die” (l. 19-20) - “And he’s fighting for Democracy, He’s fighting for the Reds, He says it’s for the peace of all.” (l. 16-18)

8 a) a warning (of death and destruction) b) A soldier thinks he always has a good reason to fight but he never sees what is bound to happen.

9 They both gathered a lot of soldiers and waged long wars in order to build and expand their empire.

10 a) “but” b) an anti-war activist c) a criticism of soldiers: “and without him all this killing can’t go on” (l. 27)

11 He is responsible: “his orders come from far away no more” (l. 29)

12 a) It refers to a higher authority far from the battlefield. b) The soldier cannot say he has been ordered to fight, he is accountable for his actions.

13 a) “They” refers to “his orders”. b) The soldiers who accept to fight are responsible for the war, the war will never end as long as there are soldiers to fight. ACTION!

1 This song shows the universality of the soldier, no matter what his physical characteristics are, or what weapons he uses. The singer wants to denounce war and highlights a contradiction: although the soldier is used as cannon fodder and is ready to sacrifice his life for a cause or a country, he cannot put the blame on a higher or far away authority. He bears complete responsibility for his actions. The singer asserts that it is no use fighting and exposes the absurdity and uselessness of war.

2 The singer resorts to an alliteration in “f” on lines 1-2 “five foot-two… feet-four… fights”, but also to anaphora in almost each stanza, for instance in stanza 3, all the lines start with “he’s fighting”. What is more, he uses enumeration, such as on lines 5-6, where he lists all the religions: “He’s a Catholic, a Hindu, an Atheist, a Jain”. Finally, he marks an opposition with the link word “but” on line 22. Objectifj f In this song, the soldier is considered an anti-hero because he is made responsible for his actions. The singer does not sympathize with him; he even contends that the soldier is to blame for fighting. Instead of being represented as a hero or a brave man defending his values and country, the “Universal soldier” is guilty for not putting an end to a conflict.

38 • UNIT 2 3. Sixties podcast

& Productions possibles : The protest symbol and the song, Universal Soldier, both reveal something about the atmosphere of the Sixties. The emblem for the campaign for nuclear disarmament was designed by an artist, an individual who was against nuclear war. The fact that this simple sign spread so rapidly and came to be recognised by thousands of people means that the Sixties was a time when the voice of the individual was heard. People began to rise up against government powers and they were united in their ideas by signs such as this one. Their numbers grew and grew and soon the individual became a group and a force to be reckoned with. The song carries the same message as it is used to unite people and help individuals to recognize that we are above all human beings regardless of where we come from or our political views.

5. YEARS OF FASHION MANUEL & P. 37

1. An icon of the 60s

& Productions possibles : a. What strikes me most about this advert is the bright, bold colours. Though prints are fashionable nowadays, we can see that solids were trendy in the 60s. The shape and colour of the letters of the slogan and the stylized flowers are also typical of that decade. The model herself is so skinny she almost looks anorexic. I guess that’s how she got her nickname Twiggy: she’s as thin as a twig, a stick. The shorts and dress don’t seem very short to us now, but it must have been shocking at the time. Only a decade earlier, girls’ dresses still covered their knees. One more thing I find interesting is that in the ad they suggest to their future clients to write a letter to find out which shops sell “Twiggy-rigs”. Of course nowadays you could just check out the website, and probably even order the clothes online. Times have changed! b. boyish – flirtatious – fresh – simple – casual 2. Watch a video : Mary Quant

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. 3. What would your style be?

> Mise en œuvre : Pour les classes les plus faibles, une fiche d’exploitation et son corrigé sont disponibles sur le site compagnon.

UNIT 2 • 39 UNIT THE SWINGING SIXTIES 2 > Script de l’enregistrement (CD 1, plage 12) Intro The 1960s was a revolutionary decade that brought about great social change. This had a big influence on teen fashions. British designer Mary Quant pioneered the famous mini-skirt, and helped to make the 1960s an iconic era of fashion that brought many new styles. 0’26’’ Part 1 For example there were the Mods, whose styles were very popular among teenagers in the 60s. Fashion model Twiggy was a famous Mod. British fashion designer, Mary Quant, was key to the growth in popularity of mod fashion in the 1960s. Her short mini-skirt challenged the previously conservative fashion of the 50s. This super short skirt became a distinctly popular item worn by 1960s mod teenagers. The mini-dresses were colored with bright prints or geometric patterns, although monochrome was also favoured. Bold, colored tights were also popular items. Knee-high boots and high-heeled pumps were the fashionable footwear for Mods. A popular accessory for girls was black false eyelashes, like Twiggy’s. 1’22’’ Part 2 The Rockers’ style was very different of course. Rockers were another teenage subculture of the 60s, and rivaled the Mods. They preferred to be more scruffy and rebellious. Rockers’ fashions included leather jackets and black jeans. Heavy biker boots, studs and chains were worn. Rockers often greased their hair like Elvis. 1’49’’ Part 3 But we mustn’t forget the Hippie look. It developed as anti-war demonstrations grew stronger. Hippies were carefree and wore casual and loose clothing such as peasant blouses and long tie-dye skirts, flowers and other zany prints. They were also the first ones to make bell-bottom jeans fashionable. They also wore beaded jewelry, bandanas and bangles, and placed flowers in their hair. As for shoes, they preferred walking barefooted or wearing sandals to embrace nature. & Productions possibles : b. Twiggy is my favourite icon of the Sixties so I am going to dress up as her for the party. I will wear my hair short as she did and spray it blonde. I will wear long black fake eyelashes to give me doe eyes which are synonymous with Twiggy! I will wear a block print dress in yellow and white which was a popular style at the time and of course match all my accessories with this colour scheme. On my feet I will wear white lace up knee high boots with a block heel just like Twiggy did. 4. Movie corner

& Productions possibles : b. Through these six mostly British films and TV series, the 21st century viewer can get an idea of some cultural themes of the 1960s in the UK. There seems to be a certain amount of uncertainty about the future and we get the idea that the young people at the time felt that they were living in a pivotal moment. A common subject seems to be rebellion against established cultural codes, and questioning oppressive norms that youth at that time were brought up to aspire to. These movies also seem to question gender roles and the importance of tradition. We are reminded of the fascination with outer space, the future, technology, artificial intelligence (Thunderbirds, 2001: A Space Odyssey), and the cultural revolution of the late Sixties (Nowhere Boy, If…).

40 • UNIT 2 c. 2001: A Space Odyssey by Stanley Kubrick is a classic movie and a must-see that you should put at the top of your films-to-watch list. Don’t be put off by the particularly long running time (161 minutes) – you won’t ever get bored during this science fiction epic. It is true that today outer space represents less of a complete mystery than it did at the time, but the feeling of utter awe and reverence for the as yet undiscovered powers of the universe can still be felt by today’s viewers. There is so little dialogue that it feels less rooted in a specific time and place than it might have had its characters spoken more. What I found the most relevant to today’s world is the notion that it may be dangerous to be so completely dependent on technology. While the computer that controls the space ship is extremely efficient and useful, and makes the entire mission possible in the first place, its malfunction turn for the worse also reminds us how delegating power to a machine could also potentially be treacherous.

6. STILL A MAN’S WORLD? MANUEL & P. 38-39 1. Share information

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 8-10)

TEXT A: NO SURRENDER

1 “the struggle for equal pay” (l. 5)

2 Le Ministre du Travail

3 a) encouraging • understanding b) hope

4 equal pay

5 It means that she stresses the fact that she cannot grant it to them now.

6 She is surprised. • She didn’t expect Mrs. Castle’s answer.

7 a) disagree • argue against b) Industry is going to object to equal pay for men and women.

8 the Parliament • the media

9 a) easy b) what is easy c) Things that are too easy to get are not worth having.

10 determined • adamant / unflinching • straightforward • strong-willed • independent “No!” (l. 19) + “Rita’s vehemence still surprises them.” (l. 20) + “that ain’t good enough” (l. 22)

11 You have to learn to wait.

12 What compensation do you want? What can I give you for you to go back to work?

13 Rita’s demands Mrs. Castle’s negotiations - guarantee of an Equal Pay Act - return to work - 90% of a man’s salary, “considerable - 75% of the male rate movement towards the male rate”

UNIT 2 • 41 UNIT THE SWINGING SIXTIES 2

ACTION!

This text deals with the encounter between the Secretary of State for Employment and underpaid women who genuinely believe that women deserve equal pay to men. They try to convince this woman to support their cause and to help them get what they want. They talk her into backing them up with concrete measures. The Secretary of State promises them to be on their side, however they have to be patient. The leader remains firm and unyielding; she stands her ground and shows an unexpected but forceful willingness to change things. In the end, the Secretary seems ready to negotiate. Objectifj f Firstly, this extract shows the power men had over women in the workplace. Women were not treated on an equal footing when it came to their pay. Nevertheless, in the 1960s, women were trying to regain power and to assert their rights asking for equality in terms of salary. At that moment, women really started to become aware of the injustice they were suffering, and stood strong for their rights. They asserted their power by organizing themselves in trade unions and went on strike for a pay rise. Although many men sneered at them and looked down on these determined women, they put forth their power to force a compromise and, later, a social change.

TEXT B: 1968: WOMEN’S LIB BECOMES A POWERFUL FORCE

1 a) advance b) in the event of c) lay down d) pass

2 a) True. “The Matrimonial Property Act laid down that a wife’s work […] as a housewife […] was to be regarded as an equal contribution […] if, in the event of divorce, the family home had to be divided.” (l. 1-4) b) True. “whether in jobs outside the house or as a housewife within it” (l. 2-3) c) False. “it does not come fully into practice for five years” (l. 5-6) d) True. “a process of reform which gathered momentum during the Sixties in areas such as abortion, divorce and contraception” (l. 8-10) e) True. “a movement […] in its infancy here compared with more strident campaigns in the United States” (l. 11-12) ACTION!

In 1968, several laws were passed to grant more equality to women. These acts paved the way to a deep transformation of British society and of the way women were considered at work as well as at home.

& Productions possibles : c. Both texts on these two pages are about the advances that were made in women’s rights in Britain in the 1960s. Though they are different in format (one is a screenplay and the other a history book), they both talk about the Equal Pay Act that was passed in Parliament in 1968, establishing the principle of equal pay for equal work. It is clear from both texts that there had been discrimination against women, but that much was accomplished in the 60s to reduce inequality between men and women in the workplace and in British society in general.

42 • UNIT 2 2. Standing strong

& Productions possibles : a. Harold Wilson was the UK Prime Minister at the time. He belonged to the Labour Party. b. At the beginning, Barbara Castle is hypocritical. She says she is proud of the Ford workers for the battle they’ve fought, and adds, “I fully support the struggle for equal pay.” However, instead of giving the women what they’ve been asking for, she asks them to go back to work, with an ambiguous promise of helping their fight sometime in the future. She is doubtful that any real steps can be made in Parliament: “The Lords’ll kick up a fuss. The press’ll have a field day… It isn’t going to be easy—”. When Rita O’Grady reminds Barbara Castle that she is a working woman just like them, Mrs. Castle appears more understanding and supportive of their cause. c. Barbara Castle starts by praising Rita O’Grady for her struggle for equal pay, but she explains that changes won’t happen right away and Ford workers must be patient. Rita challenges that attitude, saying that they must fight. When Mrs. Castle advises the girls to go back to work, Rita refuses to obey and demands substantial proof that changes will be made. Mrs. Castle hesitates, but Rita convinces her that women – the Ford workers, just like Mrs. Castle herself – deserve equal pay for equal work. d. We can imagine that in the film, after the meeting with Barbara Castle, the women workers go back to work with an immediate pay raise (somewhere between 75 and 90% of the male rate at Ford). And the situation for women does change. After the strike, things DID happen in Parliament. The Equal Pay Act of 1970 was passed in Parliament as a direct result of the 1968 Ford strike, even though it didn’t come into effect until 1975. Other laws passed in the areas of abortion, divorce and contraception were also steps towards equality between the sexes in the eyes of the law. 3. Debriefing

My fellow workers, I’ve just met with the Secretary of State for Employment, Mrs. Castle, who understands our struggle and supports our cause. I can finally say we’ve got somethin’ solid in our fight for equal pay. First of all, Mrs. Castle has promised to negotiate with our bosses at Ford for an immediate pay increase, so we’ll be earning 90% of what they pay the men. And secondly, she’ll do everythin’ she can to get an Equal Pay Act passed in Parliament to guarantee by law that women’ll get equal pay for equal work. Our fight isn’t over yet, but we’re makin’ strides an’ we’re almost there! 4. Making the headlines

Great Strides in Women’s Rights Today, after a meeting between Secretary of State for Employment, Barbara Castle, and strike leader Rita O’Grady, women sewing machinists at the Ford car factory agreed to go back to work, but not before being assured of a substantial increase in their salaries and promises of an Equal Pay Act to be voted in Parliament. With surprising boldness, Mrs. O’Grady insisted on salaries for her female co-workers to be paid at 90% of the rate for males, and obtained it.

UNIT 2 • 43 UNIT THE SWINGING SIXTIES 2 Though parity will not be achieved overnight, this is a major breakthrough for women’s rights. Mrs. Castle has promised to get the Equal Pay Act passed through Parliament this year, though the implementation of the law will probably take place in stages, perhaps over a period of five years. After reforms in abortion, divorce and contraception, this act, as well as the Patrimonial Property Act which counts a wife’s work inside or outside the home as an equal contribution to the family, raises the status of women from the subservient housewife to an equal partner in marriage. This is one more step towards the liberation of women, and a giant leap towards equality of the sexes. (201 words)

LANGUAGE AT WORK MANUEL & P. 40-41

1 a. It was difficult for her because she wasn’t used to speaking in public. b. Women didn’t use to have the same rights as men. c. There used to be great inequalities in wages between men and women / great gender inequalities. d. Men weren’t used to doing household chores, but things have changed. e. Men never used to do any housework or ironing.

2 a. defend: Grâce aux femmes qui ont osé défendre leurs droits, la loi sur l’égalité des salaires a été adoptée en 1975. b. accept: Les femmes ne pouvaient plus accepter d’être payées nettement moins que les hommes pour le même travail. c. reduce • abandon • continued: Elles avaient peu d’argent quand elles étaient en grève, elles ont même dû réduire leurs dépenses, mais elles n’ont pas abandonné et ont continué à combattre. d. refused: Rita a refusé l’offre parce qu’elle pensait que l’augmentation (de salaire) n’était pas suffisante. e. discovered • returned: Elle s’est mise en colère quand elle a découvert que l’une des ouvrières était retournée au travail. f. admired • abolish: Les collègues de Rita l’admiraient parce qu’elle était tout à fait décidée à en finir avec les inégalités de salaire.

3 a. let • made • have b. let c. have d. make e. let • make / get / have f. had g. let • make h. made

44 • UNIT 2 4

Dear Jane, Dear Paul, Dear Mike, It is understandable that you want Your father comes from a different Rock is not everyone’s cup of tea! to look like the beautiful Twiggy. Try generation and he may be finding it First, thank your uncle for the gift to persuade your mother by showing hard to adjust to the times. I’m sure but kindly return the ticket to him her pictures of how sophisticated he didn’t dress like his father when and let him know that you have dif- Twiggy looks with her short crop, he was your age! Try to make him ferent musical tastes to him. Perhaps explain how manageable it will be understand that you are old enough you could offer to take him to a con- to maintain and above all, remind to decide how you want to dress. Your cert in the future so you can share your mother that hair grows back! image is a reflection of who you are with him the music that you enjoy? Should the cut not be to her liking not who he is. Good luck! you can grow it out again in a mat- Good luck! ter of months. Let her know that you do not want to look provocative and I am convinced she will allow you to look the way you want. Good luck!

Build up your vocabulary

1 a. – In the Sixties, young people protested against American involvement in Vietnam. They criticized the US government for sending troops there. – They also questioned consumerism and materialism. – Young people began to revolt against the conservative norms of the time. – They objected to authority and the government, and demanded more freedom and rights for women and minorities. b. – Songs also became a means of protest. – Singers supported causes, condemned injustice, inequalities and discrimination. They were involved in social issues. – Later on they endorsed political causes and performed in benefit concerts. – In the USA, the protest song was one of the main symbols of the Sixties youth culture. – Singers were more and more committed and influential. They took advantage of their fame to make the public aware of social issues. Songs were biased.

2 Peter Kennard’s photomontage entitled Defended to Death depicts the planet Earth wearing a gas mask. The eyes are replaced by the flags of the United States (on the left side, which would correspond to the West on a map) and Great Britain (on the right). The mouth piece is spewing out nuclear missiles. The gas mask reminds us of the Vietnam War (1955-1975) and the chemical warfare (Napalm and Agent Orange) that was used on a vast scale by the American military. The nuclear missiles refer to the arms race. The flags emphasize the idea that the two countries are involved in this race. The gas mask is vomiting up missiles, suggesting that the Earth is ill from having eaten too many. The title Defended to Death indicates that while the US claimed they were “protecting” Vietnam, they actually destroyed the land and the population with their bombs and chemical weapons. With this 1983 photomontage, Kennard

UNIT 2 • 45 UNIT THE SWINGING SIXTIES 2 is reminding people of what happened in Vietnam and the devastating effects of war, and he is trying to get across the message that the arms race must be stopped, that war and weapons are destroying our planet. Britain’s “unofficial war artist” Kennard provided graphic visual images for the Campaign for Nuclear Disarmament in the 1980s, a campaign that started in the 1960s, at the time of the cold war.

IMPROVE YOUR SPEAKING SKILLS MANUEL & P. 42

N. B. : le script ci-dessous sert de corrigé à la question 1. b. > Script de l’enregistrement (MP3 n°4) One day in 1968, Rita O’Grady had had enough. She led 187 female workers at a Ford Motor Company factory in Dagenham Essex to go on strike. At Ford’s, women were paid much less than their male counterparts – no matter how skilled they were, women were only paid 87% of the rate that the lowest paid, unskilled men received. This was not fair and Mrs. O’Grady initiated a protest that lasted three weeks and started political waves. The strike successfully shut down the factory because of a lack of car seats sewn by women. But the movement didn’t end with the strike in Dagenham, it began to spread to other factories as more women began to protest. Unhappy and frustrated, the factory owners tried to pressure the women into going back to work but they refused. As a representative of working women and the working class, Rita O’Grady met with Barbara Castle, the British Employment Secretary, to discuss terms. In order to pacify the Lords and factory owners, Castle asked the women to return to work without first receiving a guarantee of equal pay but Mrs. O’Grady refused and demanded “something solid” before accepting to return to work. As a result of this meeting and Rita’s determination, the strikers finally got the guarantee they would now be paid 92% of what men were paid. The actions of Rita O’Grady and her co-workers paved the way for the Equal Pay Act of 1970 in which companies were required by law to give equal pay for equal work regardless of sex.

YOUR TASK MANUEL & P. 43

& Productions possibles : Example 1: Have you ever heard of the British television series called The Avengers? You may recognize it if I tell you that the leading male character wears a bowler hat and carries an umbrella, and the leading female character wears black leather boots. You may have seen old reruns of what the French call Chapeau melon et bottes de cuir, a British “spy-fi” television series that includes elements of espionage, fantasy and science fiction. This series embodies the 60s in many ways.

46 • UNIT 2 It is not surprising that the main character, John Steed, works for the British Intelligence, as the series was produced during the Cold War. Though spy stories have always been popular, they were particularly topical at the time. Actually, Steed, played by Patrick Macnee, does not look typically 60s. With his Savile Row suit, bowler hat and umbrella, he is the typical British gentleman of a previous generation. His younger female partners, however, wear outfits that were the latest mod fashions in the 60s. Dr. Cathy Gale, played by actress Honor Blackman, wears tight-fitting black leather outfits and “kinky boots”. As a matter of fact, Gale epitomizes her decade in many ways: she is intelligent, assertive, forward-looking and self-assured – in short, a liberated woman. Some people have said that her character got some of her charm because in her earliest episodes, Gale spoke lines that were originally written for a man. In the first shows, Steed was actually the assistant to Dr. David Keel, played by Ian Kendry, but Kendry left after the first series and the character of Cathy Gale became Steel’s stylish, but spunky assistant. In the episode I watched, The Golden Eggs, we learn that Gale lives in Steed’s flat. Even if it is made clear that it is only temporary while Gale is looking for a new home, it must have been quite shocking at the time for a young unmarried woman to be living in a man’s apartment! To conclude, we can say that this series, which was extremely popular at the time, offers a model of the liberated woman, an example for the “new generation” to follow. To a modern viewer, the characters, the themes, and the costumes bring one back to the vibrant age of the 1960s. Example 2: My presentation focuses on the song Dedicated Follower of Fashion released in 1966 by a band called The Kinks. The song is about a male “pleasure seeking individual” who lives in London and spends much of his time going shopping for new clothes and then flaunting his new style at parties and on nights out. I have chosen to talk about this song as it represents the importance and the changes in the fashion world at that time, for example, “polka dots” and “stripes” were all the rage and many young people sort out new trends on Carnaby Street which is referenced in the song. The song was written many years ago, however, I feel that it is still relevant today. The lyrics show how individuals are driven by consumerism.

SPEAKING CORNER MANUEL & P. 44-45

A. The Beatles’ song She’s Leaving Home and the accompanying photo illustrate the generation gap that divided families in the 1960s. The lyrics tell the story of a girl who is running away from home. She leaves a note for her parents and sneaks out at dawn. When her parents find the note, they are shocked and don’t understand what made her leave them. They feel they have always done everything they could for their daughter, sacrificed their lives to provide for her, bought her everything she needed. At the end of the song we learn that what she needed was not something that could be bought. She needed the “fun” that had always been denied her. It appears that these parents were very serious and strict with their daughter. We are led to believe that they never truly understood her or really communicated with her because the lyrics state that “she’s leaving home after living alone for so many years.” The song begins by describing the daughter in the third person, but in the chorus the passages in parentheses are quotations from the parents. The fact that there are two separate narrative voices underlines the division between the parents and their daughter.

UNIT 2 • 47 UNIT THE SWINGING SIXTIES 2 The photo is a striking visual representation of this generation gap and clearly illustrates the song lyrics. The daughter, whom we see from the back, is confronting her parents. She is very stylish, with her bouffant hairdo and alligator skin handbag. With one hand on her hip and her handbag flung behind her shoulder, her stance shows her courage and determination to confront her parents and announce she is leaving. The parents, on the other hand, epitomize the older generation. As we see by the expression on their faces, they are astonished and confused by their daughter’s behaviour, completely clueless. They are not at all fashionable: the mother in her dowdy dress and her old-lady hairstyle, the father in his button-down car- digan and greased hair with a part down the middle reminiscent of the 1920s! The mother is doing some sort of arts and crafts project, the father is looking up from his newspaper – all very conventional. Even the setting contributes to the idea that they are old-fashioned: the lace curtains, printed wallpaper and Formica table with practical fold-down sides. They look sensible and stern, not particularly understanding or fun, out of step with the new generation. The daughter’s desire to leave is thus understandable. B. Advertisement: This advertisement is quite shocking to the post-women’s lib generation. The woman is presented as totally submissive to and dependent on her husband. We see this first of all in the position of their bodies. The man, in the center of the photo, is a full head higher than the woman. He is in front and turns his back on his wife, whereas the woman is behind, leaning against his back. She is wearing a chef’s hat indicating that she is the one who cooks for her husband. But at the same time she is also a sexual object, with red lipstick and nail polish and stylish blond hair. The words printed on the photo appear just in front of the man’s face, and are clearly his words: “The Chef does everything but cook – that’s what wives are for,” which signifies that the main role of a wife is to care for her husband. We can see on the counter in front of them the fruits of her labour – various drinks and dishes she has prepared for her husband. In addition, the man is the one in charge of the pocketbook. Even if it is the woman who cooks, it is the man who decides which kitchen appliances to purchase. This is made clear in the slogan “I’m giving my wife a Kenwood Chef,” and also in the address coupon at the bottom left-hand corner where we understand that in order to obtain this wonderful consumer object, a woman must convince her husband to buy it: “Send off this coupon for a husband-persuading leaflet.” Though we have learned in this chapter that in the 60s great strides were made in Parliament towards guaranteeing equality of the sexes in the name of the law, we can see by this ad that it would take much longer to change mentalities. Advertisements are a great barometer of public opinion because in marketing one must cater to the customers’ needs and desires. They never would have designed this ad if it hadn’t reflected the opinions of their potential clients. The message here is clearly that the man is in charge. Quotation: I think that Mary Quant’s comment on fashion is interesting, because there are elements of truth in it, but at the same time it seems quite regressive. The quotation appears to be aimed at women, although this is not specified. If we interpret the quotation as being about women, I find it insulting that Mary should describe fashion as a tool to compete in life “outside the home”, because this suggests that “inside the home” is where women are most comfortable. This comment also suggests that fashion is the most important factor in a woman’s success; I believe that this opinion is outdated and offensive. However, regardless of whether or not this quotation is only about women, it is a fact of life that people often judge others on their appearance. Therefore, I think that there is some validity in the assertion that looking appealing is likely to make people take more interest in you. However, the reverse of this statement is also true: if you are wearing clothes that you think are “fashionable” but

48 • UNIT 2 someone else dislikes, they might be inclined to be hostile towards you. Despite the fact that Mary Quant was born in a different era, it is still true that too much importance is often placed on appearances these days. However, particularly in the case of women, I think that people increasingly recognise the importance of intelligence and personality over fashion choices, which is very reassuring. Therefore, I don’t think that people (women and men alike) should rely on clothes in order to make a good impression on others.

PROLONGEMENT POSSIBLE À L’UNITÉ

> Évaluation sommative de PPC (p. 374 de ce Fichier).

UNIT 2 • 49 UNIT 3 A MAN’S WORLD? (ART PROJECT) & Mythes et héros & Lieux et formes du pouvoir T âche finale (p. 55) : You are working for a museum on an exhibition entitled “Ste- reotyped Visions of Men”. A few works of art have been selected. Decide which one will be on the exhibition poster. Explain your choice.

Activités langagières Contenus Prolongements tâches / aides Commenter un document visuel PPC Étudier une image tirée d’un film Tune in! (p. 240-241) (p. 46) POI Improviser une conversation Enrichir sa prise de parole (p. 242-243)

– Commenter un document visuel PPC Étudier une illustration (p. 240-241) POI – Image vidéoprojetable (DVD-Rom)

1. To protect – Fiche Workbook CO Comprendre un témoignage – Comprendre un message oral and to serve (p. 238-239) (p. 47) – Faire une recherche Internet – Improve your speaking skills (p. 54) PPC – Présenter une œuvre d’art – Enrichir sa prise de parole (p. 242-243) POI – Jouer le médiateur artistique – Documents complémentaires : dans un musée Speaking Corner (p. 56-57) Commenter un document visuel PPC Analyser une photographie (p. 240-241) – Comprendre les paroles CE d’une chanson Enrichir sa prise de parole (p. 242-243) POI – Défendre son choix 2. Manpower (p. 48-49) CO Comprendre un reportage Fiche sur le site compagnon

– Improve your speaking skills (p. 54) Présenter une affiche – Enrichir sa prise de parole (p. 242-243) PPC de propagande – Commenter un document visuel (p. 240-241) Comprendre un extrait de pièce – Fiche Workbook CE 3. “Thy de théâtre – Texte enregistré (site compagnon) husband is Présenter un acrostiche – Improve your speaking skills (p. 54) PPC thy lord” et défendre son choix – Enrichir sa prise de parole (p. 242-243) Jeu de rôles : participer – Language at work (p. 53) (p. 50-51) POI à un débat télévisé – Évaluation sommative de PPC (p. 58-59) Commenter un document visuel PPC Décrire un tableau (p. 240-241) – Improve your speaking skills (p. 54) POI Improviser une conversation 4. Who wears – Enrichir sa prise de parole (p. 242-243) the pants? CO Comprendre une interview Fiche Workbook (p. 52) – Faire des recherches Internet – Improve your speaking skills (p. 54) PPC – Présenter un film – Enrichir sa prise de parole (p. 242-243) – Défendre ses choix

L’activité langagière principale de cette unité est la PPC (prise de parole en continu).

50 • UNIT 3 TUNE IN! MANUEL & P. 46

> Mise en œuvre : – Tout d’abord, les élèves pendront quelques instants pour observer l’image en silence. Ils pourront alors répondre aux questions. On les encouragera à utiliser les mots du Help! au cours de la description. – Ensuite, on favorisera la mise en place d’échanges entre les élèves en divisant la classe en 2 groupes et en demandant aux élèves d’assumer un rôle : une partie de la classe se préparera à jouer le rôle de l’homme, alors que l’autre partie jouera la femme. Chaque groupe préparera les arguments de son propre rôle et c’est juste au moment du passage devant la classe que l’on sélectionnera un élève de chaque groupe pour improviser la scène. 1. Observe and react

& Productions possibles : a. The first thing I noticed was the worshipping expression on the young woman’s face, and her submissive body language. She is squatting in front of him, her head is tilted backwards and she is clutching her hands to her breast. Her mouth is gaping and it looks like she is totally infatuated with the young man. Then my eyes turned to handsome James Dean. His shirt is unbuttoned halfway down and we can admire his impressive biceps. This fellow looks cool, calm and in control. His hands are casually resting on either end of his rifle and he is balanc- ing effortlessly on one foot, leaning against his car. His position is quite evocative and you can almost see in him a sort of Christ-like figure with a begging Mary or worshipper kneeling in front of him. b. The man’s position is very dominant as he is standing whereas the woman is crouching. He is irresistibly good-looking and epitomizes masculinity as he is holding his gun casually behind his head, which represents his effortless power and dominance. This impression of effortlessness and nonchalance extends through his arms which are draped over his gun, as well as the way in which he is standing on one hip with his legs crossed. It looks like the woman is begging the man for something, but that in response he is completely unperturbed. Her entire being is focused on his reaction, but in contrast he looks particularly aloof. c. “It’s all in your hands now” or “A plea for help” or “Let me decide” 2. Act it out

Man: Hey Missy, why are you looking at me like that with those puppy dog eyes? Woman: Please, you know that you can’t wave your gun around and expect to get what you want! Man: Are you kiddin’ me? It’s worked a treat in the past, Missy, I ain’t about to stop now! Woman: I’m only thinking of you. I can’t stand thinking what might happen to you one of these days, I’m beggin’ you, please just stay home! Man: I can’t, you know I can’t!

UNIT 3 • 51 UNIT A MAN’S WORLD? (ART PROJECT) 3 Woman: Please, for me? I don’t know what I’d do without you... Heaven forbid the worst should happen and I’d be all alone. What would become of me then? I’d end up out on a limb without a penny to my name all weak and lonely, is that what you want for me, huh? Man: Well of course not little lady, it’s a mean old world out there and I can’t have you running around all alone... perhaps I should stay home... Woman: Oh honey, I knew you’d understand! What a sweet man you are!

1. TO PROTECT AND TO SERVE MANUEL & P. 47

1. Into the fire

Informations complémentaires : – This is a painting made by Tom Palmer, Sr. (born July 13, 1942) (an American comic book artist best known as an inker for Marvel Comics) to honour the heroes of 9/11, namely the firemen and policemen of New York. – More information about this artist: www.en.wikipedia.org/wiki/Tom_Palmer_%28comics%29 – September 11th, 2001: a short summary of events Shortly before 9 a.m. on a sunny September morning in New York, a jet on a transcontinental flight crashed directly into the North Tower of the World Trade Center. Another jet was soon to follow, this time into the South Tower. Less than an hour later, another jet crashed, this time into the Pentagon building in Washington D.C. Then the two towers completely collapsed, one after the other, leading to nearly 3,000 deaths, including nearly 400 firefighters and police officers who had come to the scene to rescue civilians. The hijackers of the three airplanes were members of Al-Qaeda, a worldwide network of terror cells, led at the time by Osama Bin Laden. They trained members in the ways of war and terrorism and said the United States was their biggest enemy.

> Mise en œuvre : – On répartira la classe en deux groupes qui prendront chacun en charge une partie des questions. Un ou plusieurs rapporteurs désignés dans chaque groupe rendra(ont) compte du travail collectif. On incitera les élèves à échanger et confronter leurs opinions à l’aide des structures listées p. 242-243. – Dans un second temps, les élèves échangeront le fruit de leurs recherches et pourront aller plus loin en analysant le but de l’image et leurs impressions. – Lors de la mutualisation des informations, on pourra aider les élèves à approfondir en leur posant d’autres questions : • What is the link between a/the comic book artist and 9/11? To what extent are these heroes similar to or different from the heroes Tom Palmer usually represents? • What is a hero for you? What are his/her characteristics (behaviour, appearance, beliefs…)? Can we say that these men are “ordinary heroes” (as opposed to the superheroes of comic books)?

52 • UNIT 3 & Productions possibles : a. Group A: The different parts of the picture represent the different groups that contributed to the effort to help those affected by the terrorist attacks in America on 9/11. The American flag represents the unity and resilience of the United States of America, and the strength of the colours and of the patrimony despite the devastation of the terrorist attacks. The bottom of the image shows a team of firemen working together to shift the rubble in the aftermath of the attacks. They are passing rubble and rocks along a line in order to work efficiently and effectively, perhaps in search of survivors. This gives the impression of the equality of men in the desperate situation, and their strength of character to work together calmly and rationally despite such adverse circumstances. Group B: What immediately strikes me is the strength and the pride of the men at the top of the picture. There is a sharp contrast between their determined look and the demolished buildings around them. These men are young and attractive, and so they portray America’s men as young, strong and attractive, but most of all ready to fight against the threats to their country. They stand united in front of their flag as if to stand guard, protecting their countrymen and their beliefs. The men therefore appear strong, fit, and ready to protect their country as a team. They clearly embody the notion of heroes. b. The artist’s main goal is to truly portray America as the United States of America. This idea is supported by the overbearing presence of the American flag which represents each State as a united nation. In every sense, this image shows unity. He is paying tribute to the New York City Police and Fire Department. He is thankful to ordinary people who risked their lives / put their lives at risk, who sacrificed their lives / dedicated their lives to rescuing and saving people. He is grateful to these people because a lot of people owe their lives to these heroes. He admires the true patriots of 9/11. He praises people who responded to the attack on the WTC and the 343 firefighters who perished when the Twin Towers collapsed. The firefighters and the policemen have become living legends. This picture is quite inspirational because it is meant to arouse feelings of admiration. 2. 9/11

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 11-13)

roar - height - overhead - lobby - put out a fire - climb - casualty – collapse A. RECORDING N° 1

1 the terrorist attack on September 11th, 2001

2 World Trade Center, Manhattan, the Hudson River

3 firefighter

4 Joseph Pfeiffer is an assistant chief for the New York City department and the chief in counter-terrorism and emergency preparedness. On 9/11, he was battalion chief assigned

UNIT 3 • 53 UNIT A MAN’S WORLD? (ART PROJECT) 3

to the first battalion which was in lower Manhattan where the World Trade Center was. He has been in this job for almost 30 years now. He loves it because he can serve his community, which is New York City. He has always lived in New York.

5 - a date: 9/11 - an hour: 8 o’clock - a reference to a distance: 12 blocks away

6 Place Moment of the day Weather the street at Church morning a beautiful summer day, bright and Lispenard sunshine and warm weather

7 - heard - saw - First, the narrator was standing in the street working on a gas leak. - Secondly, he heard a loud roar of a plane and caught a glimpse of it. - Then he saw the plane crash into the north tower of the World Trade Center.

8 9 The narrator realized this was not an accident, that this was a terrorist event. - He ordered the firefighters to go to the World Trade Center.

10 - tens of thousands of people - 78th floor - Engine 33

11 Places People Danger Orders

block street, Trade – tens of thousands smoke fire – to go up Center lobby in the greatest need – not to put out the – fire-safety directors fire firefighters

12 The firefighters knew that tens of thousands of people were in the greatest need, and they had to do something. So he ordered the firefighters to go into the building to evacuate people and to rescue those that couldn’t get out. That was the last time he saw some of his men, and especially one lieutenant from Engine 33.

13 - ordinary - extraordinary

14 Actions Behaviour

– climbing stairs with almost 100 pounds of equipment – encouraging people – trying to get up to those that couldn’t get out – They told them to themselves continue down.

B. RECORDING N° 2

1 A firefighter. Jimmy is his son.

2 firehouse, towers, Verrazano Bridge, World Trade Center, New York City, Brooklyn Bridge

54 • UNIT 3 3 About the narrator About Jimmy How long? Positive aspects of this job His past job His new job eight years helping people, everyone police officer fire department looking out for each other

4 He felt proud.

5 Jimmy’s 30th birthday

6 At the beginning he was in Brooklyn (we assume he lives there). Then he went for a run along the shore, to the Verrazano Bridge. He came back home (probably in Brooklyn). Then he was driven to Manhattan through the Brooklyn Bridge and reached the World Trade Center.

7 Jimmy was working, Jimmy was going to be down in the towers, in the heart of the biggest fire New York City’s ever seen. Jim knew his son was probably dead because he was sure to be up in the tower because his company was one of the first companies there. ACTION!

Joseph Pfeifer recalls a regular morning in the firehouse on 9/11. Suddenly he heard a plane flying over Manhattan, then saw it crash into the north tower of the World Trade Center. He realized it was a terrorist attack. On arriving at the World Trade Center, he ordered his crew to go into the building to evacuate people and rescue those that couldn’t get out. Some of his men he never saw again. As for him, a hero is a person who does ordinary things but in an extraordinary time. New York firefighters were merely doing their jobs, devoted to saving others and ready to sacrifice their lives for victims. Jim Riches explains that firefighting is a family business: he entered the trade in 1977 and his son followed suit which makes him proud. They devote their life to helping people and have become a close-knit community. On 9/11, as he was jogging and his son Jimmy was on duty, he witnessed the planes hitting the towers. He understood there were going to be a lot of casualties and local firefighters would be in action helping people. When he saw the second tower collapse, he guessed his son had died.

> Script de l’enregistrement (CD 1, plage 15) Part 1 My name is Joseph Pfeifer. I’m an assistant chief for the New York City fire department. And presently I’m the chief in counter-terrorism and emergency preparedness. On 9/11, I was battalion chief assigned to the first battalion which was in lower Manhattan. I’ve always lived in New York, my entire life and after college and in graduate school, I thought to go into the fire department as an adventure. That this was going to be something exciting and said, “Ah I’ll do it for a couple of years.” But then I just fell in love with the job and I realized that this

UNIT 3 • 55 UNIT A MAN’S WORLD? (ART PROJECT) 3 was something I wanted to do to... to be able to serve my community, which is New York City. And I’ve enjoyed for the last almost 30 years now. The World Trade Center was part of the first Battalion. So we were there every single day. 9/11 started off as a regular morning in the firehouse. We got a call a little around 8 o’clock in the morning for a gas leak in the street at Church and Lispenard, about 12 blocks away from the World Trade Center. So, as we were standing in the street (and it was a beautiful summer day, bright sunshine and warm weather) we heard a loud roar of a plane. And you never hear planes flying overhead in Manhattan, because of the height of the buildings. We heard this plane racing down the Hudson River. We saw it for a glance, and then it was hidden behind some buildings. And then when it appeared again, I saw the plane aim and crash into the north tower of the World Trade Center. 1’39’’ Part 2 And after that moment I knew that this was not an accident, that this was a terrorist event. I ordered the firefighters to go to the World Trade Center, and I got on the radio and gave my first transmission, to transmit a second alarm. As we were going down the block, down the street, responding, we could see the smoke coming from the Trade Center. We knew that at that moment, tens of thousands of people were in the greatest need, and we had to do something. I can remember, as we pulled up in front of the Trade Center, walking into the lobby, one of the fire-safety directors came to me and said that the fire was somewhere above the 78th floor. So as the firefighters came in, we ordered them to go up — not to put out the fire. We ordered them to go into the building to evacuate people and to rescue those that couldn’t get out. I could remember one lieutenant from engine 33 came up to me and just looked. We looked at each other, just concerned about whether we were going to be OK. I told that lieutenant to take his unit and to go up and start to evacuate and rescue those that were in trouble. That was the last time I saw that lieutenant. 3’07’’ Part 3 Many times people ask, what does it mean to be a hero? Well, I define a hero as “those that do ordinary things but in an extraordinary time”. That’s what the firefighters did. They went up and did ordinary things, like encouraging people to continue down — Don’t stop! — continue to walk. Climbing stairs with almost 100 pounds of equipment, trying to get up to those that couldn’t get out themselves. Ordinary things, but it was at this extraordinary time. > Script de l’enregistrement (CD 1, plage 16) Part 1 I’m a deputy chief, retired from New York City Fire Department, Jim Riches. My son Jimmy was a firefighter on 9/11 and he was assigned to engine 4 and he died on 9/11 in the north tower. I became a firefighter in 1977. I’d just graduated from college. And I was born, bred and raised in Brooklyn. My mother is still here, my whole family is here. And my boys are here. I loved the Fire Department, it was such a great job. The camaraderie in the firehouse, everyone looking out for each other, and the families became so close together. The fire — all the fire families, picnics, parties, and everything else. It became a way of life actually. I was very proud to say I was part of it. And my sons grew up that way too and they knew all the other fire families. I did thirty-two years in the fire department before I retired and I could say that I was glad to go to work every day. 0’57’’

56 • UNIT 3 Part 2 On September 11, I woke up that morning, and I knew my son Jimmy was working. His 30th birthday was the next day, on September 12th. I went for my run along the shore, down by Brooklyn, in Brooklyn under the Verrazano Bridge. And the planes hit the towers. I went home, turned on my TV set. And I knew Jimmy was going to be down there. He was working right around the corner from the World Trade Center at the time. And I said, “Oh boy, he’s going to be right in the heart of the biggest fire New York City’s ever seen.” I said, “I’m going to go down there.” I called my son who was a police officer. I had a police car come, and they started to take me into Manhattan. As I came over the Brooklyn Bridge in the police car, the second tower collapsed. I knew he was probably dead because, you know those buildings, he was going to be up there, way up high, because he was one of the first companies there. 3. Resident Art Expert

> Mise en œuvre : – Cet exercice permet aux élèves de préparer activement leur épreuve d’expression orale du Baccalauréat. Pour plus d’information, voir p. 244-245 (présentation de l’épreuve) ainsi que p. 246 (travail sur la notion de mythes et héros). – La recherche se fera hors classe. Il reste néanmoins nécessaire d’effectuer un travail préliminaire en classe afin de préciser ce qui est attendu. – Tout d’abord, il faudra définir avec les élèves ce qu'est ou n’est pas une œuvre d’art et surtout quel type d’œuvre d’art ils peuvent choisir.

Meriam-Webster (dictionnaire uniligue) 1. a product of one of the fine arts; especially: a painting or sculpture of high artistic quality 2. something giving high aesthetic satisfaction to the viewer or listener

Wikipedia A work of art, artwork, art piece, or art object is an aesthetic item or artistic creation. The term “a work of art” can apply to: • an example of fine art, such as a painting or sculpture • a fine work of architecture or landscape design • an object that has been designed specifically for its aesthetic appeal, such as a piece of jewellery • an object that has been designed for aesthetic appeal as well as functional purpose, such as a table lamp • a photograph, film or visual computer program • a work of conceptual art or performance art • a production of live performance, such as theater, ballet or opera • an interactive game

– Ensuite, il est important de sensibiliser les élèves au déroulement du jeu de rôles (b.). L’élève jouant le rôle du médiateur artistique aura apporté une reproduction de son œuvre sur papier ou sur clé USB (on pourra aussi la retrouver via Internet s’il fournit un lien et que la salle est équipée). Il sera prêt à en faire la présentation ainsi que de son auteur. Il devra ensuite être prêt à répondre aux questions des visiteurs (rôle qui sera pris en charge par d’autres élèves qui

UNIT 3 • 57 UNIT A MAN’S WORLD? (ART PROJECT) 3 ne connaissent pas l’œuvre). On pourra scénariser ce jeu de rôles en demandant d’imaginer que la scène se déroule dans une exposition intitulée “Heroes” par exemple. & Productions possibles (b.) : Washington crossing the Delaware (1851) by Emanuel Leutze This oil painting depicts General George Washington crossing the Delaware River during the Revolutionary War in 1776. It was painted 75 years later by a German American named Emanuel Leutze. Although there are many historical inaccuracies in the painting, it remains a wonderful example of a piece of art illustrating a hero from the time period. We are first struck by Washington’s stance – he is standing proudly, leaning backwards slightly, looking towards the shore on the horizon while clutching his officer’s cape to his breast. There is no doubt to the uninformed viewer that he is the leader – not just of this boat, or of all other boats in the background, but of something even bigger and more important – in this case, the future United States. This idea of a national hero is symbolically reinforced by the presence of the Stars and Stripes, which is being held up behind Washington by Monroe, even though the artist knew very well that the flag had not yet been adopted. We can criticize Leutze all day for the historical inaccuracies. But I think the fact that he chose to paint the scene so full of them shows that he wasn’t actually seeking to reconstruct an exact depiction of that fateful night but instead to make a heroic portrait of Washington in action. The unreasonably small boat full of such a strangely diverse group of rowers illuminated by such a dramatically bright sky just exaggerates the importance of the group. The historical facts would have got in the way of this mythical portrayal of the General.

2. MANPOWER MANUEL & P. 48-49 1. Get ready

a. What immediately strikes me is the upper-body strength of the man in the photograph, particularly his biceps. b. This man is a labourer, or more specifically, a “steam fitter”. In the image, I can see that he is using a large spanner to secure the bolts that are screwed into a wheel of a steam train. c. I imagine his daily routine to be quite monotonous. He would get up around the same time every morning, start and finish work around the same time every day, and spend the day screwing bolts to secure the wheels of the steam trains. He would not receive a high wage for his job, so I imagine that he would not be able to eat very well, or enjoy any hobbies or other activities. His days would simply be filled with screwing bolts to the wheels of steam trains. 2. Punch Press Operator > Mise en œuvre : – On pourra laisser quelques minutes aux élèves pour découvrir le texte. – On répartira ensuite la classe en deux groupes qui travailleront en autonomie. Le groupe A s’occupera du narrateur et le B de la « bête ». – À la suite de la mise en commun, la classe pourra synthétiser et prolonger le travail en répondant aux questions de l’exercice c.

58 • UNIT 3 – L’exercice d. pourra servir de rebrassage des connaissances acquises sur la chanson. – On pourra proposer en activité de prolongement d’improviser un dialogue entre les deux personnages. Chaque élève préparera individuellement ou en groupe les arguments de son personnage (celui dont il a travaillé les questions ou celui sur lequel il n’a justement pas encore travaillé). Ensuite, le professeur tirera au sort un élève pour chaque personnage. Le binôme improvisera alors leur conversation. – De plus, on peut aussi demander aux élèves de trouver une image (autre que celle de Lewis Hines présentée sur la page) pour illustrer ce texte et de défendre leurs choix devant leurs camarades. & Productions possibles : a. I have understood that the poetic voice is that of a man who works on a punch press machine. He describes his monotonous job that is dangerous, requires a constant level of concentration, yet it pays poorly and he is underappreciated. His job is to continue working to satisfy the “beast”, meaning the machine and if his concentration slips for a split second, then his hands will be destroyed. However, it is evident that nobody cares about his well-being. After all, he is just a pair of hands, and is easily replaceable. He also mentions his low morale, as he has many dreams and ambitions but does not have a choice other than to work at the punch press machine because of the lack of work around and he is desperately short of money. b. Group A: – The narrator is a factory worker who works with a machine called a punch press. – He is speaking to whoever is listening to him, as he is speaking on behalf of his colleagues who all feel like they are replaceable and worthless, as their only role is to feed the machine with steel. Theirs is a mindless job and so anyone could do it, but they cannot leave their job, firstly because there aren’t any others available to them and this is the only way they can put food on the table and secondly there is still a little spark of hope within the narrator that he can still realize his dreams. – If I were to re-write the song in standard English, it would go like this: I have got a job in a factory, Feeding a beast that doesn’t like me It doesn’t care about how I feel There aren’t any guards to slow down any man If your hand should slip, why the boss doesn’t shout The press doesn’t stop when there isn’t a cause There isn’t any man out on the press. Group B: – The “Beast” is a machine and a monster. It is undoubtedly referring to the machine. – The poet uses anthropomorphosis to demonize the machine and therefore show the worker to be at its mercy. I know this because he uses metaphors for his role of putting steel through the machine, which he likens to feeding a beast. He also describes the machine as having “jaws” which again gives the machine animalistic qualities. The “Beast” isn’t only feeding on steel, but feeding on the worker’s dreams as he tells his story; consuming him and ruling over him as he has no other choice but to continue to feed it in order to provide his own “daily meal.” Even though he describes himself as a “master of the machine,” it is the machine that rules over him.

UNIT 3 • 59 UNIT A MAN’S WORLD? (ART PROJECT) 3 c. On the surface, the relationship between the two characters seems to be similar to the fundamental circle of life, as all the worker does is feed the machine with steel so that the machine continues to function, so that the worker can therefore earn money in order to feed himself. The monotonous role of the worker is almost like the function of a machine; no variety, no feelings, no emotions, so it is ironic that he must work under these conditions in order to survive as a human being. On the other hand, it is also interesting that while the human being is likened to a machine, the machine is likened to a living being which also needs feeding in order to survive. Therefore their relationship becomes co-dependent. However, because the worker has other dreams and aspirations, which he mentions in the final lines of the song, I get the impression that the “Beast” is more of a parasite, feeding off the worker’s dreams. Even though he says that his dreams make him the master of the machine, meaning that it is his dreams that maintain his sanity and stop him from becoming a soulless machine, it is his role of feeding the machine that prevents him from realizing his dreams and breaking the monotony of his everyday life. Therefore, the worker is experiencing a simultaneous lack of feeling, but a glimmer of feeling through his remaining ability to dream and therefore exist as the master rather than the machine. d. I think that Lewis Hine’s photograph is a good choice to illustrate Pete Seeger’s song for two main reasons. Firstly, the repeated use of circles within the photographs reflects the idea of the circle of life, which features in the song through the natural need to eat in order to survive. In the song, the worker feeds the “Beast” to keep it alive, which keeps him in a job, which in turn allows him to put food on his table to keep himself alive, which requires him to earn more money. There is a constant renewal of this idea, and so the shape of a circle aptly corresponds with the message of the song. Secondly, continuing with the circle motif, the arch of the worker’s back curves with the arch of the wheel. This creates a mirroring effect and links man and machine together as similar creatures, which reiterates the metaphor for the circle of life, and the way in which the worker feels reduced to the role of a machine in his job. Moreover, because the image is black and white thus making the man almost camouflaged against the steel machine, it is hard to distinguish the worker as a man, not a machine. I would therefore use this image in order to illustrate Peter Seeger’s song, as I believe that it reinforces the messages Seeger is trying to communicate.

3. A changing image

> Mise en œuvre : – On pourra répartir la classe en deux groupes. Le premier prendra en charge le travail sur la CO, alors que le second préparera la présentation de l’image. Ceci permettra de faire travailler des activités langagières différentes. – Pour les plus faibles, une fiche de compréhension de la CO et son corrigé sont disponibles sur le site compagnon.

60 • UNIT 3 > Script de l’enregistrement (CD 1, plage 18) Part 1: Journalist : And now, continuing our series about Women at Work, I’d like to welcome Professor Higgs from the University of Chicago. Hello, Professor Higgs, and thank you for joining us today. Professor: Hello, Mark I’m pleased to be here! Journalist: As we learned on our programme last week, women have worked outside the home for centuries. So why do we say WWII was a pivotal moment in the history of women in the workplace? Professor: Well, Mark, it is true that women of the poorest classes have always worked — as a matter of survival. It’s a different story, however, for the middle-class. While young middle- class women did often work in traditionally female jobs, such as teachers or nurses, they were expected to quit their jobs to stay at home once they were married. Journalist: And how did the war change that? Professor: Well, you know, of course, with so many men off fighting in the war, there was a shortage of — shall we say — “manpower”. So they started recruiting women to work in shipyards, factories and munitions plants to help in the war effort. Journalist: So this changed mentalities? Changed the way people viewed women in the workplace? Professor: Exactly! It became the patriotic thing to do! And the US government did everything they could to encourage this attitude. They printed propaganda posters showing women in factory uniforms, wielding heavy equipment. These posters portrayed women as beautiful, but also as strong and capable. 1’45’’ Part 2 Journalist: You’re talking about the famous Rosie the Riveter, aren’t you? Professor: Right you are! This iconic figure was first given a name in the 1942 song by Redd Evans and John Jacob Loeb. And the name stuck. Norman Rockwell then gave her a face in his 1943 painting for the cover of that all-American magazine The Saturday Evening Post. He depicted a pretty young woman wearing overalls and goggles with a riveting tool in her lap, a copy of Mein Kampf crushed under her feet, and the American flag as a backdrop. Rosie was a hit! Journalist: And what about the famous poster of the woman with a red polka-dot bandana on her head, flexing her biceps and saying “WE CAN DO IT!” I suppose that was also part of US propaganda? Professor: Actually, no. Contrary to what most people think, that poster was never seen by the general public during the war. It was commissioned by Westinghouse and displayed inside one Midwest factory for only two weeks. But this powerful image — with its strong lines, bold colours and clear message — is now associated with Rosie the Riveter and has come to symbolize women’s fight for equality. In fact it has since been used for women’s rights struggles and even for political campaigns, such as Hillary Clinton’s bid for the presidency in 2008. Journalist: So, the government campaign appeared to work. About how many women actually worked during the war? Professor: By 1944, there were about 18 million women employed outside the home, up from around 12 million at the start of the war. And America had changed. Day care centers had sprung up so that young mothers could both work and raise their children.

UNIT 3 • 61 UNIT A MAN’S WORLD? (ART PROJECT) 3 Journalist: But what happened after the war? When the soldiers returned home and wanted their jobs back? Professor: Well, as you might have guessed, when the war ended, so did the need for war- planes and munitions, and many women were forced to leave their wartime jobs. But the number of working women never again fell to pre-war levels. Women had changed the face of working America for good. Journalist: Thank you, Professor Higgs, for your insights into the evolution of women at work. And now… & Productions possibles : • Before the war: – Women had worked outside the home for centuries. – Women of the poorest classes had always worked. – Young middle-class women did traditionally work as teachers, nurses, etc., but quit their jobs and stayed home once married. • During the war: – At the start of the war, 12 million women were employed outside the home. – With so many men off fighting, there was a shortage of “manpower”. – Women started to be recruited for shipyards, factories, munitions plants, etc. – It became the patriotic thing to do. – The US government encouraged it with propaganda posters: famous images like the Saturday Evening Post cover by Rockwell. – By 1944 there were 18 million women employed outside the home. – Day care centers had sprung up. • After the war: – Many women were forced to leave their wartime jobs. – The number of working women never again fell to pre-war levels. 4. The Women at Work Museum

This image is a poster used during the war to encourage women to replace the men as blue collar workers whilst the men are away at war. There are several layers to this poster which add to its effectiveness. Firstly, it depicts an attractive woman who is fashionably glamour- ous and feminine, but she is dressed in a blue overall and doing manual labour. She is using an electric drill, which is arguably an emblem of the traditional male domain, and is drilling into an iron bar. In contrast to Lewis Hine’s photograph that depicts strength and masculinity through the worker’s rippling muscles, this image of a woman doing the same job is strong, yet remains delicate and feminine, much like the typical pin-up girls used in much of the advertisements at the time. This creates an interesting paradoxical image in the sense that we are presented with a collision of both traditional and ideal male and female characteristics, in order to successfully communicate the message to encourage women to replace men in the workplace during their absence. Moreover, this sense of unity of the masculine and feminine also reinforces the importance of unity and community at a time of need, and so the poster is also encouraging everyone to work together on an equal basis in order to keep the country from falling to its knees. It was imperative for the women to replace men whilst they were away at war to attempt to maintain normality in the United States, so that men could return to the great country they had fought for. Additionally, the slogan also carries heavy significance.

62 • UNIT 3 The use of italics to emphasise “HE” in the slogan “Do the job HE left behind”, appeals to the subversive woman. At a time when female sexuality in the form of pin-up girls was used as a marketing tool, this poster encourages women to rise to the occasion: they could replace “him” in the workplace and do an equally good job as he would have done had he not gone to war. It is almost a challenge to the women to prove themselves as equally capable of manual labour as the men are, whilst still maintaining their femininity. In conclusion, this poster represents several elements of the political state of America during the war. Not only does it demonstrate the extent of the numbers of men who left to fight, but it is also a plea for women to replace them in the workplace. Interestingly, in order to maintain normality in American society, America was asking its women to put aside their roles as the devoted housewives or as the sexy pin-ups, and to take on “man’s work” to keep the country together.

3. “THY HUSBAND IS THY LORD” MANUEL & P. 50-51

1. Get ready

Remarque : Cette image a été réalisée à partir un site (www.wordle.net) qui génère gra- tuitement des nuages de mots personnalisables. Il suffit de taper ou copier-coller le texte dans le générateur, puis de choisir les paramètres du nuage (police de caractère, couleurs, formes…). La taille des mots est déterminée en fonction de leur occurrence dans le texte (plus le mot y est répété, plus il sera gros). C’est un outil original et ludique qui peut servir dans de nombreuses activités en classe (anticipation, étude, prolongement, rebrassage). On peut aussi proposer aux élèves de réaliser leur propre nuage et de le présenter. On trouvera la version numérique du nuage de mots présenté dans le manuel à : www.wordle.net/show/wrdl/4149844/Thy_husband & Productions possibles (b.) : I think the text is made up of a number of buzz words that describe the old-fashioned role of a wife to obey her husband. It contains words such as sovereign, obedience, supremacy and prince, which all suggest male authority and female subjection. 2. Find the key information

Remarque : ce texte est disponible en version enregistrée sur le site compagnon. & Productions possibles : Katherina’s monologue is an obedient regurgitation of the mantra by which she lives: that her husband is her authority and she is his subordinate. She describes the gallant role of a husband and the woman’s duty to be grateful and glad.

UNIT 3 • 63 UNIT A MAN’S WORLD? (ART PROJECT) 3

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 13-15)

1 a) lord = supérieur b) head = chef

2 keeper, sovereign, head

3 a) Husband: commits his body + To painful labour both by sea and land, / To watch the night in storms, the day in cold, Woman: thy maintenance + thou liest warm at home, secure and safe b) - False: it is for her maintenance. - True: To painful labour both by sea and land, / To watch the night in storms, the day in cold - False: thou liest warm at home, secure and safe

4 a) tribute b) payment c) maintenance d) grateful, respectful, thankful

5 a) what is she but b) - loathsome: foul - warlike: rebel c) graceless

6 subject, prince, rebel, traitor

7 bad temper, disobedience, obstination

8 - war ( peace - rule ( serve - supremacy ( love - sway ( obey

9 stupid

10 Power: rule, supremacy and sway Submission: kneel for peace + serve, love and obey ACTION!

According to Katherina, the duties of a husband are multiple and deserve his wife’s gratitude. More specifically, he is his wife’s keeper, who looks after and supports her but also risks life and limb for her welfare. Therefore he can be demanding and ask for her love and gratitude in return for his trouble. He should be prepared to sacrifice his life for the sake of her good health and security. A good wife ought to be dutiful and serve, love and obey her husband. She should wait upon him because she relies on him both physically and financially. She should be at his beck and call. A husband is compared to a prince or a king who deserves his subjects’ respectful submission. Katherina condemns any wife who does not show this gratitude to her husband, claiming it is little recompense for the danger he must endure for her benefit. Stubborn women who resent their husbands’ dominant position are criticized. She objects to these women’s selfish attitude. Yet many women quarrel with their husbands and claim to be on an equal footing.

64 • UNIT 3 3. Summarize key ideas

> Mise en œuvre : – Les questions a. et b. seront proposées en classe (travail en autonomie, en groupes), à la suite du travail sur le texte. – La question d. pourra être scénarisée : choississez l’image (parmi les deux proposées ou sur Internet) qui illustre le mieux ce texte pour un manuel de littérature / une page de blog… – La question c. pourra servir de prolongement, en classe ou à la maison. & Productions possibles : a. According to Katherina, the duties of a husband are multiple and deserve his wife’s gratitude. The role of the wife is to express this gratitude and serve, love and obey her husband. More specifically, she describes duties such as his wife’s keeper, who looks after and takes care of her but risking life and limb for her welfare and demanding nothing but her love and gratitude in return for his trouble. She also condemns any wife who does not show this gratitude to her husband, claiming it is little recompense for the danger he must endure for her benefit. b. In my opinion she is a subversive woman, who is simply telling her husband what he wants to hear. She is keeping him happy by being the dutiful wife, yet she is able to eloquently articulate the role of a wife as if it were memorized from an instruction manual. Another reason which leads me to believe that Katherina is only speaking to please her husband, is that Shakespeare has written her monologue in blank verse; a poetic device he frequently uses for upper-class characters in his plays, as well as in his sonnets. The flow of iambic pentameter though is normal for a lady of her rank, it demonstrates her intelligence and refinement, which could suggest that she is well-versed in her role as a wife and is measured and controlled in how she fulfils that role. c. The relationship between a husband and wife has undoubtedly evolved in many places around the world. In most relationships in developed countries they both have equal roles, and it is frowned upon for a husband to smother his wife in the way that Katherina is smothered by Petruchio in Shakespeare’s The Taming of the Shrew. However, it is arguable that husbands and wives still have different roles within the home. It is still considered that the traditional male role is the breadwinner whereas the traditional female role is the mother and housewife. It is still the case that women benefit from a longer period of maternity leave than men are granted as paternity leave. Furthermore, even if their roles in the workplace are identical and girls often surpass their male peers’ academic achievements throughout their educational careers, women are often paid lower wages. However, things are changing right from grass root level through to the British royal family. It is now the law for the first born child to succeed their parents as King or Queen of the United Kingdom and Head of the Commonwealth, whether the heir is male or female, whereas previously the law stated that the eldest son is the rightful successor of the throne even if he has an older sister. This is a prime example of equality between men and women changing for the better. d. Both photographs can be related to the title of the text “A dutiful wife”. The photograph on the left shows a husband kissing his wife, but rather than being submissive and sharing the moment, the wife has her eyes wide open, looking very startled and has her hand outstretched

UNIT 3 • 65 UNIT A MAN’S WORLD? (ART PROJECT) 3 away from her husband as though she is strongly objecting to the embrace. This provides an accurate illustration of the text if it is correct to interpret the wife as reluctant, but obliged to submit to the authority of her husband in order to please him. However, the photograph on the right shows a man and woman staring into each other’s eyes, but the man is looking downwards towards his wife which establishes a hierarchy between the pair. She is defiantly staring back at her husband, but is nevertheless subjected to his authoritative glare, which perfectly depicts the interpretation of the text that Katherina is secretly undercutting her husband’s authority. 4. Poet’s corner

> Mise en œuvre : On pourra, lors du projet pédagogique sur cette unité, proposer / demander aux élèves de faire un acrostiche sur un mot important du cours / document précédent. Cette activité, qu’elle soit ponctuelle, régulière ou systématique, pourra servir de rebrassage (l’élève viendra présenter son acrostiche à ses camarades et répondra à leur questions) ou de reprise du cours précédent (à partir d’un mot inscrit au tableau, les élèves prennent quelques minutes pour créer leur acrostiche, puis ils le présentent oralement ou à l’écrit). & Productions possibles : a. Happiness b. I have chosen these words because I believe that they describe Understanding values in an ideal husband regarding his relationship with his wife. Sensitive He must bring her happiness and enjoy happiness himself within Brave the relationship. He must be understanding, in the sense that Attentive he must empathize with his wife and work together to solve any Nurturing conflict between them. He must be sensitive and loving to her, Devoted but be brave when they experience adversity along their way. He must be attentive, and be able to tell when something is wrong with her, and be able to help to put things right. He must be able to nurture their little world, and their children, and finally he must be devoted to her and their family unit.

5. Role play

A representative of a feminine association (Margaret), a male chauvinist actor (Jeremy), a movie expert (Caroline) Margaret: Good afternoon, my name is Margaret, I’m from York, and I’m a keen member of the Women’s Institute. Jeremy: I’m Jeremy, but you can call me J. I’m an actor from L.A. so you might recognize me from several popular films out recently... Caroline: Pleased to meet you both, I’m Caroline, a movie expert from Perth, and I don’t recognize you at all... M: Glad we’ve cleared that one up. I hate how you silly actors think you’re God’s gift! What on earth have you contributed to society, other than making us endure one pointless rom-com

66 • UNIT 3 [romantic comedy films] after another? You youngsters these days don’t know anything about real life, all you care about is money, fast cars, and fast women. J: Excuse me? I take my profession very seriously. Sure, my films aren’t exactly blockbusters, but the chicks love me! What else matters other than being adored by beautiful women? I’m the happiest guy in the world! They know what they’re doing, so everybody wins. I mean, hey, I’m only human and in the end, it doesn’t really matter. As long as they cook my dinner and wash my clothes, that’s all they’re good for. C: Stop right there! First of all, seeing as you are hardly known in the film industry, I can’t imagine you deserve all that attention. M: I absolutely agree, but I don’t think you’ve gone far enough. You should appreciate women more for who they are, not as a piece of meat. Men would be useless without women. We are without a doubt the superior sex. C: I can’t believe my ears. Jeremy, your industry is filled with negative images of women! Women are used as sexual objects all the time, and in the end it’s always the male lead that gets the girl. In the film industry, women have always been used as the damsel in distress, or the typical “screen siren”; she’s just an accessory. M: Jeremy, you can’t still think that women are nothing but objects? We’re just as capable as you lot are... if not more so... C: Now hold on a second, Margaret you’re being entirely unreasonable. Women and men are equally capable. In my industry men have always played the hero, but look at modern day cinema; there are plenty of movies around that show women and men working together. What about The King’s Speech? King George wouldn’t have found the strength to be king without the help and support of his wife, would he? Just as in The Iron Lady, you can see that Margaret Thatcher resiliently led the British government and all her male colleagues. There are many representations of successful men and women in modern day cinema and I think you should both get off your high horse and realize what you’re saying!

4. WHO WEARS THE PANTS? MANUEL & P. 52

1. Memory

I can remember that in the foreground there is a man sitting in his striped pyjamas reading a newspaper, with newspapers all over the floor surrounding his armchair. Behind him is a woman, presumably his wife, as well as three children; two girls and one boy. They are all dressed in formal clothes and are walking in a line in single file. Also, in the background it appears that there is a countryside view. 2. React a. My first impressions of the image is that the man is a different sort of person compared with his wife and it seems that the wife is dominant in the relationship as the children are quite literally following in her footsteps. I therefore get the impression that he is lazy and laid-back, whereas she is more proactive and uptight.

UNIT 3 • 67 UNIT A MAN’S WORLD? (ART PROJECT) 3 b. I think that this scene takes place on a Sunday morning in a Christian household. I think that the mother is wearing her Sunday best and she has dressed her children in the same fashion. She is taking them to church, whereas her husband prefers to read the newspaper. c. In the foreground, the man is wearing pyjamas. He looks comfortable and relaxed as he reads his newspaper. The woman is in the background marching her children out of the house. As she is wearing formal clothes, I believe that she is taking them to Sunday service at the church. She looks very serious and haughty as she has her nose in the air. Her daughters are mimicking her, but her son who follows at the back of the line is having a sneaky glimpse at his father who is almost hiding from his wife’s disapproval. This suggests perhaps the son is tempted to follow in his father’s footsteps rather than his dominating mother’s. d. I believe that the man’s and woman’s values and opinions on the roles of the parents within the family unit differ significantly. The man is obviously more relaxed and believes that quality time with the family is the most important part of Sundays, as I assume that he works during the week and wishes to spend the day of rest at home reading his newspaper and spending time with his children and his wife. On the other hand, the mother is much more serious and pious. She is the one who is marching the children to church and Sunday school, so she clearly believes that Sunday is a day to worship God, as is traditional in the Christian faith. She must believe that it is more important for her children to learn about the Bible and understand the importance of Christian values, rather than spending the extra time at home. In short, she favours a more educational approach to raising the children, whereas the father favours a more relaxed, family-oriented upbringing. 3. Act it out

Husband: Oh, love! Can’t we just stay at home and spend some quality time together? I’ve been working all week and I’m exhausted. I can’t face going to church, please let’s stay at home and chill out! Wife: Absolutely not! That’s completely out of the question. If I let the children stay at home, they’ll never learn how to be good people and we’ll never hear the end of the trouble they’ll get into. It’s a slippery slope, you know! Husband: Don’t overreact dear, it’s just this once. They aren’t going to go off the rails after one week away from Sunday school. Besides, it’s a lovely day! I’m sure they would rather go to the park and play on the swings. Wife: You heard me the first time; I’m not going to budge. They’re going to church whether they like it or not. And that’s final. Come along, children!

68 • UNIT 3 4. Listen

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 15-16)

2 - iconic - humour - popular - oil - costume - museum

3 It’s a report, an interview with 4 voices (3 females and one male). Names: Norman Rockwell - George Lucas and Steven Spielberg - Saturday Evening Post - Star Wars - Jaws - Indiana Jones - Close Encounters – Schindler’s List - E.T. - Dr. Broun - Washington - Susan Stamberg - NPR Figures: from 1916 to 1963 - 57 - 1920 Countries: none Stressed words: stories - collections - commercial artists - mythmakers - dream makers - heroes - humour - popular - culture - love their country - images - friendship - great friends - collect - American iconic images - Thanksgiving - kid at the dentist - doing homework with his dad - grandfather - pretty mother - pictures - homes - offices - shadow - costumes - artist - wear photograph - studio - created his painting Words close to the French: collections - illustration - imagination - artist - magazine - photograph

4 Norman Rockwell, George Lucas, Steven Spielberg, artist, shadow, story

5 The recording is about the links between Norman Rockwell, a famous painter, and two well-known filmmakers: George Lucas and Steven Spielberg. The journalist explains why the two men admire Rockwell’s paintings so much.

6 a) Norman Rockwell b) - Painter, illustrator - The Saturday Evening Post - from 1916 to 1963

7 Job? Values? Common passion - commercial - love heroes, - Collect Norman Rockwell illustrations artists valour, humour (Spielberg caught the Rockwell bug, too). - mythmakers - part of popular - Both men grew up with Saturday Evening Post - dream culture covers. makers - love their - Have Norman Rockwell pictures all over their country and homes, offices and in storage. images How many? 57 of them together in one place Typical characters? - American iconic images: a family Thanksgiving, a kid at the dentist or doing homework with his dad, or raking leaves with his grandfather, or watching a pretty mother primp at the dressing table. - children, wonder, awe, the power of imagination

UNIT 3 • 69 UNIT A MAN’S WORLD? (ART PROJECT) 3

8 People Props What was done?

- interviewing - hunted down just the right - cast the picture by friends and costumes for them to wear interviewing friends neighbours - red ribbon and neighbours - until he found - white hat - gathered his costumed someone who - the proper props cast together looked just right - a 1930s radio microphone - A photograph was taken. - a little girl - typewriter - Then, back in his studio, - rake Norman Rockwell created his painting.

ACTION!

George Lucas and Steven Spielberg share the same passion for Norman Rockwell’s illustrations. They admire the famous / well-known illustrator and started to collect his works of art / masterpieces as soon as they could afford it. They are very fond of the Saturday Evening Post covers because they portray an idealized vision of America. What is interesting in these paintings is that they are based on reality and carefully arranged. Every detail is carefully chosen. Every prop is selected with care to reflect reality. At the same time all the illustrations tell a story. The filmmakers use the same techniques when they shoot a film.

> Script de l’enregistrement (CD 1, plage 21) Part 1 Kelly: “Telling Stories” is the title of the show and here’s the subtitle: “Norman Rockwell from the Collections of George Lucas and Steven Spielberg.” Seems the filmmakers are great fans of illustrator Norman Rockwell, and their collections include covers that Rockwell painted for the Saturday Evening Post magazine from 1916 to 1963. 0’23’’ Part 2 Susan Stamberg: Norman Rockwell, Steven Spielberg, George Lucas… connection? They’re all commercial artists, mythmakers, dream makers. They all love heroes, valor, humor; they’re part of popular culture, they love their country and images. Great friends these men who gave us Star Wars, Jaws, Indiana Jones, Close Encounters, Schindler’s List, E.T. The friendship carries over into what they collect. Lucas started buying Norman Rockwell illustrations as soon as he could afford them. Spielberg caught the Rockwell bug, too. Both men grew up with Saturday Evening Post covers, which Norman Rockwell painted in oil. Deeply American iconic images: a family Thanksgiving, a kid at the dentist or doing homework with his dad, or raking leaves with his grandfather, or watching a pretty mother primp at the dressing table. Lucas and Spielberg have Norman Rockwell pictures all over their homes, offices and in storage. This is the first time they’ve seen 57 of them together in one place. Many of their Rockwells involve children, wonder, awe, the power of imagination. George Lucas bought the Shadow Artist, a 1920 magazine illustration, because it hit so close to home.

70 • UNIT 3 Mr. Lucas: Sort of the beginning of movies. It’s using light and shadow to tell a story, which is what we do for a living. Dr. Broun: That magic is at the heart of every movie. There’s nothing to puzzle out in Rock- well, no mysteries to be solved. Rockwells are quick shots, achieved with great skill. 2’02’’ Part 3 Dr. Broun: There is a detail, and a care, and an attention to the way he puts the picture together. Stamberg: Rockwell’s pictures, like those of his collectors, Lucas and Spielberg, were carefully cast. Dr. Broun: He would cast the picture by interviewing friends and neighbors until he found someone who looked just right. Stamberg: Then the artist hunted down just the right costumes for them to wear: the little girl’s red ribbon, the blonde’s white hat; and the proper props – a 1930s radio microphone, an Underwood typewriter, a rake. He gathered his costumed cast together and a photograph was taken. Then, back in his studio, Norman Rockwell created his painting. In Washington, I’m Susan Stamberg, NPR News. Kelly: And you can see a gallery of paintings by Norman Rockwell on our website at NPR.org. 5. Movie corner

& Productions possibles : a. All four of these films depict several aspects of the stereotypical modern man. The character of Alfie in Charles Shyer’s film Alfie is a serial womanizer. He is irresistibly handsome so women fall at his feet and his advances are rarely rejected, so he moves from woman to woman in meaningless sexual encounters and enjoys the lack of commitment. His stereotype is the chauvinist. James Bond’s character can be likened to Alfie’s in that he also starts off as a chauvinist in Casino Royale until he falls for Vesper, the female protagonist. However, unlike the lovesick Alfie, Bond also fulfils another male stereotype: the action hero. He is a brooding and angry character, who uses his strength to lash out at the bad guys. Similarly, in Bad Boys II, the male protagonists are action heroes. They are risking their lives to maintain law and order in Miami, so they are stereotypically protective and masculine heroes. The male lead in Captain America is similar to those in Bad Boys II because he starts off being rejected by society as he does not fit the role of the hero, but he turns this around and becomes the ultimate American hero. Perhaps he would be considered the most stereotypically masculine because he has admirable qualities and overcomes all obstacles that make him a “failure”. b. I have chosen to talk about Miss Congeniality. The protagonist is called Gracie Hart, played by Sandra Bullock. She is an FBI agent who goes undercover in the Miss United States beauty pageant in order to prevent a bombing at the final. At the beginning of the film she is incredibly masculine which is shown through her body language, her wild hair, the way she eats, her boyish fashion-sense and the wrestling match with her male colleague. At this point in the film she is far from the stereotypical female. However, as the plot progresses and she enters into the pageant as an undercover agent, Gracie has to learn to be feminine. She must become the sort of woman that she usually mocks for being airheads in order to be convincing as a pageant queen, so she undergoes an extreme physical transformation in terms of grooming

UNIT 3 • 71 UNIT A MAN’S WORLD? (ART PROJECT) 3 and training to walk and talk like a lady. Ultimately, this leads to a transformation in how she views the pageant entrants and she becomes a better person. So in conclusion, at the beginning of the film Gracie is far from a stereotypical woman, so much so that you could even go as far as to say that she was particularly masculine. However, after her long journey through the pageant, by the end of the film she evolves from an ugly duckling into a beautiful swan but still maintains her feisty personality. She therefore ends the film by conforming to the stereotypical powerful female, but still retains her personality. Exercice complémentaire possible : “Three films a man should see” On pourra aussi proposer à la classe de sélectionner sur www.imdb.com les trois films qu’un homme doit voir.

LANGUAGE AT WORK MANUEL & P. 53

1 a. 1. too much time 2. so many heroes 3. a lot of time / heroes 4. enough time 5. more time / heroes 6. much time 7. little time 8. few heroes 9. no time 10. fewer heroes 11. many heroes 12. several heroes b. 1. trop de temps 2. tellement de héros 3. beaucoup de temps / de héros 4. assez de temps 5. plus de temps / de héros 6. beaucoup de temps 7. peu de temps 8. peu de héros 9. pas le temps 10. moins de héros 11. beaucoup de héros 12. plusieurs héros

2 1 much • 2 many • 3 much • 4 a lot of • 5 little • 6 a few • 7 a lot • 8 many • 9 a lot of

3 “Dad, what’s a wimp?” “Well son, a lot of people would say that I am a wimp because many men don’t consider the washing up to be a man’s job and I have done what your mother asked me to do, even though I didn’t want to do it...! However, you mustn’t pay attention to those people. A wimp is someone who is weak and doesn’t stand up to these silly ideas. It is wrong to make your mother do the washing up all the time, so it is important to give her a little bit of help every so often with a few jobs around the house. Does that make sense?” “Yeah, thanks for clearing that one up. But Dad, you hardly ever do what Mum says...!” Build up your vocabulary

Work: drudgery, income, breadwinner, devoted, available, monotonous, to provide for one’s family, to earn one’s living Home: cook, chores, devoted, tight (relationship), tidy, bring up / raise children, do the housework: sweep, iron, wash up, dust, keep the home spick and span, look after

72 • UNIT 3 IMPROVE YOUR SPEAKING SKILLS MANUEL & P. 54

1 a. slave-driver, chauvinist, lazy, taking advantage, poor thing, pushover b. hoover • chores • resent • complain • dutiful • ignores • male-dominated • aware • ironic

2 a. Well, there is a man lounging around on the sofa reading a newspaper with his feet in the air so that his wife can hoover underneath them. She looks tired and flustered and really unhappy whilst her husband makes himself at home and quite happily allows her to do all the work. Not only that, but also the caption underneath tells us that he demands even more of her as his tee-shirt needs ironing. b. The image of the man is that he is lazy and inconsiderate. He is happy to sit and let his wife do all the housework and run around after him, even though she is clearly unhappy. He does not appreciate his wife which also makes him selfish. c. The artist’s objective is to make a statement about inequality between men and women in modern day life. In order to do this, he first focuses on the idea of how men rarely help around the house, and how much they take advantage of their wives. Not only that, but the man is apparently demanding even more from her by asking her to iron his tee-shirt. He is therefore depicted in a negative light as lazy, inconsiderate and unappreciative. The artist then uses a caption below the cartoon image so as to put the scene into context and bring in the idea of chauvinism still existing in modern day life. The quote reads “When you have a moment, luv, my ‘new-man’ tee-shirt needs ironing.” The husband is portrayed as the modern man in two main ways: firstly, his tee-shirt reads “new man” and secondly, the word “love” is replaced by the modern abbreviation “luv”. The artist therefore combines the old-fashioned view that it is a woman’s job to do all the chores and to run the household, with the modern man, in order to criticize the fact that this still exists in the 21st century. d. I find the image funny. The artist is using a light-hearted medium to satirize a serious idea, which I think makes it all the more effective. This is because the comic element throws the message into relief, thus making the scenario seem even more ridiculous, and consequently communicating the laughable idea that it is still the woman’s job to clean up after her husband.

3 a. This man obviously enjoys living a laid back lifestyle. This scene represents a typical day for him as he is sitting on his favourite comfy armchair enjoying a bit of peace and quiet. He is obviously very lazy because he keeps on reading his newspaper without a care in the world while his wife carries on doing all the hard work around the house. You can tell he hates being disturbed as he is used to getting his own way. b. The woman in the cartoon looks angry and flustered because she’s running around doing all the housework single-handedly whilst her husband enjoys kicking back and reading his newspaper. She must be so fed up with his lazy attitude and undoubtedly wishes that he would get up and give her a hand. If she had known that he would just let her get on with it, I’m sure she wouldn’t have even started. After all, if he’s not going to put any effort in, why should she bother? She should not put up with it and if I were her, I would simply give up! c. I think that the artist’s intention is to mock the way in which many men treat their wives. He effectively communicates his message by satirizing the domestic situation through the genre of a cartoon which shows a man reading his newspaper and allowing his wife to do the housework. The image is of a man looking very relaxed as he is sitting in his chair and reading his newspaper, whereas his wife is looking fed up with him and wishing that he would give her

UNIT 3 • 73 UNIT A MAN’S WORLD? (ART PROJECT) 3 a hand. Instead he carries on lazing around while she looks miserable. He is obviously used to this way of life because he keeps on demanding more of her. If she had have known this was what her life would be like, I’m sure she would never have married him. The artist therefore wants to criticize how it is often the husband who enjoys an easy life whilst the wife wears herself out doing all the chores to keep her husband happy. He could also be encouraging women not to put up with living like this any longer as well as guilt-tripping all the lazy husbands out there.

4 > Script de l’enregistrement (MP3 n°7) Initially, people would probably think that this image shows an old-fashioned domestic environment, with the woman doing everything her husband wants her to do. However, on closer analysis the “new man” slogan on his T-shirt makes me think that it’s an image of a modern household; rendering it even more controversial with regards to the role of women. Personally, I hate the idea of a man sitting and allowing his wife to do all the housework. I mean, who does he think he is? This is the 21st century, and surely healthy relationships are built on equality, respect, and team work. However, there is another reason why it is possible to argue that the man is portrayed in a negative light. He is using slang, which suggests he is uneducated and rude. What’s more, he is so stupid that he is totally ignorant of how busy his exhausted wife actually is. All he can think of is himself, and his own happiness. Alternatively, the woman could also be interpreted as being unintelligent and dependent on her husband. After all, she is following his orders despite being obviously unhappy and exhausted. She is not questioning his authority, which makes her seem just as bad as he is. Perhaps at least equality does exist in their relationship, as they are equally unintelligent and dependent on each other’s roles in the domestic environment: one gives orders, the other follows them! In conclusion, I think my first interpretation is more likely to be correct. It is the man that is portrayed negatively. This also leads me to believe that the artist was probably female.

5 – donner son opinion : I mean • Personally • I think • This also leads me to believe • makes me think – manifester sa surprise ou son agacement : I hate the idea of • who does he think he is? • use of adverbs (totally, actually…) – structurer son discours : However • Initially • What’s more, • there is another reason why • After all, • As • In conclusion

YOUR TASK MANUEL & P. 55

> Mise en œuvre : – Cette tâche pourra être réalisée soit en classe (après avoir laissé aux élèves le temps de faire leurs recherches Internet sur les citations), soit en devoir à la maison. – On pourra aussi ouvrir le choix et laisser les élèves sélectionner l’œuvre eux-mêmes en précisant quelques contraintes (œuvre originale d’un auteur anglophone).

74 • UNIT 3 Grille d'évaluation de la prise de parole en interaction

Points Paliers

Contenu – A traité les différents points de manière succincte sans les développer. 0 B1 – A donné brièvement les raisons et explications de ses opinions. 1 B1 A exprimé ses réactions. 2 – A réussi à s’exprimer de manière claire et détaillée, a développé un point de 3 B2 vue, a su expliquer les avantages et inconvénients des différentes possibilités. 4 – A présenté des descriptions claires et détaillées, en intégrant des thèmes 5 B2 liés, en développant et en concluant de manière appropriée. 6

Capacité à communiquer – Se fait comprendre malgré quelques maladresses, pauses, faux 0 B1 démarrages. 1 – Énoncés souvent courts. 2 B1 – Fait des interventions assez longues, utilise des notes sans les lire, 3 B2 ne perd pas le fil du discours. 4 – Fait des interventions plus longues, des énoncés complexes, le débit 5 B2 est régulier. – Énoncés longs et complexes. B2

Phonologie – Énoncés compréhensibles malgré des erreurs de prononciation, 0 B1 d’accentuation de mot et d’intonation. 1 – Énoncés aisément compréhensibles car les erreurs de prononciation, 2 B2 d’accentuation de mot et d’intonation sont peu fréquentes. 3 – Respecte le rythme de la phrase et accentue correctement. B2

Lexique – S’exprime à l’aide d’un lexique restreint. 0 B1 – Utilise le lexique adéquat, sait contourner ses difficultés d’expression. 1 B1 – Utilise un lexique varié, sait développer et justifier. Vocabulaire riche 2 B2 et pertinent. 3 – Vocabulaire manque très rarement. B2

Grammaire – Utilise des structures simples mais fait des erreurs élémentaires 0 B1 systématiques. 1 – Les erreurs de grammaire et de syntaxe ne gênent pas la compréhension. 2 B2 – Fait peu d’erreurs, a recours à des structures complexes et sait 3 B2 s’auto-corriger.

Critères de répartition en niveaux de compétences - Moins de 6 points : A2 - De 13 à 18 points : B2 - De 6 points à 12 points : B1 - Au-delà : C1

UNIT 3 • 75 UNIT A MAN’S WORLD? (ART PROJECT) 3 & Productions possibles : Grant Wood, American Gothic, 1930 This work of art shows a father and his unmarried daughter who live in a Gothic-style cottage. Interestingly, the America daughter was modelled after the artist’s sister and the Misery father was modelled after the artist’s dentist. Eldon (the town where It originates from the 1930s and is a famous example of the Gothic-style house is the Regionalist movement in American art. It depicts a situated) reminiscent scene of rural life amidst the industrialisation Revival of the Gothic style of America and the Great Depression, through the position Iowa (the State in which of the flowers painted just above the girl’s shoulder which Eldon is situated) represent the countryside and domesticity, and the man is Country lifestyle holding a pitchfork which symbolizes labour and farming. An unmarried daughter In addition, it depicts a revival of the Gothic style as the Nan (Wood’s sister and window on the cottage is positioned at the top of the model for the woman in the building and it is a pointed arch window, which is typically painting) Gothic. Furthermore, the rigid angles demonstrate a sty- Gothic listic rejection of European abstract art, which reinforces Overalls its status as an example of Regionalism, also emphasized The pitchfork by the traditional pattern on the woman’s pinafore. Highly detailed The most striking element of the image is the blank ex- Instantly recognisable pressions on the faces of the two people in the scene, Cottage and the impression of two-dimensionality in the painting despite there being a clear background and foreground to its composition. We already know from the genre of the painting as a Regionalist painting that there is a longing for a return to the rural lifestyle away from the Great Depression and industrialisation that was sweeping across America. This certainly explains the wistful and forlorn facial expressions, but it also indicates to the fragility of the rural image as it seems only a matter of time before their lifestyle is destroyed by the economic climate and the city lifestyle. I would not describe the vision of men in this image to be very positive, as even though it seems the man has worked hard for a living which is an admirable quality, there’s nothing extraordinary about him. He is just an ordinary man, not particularly inspiring in any way. Moreover, his daughter is unmarried which says a lot about the men around her as they have disregarded her perhaps because of a lack of wealth or beauty. All in all, it does not show a very positive vision of men. However the painting is successful as it undoubtedly incites a feeling of sorrow from the viewer as you can really empathize with their struggle because of their stark expressions, so I think the artist achieved what he intended to achieve because he is mourning a lifestyle that is being overtaken by the misery of the Great Depression.

76 • UNIT 3 Lewis Hine, Lunch Time and Smoke, 1930-1931 This photograph is intriguing because of the casual pose of the subject as he perches like a bird on an iron bar of “A hero is an ordinary individual an incredible tall building he is working on, with the iconic who finds the strength to per- New York skyline surrounding him. He is taking a break to severe and endure in spite of eat some lunch and have a cigarette as the title suggests overwhelming obstacles.” and is absorbing the view. It certainly reminds me of a bird Christopher Reeve perching on a tree branch, which is interesting as it is a pastoral version of the industrial image presented in the photograph. I would say that it is the most striking element of the entire image. With regard to whether this photograph depicts a positive or a negative vision of men, I would say that it is fairly positive. It is a more positive representation than of the man in Grant Wood’s painting but it is still not showing men in the best light. The man is an ordinary working-class man with a bad habit of smoking. Although many consider this to be a cool thing to do, it isn’t a healthy habit and so he is a bad male role model in that respect. However, he is brave because he doesn’t let heights bother him, and he is obviously working hard to earn a living which is another admirable quality. I think the aim of the photograph is to show a real person in their everyday environment and to capture a pure and simple moment in time. Hine certainly achieves this with aplomb because the man is sitting in such a natural pose, totally at ease, despite the danger of his position, so it really must be normal for him to be up there. I suppose that is the beauty of the photograph as it captures a perfectly normal moment in the subject’s everyday life that the majority of people would find very unusual. Moreover, whether it was his intention or not, you even go as far as to say that Hine simultaneously captures the strength and fragility of the man, as he is strong enough to build impressively tall buildings and handle hefty iron bars, but fragile enough by sitting precariously on that bar he is risking his life. After all, it would only take a slight loss of balance to send him plummeting to his death.

Ben Turnbull, Hero II, 2010 This collage of the faces of comic book heroes is one of several commentaries on the influence of American poli- “New York: [a] concrete jungle tics and culture upon other nations. More specifically it where dreams are made of” is a representation of the heroes of September 11th who Alicia Keys climbed up the stairs of the Twin Towers when everyone else was rushing downwards, in order to save lives after the terrorist attacks. The man in the image is a generic-looking man in the sense that there’s nothing unusual or unique about his appearance that sets him apart from any other man. Additionally, he is wearing a uniform, so his individuality is stripped from him, and he embodies a role: a member of the emergency services. This reminds the viewer that the heroes of that fateful day were just ordinary men put in an extraordinary situation. Furthermore, the title of the painting is non-descript and so Turnbull reinforces the anonymity of the heroes of 9/11. However, this is precisely the element of the image which is the most striking and what gives it the impact. It is this exact anonymity that renders this man even more inspirational because no one knows who he is to thank him or congratulate him. He is the pinnacle of the ultimate vision of men yet here he is presented as a nameless stranger.

UNIT 3 • 77 UNIT A MAN’S WORLD? (ART PROJECT) 3 Perhaps that is a comment on society’s ignorance or lack of appreciation, but I think it is more likely that Turnbull wanted to reinforce this man’s status as a hero by creating his face out of those of comic book heroes in order to present him as ordinary. Also, this emphasizes that all the comic book heroes often have another identity to allow them to integrate unnoticed into society. This suggests that these everyday heroes of 9/11 are in fact heroes in disguise as they go about their everyday lives. I therefore believe that Turnbull successfully achieved his goal of presenting us with an “ordinary hero”, because this man could be any of the fallen heroes, yet he is unique as he is made up of all the strength and power of the ultimate comic book heroes. This makes him unforgettable as an emblem of the American people and fight against terrorism.

SPEAKING CORNER MANUEL & P. 56-57

Voir « Productions possibles » ci-dessus.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Évaluation sommative de PPC (p. 375-376 de ce Fichier) > Clé du Bac: document audio 8 (School uniform policy) > Image vidéoprojetable : Heroes

78 • UNIT 3 UNIT 4 BRAVE NEW WORLD? & L’idée de progrès Tâche finale (p. 71) : After reading an extract from a book, you want to share your feelings and reactions with other readers. Post a comment on the writer’s official website. Activités Prolongements Contenus langagières tâches / aides – Acquérir le vocabulaire – Build up your vocabulary (p. 69) PPC lié à la génétique – Commenter un document visuel – Réagir à un dessin humoristique (p. 240-241) – Comprendre un extrait – Fiche Workbook Tune in! de roman d’anticipation CE – Improve your reading skills (p. 62-63) – Faire une recherche (p. 70) Internet en autonomie – Préparation à l’épreuve – Échanger, donner son opinion POI d’expression orale (mythes et héros – Se préparer à l’épreuve orale p. 246, l’idée de progrès p. 248) Comprendre deux articles CE Fiche Workbook de presse – Enrichir sa prise de parole (p. 242-243) – Language at work : Équivalents POI Débattre anglais de « pouvoir » et « devoir » • Expression des degrés de probabilité 1. Design (p. 68) your baby – Enrichir sa prise de parole (p. 64-65) (p. 242-243) PPC Défendre ses positions – Language at work : La condition (p. 69) Poster un commentaire PE Rédiger un texte (p. 235) sur le site d’un journal Fiche vidéo (DVD-Rom CO Vidéo : Progress et site compagnon) Comprendre CE Fiche Workbook un article de presse Enrichir sa prise de parole POI Jeu de rôles 2. A (p. 242-243) booming Comprendre des messages – Comprendre un message oral business CO (p. 66-67) laissés sur une boîte vocale (p. 238-239)

– Faire des recherches CE / Internet sur des ﬁ lms PPC – Exprimer son opinion

L’activité langagière principale de cette unité est la CE (compréhension de l’écrit).

UNIT 4 • 79 UNIT BRAVE NEW WORLD? 4 TUNE IN! MANUEL & P. 62-63

1. Odd man out

> Mise en œuvre : – On pourra dans un premier temps demander aux élèves de regarder le cartoon puis recueillir leurs impressions et remarques (a., b., c.). – Dans un second temps, on les amènera à élargir le sujet à l’eugénisme (d., e.). Certains élèves pourront avoir besoin d’aide pour lister les dangers (on pourra même aller jusqu’à leur demander de lister les « avantages » et les « inconvénients » d’une telle pratique). Cette activité pourra être faite lors d’un bref travail en groupes ou en paires, éventuellement avant ou après des recherches Internet à la maison. Voici deux adresses utiles : www.answers.com/topic/eugenics www.ehow.com/info_8413226_pros-cons-eugenics.html

& Productions possibles : a. The cartoon is of a factory conveyor belt where newly-produced nearly-naked men are appear- ing one by one. They all have the same forward-facing upright stance and are wearing only underwear. Four of them are exact duplicates – tall, muscular / well-built, tan, square-jawed men who all have the same wide, tooth-baring grin and wear manly black boxer shorts. The odd man out is about half their size, pale and thin, with disproportionately large feet and hands and is wearing more effeminate, pink underpants. He is being lifted by his scalp by large metal tongs, presumably to be dropped into the huge skip (UK) / dumpster (US) labeled “CLONES R US / REJECTS” in the foreground, full of other defective clones who have been thrown out. b. The reject is an inadequate replicate of the model – he probably has been judged not good enough because he doesn’t correspond exactly to the physical ideals of the prototype. We can only see one of the other discarded clones’ faces – he has three eyes and grey hair and his tongue is hanging out of his mouth, making him look ridiculous. In this human factory, they seek to produce only “perfect” men, who all happen to be indistinguishable because there is only one ideal. c. The cartoonist is very critical of the idea of “perfecting” human genetics. Each of the “perfect” men taken individually does indeed possess very pleasing physical traits by mainstream standards. But all of them seen together is dehumanizing because in reality no two people are alike and an individual’s charm is usually due to their unique and often quirky combination of features. Just the thought of this kind of factory is quite frightening – who is behind the tongs deciding which traits and therefore which humans are good enough? There would be no reason to think that the man being rejected would be in any way a lesser human being. There are so many other important things that can’t be seen from the outside, like our minds and our personalities. d. In theory, eugenics aims to “improve” humanity – but who’s to judge which human traits are better? Screening for serious and debilitating diseases is one thing, but choosing body types, hair colour and height is superficial. The cartoon pushes the concept to the extreme, where everyone is identical and those who don’t fit the subjective and therefore arbitrary mold are

80 • UNIT 4 killed. The cartoonist is suggesting that accepting any kind of eugenics is a slippery slope towards unethical human “breeding”. e. In the past, eugenics was used to justify racist and coercive public health policies including forced sterilization – the history of this “science” raises a red flag about its dangers. It is unethical because the subjective traits that humans could be bred for or the flaws that could be eliminated are not inherently better or worse. Reducing genetic diversity is biologically and evolutionarily dangerous for a species (vulnerability to disease, etc.). It is hard to draw the line between prenatal genetic screening and the ability to create “designer babies”. 2. Science babies

> Mise en œuvre – On demandera aux élèves de regarder l’image, de réagir et d’imaginer le sujet du texte en quelques phrases. – On leur demandera ensuite de lire le texte et de dire ce qu’ils ont compris globalement. – Les élèves pourront remplir la fiche d’aide du Workbook, seuls ou en binômes ; ils pré- pareront un compte rendu oral du texte (en s’appuyant sur leurs notes) qui servira de trace écrite. – L’exercice b. pourra aisément servir de rebrassage des informations et du vocabulaire à la suite du travail fait sur le texte.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 17-18)

1 scarcely: à peine • heels: talo ns

2 scribbled (l. 13)

3 them = the newly arrived students • he = each student

4 “scarcely breathing silence” (l. 6) + “the absent-minded, soliloquizing hum or whistle of absorbed concentration” (l. 6-8)

5 nervously • rather abjectly • desperately

6 “great” (l. 12) • “tremulous” (l. 31) • “enthusiasm” (l. 31)

7 illegibly = il-legible-ly: de façon illisible • incubator = incubate-or : couveuse • abnormalities = ab-normal-ities: anormalités

8 a) réserves b) jumeaux c) tremblante

9 insulated (l. 18) • scurried (l. 22)

10 – 1: “one egg, one embryo, one adult-normality” (l. 26) – 96: number of buds which will develop into human beings – millions: identical twins

11 mass production (l. 32)

UNIT 4 • 81 UNIT BRAVE NEW WORLD? 4

ACTION!

1 The Director is leading a group on a tour of the facilities. He presents it like a production factory, and introduces his new scientific breakthrough to the newly arrived students. He seems very powerful and proud of what he has succeeded in creating. He looks self-assured and enthusiastic about the future. He is convinced that he is serving a great cause and no one dares doubt him. He sounds self-righteous. 2 The people around him must be quite submissive and anxious to be in this man’s company. They must be ready to do whatever they can to satisfy the Director’s wishes, and are certainly impressed to be working under his leadership. Both the Fertilizers and the students seem hard-working when faced with such a painstaking task. The students are engrossed in the Director’s speech and the Fertilizers are dedicated to their job. 3 This mass production of human beings is obviously leading to uniformity and the release of clones that are considered a product / a commodity deprived of individuality. The Fertilizers obey the Director who manipulates life and treats human beings like slaves or robots, seeing them only as a potential, cheap labour force. 4 On the one hand, it helps improve the quality of the embryos, preventing drawbacks and ensuring the birth of healthy human beings by eradicating any possible disease. On the other hand, it also wipes out all identity and creates impersonal and dehumanized people who are all similar to each other. Science bows down to the wish for a perfect human being, but to some extent, we should remain critical of scientific progress, as it can also crush all forms of diversity. In a way, although science can be a benefit, it can also prove to be a burden.

& Productions possibles : b. From the point of view of the worshipful apprentice Our tour of the Centre today was simply amazing. It was our incredible Director himself who took the time out of his busy day to show us all around each department. It is such an honour to work under this visionary man, he is so unbelievably dedicated to our cause, and human progress in general. Later I will type up the pages of notes I took during his fascinating explanations, so you can see for yourself. The Hatcheries and Conditioning operation has made astounding progress in the last few years, you would not believe it. The production methods have been perfected and the process of making ninety-six perfect factory workers in one go has been completely smoothed out, not a wrinkle in sight! Each ovum is now thoroughly examined for the slightest flaw before fertilization, and the new process ends with the perfectly orchestrated simultaneous splitting of the embryo into ninety-six exact facsimile fetuses. 3. Info search: Faust and Prometheus

& Productions possibles (a. et b.) : Faust made a pact with the devil in exchange for knowledge and power. In the legend, the danger is that in exchange for scientific brilliance you give up your spiritual, unique human soul. We can see the parallel between this story, the cartoon and Huxley’s dystopia: these

82 • UNIT 4 Directors are so evil in what they are engineering it is as if they have given up their souls to attain this technical genius. The scientists obtain biological “perfection” in the novel, but this completely annihilates all the individual, quirky human characteristics of the people they have created. In the cartoon, the factory rejects anyone who doesn’t absolutely fit the “perfect” mold. The short, weak man realizes that he is going to be killed because he’s not good enough. This contrasts with what we generally consider today to be humanity’s wealth: rich diversity. The myth of Prometheus could be seen as a warning to those who want to meddle with nature and create humans for their own or others’ pleasure. He enjoyed the humans he created but couldn’t protect them from Zeus. The scientists have created life, but they have also created the potential for suffering – what a great responsibility for anyone to take on – we are not gods but fellow men. It is unethical to engineer another person’s future.

1. DESIGN YOUR BABY MANUEL & P. 64-65

> Mise en œuvre – Anticipation : on pourra proposer aux élèves de se préparer à la thématique en analysant les images qui illustrent les pages (cartoon p. 64 et/ou photo p. 65). – Pour certains il sera aussi nécessaire d’élucider le terme de Designer baby, cela pourra se faire par un brainstorming autour du terme lui-même ou de sa définition dans un dictionnaire. A baby developing from an embryo created by in-vitro fertilization and selected because it had or lacked particular genes, the genetic makeup often having been modified by genetic engineering. www.dictionary.reference.com/browse/designer+baby The term “designer baby” is a term coined by the media and journalists which refers to a baby whose genetic makeup has been artificially selected by genetic engineering combined with in vitro fertilisation to ensure the presence or absence of particular genes or characteristics. www.en.wikipedia.org/wiki/Designer_baby On pourra aussi faire faire de brèves recherches Internet sur cette thématique. On pourra alors conseiller ces sites : www.bionetonline.org/english/content/db_cont1.htm www.actionbioscience.org/biotech/agar.html – Dans un premier temps, on répartira la classe en deux groupes qui prendront chacun en charge un des textes et prépareront une réponse aux questions de l’exercice 1 p. 65. Un ou plusieurs rapporteurs désignés dans chaque groupe rendra(ont) compte du travail collectif. On incitera les élèves à échanger et confronter leurs opinions à l’aide des structures listées p. 242-243. – Dans une classe fragile on pourra demander aux élèves de préparer les fiches contenues dans le Workbook. Une partie de la classe se chargera de la fiche du texte A et l’autre du texte B. Ce travail préliminaire pourra être à faire en classe ou en devoirs à la maison. – Dans un second temps, les élèves échangeront le fruit de leur travail et pourront aller plus loin en confrontant leurs points de vue (Class work p. 65). Ce travail (ainsi que le Debate corner p. 65) pourra se faire en groupes (chaque groupe contenant des élèves des deux précédents groupes).

UNIT 4 • 83 UNIT BRAVE NEW WORLD? 4

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 18-20)

TEXT A

1 IQ = intelligence quotient • DNA = deoxyribose nucleic acid • PGD = pre-implantation genetic diagnosis

2 a future parent / a pregnant woman / a parent-to-be

3 “I’d like” (l. 1) • “make that two.” (l. 1-2) • “on the side” (l. 2-3) • “I’ll have the bonus package” (l. 3)

4 The person is speaking to a doctor / a geneticist. “Make sure to check for any potentially nasty diseases.” (l. 5-6)

5 The person wants an ideal baby, shaped as he/she wants, with particular physical details and no disease.

6 A journalist

7 - “one” = an embryo - “it” = PGD

8 a) likely (l. 10) b) accurately (l. 12) c) as of late (l. 14-15) d) solely (l. 20)

9 a) cosmetic (l. 16) b) - purpose (l. 16) - concern (l. 20) - realm (l. 24)

10 Medical objectives In reality - predict certain genetic diseases - cosmetic purposes - ensure the chosen embryo is healthy - gender selection - traits can be screened for choosing physical characteristics

11 Positive consequence: “scientists can now accurately predict certain genetic diseases” (l. 12-13) • Negative consequence: “a rise of such individuals becoming ‘second-class’ citizens”. (l. 22-23)

12 What seemed to be impossible yesterday might become possible tomorrow.

TEXT B

1 Name of the characters? How are they related? Job or occupation? Molly Nash Lisa’s daughter, Adam’s sister Lisa Nash Molly and Adam’s mother nurse Adam Nash Lisa’s son, Molly’s brother

2 - 15 = Molly Nash’s age (l. 1) - 2000 = date of the transplant (l. 8) - 7 = age victims of Fanconi’s Anemia usually die (l. 9) - 9 = Adam’s age (l. 10)

3 a) TRUE. “his immune system characteristics made him an ideal transplant candidate for his sister.” (l. 11-12)

84 • UNIT 4 b) TRUE. “a rare illness that kills many of its victims before the age of 7.” (l. 8-9) c) FALSE. “The cord blood cells transplanted into Molly came from her then newborn brother, Adam.” (l. 9-10) d) TRUE. “turned to PGD to pick out the embryo implanted to give birth to her brother, Adam.” (l. 4-5) e) TRUE. “giving birth to another child with those matching characteristics offered the only chance to save their daughter.” (l. 13-14)

4 b) – e) – d) – c) – a) ACTION!

TEXT A 1 PGD is used by parents who not only want to make sure their child will not suffer from a severe disease, but also to ask for choose / select certain physical characteristics. Indeed, apart from the medical objectives which are advocated, PGD also serves cosmetic purposes which are not always in accordance with moral principles. 2 This technique represents a scientific breakthrough, which is revolutionary in so far as it can help eradicate certain diseases. Nevertheless, it can also be seen as hazardous and scandalous since it raises the issue of people being used as scientific objects and goes against diversity. It may lead / open the door to the creation of an ideal being, thus undoubtedly forming rejected, weak beings who fail to conform with what is expected of them.

3 The title “Design your baby” has a relevant significance here for it shows how this technique sets a precedent in science. You can now choose your baby’s physical characteristics, shape his body as if you were playing god with human beings.

TEXT B 4 Molly is a teenager who was born with a rare illness from which she was destined to die before the age of 7. She was cured in 2000 thanks to a bone marrow transplant from her brother Adam. 5 People must have been quite appalled at Adam’s birth since he was a medicine baby whose purpose was to save his sister. His story was in all the newspapers. 6 Her story is significant because she was the first child to be cured thanks to PGD. It showed that such an innovative scientific breakthrough can improve life expectancy and have outstanding results when it comes to healing severe diseases.

TEXTS A and B Both articles illustrate the notion of progress in so far as they present us with a scientific breakthrough: indeed, PGD is an unparalleled technique, which can cure severe illnesses and prolong the life of weaker beings. It is also considered progress since it enables parents to choose the physical characteristics of their future baby and to produce babies who are expected to conform to their parents’ wishes. However, even if designer babies are a scientific achievement, they also jeopardize diversity and open the door to the idea that some people who could be under-achieving are to be rejected and seen as outcasts. So it is necessary to think it over and be aware of the risks so that governments and scientists can draw a clear line between what is ethically acceptable or not.

UNIT 4 • 85 UNIT BRAVE NEW WORLD? 4 1. Group work

& Productions possibles : b. – DNA: each living organism’s genetic information – genetic testing / genetic screening technique: examining a DNA molecule to test for genetic disorders – pre-implantation genetic diagnosis (PGD): the examination of an embryo after in-vitro fertilization and before transfer to the uterus to predict specific genetic diseases – genetic disease: a rare disease caused by an abnormality in one’s chromosomes – embryo: the term for an organism after its fertilization and first cell division but before becoming a fetus (2 months for a human) – geneticist: a biologist who studies genes – fertility experts: doctors specialized in the science of human reproduction and in techniques to medically assist couples with reproduction – to screen for: to select and reject by examining systematically – surgical procedure: a medical procedure to repair or treat disease – bio-technology: the use of living organisms in medicine or technology – fertility lab: a medical laboratory specialized in assisted reproductive technology including diagnosis and treatment – cord blood cells: stem cells which can be used to treat over 75 genetic and blood disorders – immune system: the parts of our bodies that protect against disease – transplant candidate: a person who can give their organs or tissue to the patient with a high probability of success c. Doctors Genetic scientists dedicate their careers to developing more and more sophisticated techniques for genetic selection. They are normally bound by bioethical guidelines and their work is generally aimed towards treating disease and reducing human suffering in order to “accurately predict certain genetic diseases.” (Text A, l. 12-13). However, in a privatized research and health care system they may be tempted to sell their expertise to whoever pays the most, including those with shallow desires rather than vital needs, and lately some have been “using PGD for more cosmetic purposes” (Text A, l. 16). Parents Molly’s parents were desperate and willing to go to great measures to save their child’s life and “turned to PGD to pick out the embryo implanted […] to save Molly’s life.” (Text B, l. 4-5). To them, bringing another child into the world for the primary purpose of saving their existing sibling’s life does not pose any ethical issues because “giving birth to another child with those matching characteristics offered the only chance to save their daughter” (Text B, l. 13-14). Other parents with no problems in particular may have “dreams of a ‘designer baby’” (Text A, l. 9-10) and be intrigued by the possibility of selecting their future children’s gender and physical and mental characteristics. Public opinion The general public is worried that this previously purely medical technique designed to save lives will be co-opted for unworthy purposes “as many view it as a cosmetic use of an otherwise surgical procedure.” (Text A, l. 21) And though it could be used to “perfect” future humans, it could also end up penalizing them and “lead to a rise of such individuals becoming ‘second- class’ citizens” (Text A, l. 22-23).

86 • UNIT 4 2. Class work

& Productions possibles : a. Common points: Both articles were written after these techniques had been perfected and used for many years for medical reasons. They are appraising the value of these technologies in today’s world. Both agree that these techniques have led to reduced suffering for many individuals. Both raise the ethical question of where to draw the line in the use of these methods: when does genetic selection become superficial rather than vital? And how far should people be allowed to go in order to save existing lives? Differences: The first article focuses more on the potential risks associated with genetic selection, whereas the second article has a more positive outlook, relating the anecdotal details about Mollly’s happy, normal adolescence and her grateful parents, never once mentioning her little brother. The first article projects farther into society’s future and cynically predicts that parents will choose their potential children as casually as they order take-out. The second article seeks to reassure the general population about the great benefits that this technique has had for many families. b. I found the second article more striking because though I had heard of this technique before, I had never learned the details of an actual success story. Imagining that the daughter they once thought was doomed to die had her life saved by her tiny newborn brother is quite touching. It is a perfect example of a medical story with a happy ending. I found the predictions in the first article more outrageous. It is a rather sensationalist outlook of the possible uses of genetic testing. Among the people around me I can’t imagine anyone who would be interested in such a prospect, so “designing babies” seems rather unrealistic to me, as if it will just remain science fiction. There will of course always be marginal, foolish people who would resort to such means, but it would be tremendously expensive. Already, at a sperm bank in the US one has access to detailed biographical information sheets and photographs when choosing a donor. But the “nurture” aspect of the “nature vs. nurture” debate is so strong in my mind that selecting a biological father in this way could not possibly make a child grow up to be significantly more successful. 3. Debate corner

& Productions possibles : There are both advantages and drawbacks when one considers the issues surrounding the pre-implantation genetic diagnosis (PGD) procedure. On the one hand, the idea of being able to design a baby allows doctors to prevent children being born with genetic defects. Science is now advanced enough to allow doctors to make sure only healthy embryos are selected ensuring a healthy baby which is a positive change. On the other hand, this advanced science also allows for more disturbing selections to be made. Parents are now able to choose the sex of their baby, its level of intelligence and also certain aesthetic factors such as height and hair colour. The effects of the changes made to a population due to this kind of procedure are detrimental e.g. in places such as China having a boy is considered more valuable than having a girl which could result in a generation of men and certain physical aspects may become “popular” with parents resulting in a generation of clones. The question to ask here is how far can we tamper with Mother Nature until the repercussions endanger the human race?

UNIT 4 • 87 UNIT BRAVE NEW WORLD? 4 4. Remembering the past

> Mise en œuvre : – Cette activité pourra servir de rebrassage mais aussi d’approfondissement lors d’une séance ultérieure du travail fait sur les textes A et B. On pourra alors demander à plusieurs élèves de présenter leur version du témoignage (en direct ou enregistrée) et ensuite déterminer avec la classe celui qui leur semble est le plus réaliste, qui leur plaît le plus… – Cette activité peut aussi être proposée à l’écrit. & Productions possibles : Hello I’m Lisa Nash, Molly’s mother. A decade ago my husband and I were faced with a difficult decision. Our daughter was at risk of losing her life due to a disease called Fanconi’s Anemia and doctors informed us that the only cure would be to create a sibling for Molly with the correct genetic make-up that would enable them to perform a bone marrow transplant – one which would save her life. I watched Molly growing up and found it heart wrenching to know that her life had an expiry date, as a mother I found it only natural to want to keep my daughter alive at any cost. My husband and I had always envisaged having more children and were thrilled that the birth of our newborn could also save Molly’s life. Obviously the chance of the newborn having the correct genetic make-up to save Molly was slim so we turned to science in order for that to happen through the selection process known as PGD. I was hesitant at first as I did not want other people to assume that my husband and I were simply creating a designer baby for the purposes of saving Molly. That is not true. We love Adam and Molly equally, they are our children. In our eyes Adam is not only our cherished son but also our hero as he saved his older sister’s life and for that we are eternally grateful. I believe that any parent in the same situation would have made the same choice as us. We are fortunate to live in an age where science can make the impossible possible. 5. Letter to the editor

On encouragera les élèves à faire attention à la formalisation de leur lettre (cf. p. 235) et en particulier d’une letter to the editor (site utile : www.ehow.com/how_4525199_write- opinion-letter-editor.html). & Productions possibles : TEXT A Dear Editor, I recently read your article on designer babies and felt compelled to write in as I was shocked by the suggestions made in the text. I find the concept of being able to order a child in the same way as one would a fast food meal utterly disgraceful. I believe that scientists have taken a step too far in researching ways to create what are deemed to be more aesthetically and intellectually pleasing individuals. It would appear that scientists wish to create an elite race which I personally find morally disturbing. If certain characteristics which are thought to be more favourable than others are continuously selected by those wanting “perfect” children then scientists are in grave danger of creating a generation of clones. I believe that one of the most beautiful things in nature is variation, we should be proud of our differences; it is after

88 • UNIT 4 all what makes us human. Imagine how mundane life would be if walking down the street felt like staring into an infinite mirror, if having a conversation with a stranger resembled your own personal thoughts. This is not science fiction coming to life; it’s a horror movie. On the other hand, I do agree that science should intervene if it was for purely medical reason, for example, in order to prevent a child from being born with a debilitating or incurable disease. I see this as an exciting prospect for generations to come as it will improve the quality of life for many people. Scientists should however be careful not to cross the line and research only in the field where health is concerned. Yours sincerely, M. Smith TEXT B Dear Editor, I recently read your article concerning the case of Molly Nash. I was very touched by this story as I can relate to it on a personal level. I myself had a child with the same disease as Molly, however, at the time the process of pre-implantation genetic diagnosis was not developed to the extent to which it is today and sadly my son died aged 4. As one can imagine, it is heart breaking to watch your child grow up knowing that their time is short. I remember wishing to one day wake up and for there to be a cure for my son. I am delighted that science has progressed so that this is now a real possibility for sufferers of Fanconi’s Anemia and many other life threatening diseases. It must have been a very difficult decision for Molly’s parents to make as there are many people who would want to criticise their choice of actions, however, I wanted to express my full support of their decision in this letter. People should embrace the fact that we are living in a scientifically advanced age and although genetic modification may seem alien and dangerous to many people, they should focus on the good that it can do for those with serious medical conditions. Given the choice at the time, I too would have had another child in order to save my son. The pain of losing him is somehow lessened now that I know PGD will prevent other children from dying from the same disease. Yours faithfully, J. Parker 6. Watch a video: Progress

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. & Proposition de corrigé (a.) : – French Anderson, American, scientist – medicine • treat • genetic disease • inserting • healthy genes • patients • gene therapy • immune system • ADA deficiency • hospital • doctor • quarantine • sick • blood • donor • cells • lab • bloodstream • genetically modified • flu • immune-deficient – FOR: “Ashi had a disease called ADA deficiency. She never left the house except to go to the hospital or to the doctor. She was just kept ‘in quarantine’ because she was constantly sick.” + “within six months, her family began to realize she wasn’t sick at all any more, that she was starting to do all the things that normal kids do”. AGAINST: no arguments

UNIT 4 • 89 UNIT BRAVE NEW WORLD? 4 – He supports genetic research because he pioneered it! He knows he can improve people’s everyday life and even save it. He is convinced that genetic research is the solution to cure some genetic diseases especially as changes can be very quick.

2. A BOOMING BUSINESS MANUEL & P. 66-67

1. Main facts

> Mise en œuvre – On divisera la classe en deux groupes qui travailleront chacun sur une partie du texte en s’aidant de la fiche de compréhension du Workbook. – Ils mettront ensuite en commun leurs réflexions en échangeant et confrontant leurs opinions.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 20-22)

1 Country of origin / Parents’ background: India / Poor social background “farmer’s daughter” Age: 26 Family status To whom? Man’s age? Married to Ramesh, 15 years her senior When? 10 years ago (1999) Age at that time? 16 Dreams: would like to pursue higher studies / become a teacher

2 a) “poor” (l. 15) b) “paltry” (l. 12) + “thought of running a grocery shop” (l. 14)

3 Sarita’s plan: to become a surrogate. Husband’s first reaction: he threw a fit. Reasons mentioned: What will relatives say? / How would it affect the couple? / What to tell the kids and families? / Would the money be of help? Husband’s final decision: came around to Sarita’s point of view.

4 a) issue (l. 24) b) Reason? India’s conventional attitudes towards sex Consequence? Surrogates become ostracized. c) If she agrees to be a surrogate mother, Sarita will be judged by people from her family and from her village. She may be rejected and seen as an outcast.

5 - “They” (l. 28): the foreign couple - “it” (l. 30): the process - “us” (l. 37): Sarita and the couple - “They” (l. 39): the couple - “it” (l. 40): giving the baby girl to them - “theirs” (l. 41): the couple

6 Who? a. Sarita b. a foreign couple What? a. be paid b. carrying their baby How much? a fixed sum a. take care of the pregnancy What for? b. medical expenses c. diet expenses The clinic Where and why? The baby would be theirs after delivery.

90 • UNIT 4 7 1. c. 2. f. 3. g. 4. a. 5. d. 6. e. 7. b.

8 “thrilled” (l. 36) + “pure joy” (l. 39) + “love” (l. 39) + “natural” (l. 40)

ACTION!

1 Sarita was born in a typical Indian family who arranged a marriage for her against her will when she was only 16. Her husband only earned a low income but Sarita proved to be resourceful and determined to escape from poverty. She was ready to seize all opportunities to grant her and her family a brighter future with better prospects. She made an attempt at having her own business but she could not get enough money to fulfil her dream. 2 When taking her decision to become a surrogate, Sarita was faced with the angry reaction of her husband who was above all worried about their relatives’ reactions. He thought that their families would be prejudiced against the fact that Sarita would bear another family’s child. Moreover, he feared that their own children might not understand their decision. Even Sarita dreaded she might be ostracized and become an outcast, since people would gossip about what she did. Instead of being supportive, people in her village would just be jealous and outraged. To avoid being rejected, she had to move out to another place until the birth. 3 Sarita signed a lawful contract with a foreign couple who were to provide her with everything she needed during her pregnancy, such as medical and diet expenses. The baby would be theirs after delivery, but they would supervise everything beforehand. 4 Sarita immediately got on well with the American couple who were supportive and helpful throughout her pregnancy. They were generous to her all along and were present at the birth. All three people were overjoyed and ecstatic to share such an important moment. 5 On the one hand, this article illustrates the bond between these three people throughout the pregnancy. They built up strong ties and in the end, all of them benefited from the relationship since they were dependent on each other – Sarita made money to help sustain her family, and the American couple eventually got what they had been longing for. On the other hand, one cannot help thinking that it was a one-way relationship, since the exchange was only a way to take advantage of women who are in dire straits and who wish for better prospects. One could go as far as saying that it even exploits women who have no other choice but to resort to this method to improve their standard of living. It might even be seen as a lawful attack against women’s independence.

2. Act it out!

& Productions possibles : Sarita’s sister: Please sit down I would like to talk to you about something. Husband: OK. SS: As you know my sister Sarita was a surrogate mother last year and she has always spoken very favourably of the experience. H: Yes, that’s true. Although in my opinion surrogacy is a very unnatural process and seems a very desperate way in which to earn money.

UNIT 4 • 91 UNIT BRAVE NEW WORLD? 4 SS: Sarita made it very clear that when she gave the baby to their parents she felt it to be the most natural thing in the world. She believes that she did a good deed by giving those people a beautiful baby girl. Perhaps you are right in saying that it is a desperate way to make money but we are a poor family and we have very limited means of making money. Is it so bad to do a good deed for someone and in return them do a good deed for you? H: I know we are poor... What are you suggesting? SS: Well, since watching my sister go through the surrogacy process my opinion of it has changed drastically. I see nothing but good coming from it. We struggle to make ends meet every day. I feel as though I can help our family by doing the same as Sarita. H: Do you want to be a surrogate mother? Carry someone else’s child for money? SS: Yes, I want to help our family financially and I want to give a couple a gift they deserve. H: I can’t believe you are considering this! I know we are poor but I work hard to provide for this family and I will not have my wife loaning her body for money! SS: Please just think of the positive aspects, think of how happy Sarita is in her decision. H: I will think about it but I’m not promising anything. SS: Thank you. 3. Radio phone-in

> Script de l’enregistrement (CD 1, plage 25) Journalist: Here are some of the messages our listeners have left on our answering machine. Voice 1: Many millions of people successfully raise and absolutely love children with whom they have no biological connection. Adoption, for me, is the best solution when you can’t give birth. Voice 2: As a woman who is experiencing infertility, I empathize with infertile women. However, I wouldn’t choose gestational surrogacy myself, even if I had enough money to afford it. What kind of relationships could babies born of a surrogate mother have with the surrogate mother’s other children? Voice 3: Increasing numbers of poor women in India, and elsewhere, carry the babies of wealthy Westerners who feel they must be the producers of the egg and the sperm. This is globalization at its worst. Voice 4: I know a surrogate mother. She has three children of her own and has birthed three sets of twins for three lucky couples. She gets photos of the kids and updates on their lives, but she gets the most out of knowing she helped bring six people into the world who may otherwise not have been born. Voice 5: Women who can afford to rent another’s uterus to carry their baby are undoubtedly privileged. However, that’s also the case of many parents who choose to have a biological child and manage to do so without technology. Wealth doesn’t make her a less than adequate mother (nor a better one either). Voice 6: What scares me the most is social surrogacy; those fertile women who decide to hire the use of someone else’s body. To my mind, if a woman is too busy to carry a child or doesn’t like the physical appearance of pregnancy so that she wants somebody to do that for her, well, she’s probably not ready to be a mother. Voice 7: Women today are leading different lives; they postpone childbearing, don’t have a husband or decide to resort to alternative methods such as surrogacy. That’s the way modern women are, those who don’t accept it are out of touch with the times or narrow-minded! Voice 8: A woman who is strong enough to go through all the fertility procedures and never manage to get pregnant has already proven her worth as a mother. Indeed, if she is able

92 • UNIT 4 to sacrifice herself and her well-being for her (unborn) offspring, she deserves that right! Voice 9: But, what if the baby doesn’t correspond to the expectations of the prospective parents? Is there an after-sales department? Answer THAT question! & Proposition de corrigé (b.) peoplepeople successfullysuccessfully raise and absolutelabsolutelyy love children with whom thetheyy have 1 againstagainst no biologicalbiological connectconnectionion + adoptadoptionion iiss the best solutsolutionion infertileinfertile woman who wouldn’twouldn’t choose ggestationalestational surrosurrogacygacy + what kinkindd 2 againstagainst ofof relationships could babies born ofof a surrosurrogategate mother have with the surrogatesurrogate mother’smother’s other childrenchildren?? poorpoor women in India and elsewhere carry the babies ofof wealthy Westerners 3 againstagainst + globalizationglobalization at iitsts worsworstt surrogatesurrogate mother birthed 3 sets ofof twins + ggetsets photos + updates on theitheirr 4 for lives + getsgets the most out ooff knowinknowingg she helped brinbringg 6 people into the worlworldd rent another’sanother’s uterus to carry baby are privileprivilegedged + yet wealth doesndoesn’t’t make 5 for herher a lessless thanthan aadequatedequate motmotherher what scares me most is social surrogacysurrogacy + ffertileertile women hire somebodsomebodyy 6 againstagainst else’selse’s body + too busy to carry child + doesn’tdoesn’t like prepregnancygnancy + not ready to be mothermother postponepostpone childbearingchildbearing + no husband + resort to surrosurrogacygacy + the way modern 7 for women are + those who don’tdon’t acceacceptpt + out ooff touch + narrow-mindenarrow-mindedd woman strongstrong enouenoughgh to ggoo throuthroughgh ffertilityertility procedures has proven heherr 8 forfor worthworth as a mothermother doesn’tdoesn’t correspondcorrespond + pprospectiverospective pparents’arents’ exexpectationspectations + aafter-salesfter-sales 9 againstagainst departmentdepartment

4. Movie corner

> Mise en œuvre : – En fonction du temps dont on dispose, on pourra tout d’abord proposer aux élèves de lire les synopsis et d’imaginer à quel film de la liste ils peuvent correspondre. – Ensuite, à la maison, les recherches Internet permettront de confirmer leurs hypothèses. – À la maison aussi, ils pourront préparer leur réponse à l’exercice 2. – Plusieurs élèves présenteront la leur à la classe, ce qui pourra donner lieu à un bref débat. & Corrigé et productions possibles : 1 b. 1 Code 46 2 Brave New World 3 Splice 4 Gattaca 5 Surrogates 6 My Sister’s Keeper

2 I would like to see Gattaca because from what I’ve now read it seems like it would be an engaging film. I watched the trailer and found the images captivating and the story looked absorbing. I am intrigued by the idea that our genetic make-up is only a small part of who we are and that we should not be judged because of it. I find the idea that a job interview could be bypassed and replaced by genetic analysis appalling. The story of a man who attempts and succeeds in tricking the system in order to live the life he desires and pursues his ambitions

UNIT 4 • 93 UNIT BRAVE NEW WORLD? 4 fairly arouses my curiosity. I don’t think life would be as enjoyable if we were all predisposed to particular destinies, and I don’t believe it would be good for those who were supposedly the best to bear the burden of unrealistically high expectations. I would like to see this film to find out if and how he carries it off and what the implications are.

LANGUAGE AT WORK MANUEL & P. 68-69

1 a. Scientists must b. scientists can / scientists are allowed to c. Scientists must d. scientists may e. Scientists couldn’t f. You needn’t

2 a. Cloning animals must be helpful to researchers who want to discover what causes genetic diseases. b. Selecting embryos by sex must be illegal. c. Stem cell research may be forbidden in my country. d. There may not be any surrogacy agencies in France. e. Scientists must be aware of the problems raised by genetic engineering. f. Scientists and doctors must have been relieved to hear Obama’s speech on stem cell research. g. The treatments and cures of some major diseases may not be found soon. h. Dr. Ian Wilmut must have worried about the debate he would provoke when he cloned Dolly.

3 The elderly gentleman in the cartoon image suffers from several illnesses. It states that he has Parkinson’s disease, Alzheimer’s and spinal cord injuries. He appears to be euphoric after reading the newspaper headline: Obama Lifts Ban on Embryonic Stem Cell Research. It is possible that this news could have a positive effect on his life as stem cell research could lead scientists to find a cure for his health issues. The gentleman may no longer have to worry about his central nervous system being destroyed by Parkinson’s and his memory being lost due to Alzheimer’s therefore he will be of better physical and mental health during his old age which will make day to day living far more comfortable. The gentleman will also be able to preserve his independence as he will not have to rely on nurses and members of his family taking care of him. Obama’s decision to lift the ban will allow him to grow old gracefully.

4 a. she would have died. b. his sister would not have been saved. c. they will be able to cure many diseases. d. excesses will be avoided. e. I don’t think I would decide

5 a. If the government invests money in research, scientists will be able to discover new medication. b. If some women had more money, they wouldn’t become surrogate mothers. c. If she’d had more money, she wouldn’t have become a surrogate mother. d. If her parents had sent her to school, she would’ve had a proper job / learnt a trade and wouldn’t have had to become a surrogate mother.

6 Cette activité peut venir en complément des exercices de grammaire, et/ou comme évalu- ation intermédiaire de l’acquisition de la structure. > Mise en œuvre : – Répartir la classe en groupes de 2 à 4. – Distribuer une carte à chaque groupe. Ils auront alors 5 minutes pour concevoir leurs trois phrases de réponses (minimum).

94 • UNIT 4 – Un rapporteur pour chaque groupe viendra ensuite inscrire au tableau leurs propositions. La classe pourra alors valider ou corriger les phrases proposées. – On pourra aussi choisir de donner une note pour cet exercice. Suggestion de barème (note sur 5) : – 1 pt par phrase correcte (0,5 si le groupe a su corriger lui-même ou avec la classe) x 3 = 3 pts – 2 pts de participation à l’activité (1 pt pour le travail en groupe, 1 pt pour la mise en commun) = 2 pts

If I was proposed to be / use If I had a clone of myself, … a surrogate, … If girls were allowed to go to schools If government had invested more money in some countries, … in genetic researches, … If Sarita had had more money, … If I were told I was infertile, … If selecting an embryo by sex If human genome was sequenced, … was allowed, … If human cloning was allowed, …. If Adam Nash was not born, …

Build up your vocabulary

1 research: carry out an experiment • screen for • alter • modify • select • implant • insert • check • track down • pioneer • perform a test • knowledge • data • new vaccines controversy: concern • question • regulate • draw a line • take a stand • support • side with • raise objections • ethical • harmful

2 science: scientific - scientist • gene: genetic – geneticist • research: researcher • biology: biological - biologist

3 1. birth 2. cell 3. breakthroughs 4. enable 5. diseases 6. cure 7. involved 8. Scientists 9. improve 10. genetics 11. lead 12. medecines 13. field

IMPROVE YOUR READING SKILLS MANUEL & P. 70

& Proposition de corrigé : 1 a. This is an extract from the transcription of a speech by the US President Obama. b. It’s about scientific research and resulting groundbreaking medical discoveries. He also talks about his country and the US government’s responsibility. c. He is arguing for continued and increased financial support for medical research by the US government. He is very strongly in favour of federal funding for labs.

2 a. vigorously = vigorous + ly: vigoureusement, énergétiquement • unknown = un + known: inconnu • costly = cost + ly: coûteux, onéreux • unexplored = un + explore + ed: inexploré b. overstated = over + state + ed: exagéré • wheelchair = wheel + chair: fauteuil roulant • painstaking = pain + s + take + ing: minutieux • life-saving = life + save + ing: capable de sauver des vies

UNIT 4 • 95 UNIT BRAVE NEW WORLD? 4 c. yield: donner, produire, rapporter, fournir • severed: sectionné • spur: stimuler • spare: épargner • needles: aiguilles • trial: essai; of trial and error: de tâtonnements • bears fruit: porte ses fruits • willing to: être disposé à, prêt à • surge: brusque montée ; ahead: en avant; surge ahead of us: nous dépasser rapidement avec des progrès considérables d. avenue: piste, voie, possibilité

3 President Obama gave this speech in 2009 in order to rally support for public funding of science research in the US, in particular for controversial stem cell research. He specifies that he is motivated because he believes in the potential uses such research is bound to have. He reminds his audience of major scientific breakthroughs by researchers in the past, discoveries that have changed the lives of people worldwide. He goes on to point out that successful discoveries are not random accidents but the result of many years of thankless work by hundreds of people in labs. Consequently, funding is necessary in order for the researchers to be able to stay in their fields – and in this country. That’s why he wants the US government to financially support scientific research in his country. He warns the nation that in order to remain competitive in leading edge research, federal funding is an imperative.

YOUR TASK MANUEL & P. 71

> Mise en œuvre : – Les élèves suivront la démarche proposée dans leur manuel p. 71. – Il faudra les inciter à utiliser la condition, par exemple, et le vocabulaire étudié dans l’unité. – Les élèves pourront présenter un compte rendu (voir d., page suivante) ou compléter la fiche du Reading corner (sur le site compagnon) qui sera distribuée par le professeur. & Corrigé (compréhension approfondie) : a. The scene is set in the office of the narrator’s law firm: “secretary” (l. 7) + “a lawsuit” (l. 10) + “my office” (l. 14) + “my desk” (l. 22) + “a legal pad” (l. 32) b. The narrator – the lawyer Anna solicits to help her fight her parents in a lawsuit. Anna Fitzgerald – the main character, a “teenager” (l. 2) whose “sister is dying” (l. 15) and whose “mother wants [her] to donate one of [her] kidneys to her.” (l. 15-16) For the first time in her life, she is putting her foot down and trying to win the legal right to decide for herself if, when and how to give tissue or organs to her sister. Kerri – the narrator’s legal secretary Kate – Anna’s terminally ill sister who has been regularly saved by tissue transplants from Anna and now needs one of her kidneys or else she’ll die. Kate and Anna’s mother – conceived Anna to be a tissue donor for her older sister because she was “a perfect genetic match” (l. 48). Has had Anna give tissue since birth. Has not really even paid attention to her (l. 38) or listened to her (l. 36) other than that (in Anna’s opinion). c. Anna – Initially, the narrator remarks that “anger glows around this kid like electricity.” (l. 14-15) She is furious and explains her situation “hotly” (l. 16). She uses sarcasm in the un- derstatement “Somehow… take care of that.” (l. 16-17). She seems impatient when “counting off on her fingers” (l. 24) all the times since birth that she has had to donate tissue. She makes it obvious that she has felt like a victim and had no choice in the matter when she repeats “I had to…” (l. 29 + l. 30) She seems to resent her parents and feel neglected when she

96 • UNIT 4 says “Nobody ever asked.” (l. 34) “They don’t listen to me.” (l. 36) and “They don’t really pay attention… Kate being sick.” (l. 38-40). At the end of the excerpt she doesn’t seem quite so sure of herself: when the lawyer asks her if she is OK with her sister dying if she doesn’t get one of Anna’s kidneys, “Anna’s mouth sets a thin line.” (l. 56) and she simply replies “I’m here, aren’t I?” which shows the reader that although she would rather it hadn’t come to this, she now feels trapped between putting her own life in danger and being responsible for her sister’s imminent death. But she wants to draw the line somewhere because “it never stops” (l. 59) and she believes it has gone too far. The mother – would do anything include put Anna’s life in danger to keep Kate alive. When we read the list of the complicated and certainly painful interventions she has put one daughter through to in order to prolong the life of the other (l. 24-30), and when Anna describes her so coldly (“Nobody ever asked.”, l.34 + “They don’t listen to me.” l. 36 + “don’t pay attention to me, except”, l. 38) she seems quite unloving and remiss about her younger daughter. The narrator – At first, he is impatient and dismisses Anna as a moody teenager who wants to go behind her parents’ backs for birth control. He doesn’t take her seriously (“for the first time” l. 14). Then he suddenly realizes that he is at a pivotal moment in his life, and he will decide to take on her case (“even as you choose one… making a mistake”, l. 19-21), all the while knowing that it will be easier said than done (“gritty”, l. 19). After she gives a detailed account of all her previous interventions, he is quite impressed (“The girl’s… paid experts to shame.”, l. 31). Finally, he gives the readers a new perspective about what Anna’s parents have done by bringing her into the world when he explains the centuries-old tradition of “An heir and a spare.” (l. 41) He is clearly intrigued by her story and we can see that this is just the beginning of a long relationship. d. This excerpt from My Sister’s Keeper by Jodi Picoult probably comes from the first chapters of the novel, when Anna first meets her lawyer and he decides to take on her case. The lawyer is sceptical at first, dismissing her as an overreacting teenager, but is immediately intrigued once he really listens to her story. Anna was conceived for the sole purpose of being a transplant donor for her older sister, a cancer patient. Her childhood was regularly interrupted by high-tech medical interventions, and she has always felt that her parents don’t love her for who she is beyond as a donor for her sister. The family has arrived at a dreadful crossroads: either Anna risks permanently damaging her body by giving her sister a kidney that would prolong her life, or her sister’s death will be imminent. But Anna wants to draw the line and gain rightful control over her own body. & Corrigé (réactions) : e. I am deeply touched by the issues raised in this story. The conundrum / dilemma that Anna faces is such a thorny one. On the one hand, she must feel proud to have helped her sister so much up until this point, and she surely doesn’t want her sister to die. But on the other hand, I can understand how she resents having been exploited since conception for someone else’s benefit, as well as how she desperately wants to end this parasitic relationship. If I try to understand things from Anna’s perspective I can see that she might be reluctant. Mainly I think Anna feels as if she were not in control of her life. How distressing that her parents aren’t interested in her except during those times when they need her to give up more of her body parts to save her sister – it’s as if they don’t love their two daughters equally. And most disturbing of all is the fact that it has come to this: a legal battle that will tear a family apart and ultimately put the life of one or the other sister in danger. If it were my own sister in my own life, I would gladly give her a kidney to save her life, especially if the doctors could assure

UNIT 4 • 97 UNIT BRAVE NEW WORLD? 4 me that it would not affect my own health. However, if I were Anna I would want some clear limits to be established to insure that my own life would never be put in danger.

Critères d’évaluation de la production écrite à titre indicatif :

CompétencesCompétences Composante éévaluéevaluée P Pointsoints RéalisationRéalisation – RespectRespect de la consigneconsigne de l’exercicel’exercice – PrésentationPrésentation 0 1 2 3 etet traitementtraitement – ÉcritureÉcriture eett sosoinin du sujetsujet – ExpressionExpression d’un ppointoint de vue ppersonnelersonnel justiﬁ é – Peu ou pas d’argumentationd’argumentation : succession de phrases indépendantesindépendantes TexteTexte – UtilisationUtilisation de mots de liaisonliaison de bbasease : and,and, but,but, because…because… 0 1 2 3 cohérentcohérent – ArgumentationArgumentation trèstrès convaincante : éénoncésnoncés complexecomplexess 4 5 et organiséorganisé – Utilisation de mots de liaison complexescomplexes : onon the oneone hand / on the other hand, however, especially…especially… – Vocalulaire limité et répétitifrépétitif – Vocabulaire peu appropriéapproprié 0 1 2 3 LexiqueLexique – VocabulaireVocabulaire trèstrès richeriche et variévarié 4 5 – Vocabulaire pertinent, adaptéadapté au sujetsujet – Erreurs grammaticalesgrammaticales assez nombreusesnombreuses – Erreurs grammaticalesgrammaticales très rares ne gênantgênant pas 0 1 2 3 GrammaireGrammaire lala compréhensioncompréhension 4 5 – UtilisationUtilisation de lala conditioncondition – Richesse des structures utilisées,utilisées, de l’expressionl’expression PrisePrise – InvestissementInvestissement / implicationimplication dans le traitementtraitement du sujetsujet 0 1 2 de risquerisque (exprime(exprime un pointpoint de vue personnel)personnel) TotalTotal / 2200

– De 0 à 6 points : A2 – De 7 à 10 points : B1 – De 11 à 14 points : B2 en cours d’acquisition – Au-delà : B2

READING CORNER MANUEL & P. 72-73

Voir fiche d’exploitation et corrigé sur le site compagnon.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Évaluation sommative de CE (p. 377-379 de ce Fichier) > Clé du Bac : – Document audio 5 : GMO – Document audio 6 : People’s reactions to GMO – Document audio 9 : Building a perfect baby

98 • UNIT 4 UNIT 5 THE LAND OF TWO HALVES & Espaces et échanges & Lieux et formes du pouvoir Tâche finale (p. 83) : Read an extract from a short story your teacher will give you, then write a sequel, following the instructions provided.

Activités Prolongements Contenus langagières tâches / aides Repérer des informations CE écrites sur la Nouvelle-Zélande Vidéos promotionnelles : Tune in! CO comprendre et sélectionner (p. 74-75) des informations Enrichir sa prise de parole POI Jeu de rôles (p. 242-243) Comprendre un extrait CE Fiche Workbook de roman – Évaluation sommative – Rendre compte du contenu de PPC (p. 58-59) 1. Get up, PPC d’un texte – Préparation à l’épreuve stand up! – Relier le contenu à la notion (p. 76-77) d’expression orale (p. 247) CO Comprendre une légende Fiche sur le site compagnon Enrichir sa prise de parole POI Jeu de rôles (p. 242-243) CE / Raconter une histoire Fiche Workbook PPC Comprendre un contenu CO Fiche Workbook 2. A land informatif of legends PE Rédiger un texte informatif (p. 78-79) – Évaluation sommative CO / – Faire le compte rendu de PPC (p. 58-59) PPC / d’une bande annonce – Enrichir sa prise de parole POI – Échanger des points de vue (p. 242-243) CE Comprendre un article Fiche Workbook 3. – Évaluation sommative Multicultural – Rendre compte du contenu de PPC (p. 58-59) New Zealand PPC d’un texte – Préparation à l’épreuve (p. 80) – Relier le contenu à la notion d’expression orale (p. 247)

L’activité langagière principale de cette unité est la CE (compréhension de l’écrit).

UNIT 5 • 99 UNIT THE LAND OF TWO HALVES 5 TUNE IN! MANUEL & P. 74-75

1. Discover the country

& Proposition de corrigé : a. • Milford Sound Text D: “Tourism” + “Tourists are attracted by the stunning landscapes and the feeling of space.” Text E: “the abundance of water sports including kayaking, windsurfing and parasailing.” Text F: “this makes New Zealand one of the world’s least crowded countries.” Text H: “spectacularly beautiful landscape includes vast mountain chains [...] sweeping coastlines, deeply indented fjords and lush rainforests. There is such a large variety of locations...” • Coin Text G: “New Zealand remains a member of the British Commonwealth” • Kiwi Text C: “The kiwi is New Zealand’s national icon” b. (for example) Text C: During World War I Australian soldiers started calling their New Zealander counterparts “Kiwis” and the nickname has stuck. It is the unofficial emblem and national icon of New Zealand today. Text G: New Zealand is still a member of the British Commonwealth, so the Queen is the official “Head of State,” but the country has been completely independent since 1947. c. Are you seeking wide-open spaces and spectacular landscapes for your next travel adventure? New Zealand could be the perfect destination for you! There are just 4.1 million people in New Zealand spread out over a vast 268,680km2 of extremely varied terrain, making it one of the world’s most sparsely populated countries. As a visitor, you can take part in any one of the many outdoors activities widely practiced on the two islands, ranging from winter sports to water sports and even including hot air balloon- ing and bungee-jumping. The nation has been self-governing since 1907 but still maintains close ties with Great Britain as it remains a member of the Commonwealth. It plays an active role in South Pacific politics and has close economic ties with Japan, Australia and the US. One of its biggest exports is sheep products – there are 40 million of them roving the two islands. 15% of the population claims indigenous Maori origins, and immigrants from nearby Polynesian islands continue to settle in New Zealand today. This makes Auckland, the country’s biggest city, one of the world’s biggest Polynesian cities. (180 words) 2. Prepare your trip to New Zealand

& Productions possibles : a. Those interested in sports and adventure (probably younger adults with no children): – winter sports (mountaineering, skiing, snowboarding) – water sports (sailing, rafting) – all terrain exploration (hiking, mountain biking, horseback riding)

100 • UNIT 5 – bungee jumping • Those interested in wildlife (any age group): – scuba diving – bird-watching – fishing – shellfish gathering • Those looking to explore and relax in nature (any age group): – beaches – rainforests – visiting volcanoes • For culture and nightlife (any age group): – major cities like Auckland – Maori cultural centers, art shows and live performances • Honeymooners / couples on a romantic getaway: – fine dining – luxury hotels – spas b. Travel agent: Hello, what can I do for you today? Client: My girlfriend and I are thinking about taking a 10-day trip to New Zealand. TA: Alright, what sorts of activities do you have in mind? C: We’ve seen some pictures of the country and the landscapes look stunning. We’re on a tight budget and we don’t care for city life. TA: Well, there sure are some amazing places to explore. Are you particularly athletic? C: Well, we do enjoy hiking but we’re not into extreme sports, and we enjoy living simply. TA: May I suggest a week-long backpacking itinerary that would lead you through both rainforests and mountain ranges and have you coming out on a deserted beach? C: That sounds fantastic! TA: If you choose to go on your own, I can help you with the wilderness permits and any gear rentals you may require. Otherwise I would be happy to tell you about the various guides and organized groups you could join – that way there would be less logistics for you to deal with. C: Great! One last thing – we have a friend here from New Zealand who is Maori and we would like to learn more about their culture and history. TA: Well, on your way out, you could spend a night or two in the big city you fly out of to visit the cultural centers and art museums. I also recommend the Museum in Wellington. C: Wow, this is a brilliant start. Thanks for all your help. TA: Anytime, that’s what we’re here for.

1. GET UP, STAND UP MANUEL & P. 76-77

1. Read and understand

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 23-24)

1 telling them

2 a) gather b) rassembler c) rassemblés • le rassemblement / la foule

3 he: the chief • em: the gathering • his: the chief • their: the gathering • they: the gathering

4 These words refer to the Maoris.

5 a) “warring” (l. 6), “warriors” (l. 7), “battlefield” (l. 8), “wounded” (l. 9), “enemy” (l. 9) “fighting” (l. 12), “battle” (l. 14)

UNIT 5 • 101 UNIT THE LAND OF TWO HALVES 5

b) “chivalry” (l. 5), “to tend” (l. 8), “touches of comfort” (l. 10) c) - The warriors: The Maoris and the British - The Maoris help the British.

6 a) The word “going” means here saying. b) And the gathering going: “Wow, far out, but why?” c) génial d) The crowd thought what the Maori warriors did was amazing and wanted to know more about it.

7 True. “so the enemy might have more strength to continue the battle in the morning” (l. 13-15)

8 The British

9 them

10 - “their”: the gathering - “they”: the gathering - “em”: the British -“We”: the Maoris - “They”: the British

11 “set up our own king” (l. 23), “we never gave up” (l. 22), “defiance” (l. 23), “we would never give up” (l. 25)

12 a) True. “set up our own king” (l. 23) b) False. “in defiance of them”

13 The Treaty of Waitangi was signed because the Maori were determined and because the enemies feared they might lose.

14 - “You all know what it was?”: the chief is speaking. - “... it was an agreement between two peoples to share the land, its resources.”: people from the gathering. - “A contract! […] Which—they—broke.”: the chief.

15 a) bursting into - roaring - stood - danced - led - slapping - dancing back and forth The haka is a dance where some warriors burst into a roar; they stand and dance back and forth, slapping different parts of their bodies, while they are led by the chief. b) a roaring cry - a line-up - a row - fierce - faced guards - war - thundering voices - led by their chief - warriors

16 resentment - pride - folklore - tradition - anger - power The chief must resent the British for not respecting the treaty they signed together. He must have felt betrayed and his authority was clearly undermined / challenged. What is more, the warriors obviously feel great pride to belong to the Maori tribe, they proudly assert their origins, folklore and tradition – for instance, through their dance of war, the haka. Furthermore, the chief expresses anger when discussing what he sees as the English betrayal of the treaty. Moreover, he also asserts his power and the power of the tribe as he recounts how they remained undefeated. ACTION!

The chief reminds those he speaks to of their shared proud history. He recalls the great battles against their enemy – the British – and makes the crowd realize how noble and honourable the Maoris were in battle. The gathering urges the chief to tell them more about their past. They become aware of the fact that the British have robbed them of

102 • UNIT 5 the truth behind their ancestors’ exploits and have distorted facts. Although they were deprived of some details of their past, the truth of what happened is restored for them by their chief. The chief is sick of the British deceitfulness and betrayal, he intends to preserve and cling to his Maori cultural heritage. He describes how the Maori resisted the British by establishing their own king. They managed to stand firm against the cultural pressure imposed on them by their enemies. He gives a testimony of how the British betrayed the Maoris. What is more, the crowd can see how frustrated the chief is and they all must feel revengeful. The performance of the haka brings the message home that the Maori’s heritage is of paramount importance to them. Objectifj f In this text, we can see that the cultural impact of the Maori tribe is a great part of New Zealand’s identity. The Maoris succeeded in asserting their power over the British and stood as equals when the treaty of peace was signed. Two different forms of power are presented in the text: British imperialism symbolised by kings and queens at the head of great armies, and the warrior mentality of the Maoris, for whom war is synonymous with power. In this sense, New Zealand has been the theatre where these two forms of power clashed, and there has been no clear winner.

2. Speak from your notes

> Mise en œuvre : Cette prise de parole en continue pourra être préparée ou non à la maison et permettra de rebrasser les acquis du cours. & Productions possibles : a. The chief is talking about when the English first arrived in New Zealand. He is telling the story of the initial confrontations between the Maori and the “first white men.” His narrative is not from the typical English perspective that everyone in New Zealand is used to learning about in school. In his version there is much more war and brutality. For example, he informs the group in front of him that according to Maori history, their own warriors might have seemed chivalrous but in reality… towards the English warriors. The chief wants the crowd to know the other side of the story. He assures them that the Maori never gave in to British demands and carried on all the way to the bitter end: they fought hard and fairly and regarded the two sides as equals. He proclaims that it was not them, but the British who broke the Treaty. b. The crowd is surprised by his declarations (“Wow, far out, but why?”, l. 11 + “But we never knew that.”, l. 16) but intrigued and impressed. They feel cheated and lied to because: “No one taught us this at school. They taught us their history: English history.” (l. 17-18) They already feel quite hostile towards white people, and he is simply “putting into words their vague thoughts, giving their minds a shape they could visualise.” (l. 19-21) He is formulating concrete arguments that happen to back up their preexisting opinions. Because his words arouse such strong emotions, the crowd roars (l. 24). At the end, it results in a fiery haka war dance. The chief touched the crowd deeply, to the core, and their “beating hearts were applause enough.” (l. 41)

UNIT 5 • 103 UNIT THE LAND OF TWO HALVES 5 3. The Maoris and moko

> Mise en œuvre : Cette compréhension orale pourra donner lieu à un travail en pédagogie différenciée. Le groupe le plus solide pourra travailler sans aide, le plus fragile pourra être guidé par une fiche d’exploitation et son corrigé disponibles sur le site compagnon. > Script de l’enregistrement (CD 1, plage 27) According to Maori mythology, tattooing began with a love affair between a young warrior named Mataora and a young princess of the underworld called Niwareka. They were happy for some time until Mataora became jealous and enraged. One day Mataora beat his wife. Niwareka then left her husband, fled and ran back to her father who was king of the underworld. Mataora felt guilty and heartbroken. Mataora mourned for Niwareka for some time, and then he decided to set out to find her. Before he left, he dressed in his finest clothes and painted his face, hoping he could win back her love. After many trials, and after overcoming numerous obstacles, Mataora eventually arrived in the underworld. He was exhausted, his face paint was messed up and dirty after his voyage. Niwareka’s family mocked Mataora for his dreadful appearance. Mataora begged Niwareka for forgiveness, she eventually accepted his apology. Niwareka’s father then offered to teach Mataora the art of tattooing. Mataora and Niwareka then returned together to the human world, Mataora brought back the arts of ta moko to his people. And that was how the Maori came to have their distinct type of tattoo. & Productions possibles : b. This is a photograph of a Maori man with traditional ta moko tattoo designs on his face. He is also wearing a Maori bone carving around his neck. His moko is compact and oval shaped, covering everything between his nose and his chin, including his lips. The smooth black stripes form a perfect mirror image across the two sides of his face. The ink curves in natural, organic lines that are gently tapered at the ends. There are only two tones to his moko: black and white. The negative space is generally the same thickness as the positive space, leaving a very balanced impression. The exact meaning of each individual line of a moko is complex and distinct. They could be referring to battles he fought or his rights and privileges within the tribe. Each moko communicates an ancestral message that narrates his / her heritage and current social position. Each individual’s design is the object of months of consultation and deliberation within the tribe. Ta moko’s mythical origins revolve around a young couple: a warrior named Mataora and his underworld princess wife Niwareka. After conflict and separation, the young man makes the long and difficult journey back to his estranged wife begging for her forgiveness, and arrives with his face paint smeared and smudged. It is his father-in-law who offers to teach him permanent face marking before the young couple returns to the human world to share the new body art with their people.

104 • UNIT 5 4. Representing the past

& Productions possibles : a. The ships, the clothing, and the wooden frames around the scenes are all very old-fashioned and would imply that the mural represents events that happened maybe 200 years ago. There are no buildings depicted on land so we can assume that these images correspond to the arrival of British people to the region. The waves and beach grasses suggest that Waipu is a beach town and therefore experienced firsthand the arrival, by sea, of British subjects at some point during New Zealand’s colonization. In the left-hand scene we can see: – Scottish ships moored off New Zealand’s shore and Scottish settlers rowing ashore and landing on the Waipu beach. – Local Maoris including women and children watching the Scotts’ arrival from a distance. In the right-hand scene we can see many more ships arriving, more people doing various things in different kinds of boats. b. Reporter: Can you tell us a little bit about what you have painted in this mural? Artist: Yes, I have covered the exterior walls of this public building with murals representing several distinct periods of Waipu’s history. R: What about the scene on the left, what is depicted there? A: I wanted things to be seen from the perspective of the Maoris, who have come down to the beach to observe this huge ship and the boatloads of people rowing to their shore. R: Yes, they look a little concerned. A: Well, I wanted to communicate the idea that they were not informed beforehand of the arrival of the Scottish immigrants, and as they watched these people come to shore they had time to wonder whether or not they came in peace or if they were there to stay. R: Were they there to stay? A: Yes, this community of Scots did indeed permanently settle in Waipu after years of travelling the world over seeking a safe place to settle and prosper. R: Is this related to what you have painted on the right? A: Exactly. Shortly after the first ship, word was sent out to the rest of their community, and many more shiploads of Scots came to settle the area. The viewer witnesses this mass settlement from the shore, that is to say from the perspective of the Maoris whose land it had been for centuries. R: And what happened next? A: Well the rest is left to the viewer’s imagination – did they integrate peacefully, or were there conflicts over land and resources? Were the local Maoris able to continue living as before? How deeply did the arrival of the Scottish impact their lives? We can only imagine that it profoundly affected local Maori history.

UNIT 5 • 105 UNIT THE LAND OF TWO HALVES 5 2. A LAND OF LEGENDS MANUEL & P. 78-79

1. Jigsaw reading

> Mise en œuvre classique Les élèves liront le texte dans son ensemble et travailleront la fiche dans le Workbook au préalable. > Mise en œuvre communicative – Chaque groupe se verra attribué un paragraphe, remplira la partie du Workbook correspondante et un rapporteur fera le compte rendu de la partie lue. – Les autres élèves prendront des notes sur la partie qu’ils n’ont pas lue. La synthèse des informations (ACTION!) se fera collectivement.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 25-27)

1 a) slip away b) baleine

2 a) headlights: phares • bobbing up and down: apparaissait et disparaissait • waves: vagues b) raised: leva c) were dazzling: éblouissaient

3 a) name = Kahu • age = young • clothes = white dress b) “enter the water” + “bobbing up and down in the waves” + “halfway through the waves” + “swimming” c) “She raised her head and began to call to the whale” (l. 9-10) + “Kahu tried again. ‘Oh sacred ancestor,’ she called.” (l. 13)

4 a) bold • reckless • adventurous • independent • brave b) Not only does it give information on the size but also on the fragility of the child, she is young and bravely goes out to sea.

rrecapecap 1 In this paragraph, Kahu goes out to sea and calls for the whale. She is very bold and adventurous. People in cars see her from the shore and must think she is drowning but cannot do anything. There seems to be complicity between the little girl and the whale.

5 a) herd: colonie b) had been given up: considérée comme morte • nest: nid c) sped away: s’éloignèrent à vive allure • leaps: sauts d) had been rushed to: avait été emmenée en urgence à

6 “unconscious” + “floating” + “in the middle of the ocean” + “breathing had stopped” + “respirator” + “regain consciousness”

rrecapecap 2 Kahu was found unconscious in the middle of the ocean after everyone had given up hope of finding her alive. She was transported hastily to the hospital and no one knew if she would regain consciousness again.

106 • UNIT 5 7 a) disturbance: agitation, mouvement b) was witnessing: était témoin de • herd: colonie c) breakwater: digue • were stranding themselves: s’échouaient d) whistling: sifflaient

8 a) parsemés, disperses b) draw

9 “a great herd” + “they kept coming and coming” + “all around me” + “stranding themselves” + “I felt like crying” + “along two miles of coastland” + “two hundred whales” +“tragedy”

10 “Dotted on the beach are human shapes, drawn to the tragedy.” (l. 18-19)

rrecapecap 3 A man was jogging along the beach when he saw a curious movement in the water. He suddenly realized that it was whales which were rushing towards the beach to strand themselves. It was a major catastrophe as there were hundreds of them. People couldn’t help watching, helpless.

11 a) leadership : direction, manière de diriger b) (believe) – les croyances c) - custom: coutume • hereditary: héréditaire • mantle: manteau - Eldest is the superlative of “old”.

12 A baby girl is born.

13 “disgusted” (l. 3)

14 “leadership was hereditary” + “from the eldest son to the eldest son” + “an eldest daughter”

rrecapecap 4 In this paragraph, Koro Apirana, the grandfather of the family and leader of the tribe, is told that a daughter is born. He cannot accept the fact that one day, the leader will be a woman, since power is hereditary, and falls on the eldest child, who is now a girl.

15 a) se levait b) la tempête

rrecapecap 5 We learn that Man’s survival in this world depends on his ability to save the whale. If the people of the tribe cannot free the whale, their future is threatened.

16 - mutter - issues - survival

17 a) Koro feels bitter and angry that a baby girl is born. He resents Porourangi having a girl. He seems concerned about the future of the tribe. He clearly shows his scorn for the girl. b) He feels that the tribe’s survival is threatened now that the male line is broken. He fears they might be doomed to extinction, and fears that everything he managed to build might be at stake.

18 a) sanglot b) tendit les bras • marcha en chancelant

19 “Rise up from the depths of your long sleep.” (l. 8-9)

20 a) It refers to the Maoris. b) The grandfather declares the girl is now the leader. The girl now deserves to lead her people.

UNIT 5 • 107 UNIT THE LAND OF TWO HALVES 5

rrecapecap 6 The family is gathered around Kahu, who is still in a coma. When she starts moving and showing some signs of consciousness, the grandfather declares she is now worthy of becoming the leader of the tribe despite the fact that she is a woman. He acknowledges her rights. Objectifj f These extracts show the power that is transmitted from generation to generation, and highlight the issue of female power. Indeed, it raises the question of continuity, as if girls were unworthy of leading a group of people. At the end, it reveals that tradition and change can finally be reconciled since the granddaughter is granted legitimacy to be the leader. What is more, these extracts also underline the power of Nature. Indeed, Man and Nature have close links and depend on one another. Should they fail to protect their survival, they would be doomed to extinction.

2. Storytelling

> Mise en œuvre Après avoir découvert le contenu des différents paragraphes, les élèves en binômes pourront les remettre dans l’ordre. Pour le résumé, ils pourront aussi travailler par deux en alternant le contenu des différents paragraphes. & Corrigé et productions possibles : a. 1. D – Kahu is born. 2. F – The narrator explains why Koro is disappointed that she is a girl. 3. C – The beached whale incident is introduced. 4. E – Kahu and Koro discuss the sacred whale from the beach. 5. A – Kahu goes into the sea to be with the whale (coaxes the biggest whale – the leader – back into the sea). 6. B – Kahu is found unconscious floating in kelp and guarded by dolphins. 7. G – Kahu is in the hospital in a coma after her near-drowning incident, and the sequence ends with her grandfather asking for her forgiveness. b. (D, F) When Kahu is born, her grandfather, the big chief Koro Apirana, scornfully announces that he is disappointed and says he will never love her. He wanted her to be a boy so that tribal leadership would be passed on to his grandchild. To him, a granddaughter is unworthy of his attention. (C) One day years later, while a man is jogging on the beach, he witnesses a strange phenomenon: a herd of whales who purposefully beached themselves. (E) Later on, Kahu discusses the meaning of the biggest, sacred beached whale with her grandfather, who says it symbolizes the downfall of their tribe / people. (A) Suddenly, people on the beach realize that Kahu has swum out to sea to speak to and be with the whale. (B) She is eventually found, unconscious, floating in kelp and guarded by dolphins. (G) Standing over his granddaughter, in a coma in the hospital, Koro is finally concerned about her. He asks for forgiveness and says a prayer for her, finally granting her the right to “take [her] rightful place” among her “people.”

108 • UNIT 5 3. Go further & Productions possibles : a. Tribal leadership is passed on from first-born son to first-born son. In order to guarantee that power stays within the family, each first-born son must father a son. If he only has daughters, the leadership role leaves the family and is given to another boy in the tribe. Therefore, women cannot be leaders, and leaders naturally prefer to have sons and grandsons in order to maintain their family’s power. Being born as the only granddaughter of a tribal leader must be very difficult – she may feel unwanted, perhaps even guilty of having been born. b. After Kahu manages to save the beached whales, nearly killing herself in the process, Koro sees that she is particularly brave and has a special connection / bond with the sacred whales, who might otherwise have been doomed to extinction. Her act of bravery also proves her dedication to the tribe and motivation to be its leader. Seeing how capable she is may make him realize that there is much at stake in choosing the right leader, that the future of their tribe depends on it. Kahu’s close encounter with death probably also aroused protective and affectionate feelings for her in her grandfather – he finally realized how much she really meant to him.

4. The Maoris today > Script de l’enregistrement (CD 1, plage 28) Part 1 It sometimes puzzles me that when people look at indigenous cultures, they look at them as if they are simple people, and that there is nothing behind the feathers and behind the flags. And I would say that if you did this to (the) Maoris, you are in deep trouble. When I was a young boy in Aotearoa, New Zealand, (the) Maoris were primarily a rural people; people of the sea, of the countryside of the marae, and over the last 50 or so years, there’s been this huge turnaround in which (the) Maoris have reclaimed a lot of the land and have now moved into the cities as well. 1’00’’ Part 2 So now Maoris are everywhere in New Zealand, you know you cannot go anywhere in New Zealand without seeing Maori people. And so, in that sense, we have become a huge presence, politically, culturally, socially, economically in New Zealand, unlike, in Australia for instance, where you can walk around, and you might not see an Aboriginal person, or even in some other countries where you do not see indigenous people. So, we have become one of the strongest indigenous societies in the world. 1’37’’ Part 3 As well, we’ve been the beneficiaries of “post-coloniality”, in which Maori like many other indigenous peoples around the world, like black peoples in the world, have been privileged enough to be able to attain positions of political power, so from that political power has come this cultural power as well. When I first started writing for instance in the 1950s, there were no Maori publishers, but there are now. And at that same time, I was the only Maori who was writing fiction. Well now, there are many, many others. So, the whole of our culture has begun to be a wider kind of spearhead. It’s not just one or two or three people. It is now… 300, 500, 1,000 people, with other people coming behind them. And we always say that what we’re doing is for the iwi, for the tribe, and for the people, so in many ways, it’s not a selfish thing that we’re doing. We’re doing it for the people who are coming behind us. The hard part is to maintain within a majority Pakeha context, the impetus of our going forward.

UNIT 5 • 109 UNIT THE LAND OF TWO HALVES 5

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 27-29)

1 - indigenous - culture - beneficiaries

2 - Place: Aotearoa, New Zealand - Ethnic communities mentioned: the Maoris, indigenous person - Evolution of the Maori community: rural people - huge turnaround - reclaimed a lot of the land - moved to cities - Role of the Maoris today: a huge presence - politically - culturally - socially - economically in New Zealand - Information about the interviewee: started writing in the 50s - only Maori who was writing fiction

3 “simple people” + “nothing behind the feathers and behind the flags”

4 People are often prejudiced against indigenous peoples; they consider them inferior beings.

5 a) over the last 50 years or so b) In the past Today - rural people - The Maoris have reclaimed a lot - people of the sea, of the of the land. countryside - have now moved into the cities as well

6 a huge presence politically, culturally, socially, economically

7 a) Australia b) The situation is different because the indigenous tribe there, the Aborigines, are not so visible, they have a much weaker influence on the country.

8 New Zealand has one of the strongest indigenous societies in the world.

9 a) 1950s - The interviewee started writing. b) 1,000 - People who now write.

10 He is a writer.

111 “to maintain” + “a majority Pakeha context” + “the impetus” + “going forward” ACTION!

In this recording, a writer speaks about the Maori tribe and their culture. He presents us with a fact: indigenous societies are often considered inferior and discriminated against. Nevertheless, he also points out that this minority has known some major changes over the past decades. He also tries to differentiate the Maoris from other tribes, such as the Aborigines, who are a much less visible minority in their own country, and who do not have the same political, cultural, social or economic influence as the Maoris’. Finally, he recalls that when he started writing, there were very few – if any – other writers from Maori origins. Nowadays, they are more and more, and they aim at preserving the culture and the continuity of the tribe through the next generations. Objectifj f This recording illustrates how the Maori tribe has managed to develop itself in a country where it is only considered a minority. They have a weight in New Zealand’s politics, economy and social life, and their culture is recognized and thriving, in so far as it is kindled by many new writers.

110 • UNIT 5 & Productions possibles : b. The Maori Contemporary Art Exhibition: Who are the Maori today? After centuries of primarily rural living, in the last half century the Maori have taken back much of their land and have moved into cities all over both islands of New Zealand. The Maoris are present wherever you go in the country and are well integrated into mainstream culture. Maoris are fairly well represented in the various local and national governments, so their issues aren’t generally ignored, like the issues of indigenous peoples the world over often are. They have at the same time maintained a strong connection with their heritage and rich traditions, and there are hundreds if not thousands of Maori artists and intellectuals today working to spread their cultural influence and make their voices be heard. > Remarque finale : On pourra organiser, si la classe le permet, une exposition sur la culture Maori. On pourra diviser la classe en 4 groupes. Chaque groupe pourra se charger d’un thème: l’art maori, les légendes maori, les Maoris aujourd’hui, l’art du moko. 5. Watch a trailer

> Mise en œuvre – L’activité b. pourra donner lieu à une production orale ou écrite. – La lecture du roman en entier peut être proposée aux élèves en lecture cursive. Elle pourra donner lieu à une production écrite individuelle ou collective (résumé de l’ensemble du roman, portrait des personnages principaux, analyse des thèmes clés, réactions personnelles). & Productions possibles : a. The trailer begins with the narrator explaining the origins of her tribe and the tradition of its leadership: long ago a boy named Pikea came to their region on the back of a whale. Each first-born son in Pikea’s lineage has been named after him and has become the tribal chief. Her grandfather blames her birth for the troubles afflicting the tribe, and refuses to let her aspire to the leadership role that would have been hers had she been a boy. In order to select a future chief, he sets up a chief-training school for all the first-born sons of the tribe. Kahu secretly attends the lessons from a distance. Her grandmother tells her that her uncle could teach her to use the fighting stick, and he does, unbeknownst to his father. She beats all the boys in the fighting stick competition and her grandfather is furious. She passes another important test when she finds the whale tooth he throws into the sea, after all the boys are unable to find it. From the beach one evening, we can see her singing to the whales, which intrigues her grandfather. At the end we can see her bobbing up and down in the waves, presumably on the back of the sacred whale. b. FILM: I would rather watch the film because I never read for pleasure / I don’t have time to read books and from the trailer the movie looks very exciting. I like high-quality film adapta- tions because they really bring the characters and the spectacular landscapes to life and I can enjoy the entire story in just a few hours. Also, it looks like this film got outstanding reviews, and I love a first-rate movie whether it is adapted from a novel or an original screenplay. NOVEL: I would rather read the novel because it also got excellent reviews and I love reading. The author often takes several pages or an entire chapter to explain something that goes by

UNIT 5 • 111 UNIT THE LAND OF TWO HALVES 5 in just a few seconds in a film. Therefore the book is much richer as the language is so full of subtleties. It gives you more time to reflect upon all the turns of events and to digest the strong emotions. A film goes by too quickly to really understand the story in depth. Usually, when a film is adapted from a novel, the novel is still much better in the minds of those who have both read the book and seen the film.

3. MULTICULTURAL NEW ZEALAND MANUEL & P. 80

1. Find the key information

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 29)

1 “a safe environment, a safe community” (l. 2) + “good education for your kids” (l. 2-3) + “a lot of opportunity to be a lot of things” (l. 3)

2 multiculturalism

3 “still growing up” (l. 8) + “maturing very quickly” (l. 8-9)

4 a) et b) Sad- dened : attristé • Dis -connection : (ici) fracture / marginalisation c) The interviewee thinks it is a shame that some ethnic groups cannot manage to accept each other and live together in brotherhood, as it is still the case nowadays.

5 “treasure” (l. 13) + “the best together” (l. 15) + “wonderful” (l. 15)

6 very optimistic + confident about the future

7 Vérification individuelle de l’élève.

8 “a very vibrant Pacific country” (l. 17-18) + “its cultural heritage from the Pacific” (l. 18) + “its place in the Pacific” (l. 20-21) + “It’s the wonderful connection between Asia and the Pacific.” (l. 23-24) ACTION!

This article presents us with a definition of New Zealand, as a multicultural nation which offers many advantages to those who live there. This country is not at a standstill, on the contrary, it keeps evolving. One downside is that the different communities don’t seem to succeed in reaching unity, but the interviewee sounds quite hopeful and confident about the future of New Zealand. He puts forward its strategic place in the Pacific and the diversity of its population which is, according to him, a great wealth. Objectifj f The article clearly shows the intricate and essential links New Zealand has with other areas such as the Pacific and Europe. Not only does it derive most of its strength from its diversity and its multiculturalism, but also from the strong economic ties it has developed with Asia, from its political model inspired by Europe, and from the cultural influence of the Pacific. It is a nation at the crossroads of all exchanges.

112 • UNIT 5 2. Discovery Channel

& Productions possibles : What makes New Zealand such a wonderful place to live in? It’s a country where children are guaranteed a good education and young adults can pursue a vast array of professional opportunities. It is a nation with low crime-rates where inhabitants can rest assured of their and their families’ safety. Culturally it benefits from the rich heritage of the Pacific peoples as well as the European origins of its system of government. New Zealand is not just a minor Anglo-Saxon country. It is a major player in South Pacific politics and regional economies. New Zealand is a major trading partner with Asia and the Americas, and these ties bring them the strength necessary to pursue ambitious goals for their ever-evolving country, and nurture their optimistic outlook on their nation’s future. Challenges for the future include finding a way to make all 200 ethnic communities feel integrated as well as confident that their voices are – and will continue to be – heard. One of the country’s major goals is to be able to fully take into account its rich cultural diversity as it continues to build the nation’s future.

LANGUAGE AT WORK MANUEL & P. 81

1 a. … the Maoris were promised the same rights as British subjects. b. … Britain was given sovereignty over New Zealand. c. … they have been granted compensation. d. They believed they were guaranteed use of their land… e. The Maoris were told that the treaty gave…

2 a. Je regrette que la Nouvelle Zélande soit si loin / éloignée. b. J’aimerais bien pouvoir me payer un voyage à l’autre bout de la terre. c. « Je veux voir le film La leçon de piano. » « Eh bien, pas moi ! Je préfèrerais qu’on voie / que nous voyions Le Seigneur des Anneaux. » d. Il est grand temps que tu tu ailles / que vous alliez au musée voir l’exposition sur l’art maori. e. Je regrette que tu n’aies / que vous n’ayez pas pu visiter les grottes de Waitomo avec nous. f. Pendant notre randonnée, il a tellement plu que nous n’avons pas pu grimper / monter plus haut. Je regrette que nous n’ayons pas pu aller jusqu’au sommet de la montagne. Observation des énoncés : – Quand le regret porte sur le présent on emploie le prétérit modal. – Quand le regret porte sur le passé on emploie le pluperfect modal. Remarques : – À la suite de wish, would/’d rather et it’s (high) time, on utilise un « prétérit modal » : were, could, saw, went, had (managed), had (been able), etc. – Le verbe wish a le sens général de « souhaiter ». Pour traduire en français wish suivi d’un prétérit modal, on peut en général utiliser la construction « regretter que… », mais il ne faut pas oublier d’inverser le système affirmation-négation : utiliser « regretter que… ne… pas » pour traduire un construction anglaise positive, et « regretter que… » (sans négation) pour une construction anglaise négative. Même remarque, bien sûr, pour la traduction dans le sens français-anglais (« regretter » & wish).

UNIT 5 • 113 UNIT THE LAND OF TWO HALVES 5

3 a. This young Maori wishes he could speak his parents’ language. b. He wishes his parents had taught it to him. c. He wishes his children were more aware of their heritage and their culture. d. It’s high time his children learnt / learned the language of their ancestors and took some classes. e. I wish I had seen The Lord of the Rings because the novels were fantastic and the films were shot in New Zealand. f. I would rather go to New Zealand than to South Africa. > Productions possibles : 4 He is blaming the Treaty and the miscommunications it entailed for modern-day Maori problems. Through his analogy he says that the homes and land of his people (big house, plenty of room) were taken away from them. The Maori wished they could have had peaceful and fair relations with the English, as equals (flatmates). He says the Treaty’s promises have been forgotten (they forgot they had a lease agreement with us), leaving the Maori communities in poor shape, as if they weren’t actually the original inhabitants and instead were outsiders (the kennel outside). It looks as if the Maoris owed white people money (charging us with rent).

5 I wish I knew more about my people’s traditions. I wish my parents had had better job opportunities. I wish my grandparents had been prouder of their heritage. I wish my country would be more unified. I wish I could go back in time and warn them all.

IMPROVE YOUR READING SKILLS MANUEL & P. 82

> Proposition de corrigé : 2 a) – Repérer le type de texte (roman, article, pièce de théâtre) – Identifier les lieux – Repérer les marqueurs de temps importants. – Identifier les idées clés, les sentiments dominants et les relations entre les personnages b) – Déduire le sens des mots en jaune à l’aide du contexte et en vert en les décomposant (dérivation, composition) – Identifier la valeur de would dans ce contexte (cf. Précis grammatical 20) – Identifier le référent. À quoi se réfère ce pronom dans le texte ? – Quels sentiments révèlent ce verbe ?

3 Kahu, a girl, is hiding outside the room where her grandfather is giving a lesson on Maori traditions, a class reserved for the boys of the tribe. He describes in vivid detail what it was like to harpoon a whale at sea and cut it up on shore. Kahu is shocked and outraged by the violence of the story and can’t keep herself from bursting into the room to protest angrily. Her grandfather is furious and literally throws her out of the room.

114 • UNIT 5 YOUR TASK MANUEL & P. 83

> Mise en œuvre : Vous trouverez sur le site compagnon : 1) deux textes à distribuer aux élèves 2) deux fiches de compréhension écrite (une pour les LV1 et une pour les LV2) 3) les corrigées de ces deux fiches. & Productions possibles : Dear Uncle Tu, I ﬁ nally came up to visit you last week from Auckland. I’m sorry it’s been so long. Your nephew Henare’s wife was there and I got to chat with her a bit. She looked quite Maori to me but she didn’t understand when I greeted her in Maori, so we just spoke English. I thought it was only in Auckland that the Maori had stopped speaking our language entirely, so you can imagine my surprise when I learnt that even back in the kaingas our language is lost. I was also shocked that your farm had completely vanished. I remember how content you were back when I was a kid and you used to manage your own land – make decisions. How did they ever convince you to give it all up so they could build a hotel? Whatever they paid you, it obviously wasn’t enough because you’re still out there working in the Metal Industries every single day despite your advanced age. Anyway, on the bus back to Auckland our conversation really got me thinking. I thought about how she warned me that “Islanders” might take my job if I didn’t hurry back to the city. Isn’t it unfortunate that the Maoris and the immigrants from the nearby islands don’t get along better? Yes, we the Maori should be proud of our unique cultural heritage, but we should also be respectful of others’. In order to better ﬁ ght for our rights we should be banding together with the immigrants and celebrating what we have in common rather than struggling against them. So I’ve made a resolution: I’m going to learn the Maori language. I want to be better informed about our rich history in order to defend our future. Will you help me, Uncle? I know next year you’ll be retired, maybe you can visit me in Auckland and help me with my research. Love, Your nephew

READING CORNER MANUEL & P. 84-85

Voir fiche d’exploitation et corrigé sur le site compagnon.

UNIT 5 • 115 UNIT 6 WHICH IS WITCH? & Mythes et héros & Lieux et formes du pouvoir Tâche finale (p. 97) : You are writing a history book. Select one literary text to illustrate the chapter on witch hunting in American history. Justify your choice by writing a summary for the publisher.

Prolongements Activités Contenus langagières tâches / aides PPC Commenter une image ﬁ xe Commenter un document de ﬁ lm visuel (p. 240-241) Tune in! (p. 86) – Comprendre un message CO L’histoire de Salem en 1692 oral (p. 238-239) – Fiche Workbook Comprendre un extrait CE Fiche Workbook de pièce de théâtre 1. Village Évaluation sommative de PPC of fear PPC Rendre compte d’un texte (p. 58-59) (p. 87) Rédiger une page d’un journal PE Rédiger un texte (p. 234-237) intime – Comprendre une bande dessinée CE – Lire et repérer 2. Guilty by des informations suspicion (p. 88-89) Rédiger un article PE Rédiger un texte (p. 234-237) d’encyclopédie PPC Raconter et expliquer Comprendre un extrait CE Fiche Workbook de roman PPC Enrichir sa prise de parole Raconter et expliquer (p. 242-243) 3. A suspect (p. 90-91) Rédiger un compte rendu PE Rédiger un texte (p. 234-237) d’audience Vidéo : A King in New York Fiche vidéo (DVD-Rom CO (Charlie Chaplin, 1957) et site compagnon) Comprendre un extrait CE Fiche Workbook 4. Rumour de roman has it! Enrichir sa prise de parole (p. 92-93) PPC Raconter et expliquer (p. 242-243)

116 • UNIT 6 Prolongements Activités Contenus langagières tâches / aides

Commenter, donner son point PPC de vue et illustrer à l’aide Rédiger un texte (p. 234-237) ou PE d’exemples

4. Rumour – Imaginer et rédiger la suite has it! d’un texte PE Rédiger un texte (p. 234-237) (p. 92-93) – Imaginer et rédiger un dialogue à la suite d’un texte

Enrichir sa prise de parole PPC Raconter un ﬁ lm (p. 242-243)

L’activité langagière principale de cette unité est la CE (compréhension de l’écrit).

TUNE IN! MANUEL & P. 86

> Mise en œuvre : On pourra choisir de faire travailler l’ensemble de la classe sur la photographie présentée p. 86, mais on pourra également diviser la classe en deux et faire travailler la moitié des élèves sur la page 86 et l’autre sur l’affiche p. 87. Dans ce cas, on fera travailler des élèves moins autonomes sur la p. 86, où ils pourront s’appuyer sur les questions et le Help!, pendant que les autres travailleront sur l’affiche. La mise en commun mènera à l’anticipation du contenu du texte. 1. Observe

& Productions possibles : a. The woman in the photograph is wearing a white cap and she is dressed as a Puritan, so we guess that the scene must take place in the 17th century. She looks helpless / defenceless / powerless, anxious / scared / panic-stricken and puzzled. People are pointing at her, they may be shouting abuse at her. She looks trapped / cornered. They may accuse her of being under the influence of Satan. We can see a rag doll lying on the floor. It could be her child’s doll. Her child may be accused too as rag dolls are often associated with practices of black magic. The paper on the left may be what was written at the trial. What I find most striking about this picture, is the look on this poor woman’s face. She must be one of the women who were accused of being witches during the Salem witch trials. The woman’s facial expression can express all the emotions that were felt at that time by the victims of such accusations. This woman may be given a death sentence. The fingers pointing at her are the fingers of her accusers. b. The camera angle used in this picture is a high-angle shot. This gives the impression that we are looking down on the woman. I believe that the photographer did this to give the point of view

UNIT 6 • 117 UNIT WHICH IS WITCH? 6 of the judges who were always looking down on these women (both figuratively and literally). This camera angle seems to give us a sense of power over this woman. The high-angle shot reinforces her vulnerability. She looks helpless and she does not seem to understand what is happening to her. c. Many names seem to be written over the photograph. I believe that these names may represent some of the women whose lives were taken during these trials. This is shocking because there are so many names. It has the effect of showing us just how many were killed at that time. 2. Salem, 1692

> Mise en œuvre : On pourra faire écouter cet enregistrement sur l’histoire de Salem après avoir travaillé sur la photographie, mais on pourra aussi ne l’étudier qu’après avoir mis en commun le travail des élèves sur les images des pages 86 et 87. Le contenu de l’enregistrement permettra ainsi de compléter ce qui aura été dit.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 30-31)

1 niece (nièce) • chor es (tâches ménagères) • verses (versets) • fortune (bonne aventure) • magic (magie) • pulpit (chaire, pupitre) • screamed (hurla) • choked (étouffée) • writhed (se tordaient de douleur) • wicked (méchant) • pious (pieux)

2 - dire la bonne aventure: fortune telling - oisiveté: idleness

3 b) When: seventeenth century Where: Salem Who: Betty Paris + Abigail Williams + Reverend Parris + Tituba

4 a) Activities Allowed Forbidden Why? – having games or toys x “sign of idleness” – concentrating on chores x and Bible verses – magic, fortune telling, stories x “strictly forbidden by Puritan code”

b) “Reverend” + “Bible” + “verses” + “Puritan”

5 When? (Last) Sunday, in January Where? At church

6 Girls’ behaviour People’s reactions

– strange behaviour: screaming, twitching – certain that the girls were the victims and rolling on the floor of witchcraft – screamed and fell into a fit – frightened by the hysteria – one barked like a dog, flapped her arms – begged the girls to identify their like a bird, others writhed as if being tormentors choked

118 • UNIT 6 7 People accused Their reactions Consequences Names? Who? – Tituba confessed and a wave of paranoia - Tituba - slave claimed that there were and accusations - Sarah Good - homeless beggar other witches in Salem. - Sarah Osborne - sickly old woman – Osborne and Good maintained their innocence.

8 John Proctor + Dorcas Good + Rebecca Nurse

9 Gentle grandmother: Rebecca Nurse • Wealthy farmer: John Proctor • Four-year-old girl: Dorcas Good • Pious churchgoer: Rebecca Nurse

10 These people were accused of witchcraft.

11 “More than one hundred fifty”: it corresponds to the number of people who were imprisoned after having been accused of witchcraft. ACTION!

The recording immerses us in the Puritan town of Salem and presents some austere characters such as Reverend Parris who wages war against sinners and thus forbids his nieces to do things which would not be pious or respectful of the Puritan ethic. They have to stick to strictly righteous activities, namely going to church and reading Bible verses. However, one day, some girls of the village start behaving in a suspicious way and seem bewitched or possessed by the devil. People in Salem start gossiping and decide to have the Reverend do something about it. The girls are put under enormous pressure and are forced to accuse some townspeople of witchcraft, a forbidden activity for which any suspect is considered a criminal and an accomplice of the devil. This leads to an even more acute wave of hysteria in the village, and many people are sentenced to jail for practicing witchcraft.

> Script de l’enregistrement (CD 1, plage 30) fortune • wicked • pious • verses • niece • chores • pulpit •screamed • writhed • choked > Script de l’enregistrement (CD 1, plage 31) Part 1 For Betty Parris, and her cousin Abigail Williams, life in seventeenth century Salem was strict. As daughter, and niece, of the Reverend Parris, they were not allowed to have games or toys. Such play was a sign of idleness, when they should be concentrating on chores and Bible verses. Betty, Abigail, and other girls didn’t tell the Reverend they were spending evenings by the kitchen fire with his Caribbean slave, Tituba. Tituba would entertain them with magic, fortune telling, and stories from her native island of Barbados: such activities were strictly forbidden by Puritan code. 0’46’’

UNIT 6 • 119 UNIT WHICH IS WITCH? 6 Part 2 In January, Betty and Abigail began to exhibit strange behaviour; screaming, twitching and rolling on the floor. The village doctor was certain that the girls were the victims of witchcraft. The first public display of their affliction came the last Sunday, in January. As her father read from the pulpit, Betty Parris screamed and fell into a fit. Other girls, including twelve-year-old Ann Putnam, followed. One barked like a dog, another flapped her arms like a bird. Others writhed as if being choked. Frightened by the hysteria, the townspeople begged the girls to identify their wicked tormentors. 1’34’’ Part 3 With pressure mounting, the girls finally cried out three names: Tituba, Sarah Good, and Sarah Osborne. A slave, a homeless beggar, and a sickly old woman who had married her servant: three social outcasts who were despised and distrusted by the townspeople. When the three accused witches appeared before the magistrates, Osborne and Good maintained their innocence. But Tituba, perhaps frightened after being beaten by Reverend Parris, confessed, and claimed that there were other witches in Salem. Her admission of witchcraft sparked a wave of paranoia and accusations. 2’20’’ Part 4 The girls began to point fingers at other townspeople. They claimed that spirits of the alleged witches would secretly visit and hurt them. No one was safe from their accusations. There was Rebecca Nurse, the gentle grandmother and pious churchgoer. John Proctor, the wealthy farmer, who had warned against the girls outbursts. Even Dorcas Good, the little four-year-old, who had spent months chained to the prison wall. By the middle of Spring, more than one hundred fifty were in jail, including some of the village’s most prominent figures.

1. VILLAGE OF FEAR MANUEL & P. 87

1. Find the key information

& Productions possibles (affiche du film de Nicholas Hytner) : The scene takes place at night, in a forest. It is dark and what catches the eye is the group of women dancing around an open fire and a cauldron. They are wearing long gowns. We are struck by their disorganized movements and loose hair. They look wild, possessed and the cauldron may be associated with witchcraft. The girl on the right, in the background is black. She must be Tituba, the black slave.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 32-33)

1 Betty is Parris’s daughter. Parris is Abigail’s uncle so Abigail is his niece and Abigail and Betty are cousins.

2 He should go downstairs to the parlour.

120 • UNIT 6 3 “it” = the rumour • “her” = Betty • “them” = people in the parlour • “them” = people in the parlour • “they” = people in the parlour

4 furious, worried, upset, ill at ease

5 - “the rumor of witchcraft is all about” (l. 1) - “they’re speakin’ of witchcraft” (l. 9)

6 “Did” is used to confirm a fact is true: “my daughter and my niece I discovered dancing” (l. 5-6).

7 - revealed your secret: opened - lost consciousness: fainted - that’s all: there’s the whole of it - trembling: quavering

8 Betty’s Abigail’s What Parris saw The rumour condition explanations his daughter and She fainted. - They danced. - witchcraft niece dancing - Betty was frightened - Betty’s bewitched in the forest when he leaped out - Abigail is of the bush. a witch.

9 – “it” (l. 20): if you trafficked with spirits – “it” (l. 21): this information / the fact you trafficked with spirits – “it” (l. 24): the fact you trafficked with spirits / the truth – “it” (l. 26): I have many enemies.

10 Parris is suspicious, he doesn’t believe Abigail. - “I must know it now” (l. 20) - “It must come out” (l. 24) - “Let me know what you done there.” (l. 24-25)

11 Parris has many enemies in the village and fears that they might take advantage of this situation to get rid of him and replace him.

ACTION!

1 Parris begs Abigail to confess what she did with his daughter Betty in the forest. He is convinced that they were conjuring spirits when he caught sight of them. The townspeople are now gathered in his parlour and want him to account for the behaviour of his niece. He fears somebody might use it against him to dismiss him as Reverend and he will not be satisfied / relieved until Abigail tells him the truth.

2 “Village of fear” represents the town of Salem, where anybody could be accused of witchcraft upon any kind of suspicion. People feared witches might bewitch the whole town and were adamant about the fate of those who were thought to be witches. Fear is palpable throughout the extract: Abigail fears she might be accused of conjuring spirits, Parris fears his daughter might not wake up and that people might use it against him. Objectifj f This passage illustrates the power fear can have on people’s minds. The town is swept by a wave of paranoia. Unexplained actions or behaviours arouse the greatest suspicion among the inhabitants of Salem. The victims of accusations and innuendoes are defenceless against the rumour of witchcraft that spreads like wildfire.

UNIT 6 • 121 UNIT WHICH IS WITCH? 6 2. Summarize briefly

& Productions possibles : Group A: Parris is the preacher in the town of Salem, Massachusetts. In this scene, his daughter Betty is lying in bed in a state of shock and has not moved for hours. She is ten years old. Parris is standing at the bedside with his niece Abigail. It seems that Parris caught the children dancing around a fire in the woods the previous night. When Betty realized he had seen them, she entered a state of shock. Parris is fearful that these girls may have conjured spirits and that it may be the cause of Betty’s sickness. This is terrifying for Parris, who knows that if his daughter and niece are suspected of being witches, he will lose his job. Group B: Abigail is 17 years old. Her uncle is Parris and he is a preacher. Her little cousin Betty is lying in bed. Abigail, Betty and a few other girls had gone off one night and danced in the forest. This was just the antics of a few immature school girls. However, at one point Parris jumped out on them and Betty was so surprised that she fell into a fit of shock. Abigail is now quite frightened because the entire town is talking of witchcraft. Abigail is trying to persuade her uncle that no such witchcraft took place. She does not deny dancing in the woods but she denies conjuring spirits. 3. True facts

& Productions possibles : January 18th, 1692 Salem, Massachusetts Sitting here at home, I feel I am getting warm enough to hold my pen to write. My heart, however, still feels icy and scared. Last night, Uncle Parris caught Betty and me in the woods dancing. He was extremely angry with us. Betty only had to catch one glimpse of the look on his face before she fainted. As I write here by the fire, Betty is still upstairs lying in bed unconscious, but Uncle Parris stormed out earlier, muttering something about witchcraft, and his enemies. I’m afraid of what he will do to us. He threatened me, saying, “Now look you, child, your punishment will come in its time.” He wanted me to tell him more about the evil spirits, but I insisted that we had only been dancing. I don’t know what Uncle Parris will do to punish us, but I know that he desperately wants to keep his position here in Salem as Reverend. His words about witchcraft keep ringing in my head, and I wonder what is going to happen to us.

122 • UNIT 6 2. GUILTY BY SUSPICION MANUEL & P. 88-89

1. Read the comic strip

& Productions possibles : – Dates: 1950s, February 9th 1950, 1934 (beginnings of HUAC), early fifties (period of prosperity in the USA but fear of communism). Famous people mentioned : – John F. Kennedy: Senator at the time (elected in 1952); staunch anti-communist. – Robert Kennedy (behind J.F. Kennedy): December 1952, he was appointed by Republican Senator Joe McCarthy as assistant counsel of the US Senate Permanent Subcommittee on Investigations. – Shirley Temple is an American film and television actress, singer and dancer. She was born April 23, 1928, in Santa Monica, California. She was such an active child that her mother enrolled her in a dancing class. A Hollywood talent agent visited the class and picked 3-year- old Shirley to appear in a series of comedy shorts. In 1934, she became a star in Bright Eyes. At the age of 8, she was suspected of having Communist leanings (not four as is said in the comic), because she autographed a photo for the Hollywood correspondent of an allegedly Communist newspaper in Paris. – Economic situation: early fifties = period of prosperity in the USA. – Joe McCarthy was an undistinguished Senator from Wisconsin, a Republican, a heavy drinker with a falsified war record. He made a speech on February 1950 in which he claimed he could name 205 members of the Communist party who worked in the State department. – HUAC: the House Un-American Activities Committee. The content of Hollywood films has always been regulated in one form or another, however between 1947 and 1954, the HUAC members considered it their duty to check for any Communist influences. Hollywood became the best known target of the committee. 2. Become a history expert

Group A: McCarthyism is called the second Red Scare because the first Scare happened a couple decades earlier following World War I. However, the two Red Scares were not identical. The first Scare had much more to do with worker revolution and political radicalism. The government feared that Americans might become overwhelmingly Communist. During the second Red Scare, people were much more concerned with foreigners infiltrating the government. This is where McCarthy came in. He was appointed to find the Communists that were inside the US government. McCarthy enjoyed using the idea of a blacklist. To be “blacklisted” during this time period, meant that you were positively a Communist and had to be tried as such. Group B: Julius and Ethel Rosenberg were American Communists who were charged with passing information about the atomic bomb to the Soviet Union. They were convicted and executed for espionage. It was the first execution of civilians for espionage in American His- tory. They were executed on June 19, 1953. Even to this day, the execution of the Rosenbergs is controversial. There were many others that were convicted of the same crime, and their punishment was no more than a few years in jail. What can be seen here is the dangerous effects of hysteria. When an entire country gets caught up in an event, it can be blown out of

UNIT 6 • 123 UNIT WHICH IS WITCH? 6 proportion and people can get hurt. This is the fate that the Rosenbergs suffered during the Communist scare. Group C: The Hollywood Ten were a group of motion-picture producers, directors and screen- writers who were suspected and accused of subversive Communist activity. In October 1947, they were summoned before the House Un-American Activities Committee and questioned about their supposed Communist affiliations. They refused to answer the questions and were convicted and imprisoned for 6 to 12 months for being in contempt of Congress. Following their imprisonment, they were refused work back in Hollywood. Most of these severely blacklisted men were never again employed in the film industry. Only two of them ever wrote again, and not until the list disappeared in the early 1960s. 3. “Guilty by Suspicion”

a.b. In the trailer, a man named David Merrill is a Hollywood film director. It is 1951 and he is brought before the House Un-American Activities Committee as a suspected Communist, or at least because he has connections with Communists. He is apparently being asked a lot of questions about some Communist meetings he attended including where they were and who attended them. His son fears they might kill his dad for being a suspected Red and a woman looks at him and says, “You’re dead David, d-e-a-d, dead.” “Guilty by Suspicion” seems to be both an interesting and exciting movie about the Communist Scare of the 1950s. I think it sounds worthwhile, and the action and suspense make me want to watch the movie. c. Both the comic on page 88 and the “Guilty by Suspicion” trailer portray the 1950s as a period of time marked by suspicion and distrust as Americans worried that the Communists would insidiously overtake America even though it was a period of domestic tranquility. They accuse David Merrill, who seems to be innocent in the trailer, and the cartoon shows that even the little girl Shirley Temple was suspected as a potential Communist. d. During the Salem witch trials the witnesses were urged to give the names of other suspects out of fear that their names would be further maligned, and similarly, in the trailer for “Guilty by Suspicion,” the fictional David Merrill is accused along with others from Hollywood of being a suspected Communist. He is pressured to give the names of others in order to save his own career and possibly his life. Webs of deceit and accusations link the two events most closely. The time in history is the most obvious difference between the two events; one took place in the 17th century, the other depicts McCarthyism of the 1950s, well after America’s founding. In both cases the charges against people were groundless, innocent people were wrongly accused, people who testified just gave names, denounced people who were thought to be traitors without concrete evidence. Both witch hunts were triggered by fear, the rights of the accused were trampled on. The Puritans tracked down witches and Communists were tracked down a few centuries afterwards. Hysteria characterizes both periods. The Puritans defended their new settlement in the new world. The Red Scare corresponded to a period when Communism was considered a threat to democracy.

124 • UNIT 6 3. A SUSPECT MANUEL & P. 90-91

1. Main facts

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 33-34)

1 a) The word starts with a capital letter. It refers to a political party, here the Communist Party. b) Eitel means he probably met this man at a social event, a gathering, whereas Crane means that the man belongs to a political party. c) Crane comments upon the fact that Eitel is making fun of him, he pretends he doesn’t know anything but Crane does not believe it.

2 a) laugh + ter. The root is the verb “to laugh”. Laughter here means rires because Eitel makes fun of Crane by being witty. b) bad (l. 22) c) films

3 a) Questions Expected Answer asked answers given by Eitel - Are you or have you been - yes or no - I should think my answer would be a member of the Party? obvious. - Do you refuse to answer? - yes - May I say that I answer with reluctance and under duress. I have never been… - Did you know Mr–? - yes or no - I probably met him at a party or two. - Did you know he was an - yes or no - I didn’t know. agent of the Party? - Do you love your country? - yes or no - I’ve always thought of love in connection with women. - You say you met the agent - yes - I can’t be sure. My memory is weak. in question?

- If your memory is bad how Trap / no - That’s a good question… I wonder did you make your pictures? answer really how I did make them. expected

b) provocative • funny • sarcastic • cunning • elusive • defiant. On peut ajouter witty à cette liste.

4 a) “this country” (l. 26) = the USA b) “them” (l. 32) = the enemy c) “our” (l. 34) = the Congress d) “It” (l. 42) = what makes it vulgar

5 - dossiers - vous gagnez votre vie

6 He doesn’t mention it because he knows Eitel knows whom he means, there is an implicit understanding between the two men. The scene takes place during the Cold War, so the enemy is obvious.

7 a) In case of war, would you fight for the USA? b) The USA was opposed to the USSR, whose name is not mentioned because the scene takes place during the Cold War, so the enemy is obvious. However, no war was officially declared.

UNIT 6 • 125 UNIT WHICH IS WITCH? 6

8 contemptuous + offensive: “It sounds a little vulgar as you repeat it” (l. 37)

9 a) provocative + sarcastic + defiant b) - Provocative: “I would have put it differently if I had known some agent of your Com- mittee was reporting what I said” (l. 37-39) + “It’s the alliteration of the p’s that makes it vulgar.” (l. 42) + “if I were drafted, I wouldn’t have much choice, would I?” (l. 27) - Sarcastic: “I would fight for them with even less enthusiasm.” (l. 32) + “I suppose I did.”(l. 35) + “it sounds a little vulgar as you repeat it” (l. 37) - Defiant : “May I say that?” (l. 27) ACTION!

1 Eitel is questioned by a committee and he keeps pretending he does not know anything. He avoids answering and resorts to humour and sarcasm to make a laughing stock of Crane. He holds his interviewers up to ridicule. The more cunning and provocative Eitel is, the more people at the hearing laugh. With crafty and clever means, Eitel manages not to yield to the pressure and openly shows he is unwilling to confess what he knows to them.

2 In the scene, the committee aims at giving evidence of Eitel’s involvement with the Com- munist Party. They fear he might be betraying his country and try to intimidate him so that he will give in and testify against some people. They threaten him into giving names and demand that he (should) denounce people who might plot against America. Neverthe- less, Eitel is defiant and does not give in. The judges do not get the answers they expect and Eitel makes a laughing stock of them. Objectifj f This text casts a new light on the suspicious atmosphere which prevailed in America during the Cold War. Many artists were suspected of being involved in the Communist Party, and trials took place to decide whether they were loyal and faithful to their country. In this passage, the judges of the committee clearly inspire fear and are in a position of power. However, as Eitel answers their questions, he appears more powerful since his answers are cunning and elusive. He manages to stay in control despite the pressure on his shoulders and does not yield to their threats.

2. Speak from your notes

S’appuyer sur les réponses du Action! ci-dessus. 3. Go further

& Productions possibles : Congressman Crane and Chairman Norton are supposed to be in a position of power, because they called Eitel to question him. However, we gradually realize that he gets the upper hand by resorting to wit and humour. He also skillfully avoids answering the tricky questions the two other men ask him. Therefore, we can conclude he is far more powerful than the two investigators.

126 • UNIT 6 4. Write a report

House Committee Investigating Un-American Activity in Hollywood Official Report, February 1953 Those present at the hearing: Congressmen Crane and Norton and Mr. Charles Eitel. The hearing began with Congressman Crane and Chairman Norton asking the witness, Mr. Charles Eitel, about his political affiliation. The witness responded that he had never been a member of a political party. The Congressman then began to question the witness about suspected members of the Communist Party in Hollywood. Reticent from the beginning, Mr. Eitel refused to answer the Congressman’s questions directly, always evasive in his responses. The witnesses denied any knowledge of Mr. Eitel’s affiliation with the Party. When the question of his own patriotism and love of country arose, Mr. Eitel, no longer quite as taciturn, quipped in response that he only thought of love as it concerned women. Unamused, the Chairman threatened to hold Mr. Eitel in contempt of court if he continued to disregard the serious nature of the investigation. Again the Congressman queried whether or not the witness knew the Communist agent in question. Mr. Eitel flippantly retorted that he could not remember. Continuing in the proceedings, Congressman Crane asked Mr. Eitel if he would be willing to fight for the United States were it to go to war. He facetiously replied that thanks to the draft he would not have a choice about whether or not to enlist; furthermore, he clarified that he would fight “without enthusiasm”. Finally, when questioned about whether or not he stood by his previous statement asserting that “patriotism is for pigs,” Mr. Eitel defiantly refused to answer the question or to clarify his intent. 5. Watch a video : A King in New York

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon.

4. RUMOUR HAS IT! MANUEL & P. 92-93

1. Read and understand

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 35-36)

1 Denton = a history professor • Rudolf Jordache = former student

2 a) “you” (l. 1): Denton b) “They” (l. 6): Denton’s enemies c) “I” (l. 10): Rudolf

3 a) professoral b) approbation c) déguisé d) courants

4 a) Students do realize what is going on. b) It’s one of my defects.

5 a) academic b) I thought that, as a professor, I could speak freely, but I was wrong.

UNIT 6 • 127 UNIT WHICH IS WITCH? 6

6 Who is the enemy? Contents of the ﬁ le Goal the vice-chairman - scraps of gossip over a drink offer him up as a sacrifice - lines out of context - insinuations

7 They are going to denounce me to save their jobs.

8 paranoid + frightened + frank + suspicious + fearful: “‘My enemies’ Denton’s eyes scanned the bar, searching out enemies, disguised as workmen drinking beer.” (l. 8-9) clear-sighted: “I am too ouspoken, it is a failing of mine.” (l. 13-14) + “I’m naïve, I have believed in the myth of academic freedom.” (l. 14) + “The vice-chairman […] has prepared a dossier, scraps of gossip over a drink, lines out of context, insinuations.” (l. 15-16)

9 Rudolf Jordache and Denton

10 a) They have found a culprit, the culprit they wanted to find. b) The Communists

11 a) “it” (l. 27) = the situation b) “They” (l. 36) = a special board

12 preposterous

13 Charges Ofﬁ cial Hidden Enemies against him reason reason - a special board - a five-dollar contribution to investigate to head all the - the President to an obscure charity in charges against State, throw them of the university 1938 various members a few bodies, not - a reference to Karl Marx of the faculty imperil the grant in a class from the State - So, he is accused of sympathizing with Communism.

b) They want to protect the money the State gives them, make sure they keep receiving it, so they are going to denounce a few people to show their loyalty.

14 – incredulous + frightened + stunned: “Oh Christ” (l. 38) – skeptical: “I don’t quite understand…” (l. 22) – reassuring: “I’m sure you have nothing to worry about” (l. 26) ACTION!

At first, Denton does not say what kind of trouble he is in. Little by little, he confides in his former student and breaks the news that the university President is plotting against him in order to get rid of him. He fears he might be a scapegoat, and all of a sudden he realizes that he might be spied on. Rudolf is stunned and cannot believe his former professor is suspected of being a Communist activist. Nevertheless, Denton contends that he has been threatened and the President might press charges against him. He makes it clear to his friend that he has been cornered by people who have distorted the truth and betrayed him.

128 • UNIT 6 Objectifj f This passage shows the power of innuendoes and how many people were declared unfaithful to America on mere suspicion. It did not take more than a rumour or some shallow evidence to accuse somebody. What is more, those who were in power used innocent people as scapegoats to protect their own jobs. In this text, there is no denying that Denton is in for trouble because he is powerless.

2. Speak from your notes

S’appuyer sur les réponses du Action! ci-dessus. 3. Take a stand

& Productions possibles : This quote, and the idea behind it, should never be forgotten. Groups of people have been unjustly targeted throughout history in many if not most societies. Racial profiling is illegal but still common today. Some groups are “randomly” selected to be searched at airports at a disproportionately high rate. Also, police officers along the border with Mexico have been known to stop Hispanic-looking people for no particular reason in order to check their IDs in the hopes of sending them back to Mexico if they are undocumented or in the country illegally. Black Americans are convicted of crimes and imprisoned at disproportionately high rates, even when poverty and other criteria are taken into account. The black male incarceration rate is six times higher than for white males. 4. Writing workshop

& Productions possibles : a. Sinking into his easy chair with Keynes’ book, The General Theory of Employment, Interest and Money in hand, Professor Denton sipped on a glass of brandy and tried unsuccessfully to read. Unable to concentrate on the book, his thoughts kept returning to the day’s turbulent events. “What did he mean when he suggested that I take my sabbatical a year early?” Denton asked himself. “Does he want me to stop teaching for a year,” Denton wondered, “or forever?” Perhaps the Provost’s suggestion of a sabbatical was a good tactic to help him escape the search for Communist sympathizers among the faculty. If he left for a year, things might blow over, allowing him to come back without a problem the following school year. Otherwise, the President’s special board of investigation, egged on by the vice-chairman, was sure to misin- terpret everything that Denton had ever said or taught. The board had been created especially to root out Communists and Denton wasn’t keen on coming under their scrutiny. After all, he believed that he was their primary target. If he requested permission to take his sabbatical early, maybe that would allow him to avoid losing tenure, or worse, his job. “Hmm,” thought Denton, “maybe this sabbatical is just the opportunity I’ve been waiting for to finish writing my book.” He smiled to himself, drained his glass, and began to read.

UNIT 6 • 129 UNIT WHICH IS WITCH? 6 b. Police Officer: We’d like to ask you a few questions about the man you had lunch with yesterday. Rudolf: You mean professor Denton? PO: Yes, he’s the one. What exactly did you two talk about? R: I’m not going to tell you that, why should I tell you anything? It was a private conversation between a man and his former history professor. PO: Well, did he mention anything about activism he’s been involved in recently? R: Not at all, I don’t know what you’re talking about. PO: Listen, we’d really like you to cooperate with us here. Do you consider yourself a patriot Mr. Jordache? R: Oh, now you’re accusing ME of something?! PO: Did he ask for your help or support, by chance? You may or may not be aware that he is under investigation for un-American activity. R: You mean you think he’s involved in spying or terrorism? He’s in league with the Russians? PO: I don’t know, is that what YOU think? R: (scoffs) That’s absurd. Just because he happens to be more left-leaning than his colleagues? Because he encourages his students to question opinions that are presented to them as facts? PO: Listen, we’ll be watching you closely. When you change your mind and feel like being more cooperative, here’s my number. N. B. : On pourra proposer aux élèves le scénario inverse ci-dessous. Denton is arrested “Sir, we have a few questions for you, if you don’t mind coming with us down to the station?” the police officers asked as they approached Professor Denton. “Sure, no problem. I’ve got nothing to hide, but I don’t have all day. I have a dinner engage- ment at 7.” “No problem, Prof. Denton, this should only take few minutes.” Briskly, the officers lead Denton to a small room at the back of the building. It was drafty and dimly lit. The professor felt a chill run down his spine as the officer invited him to have a seat. Perching uneasily on the edge of his chair, Denton waited for the barrage questions to begin. “What is your connection to Rudolph Jordache?” the officer asked Denton. “He’s one of my former students,” Pr. Denton replied. “I had him in several classes while he was at the college.” “Do you make it a habit to spend time with your students outside of class?” the officer demanded with a furrowed brow. “Only the good ones,” Pr. Denton joked nervously. “Hmm…” said the officer. “What do you know of Jordache’s political leanings?” he asked suddenly. Then, without giving Denton time to reply to the question, he followed it by another: “Do they match your own?” “I can’t speak for him,” said Denton, “if you want to know about his politics, you should ask him directly.” “You know about the threat of Communism in our country today,” the officer replied with a knowing look, “what’s your position on the subject?” “That’s a loaded question,” the Professor retorted, “why do you ask?”

130 • UNIT 6 5. Movie corner

> Mise en œuvre Pour éviter que les élèves ne regardent tous les mêmes films on pourra, si on le souhaite, répartir en classe les films entre les différents groupes. & Productions possibles : a.b. The House on Carroll Street, Peter Yates (1988) tells the story of a female journalist, Emily Crain, who lives in Greenwich village in New York. She unintentionally gets tangled up in a secret FBI investigation and is subpoenaed to testify. She was a witness to something, but she does not really know what she had seen. Next, she becomes a suspect, but she is not sure what she is suspected of, finally, she is encouraged to lie about what she is witnessed, but she doesn’t know why. Emily doesn’t know whom to trust, or what she should do. Something important has happened in the house on Carroll Street and this movie tells the story. The House on Carroll Street looks intriguing. While the film looks a little old, it also looks like it has a good story to tell. The heroine, Emily Crain, seems to want to do the right thing, but it is hard for her to know who to trust. The film looks both exciting and unpredictable. I like movies about brave individuals that must discern the right thing to do and follow through with it, even if it means doing something that’s not politically correct. Emily seems like a strong leading lady in the trailer and she makes me want to watch this movie to find out what happens to her.

LANGUAGE AT WORK MANUEL & P. 94-95

1 N. B. : pour des raisons stylistiques certaines formes sont mises entre parenthèses. In 1659, when Mary was fourteen, her grandmother was accused of witchcraft and (was) hanged. The villagers planned to turn on Mary, but she was protected and (was) helped to escape by a wealthy woman. This woman was in fact her mother. Mary was advised to leave, and given a ticket for a ship bound for Massachusetts but when Mary arrived there, she was threatened by the powerful leaders of the community.

2 coincided • were • were convicted • claimed • looked • were questioned • decided • did not have • argued • had committed • were convicted • were executed

3 A. a. He is believed to be the culprit. b. He is said to often visit the place at night. c. He is thought to have something to hide. d. He is even supposed to be violent. e. He is reported to carry a knife. B. a. Nowadays they are said to have been wrongly accused. b. They are said to have been scapegoats. c. Senator McCarthy is said to have been a great manipulator. d. The prosecutor is thought to have made up the evidence.

4 a. They were accused without proof / without (any) evidence and (they were) hanged. b. They were suspected of being witches because their behaviour could not be explained. c. They were never believed. d. Abigail is believed to have danced naked in the forest. e. Proctor is said to have had an affair with Abigail. f. Reverend Parris was no longer trusted after the charges brought against his niece.

UNIT 6 • 131 UNIT WHICH IS WITCH? 6

5 Travail personnel.

6 a. The desk drawer is being searched by a mean-looking man. The investigation is being carried out by a group of rough-looking investigators. The harmless-looking teacher is being questioned about her political beliefs. Hard evidence has not / Real clues have not been found, so the search is being continued. The map is about to be torn into pieces. The allegedly subversive teacher has been suspected of criminal activity. Perhaps she fears she will be fired. She might have been threatened by her boss and forced into cooperating with the police. b. Investigator: You read books, eh? Teacher: Um, well, yes? I: Why is the Soviet Union on your map of the world? T: Um, why wouldn’t it be? I: What have you been telling the students about the Russians? T: Well, it is in fact a country, so it must be mentioned in the geography lessons. I: What exactly have you been teaching them?! T: What do you mean?! I: Are you involved in un-American subversive political activities? T: No! No, I’m a patriot! I: We know that you recently subscribed to a left-leaning newspaper. T: I’m not allowed to read that? I: It is unpatriotic! And to think you may be brainwashing the tender young children of our nation! T: Sir, I have no idea what you’re talking about! Please leave me alone! I: (to a coworker) Hey, Roger, she’s not cooperating! Investigator #2: OK, we’ll take her in to the station for further questioning! T: No, no, I don’t know what you want from me! I: Don’t act like you don’t understand! You can stop pretending you’re innocent! We’re onto you! 7 1 by • 2 by • 3 for • 4 of / about • 5 with • 6 of • 7 of • 8 with • 9 of • 10 to Remarque : le « to » qui suit « eager » n’est pas une préposition mais la particule infinitive (si c’était une préposition, il faudrait lire « eager to getting rid », ce qui est incorrect.) 8 1 for • 2 with • 3 of • 4 with • 5 to • 6 of • 7 in • 8 for • 9 for

IMPROVE YOUR READING SKILLS MANUEL & P. 96

1 Threat : menace, indice : anxious • triggered : déclenché, indice : fear • right-wing : de droite, décomposition du mot • prominent figures : personnages / personnalités important(e)s, indices : politicians et Richard Nixon • launched : lancer, indice attack et mot proche du français • beliefs : croyances, indice : dérivé de believe • claimed : affirma, déclara, indice : rapporte les paroles de qqn • infiltrators, subversive : agents infiltrés, subversif, mots proches du français • barred from : on leur interdit de, indice : blacklisted • evidence : preuve, indice : although there was no • charged with : être condamnés pour, indice : jailed

2 Donner la référence du sketch des Monty Python, Burn the Witch! – Texte disponible à l’adresse suivante : www.mtholyoke.edu/~ebarnes/python/witch-trial.htm

132 • UNIT 6 – Sketch visible sur Youtube : www.youtube.com/watch?v=zrzMhU_4m-g

Corrigé : 1 accuses • 2 of • 3 blame • 4 for • 5 devil • 6 eager • 7 to • 8 made up • 9 denies • 10 condemned • 11 evidence • 12 fair • 13 trial • 14 entitled • 15 manipulated 3 a. paranoia • ideology • distrust • suspicion • guilt • hate / hatred • hyterics • doubt b. unbiased • dishonest • disrespectful • unfair • indecent • dishonourable • immoral • insecure • intolerant

4 obedient • detention • hostility • respect • rational

YOUR TASK MANUEL & P. 97

& Production possible : As far as I am concerned, there is no doubt that James Thurber’s story, “The Peacelike Mon- goose” from Further Fables for Our Time published in 1956 is the text that best illustrates the ideas and fears (that are) behind the American witch hunts that this chapter describes. In this fable, the scene takes place among animals, but we can’t help thinking Thurber refers to human beings as the major theme touched upon here is intolerance. The mongoose is not like other mongooses because he does not want to fight cobras. Therefore, he is suspected of treason for that reason alone. False witnesses accuse him and he is executed. This story illustrates intolerance and fear that comes from being unfamiliar and unaccepting of people who are different. Fear has a lot of power that can be misdirected. In early 17th century Sa- lem, during the witch trials, fear overtook the community and violence ensued just as it did in the mongoose community. Many individuals were convicted of witchcraft even though there was not tangible evidence of their guilt, only the doubtful testimony of some teenage girls. This chapter recounts the events of the Salem witch trials and also includes a section on Mc- Carthyism. Just as the peacelike mongoose is distrusted in Thurber’s short story because he has different ideas, so too were individuals suspected in the 1950s if they’d had even a little bit of contact with someone who might have been a Communist. I find this story frightening / scary, it is shocking to see people can be charged without any grounds. It is provocative because it could be still true today.

READING CORNER MANUEL & P. 98-99

– Voir fiche d’exploitation et corrigé sur le site compagnon. – Le texte The Peacelike mongoose a été enregistré et est disponible sur le site compagnon.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Évaluation sommative de CE (p. 100 du manuel ; entraînement) > Évaluation sommative de CE (p. 384-387 de ce Fichier)

UNIT 6 • 133 UNIT 7 A COMMON GROUND & Lieux et formes du pouvoir & Espaces et échanges Tâche finale (p. 115) : You are a journalist. Listen to a report about a British citizen whose ancestors or parents came from a former British colony. Then use his/her story to write a short article.

Activités langagières Contenus Prolongements tâches / aides

– Commenter un document visuel Comprendre un document PPC (p. 240-241) iconographique – Fiche Workbook

Tune in! – Fiche Workbook Comprendre un enregistrement (p. 104) CO – Comprendre un message oral authentique (p. 238-239)

PE Écrire une courte présentation

– Comprendre un document Commenter un document visuel PPC iconographique (p. 240-241) – Faire un récit à l’oral 1. Rule – Fiches vidéo (DVD-Rom et site Vidéos : Rise and Fall of the compagnon) Britannia CO (p. 105) British Empire – Commenter un document visuel (p. 240-241)

POI Discuter / argumenter Enrichir sa prise de parole (p. 242-243)

– Fiche Workbook CE Comprendre un texte littéraire – Language at work (p. 112) 2. The dark Rédiger un dialogue / PE Rédiger un texte (p. 235-236) continent Écrire un texte (p. 106-107) Confronter des opinions sur des POI Enrichir sa prise de parole (p. 242-243) extraits de films Comprendre des textes courts PPC 3. The power et en rendre compte of sharing - Language at work (p. 112) (p. 108) PE Écrire une courte présentation - Build up your vocabulary (p. 113)

PPC Faire un bref exposé

Comprendre un enregistrement CO Fiche sur le site compagnon 4. Canada, authentique a case study (p. 109-111) CE Comprendre un texte (slam)

POI Jeu de rôles Enrichir sa prise de parole (p. 242-243)

L’activité langagière dominante de cette unité est la CO (compréhension de l’oral).

134 • UNIT 7 TUNE IN! MANUEL & P. 104

1. Welcome!

> Mise en œuvre : – L’image d’ouverture a pour but d’introduire la thématique en montrant aux élèves un aspect positif et vivant du Commonwealth. La photo du Tune in! s’oppose historiquement à celle de la page 105. Cela permettra de mettre en perspective les différentes étapes de la constitution de ce groupe de pays si particulier et que les élèves connaissent assez peu. – Deux mises en œuvre des pages 104-105 sont possibles : • Le professeur pourra choisir de traiter chaque image l’une après l’autre et de définir ainsi chaque période (voir plus loin). • Une partie de la classe prend en charge l’image du Tune in! et son compte rendu pendant que l’autre moitié s’occupe de la photo p. 105. Ce travail de groupes permettra aux élèves de confronter deux périodes bien distinctes et pourtant terriblement liées, de montrer les répercussions négatives et positives de l’ex-Empire britannique et de réagir. – L’enregistrement More about the Commonwealth p. 104 ainsi que les vidéos p. 105 viendront compléter ces activités.

& Productions possibles : a. At first, it looks like a postcard with drawings / cartoons of animals. The vivid colors and general layout make it attractive. Then we can notice that there is some delineation around the representation of the tiger and it makes us think it could be a stamp. As a matter of fact this is the limited edition of the Commonwealth Games Stamps and Post cards which were released for the 19th Commonwealth Games in Delhi. Games mascot Shera stamp issued was of Rs.5 each (New Rupees Symbol is used in Indian Postal stamps). The whole document is showing the most famous mascots of the Commonwealth Games with their names and the dates of the Games they were emblems of. It puts to the fore variety and diversity. The mascots are exciting characters which help to tell the story of the Games. This document exemplifies how important the Commonwealth can be. It is a very lively event and a moment of celebration. The Games are a major attraction and the Queen usually attends the opening ceremony. b. Each mascot has been associated with several characteristics in keeping with the animal chosen but also with the host city. The parallels can be easily drawn. The purpose is to praise and promote the country and its inhabitants. A mascot tells a bit of a story about the host country and engages spectators to know more about the others’ culture.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 37)

1 A6 - B2 - C9 - D1 - E3 - F8 - G4 - H5 - I7

2 The countries insist on protecting nature and the endangered species: most of them have chosen an animal whose survival is jeopardized. They also symbolise the countries’ dyna- mism and fighting spirit, the courage that you need to compete but without ever forgetting about unity and brotherhood, for the countries value friendliness and fair play.

UNIT 7 • 135 UNIT A COMMON GROUND 7

– I like the Edmonton mascot best because it embodies the true spirit of the Friendly Games, indeed unity and brotherhood are essential values for a country. – I disagree with you, I reckon the Delhi mascot, the tiger, is the best one because it stands for the values of the Games: fighting spirit, courage, speed and agility. It wears a sport outfit and it looks very welcoming. – To my mind, the best mascot is Goldie, the Auckland mascot, because it represents a fair cause, which is the endangered species, and the Friendly Games are all about respect and sharing. Perhaps if people respected more its cultural habitat and shared the natural resources, this animal’s survival would not be at stake. The Games are the perfect occasion to make people aware of this cause.

c. “The Friendly Games” is the other name for the Commonwealth Games and it underlines the important values the members share: fair competition between individuals and not countries in a spirit of sharing, community and togetherness / friendship. The Commonwealth Games are held every four years. Most recently, the 2010 Games took place in Delhi, India. The 2014 Games will be hosted by Glasgow, Scotland. These games could be compared to the Olympics / Olympic Games. 2. More about the Commonwealth

> Script de l’enregistrement (CD 2, plage 2) Part 1 Speaker: Today we are glad to welcome Jane who has come to talk to us about the Com- monwealth on the occasion of the Commonwealth Day which is usually held on the second Monday in March. So, Jane, first of all, where is the Commonwealth and who lives there? Jane: Well, the Commonwealth is a vast organization that regroups 54 countries around the world which are quite different and diverse. First, in terms of size, the countries range from the 21 square kilometers / 8.1 square miles of Nauru, the smallest member, to the huge territory of Canada, the 2nd biggest country in the world. Then in terms of wealth, Singapore’s GDP is for instance 200 times bigger than Sierra Leone’s! Finally these countries represent nearly every race, religion, or political system… The total population now exceeds two billion, that is… about 30% of the world population (India is responsible for a majority of the Commonwealth’s population) and provide 20% of global trade. 1’12’’ Part 2 Speaker: Indeed, we can imagine the list of opposites and see how different all these countries are from hot to cold, rich to poor, highly populated to deserted… But what do they have in common then? Jane: All but two of these countries (Mozambique and Rwanda) were part of the former British Empire and as such, share a common history… They still respect the authority of the Queen as their Head of State. Historically the modern Commonwealth, as we know it today, started in the late 1940s when some of those countries like India and Pakistan gained their independence. Concretely what binds them is the use of English as a common working language and the fact they support one another in their fight against poverty, ignorance, prejudice, diseases. The aim is to help spread Human Rights and try to speed up development in all the nations within the Commonwealth. 2’12’’

136 • UNIT 7 Part 3 Speaker: Would you say the Commonwealth is a big family? Jane: Oh, yes, definitely, and it is what attracted all those countries in the past. They share the same beliefs, mutual values and goals. The members of the Commonwealth regularly discuss current issues and remain active in a lot of different areas. You mentioned Commonwealth Day at the beginning, but there are also the Commonwealth Games, nicknamed “the Friendly Games”, where Commonwealth citizens have a chance to celebrate their friendship, mutual respect and good-natured competitiveness. This family of nations really has much to offer. Speaker: That was most interesting Jane! Thanks a lot! Jane: Thank you.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 38-39)

1 a) organization - regroup - countries - world - different - diverse b) The Commonwealth is an organization that regroups a lot of countries all over the world and which are as different and diverse as can be.

2 “Well, the Commonwealth is a vast organization that regroups 54 countries around the world which are quite different and diverse.”

3 a) - 54: number of members / countries - 21: Nauru’s square kilometers - 8.1: Nauru’s square miles - 2nd: biggest country / Canada - 200: Singapore’s GDP (200 times bigger than Sierra Leone’s) - 30: percentage of the world population - 20: India’s percentage of global trade. b) Rappel : tous les mots porteurs de sens sont en général des mots accentués. c) PopulationPopulation / other NumberNumber S Sizeize W Wealthealth characteristicscharacteristics - figure:figure: 30% (2 billion)billion) CoCommonwealthmmonwealth - the tiniest: NNauruauru extremes:extremes: ffromrom 54 - every race, religion,religion, cocountriesuntries - the bibiggest:ggest: CCanadaanada richrich to poopoorr political systemsystem

majority ofof the ThThee ccasease 20% ofof ggloballobal CommonwealthCommonwealth of IndiIndiaa tradetrade populationpopulation

4 - hot ≠ cold - rich ≠ poor - highly populated ≠ deserted 5 a) False: “All but two of these countries (Mozambique and Rwanda) were part of the former British Empire.” b) False: “They still respect the authority of the Queen as their Head of State.” c) True: “in the late 1940s when some of those countries like India and Pakistan gained their independence.” d) True: “Historically the modern Commonwealth, as we know it today, started in the late 1940s.”

UNIT 7 • 137 UNIT A COMMON GROUND 7

6 a) “Concretely what binds them is the use of English as a common working language.” b) The fight against: poverty, ignorance, prejudice, diseases. Aims: help spread Human Rights and try to speed up development.

7 a) share - beliefs - values - goals - current - issues b) mutual c) They share the same beliefs and have mutual values and goals and they debate over current issues.

8 “Friendly Games” - their friendship - mutual respect - good-natured competitiveness ACTION!

The Commonwealth is an organization that is the result of a long period of British colonization all over the world. After each country finally gained their independence, they nevertheless remained within what was first called the “Common Wealth of Nations” and then the “Commonwealth”, in order to get support and to develop thanks to privileged bonds. Furthermore they all share English as a common language, have the same goals and pledge allegiance to the Queen as their official (although essentially symbolic) Head of State. Objectifj f The Commonwealth plays an important international role in many different ways. One major aspect of its role is to create a sense of family and community. It unites several different countries of all shapes and sizes under one common allegiance to the Crown. There is no hierarchy within the family, so even the smaller and poorer countries are as equally represented as the larger or wealthier countries. This means that the countries in the Commonwealth can help each other with issues such as Human Rights and democracy, resolving conflicts, sustaining development and improving access to education and healthcare. This organization is thus entirely based on exchanges.

& Productions possibles (b.) : Today learn more about the Commonwealth as we celebrate Commonwealth Day… Founded in the late 1940s, the Commonwealth is a vast organization made up of 54 countries. The members of the Commonwealth actually cover 30% of the world’s population and so within the Commonwealth community there is much diversity. It is made up of countries ranging from some of the world’s smallest to the largest, the hottest to the coldest, as well as the poorest and wealthiest, the most populated and most deserted. The list goes on! The Commonwealth is really made up of opposites but what concretely unites them is a common use of English as their principle language, as well as their mutual values, goals and beliefs. These values are implemented when the Commonwealth countries unite under the respected authority of the Queen in their fight against poverty and their mission to protect Human Rights. However, despite their many differences, the Commonwealth countries make up a huge family where diverse cultures and religions are brought together as they compete against each other in the Commonwealth Games, otherwise known as the Friendly Games. In conclusion, the Commonwealth is a culturally enriched organization which brings hope to many of its members around the world.

138 • UNIT 7 1. RULE BRITANNIA MANUEL & P. 105

1. The Empire

& Productions possibles : a.b. This document is a genuine / authentic picture. This black and white photo dating back to 1906, during British colonization, stages white supremacy in Africa. This is a typical representation of British imperialism. What is particularly striking is the kind of layout or setting with an interesting symmetry of the elements and characters. The focus is on the man in the middle, Sir Hesketh Bell, proudly sitting as a king on his throne and holding his rifle as a scepter. What’s more, the way the elephants’ tusks are held by the black servants form an arch (a triumph arch?!) emphasizing the splendour and authority of this representative of the Crown. The display of the hunting trophies (horns and skins of wild animals) is here to prove that they can “enjoy themselves” but also tame wild nature. They want to show that everything is under control. So it also reinforces the idea that the British are here to rule this African country and will not accept any withstanding. The presence of the two other white men on the sides shows the military force and power. > Prolongement possible : On pourrait aussi proposer un writing workshop à partir de ce document (nombre de mots à déterminer en fonction du niveau de la classe). & A librarian finds this photograph in an old book. He sends it along with a letter to one of his historian friends. Write his letter (how he found the photograph, his impressions on it, what he wants his friend to do with it…). 2. Watch a video

> Mise en œuvre a. Cette séance de memory dynamise la classe en proposant aux élèves un défi : se souvenir du plus grand nombre de pays possible. Montrer que ces pays sont répartis dans le monde entier. b. Deux vidéos sont proposées ici (une sur le Commonwealth, What’s the Commonwealth?, une sur l’Empire, Horrible Stories), mais une seule peut être choisie et exploitée. Si le professeur a déjà fait la CO More about the Commonwealth, il pourra par exemple préférer aborder la vidéo Horrible Stories qui montre l’expansion de l’Empire britannique. Toutes les combinai- sons sont possibles entre les différents documents de cette double page. Les fiches élève, leur corrigé, les scripts et les exploitations des extraits se trouvent dans le livret du DVD-Rom et sur le site compagnon.

UNIT 7 • 139 UNIT A COMMON GROUND 7 3. Quotes

> Mise en œuvre Ces citations pourront faire l’objet d’un travail individuel ou en groupes, à la maison ou en classe. Il sera intéressant de faire remarquer que la citation de Paxman comprend elle-même une citation de Cecil Rhodes (figure emblématique de l’époque décrite).

Complément d’information : Cecil Rhodes was an English-born South-African businessman (mining magnate, founder of the diamond company De Beers) who also became a very influent politician. As such, he was a staunch defender of British colonial imperialism and founded the State of Rhodesia, which was named after him. In his desire to expand the British Empire, he argued that the Anglo-Saxon race was destined to greatness.

& Productions possibles :

J. Paxman’s quote J. Gillard’s quote – Old vision / conception of the British – Recent vision, opening up world – Partnership to create something better – Colonial point of view / to move forward – Relation of domination – Equality is put to the fore, democratic – British imperialism = no equality and equal States. and tolerance, assumption of racial – Independent and autonomous superiority countries which walk hands in hands – Powerful and “finest” race, racist way – Idea of togetherness of thinking – Vocabulary with positive connotations – Idea of separateness – Vocabulary with negative connotations (“brutes, savages”)

These quotes oppose two historical periods / eras: the first one corresponds to the British colonial past promoting the Empire’s expansion, whereas the second one corresponds to our present day’s insistence on the positive evolution of the former colonies, on the values that are uniting the members of the Commonwealth now (looking in the same direction). As I heard in the video and read from the quote by Cecil Rhodes, the Commonwealth began as a result of the British Empire. It was born from the view of white supremacy and a greedy desire for wealth and land and headed by Queen Victoria. She has left her mark around the old Empire but nowadays the countries once owned by the British Empire are now known as the Commonwealth, a family of fifty-four diverse countries, most importantly on an equal footing. The Commonwealth promotes equality and according to Australian Prime Minister Julia Gillard, the Commonwealth values replicate human values and so the Commonwealth exists far from the distasteful values of the British Empire. It is clear that the Commonwealth has evolved from countries manipulated and exploited for the benefit of the British Empire to an amazing organization built on human values and promoting equality and peace.

140 • UNIT 7 2. THE DARK CONTINENT MANUEL & P. 106-107

1. Main facts

> Mise en œuvre a. Mise en commun des productions orales et réactions des élèves. b. Dans le cadre d’une classe fragile on pourra aussi étendre l’exercice au past perfect et participes passés : torn (l. 39) • flung (l. 40) • had fled (l. 40). & Corrigés (b.) : went (l. 5), go, went, gone: aller • put (l. 6), put, put, put: mettre • stood (l. 9), stand, stood, stood: se tenir debout • swung (l. 10), swing, swung, swung: balancer • knit (l. 23), knit, knit, knit: tricoter, (ici) croiser • said (l. 24), say, said, said: dire • threw (l. 25), throw, threw, thrown: jeter, lancer, (ici) relever la tête • spelt (l. 26), spell, spelt, spelt: (ici) signifier • began (l. 27), begin, began, begun: commencer • shot (l. 30), shoot, shot, shot: (ici) surgir • spat (l. 37), spit, spat, spat: cracher • gave (l. 38), give, gave, given: donner • swept (l. 38), sweep, swept, swept: (ici) faire sortir

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 39-41)

1 “Kenya”, “shortly after the country gained its independence”, “the village school”, “a General Knowledge class”.

2 Lois = black, a schoolmistress + the lady supervisor = white, we don’t know her name + the schoolgirls = black

3 “Lois became heroine of the village. She went to jail.” (l. 4-5)

4 a) Commonwealth b) say Elizabeth c) the pupils d) the pupils e) the lady supervisor f) the Commonwealth g) Lois and the pupils’

5 a) The Commonwealth b) Questions asked by Lois Expected answer

1. What is the Commonwealth? It is a world organization of autonomous States that recognize the British monarch as head. 2. Who rules England? The Queen 3. What is our country? An independent country

UNIT 7 • 141 UNIT A COMMON GROUND 7

c) Answer given by the pupils What does it reveal? “A colony” – The teacher had brainwashed the pupils. – The teacher had taught things that were no longer true. – The teacher wanted to challenge British authority.

6 Intimidated pupils Answer Reasons for being quiet – “Who would be the first?” “Elizabeth, they – “let the white lady there + “knit their knuckles under knew they should at the back hear the Queen the desks” + “looked into say.” (l. 18-19) of England mispronounced” their exercise books” (l. 23-24) (l. 20-21) – “one by one said they – “uttered […] with the didn’t know” (l. 24) stain of last night’s onions – “began to cry” (l. 27) in their breath” (l. 22-23)

7 - the lady supervisor - Lois

8 a) the lady supervisor b) Lois The other woman – “caught her by the hair” (l. 37) “slapped Lois across the mouth” (l. 36) – “slapped her back once, twice” (l. 37) – “spat into her face” (l. 37-38) – “she gave her a football kick” (l. 38) – “swept her out with a right” (l. 38)

9 “Thirty-four pairs of legs had fled home through the window to spread the formidable news of their new queen and heroine.” (l. 40-41) ACTION!

1 This text is a clash / showdown between two women. The scene takes place in Kenya, in a classroom, and where Lois teaches the children about the Commonwealth whilst a white lady supervisor is at the back of the class. Lois seems uneasy and quite provocative. She has brainwashed the pupils and resents having to say the Head of State is the Queen of England. The pupils are rather nervous and watchful. They are ill-at-ease in front of the haughty and scornful white lady. They are reluctant to answer Lois’s questions, since they fear they might mispronounce the Queen’s name and dread the lady might feel offended. At the beginning, Lois writes the word Commonwealth on the board and asks the pupils what it means. As they do not answer, she tries to ask an easier question and asks them who rules England. Eventually, still faced with the pupils’ silence, she decides to ask

142 • UNIT 7 what their country is. All of a sudden, they all exclaim “a colony”, but this is obviously the wrong answer. Finally, the lady supervisor is outraged and slaps Lois in the face. The latter responds with great violence and kicks the white lady out of the class.

2 a) The pupils felt shy and watchful. They did not dare answer the questions for fear they might mispronounce a word or the lady might smell their breath. After the fight, they rushed home and probably told their parents what had happened in the class and how brave and daring their teacher had been. They might have said that Lois did not lose face and fought back the arrogant lady. They confirmed the white lady had driven Lois to challenge her authority and had insulted their teacher in front of the whole class. b) The white lady embodies Great Britain and British domination. She must have resented giving Kenya its independence and is outraged by the pupils’ last answer. Indeed, she thinks they are provoking her and must believe their teacher has brainwashed them into thinking that Great Britain’s authority should still be challenged. c) Now that Kenya is independent and no longer under the yoke of Great Britain, Lois feels she is no longer inferior to the white lady. She deserves to be treated on an equal footing and cannot stand being looked down upon by a British lady. When she slaps her, Lois immediately retaliates and comes to blows with her, as if beating her up would relieve her and make up for all the insults she has suffered. She will no longer be submissive to Great Britain or to one of its representatives. Objectifj f This passage illustrates a power struggle in so far as the white lady, who embodies Britain’s power and domination, is defied by Lois, a supposedly inferior person from a former colony. Neither of them wants to see their authority being flouted. Lois still resents Kenya’s past and British power over her country and she cannot accept that the white lady insults her and treats her contemptuously. Moreover, in the text, the word “queen” is associated with three different women. First, it obviously refers to Elizabeth of England, but then it is used ironi- cally to point at the white lady, who stands for power and behaves like a queen, haughty and scornful. Nevertheless, eventually Lois becomes “the new queen,” since she has regained power and did not lose face during the clash. She has become a role model and an example to follow. She managed to question and even undermine the white lady’s power.

2. Different perspectives

& Productions possibles : a. Mother! Father! You would never believe what just happened with Miss Lois today! She was giving her lesson on General Knowledge and there was this stern-looking Englishwoman in our classroom watching Miss Lois’s every move. It was as though Miss Lois could not even breathe without her permission. Miss Lois began asking us questions, tapping her stick as she questioned us, whilst we twiddled our thumbs reluctant to give any answer. “What is the Commonwealth?” she barked at us, and “Who rules England?” We all knew the answer but did not want to say. We were all as quiet as mice. Miss Lois then rephrased the question for us. She asked “What is our country?” On that question, our hands shot up with the same answer: “a colony”. Then, all of a sudden, the woman advanced from the back of the classroom. She turned to Miss Lois and slapped her clean across her face. We all gasped and watched the woman go to leave in absolute amazement, but then Miss Lois struck her back. First grabbing

UNIT 7 • 143 UNIT A COMMON GROUND 7 her hair, and then slapping her once, twice, more and more before storming out. We followed her triumphantly! It was incredible! She is our heroine! b. I have never observed such disrespect and insolence in all my life. This woman is an incompe- tent teacher who is feeding her pupils with ideas above their station. She began with questions from the syllabus with which I was completely satisfied, however this soon altered. The children were not engaged in her lesson and persisted in chewing their fingers and stationary instead of answering perfectly simple questions which Miss Lois should have covered in class. However, despite several attempts to coax any sliver of general knowledge from these creatures, she crossed the line. She referred to the state of her country to which her students readily had the answer of “a colony”. I was disturbed to hear such topics covered by Miss Lois considering the students were unable to answer her previous questions. I therefore struck her across the face to teach her a lesson only to be grabbed by my hair and repeatedly assaulted in front of the entire class. Not only was this violence unnecessary and physically harmful but it is a disgrace to show such a bad example to her pupils. I expect the suitable punishment to be issued as a matter of urgency. This is unacceptable. c. My dear, I really do not know what came over me today! I had just had enough of this ridiculous racism and all my rage just burst out of me in one go. We were in the classroom as usual and I was teaching the children about the Commonwealth, and everything was fine, apart from the snobby Englishwoman observing me at the back of the classroom. I was pacing up and down trying to squeeze some sort of answer from the kids but they were not co-operating until I asked them a certain question. It was “What is our country?” Their hands shot up in the air and they unanimously answered “a colony”. On that note, the Englishwoman marched to the front of the classroom towards me and slapped me clean across my face. She turned her back on me and started to leave the classroom and I just snapped. Something inside me made me grab tight onto her hair and pull her backwards towards me and then to face me. I slapped her back, more times and more ferociously. I was the one to storm out of that classroom, and do you know what? The students followed me in protest. 3. Translation workshop

& Productions possibles : « On dirait que vous n’en avez jamais entendu parler ! » / « Comme si vous n’en aviez jamais entendu parler ! ». Lois perdait patience. « Bien, je vous laisse une autre chance / dernière chance. Quel est le statut de notre pays ? » Dans un même élan, une volée de mains surgit de dessous les bureaux et trente-quatre haleines chargées d’effluves de maïs et d’oignons crièrent : « Une colonie ! » Lentement, l’inspectrice distribua des petites tapes en remontant la classe et élimina ainsi l’écart qu’il pouvait y avoir entre le maître et l’esclave, et se tint en face de Lois. Les enfants mâchouillaient leurs règles. Puis la reine blanche gifla Lois / frappa Lois sur la bouche / au visage et se dirigea vers la porte.

144 • UNIT 7 4. Movie corner

> Mise en œuvre communicative Cette activité se prête bien à un travail en groupes, ou seul en autonomie à la maison. a. Dans un premier temps, les élèves doivent lire chez eux les différents résumés (synopsis). Ils doivent ensuite choisir un film et justifier leur choix pour convaincre leurs camarades de la pertinence de leur sélection. Cette première étape peut être enregistrée et faire l’objet d’une évaluation formative. Cela peut aussi donner lieu à une production écrite. b. Dans un second temps, les élèves doivent visionner le film en entier chez eux et préparer un compte rendu oral (à partir de notes uniquement). Cette activité peut être menée en classe ou au labo multimédia.

3. THE POWER OF SHARING MANUEL & P. 108

> Mise en œuvre On demandera aux élèves d’anticiper en regardant l’image, de la décrire et de la rattacher au petit texte 1. a.

& Productions possibles : This photo was taken during an official meeting between the Heads of States of different countries. In the background we can notice the numerous flags representing each country member, and above all we can recognize Queen Elizabeth II in red clothes standing in the front. So we may suppose / infer that this event concerns the countries which are in the Commonwealth.

Complément d’information : Every two years, Commonwealth leaders meet at CHOGM (Commonwealth Heads of Gov- ernment Meeting) to discuss global and Commonwealth issues, and to agree on collective policies and initiatives. The Queen usually attends to open proceedings. The latest CHOGM was held in Perth, Western Australia in October 2011. Sri Lanka will host the CHOGM in 2013, and Mauritius in 2015. But some people have signalled that there were concerns over Human Rights abuses in Sri Lanka.

1. A sense of community

> Mise en œuvre Pour la question b., la classe pourra être divisée en 4 groupes ; un rapporteur sera désigné par groupe. On demandera aux élèves de faire un compte rendu de ce qu’ils ont compris à l’oral, à partir de notes uniquement.

UNIT 7 • 145 UNIT A COMMON GROUND 7 & Productions possibles : a. The Balfour Declaration of 1926 recalls the principles of autonomy and equality between all the State members and that of the respect of the Queen’s role and authority as the Head of these States. It was a first step towards independent nationhood.

b. 1. How is “the Family” presented/defined? The Family is presented as a group of countries treated as equals and united in a common allegiance to the Crown. It represents the past, present and future and is said to evolve with each generation. It has grown over the years to include countries of a range of sizes, but that does not make them any less valued within the Commonwealth Family. The 54 States of the Commonwealth work together to face challenges, to support democracy and Human Rights, improve government and resolve conflicts, to create sustainable development and to increase access to education and health. The Family gives its members a voice, so that even the smaller and more poverty-stricken countries can be heard by their Commonwealth Family. 2. Building democracy The Commonwealth works to improve government and Human Rights and this includes the right to vote. The Commonwealth issues out Observer Groups to help support countries and encourage people to vote. This helps to raise the profile of the elections and increase media coverage to make it very obvious to the people and the institutions. This helps to regulate the proceedings and maintain democracy throughout the election process. 3. Fighting HIV/AIDS The Commonwealth has organizations in place to help people understand HIV and AIDS better. There are people who are directly affected and those who are sufferers themselves who spread the word about HIV and AIDS and how to avoid infection. This education will then improve the statistics of sufferers and save people’s lives and it is all thanks to the work that the Commonwealth has put into action. The aim is to protect future generations as they are the leaders of tomorrow. 4. Developing potential The Commonwealth is enhancing the potential for development in several different industries. This includes agriculture. They have put consultants in place who are experienced in that field of work to train the young farmers and help them to succeed. The Commonwealth therefore provides these trainees with hope to make the right choices and achieve their goals. Another industry benefitting from the consultancy scheme is the textile industry. The two consultants are specialists in design and business management and they have been employed by the Commonwealth to advise women who have incredible skills passed down through generations, to design and organize their companies and maximize their business potential.

c. The Commonwealth plays an important international role in many different ways. One major aspect of its role is to create a sense of family and community. It unites several different countries of all shapes and sizes under one common allegiance to the Crown. There is no hierarchy within the family, so even the smaller and poorer countries are as equally represented as the larger or wealthier countries. This means that the countries in the Com- monwealth can help each other with issues such as Human Rights and democracy, resolving conflicts, sustaining development and improving access to education and healthcare. Specifically, in terms of democracy, the Commonwealth helps encourage democracy by deploying Observer Groups who oversee and regulate election proceedings and ensure that everyone is fairly represented.

146 • UNIT 7 With regards to access to healthcare, the Commonwealth works within communities to educate them about HIV and AIDS. It works alongside victims of the illness as well as close friends and family of those affected in order to teach people about making the right choices to protect themselves against HIV and AIDS. The Commonwealth also encourages sustainable development by nurturing the skills of its people in order to maximize their potential as businessmen and women. They allocate consultants who are experts in their field and so provide invaluable advice for budding entrepreneurs. They train people to efficiently make use of their skills in order to succeed in launching a profitable business; giving people hope and opportunity to earn their own living and providing them with more of a purpose and a goal in their lives. The Commonwealth works hard to set people on the right track to care for future generations. 2. Prepare an exhibition

& Productions possibles (exemple pris : le Sri Lanka) : www.srilanka.travel/index.php?route=information/information&information_id=47 www.sri-lanka-tour.com/history/independence.htm www.srilankatourism.org/ www.commonwealth-of-nations.org/Sri_Lanka/Organisations/ Sri_Lanka_in_the_Commonwealth Sri Lanka is a vibrant country situated in the Indian Ocean in South Asia. It is a tropical island where the original soul of Buddhism still flourishes along with three other religions that harmo- niously coexist. Despite being a relatively small country, it offers an abundance of impressive natural phenomenon such as eight World Heritage Sites, vast stretches of stunning beaches, many national parks housing spectacular wildlife and much, much more. It is truly an incredible island and deserves its nickname as the Pearl of the Indian Ocean. In terms of its history, evidence of Stone Age men has been found all over the island, with fascinating caves dotted along its coastlines. However, there is also a lot of rich history with regards to a wealth of rulers and kings right through to the colonial period during which British rule began in 1815. Politically speaking, the path to independence started when the British misconstrued a com- munal riot and uprising that broke out in the west coast as antigovernment conspiracy and consequently defused the situation with brutal force. Sri Lanka was used by the British during World War I as part of the Empire, but also played a part in World War II as a base for British operations. After World War II relations between Britain and Sri Lanka were maintained and eventually in 1948 Sri Lanka became a member of the Commonwealth and became an independent country in February of that year. Sri Lanka is also one of Asia’s oldest democracies made up of a multi-party system. Interestingly, it was in fact the first Commonwealth State to have a female Prime Minister. It is making positive economic progress thanks to an impressively high literacy rate and an excellent education system, making it a hub for many industries such as accountancy, technology and law.

UNIT 7 • 147 UNIT A COMMON GROUND 7 3. Connecting cultures

& Productions possibles : The Queen’s mission is to act as a human symbol of the Commonwealth as she is Head of State of fifteen Commonwealth realms and she is head of the Commonwealth Family. She is not part of the government itself but she attends the meetings between all the different leaders of the Commonwealth countries who tackle important issues and agree on any new policies and ideas. Of her annual international visits, one third of her time is spent in Commonwealth countries so she takes her responsibilities seriously. However, her main role is to act as a symbol of international unity in the Commonwealth.

4. CANADA, A CASE STUDY MANUEL & P. 109-111

1. Info search

> Mise en œuvre – On demandera aux élèves d’effectuer en groupes les recherches concernant les informations demandées (au CDI ou chez eux) et de désigner un ou plusieurs rapporteurs par groupe chargé(s) de rendre compte du travail à partir de notes succinctes. – Les élèves des autres groupes prendront des notes sur les informations données par leurs camarades pour avoir une fiche complète sur le Canada (données géographiques, historiques, politiques, socio-culturelles…).

Complément d’information : The country’s name Canada comes from the word “kanata” which, in Iroquoian from St Lawrence meant village / settlement / land (circa 1535). In modern Mohawk (Canadian Na- tive tribe), “kanata” means town. It is Jacques Cartier who transcribed the word as Canada.

2. Relationships with the Crown

> Script de l’enregistrement (CD 2, plage 5) Part 1 Journalist: Gina and Kate, what does monarchy mean to you? Gina: Being beside the United States is a little bit like sleeping beside an elephant, who is also sleeping, but every time he moves in his sleep we feel the repercussions around us, er, which is not necessarily bad but it’s not always good either. It means that there’s an impact on everything that happens in the US. And Canadians tend to feel a little bit invisible, or inferior to Americans. So for a certain number of Canadians, it can be a plus to have this attachment to the monarchy because it’s one thing that the US doesn’t have. It seems silly but that’s definitely part of it for some of the people. 0’55

148 • UNIT 7 Part 2 Journalist: Kate, what about you? Kate: I don’t quite agree with Gina. I think that most people in Canada don’t really think very much about the monarchy at all, we don’t even really see ourselves as a monarchy. As far as most Canadians are concerned, having the Queen as our Head of State is purely symbolic, and the majority of Canadians don’t even really realize that the Queen is officially our Head of State, they think that the Prime Minister is. So it’s really a non-issue for most Canadians whether we are a monarchy or not. > Mise en œuvre Une fiche d’exploitation et son corrigé sont disponibles sur le site compagnon (en version photocopiable). & Productions possibles (b.) : Gina approves of the role of monarchy and compares the USA to an elephant, beside which Canada is sleeping. Canada suffers from invisibility and an inferiority complex / feels inferior to the USA. So, the fact that it is linked to the monarchy gives it a certain weight on the international scene. The second woman, Kate, objects to Gina’s argument. She thinks Canadians do not give that much importance to the monarchy, they do not even care about the Head of State, in so far as they think it is the Prime Minister, whereas in reality, it is the Queen. She argues that it is no use making an issue of it since many Canadians do not even consider their political system to be a monarchy. 3. Find the key information

> Mise en œuvre – Dans un premier temps, on peut faire écouter le slam accessible à : www.youtube.com/ watch?v=BQbQGn_rqTw, en cachant l’image. On demandera aux élèves quels éléments clés ils ont compris. Ils partageront à l’oral leurs informations et auront sans doute repéré qu’il s’agit du Canada et des Canadiens, de certaines caractéristiques de ce pays. Il sera aussi intéressant de leur demander ce qu’il pense de l’interprétation (ton, rythme…) et comment ils imaginent Shane Koyczan. – Ensuite ils pourront lire le texte et le découvrir plus en détail. En parallèle, on pourra visionner la vidéo avec les images. & Productions possibles : b. The overall vision which is given of Canada is obviously very positive and uplifting. This text was written by a very famous Canadian artist (slam poet) called Shane Koyczan to pay tribute to Canadians. The apparent motive is to promote the country and praise Canadians for the values they share and defend. Of course this is a partly biased and stereotyped vision but the author wants to show that the clichés must be bypassed too. That is why Shane Koyczan contends that Canada is a rich, diverse and multicultural country worth visiting, worth discovering. c. The tone is enthusiastic, brisk, and biased, for the same reasons evoked just above, but also because Shane Koyczan performed his “We Are More” poem at the Vancouver 2010 Winter Games Opening Ceremony and it triggered off a big buzz at the time. It had all began a few

UNIT 7 • 149 UNIT A COMMON GROUND 7 years before, when he was commissioned by the Canadian Tourism Commission to create a piece that reflected the essence of Canada and what made Canadians who they are. This piece is full of positive connotations in the use of adjectives and images. > Prolongement possible sur le slam : On peut envisager un Chain Poetry Contest

1 Outside school, carefully watch and listen again to Shane Koyczan delivering his poem We are More (www.youtube.com/watch?v=BQbQGn_rqTw)

2 Practice reading the part you are assigned along with the members of your group. In class, deliver the poem aloud with your partners.

3 Vote for the best group performance. 4. Defining Canada

& Productions possibles : a. texts 1 & 3 = l. 6 to 9 • text 2 = l. 3 • text 4 (“the rocky coast” is a reference to the Pacific Coast and the two Canadian Western provinces, Alberta and British Columbia, and the Mari- times is a reference to the areas on the Atlantic coast) = l. 11 • text 5 = l. 4 & 11 • text 6 = l. 5-6 • picture 7 = l. 4 to 6, l. 47, l. 53 • text 8 = l. 33 (“clean snow”), l. 64-65 • picture 9 = l. 33 (“sticky maple syrup”). b. Here are the adjectives used in the slam to define the Canadians: “genteel” and “civilized” (l. 17). But S. Koyczan insists on the fact that the Canadians are more than that, because to say that Canadians are only “nice” people is a cliché conveyed by the Americans (cf. l. 12-15). The Canadians are definitely open-minded and welcoming people but they are also “young” (l. 20). Canada is a dynamic country full of resources and projects. c. Multiculturalism is part of their way of life: there is no denying that Canada is today a pluralist society (indeed almost 40% of the population today is of non-British or non-French heritage). This remarkable degree of variety is particularly visible in Canada’s largest city, Toronto. S. Koyczan refers to this specificity / diversity by using strong images: l. 21 to 25 (“cultures strung” / “woven into a tapestry”); l. 27-28 (“zed instead of zee”, reference to their bilingualism and the fact they do not pronounce as the Americans do!); l. 29-30 (“colours of Chinatown and Little Italy”); l. 52 to 54; l. 61 to 63. d. First, Koyczan quotes the Canadian National Anthem which is based on Alfred Tennyson’s description of Canada as “that True North whereof we lately heard”. Then, it is also a reminder that in Northern America there is another country apart from the USA… and that Canada is a country the world must count on.

150 • UNIT 7 e. Activities Sports Everyday life Relation to nature

fishing hockey welcoming people environment-friendly sightseeing skiing multiculturalism close to nature eating skating betterment reforestation entrepreneurship hope maple leaf diverse resources congenial places maple syrup vast possibilities lakes rich experiences

5. Role play

& Productions possibles : Journalist: So, Shane Koyczan, welcome! Shane Koyczan: Thanks, I’m so please to be here. J: We’re pleased to have you here! But let’s get down to business. What was your main inspiration in writing you poem “We are more”? S: Well it stems from pride really. I’m so proud of my Canadian roots and I feel like sometimes Canada is lost, meaning it is forgotten about as it is situated in the shadow of a powerful and loud country like the United States. Canadians are so different to Americans; we have our own rich culture but we’re often overshadowed by our neighbors. J: Yeah, I see that. You reference American culture a few times in your poem, am I right? S: Absolutely, yeah. The first one that comes to mind is when I wrote about cultural “influences that range from a to zed”. Of course I also include in brackets that read “(yes we say zed instead of zee)” just to emphasize the difference here. The Americans say “zee” but we do not. Actually we’re more like the British in that respect – they say “zed”, too! J: Ah, so it’s in the details that you are making your point? S: Yeah sure. I mean, few people can distinguish between a Canadian and an American accent, so it’s nice to point out those little things that define us, particularly lexical variation which is obviously of interest to me as a poet. J: I see. And what else motivated you to write this poem? Why do you list so many ways in which people try to define Canada? S: Well to point out really that we have such a diverse country and perhaps people don’t realize or appreciate how diverse it is. We have such a rich culture, but there’s more to Canada than that. I just wanted to express the spirit of Canada, not just the physical aspects of it such as the landscape. It’s got so much more to give than some pretty views! We are a young country and so we are ambitious and vivacious and I wanted to communicate that through my poem. J: And finally, have you achieved what you wanted to achieve through your poem? S: I would say so, yes. I mean, we’re talking about it now, right? I just wanted to get people talking about Canada; discussing what it means to them and how they view the country. I wanted to give Canada a voice, bring some well-deserved attention our way and pay homage to my incredible country.

UNIT 7 • 151 UNIT A COMMON GROUND 7 6. Quiz time

> Mise en œuvre – Les questions peuvent être préparées à la maison ainsi que les réponses attendues. – On formera des groupes de trois élèves, on désignera un présentateur (show host) et deux candidats. On fera tourner les groupes rapidement. – Le professeur veillera à choisir un time-keeper dont le rôle est de surveiller le temps de réponse de chaque équipe. & Productions possibles : 1 How many provinces are there in Canada? (10 provinces) 2 What is the capital city? (Ottawa) 3 What is the emblem on the Canadian flag? (the maple leaf) 4 What is the largest city? (Toronto) 5 Which territory is the biggest? (Nunavut = 3 times as big as France) 6 Where does the word “Canada” come from? (an Indian word “kanata”, meaning “village”) 7 How many people live in Canada? • ≈ 15M • ≈ 35M • ≈ 60M (35M) 8 Is Canada part of the Commonwealth? (yes, its is!) 9 What are the Canadians’ mother tongues? (English and French) 10 How big is Canada? • 1st • 2nd • 3rd largest country in the world (2nd) 11 Who were the first inhabitants in Canada? (First Nations, Inuit and Métis = Aboriginal peoples) 12 Who is at the head of the State? The government? (the Queen / the Prime Minister) 13 What is Canada’s political system? a constitutional monarchy • a democracy • a dictatorship • a monarchy (a constitutional monarchy + a democracy) 14 Which city hosted the Winter Olympics in 2010? (Vancouver) 15 Who is represented on the Canadian coins? • Queen Victoria • Queen Elizabeth I • Queen Elizabeth II (Queen Elizabeth II) 16 Among the following artists which one(s) are Canadian? Circle the correct answer(s). Bruce Willis / Pamela Anderson / Jim Carrey / Matt Damon / Keanu Reeves / Ellen Page / Neve Campbell / Will Smith 17 Through which platform was Justin Bieber discovered? • Facebook • Twitter • YouTube • MySpace (YouTube) 18 When did Canada become independent? (In 1867, Canada was formed as a federal dominion of four provinces. This began a process of increasing autonomy from the British Empire, which became official with the Statute of Westminster of 1931 and completed in the Canada Act of 1982. In 1982 Canada gained the right to amend their Constitution without permission from the UK.) 19 What are Canada’s main resources? (Agriculture: wheat, barley, oilseed, tobacco; dairy products; forest products, timber; fish; crude petroleum, processed and unprocessed minerals) 20 What did Céline Dion win in 1998? (Dion was rewarded at the Billboard Music Awards in late 1998, where she won six awards including Album Artist of the Year and Album of the Year for Let’s Talk About Love.)

152 • UNIT 7 LANGUAGE AT WORK MANUEL & P. 112-113

1 1 the countries 2 the Commonwealth 3 Ø Britain 4 the common language 5 Ø Australia 6 Ø Canada 7 Ø New Zealand 8 Ø South Africa 9 the Commonwealth 10 Ø India 11 Ø Pa- kistan 12 a long struggle 13 the Commonwealth 14 the symbol 15 The Commonwealth 16 a free association 17 Ø Africa 18 Ø Asia 19 the Caribbean islands 20 Ø wars 21 Ø countries 22 the Commonwealth 23 Ø Big countries 24 Ø small countries 25 an equal footing 26 Ø Britain 27 The British sports 28 Ø cricket 29 Ø rugby 30 Ø polo 31 Ø Cricket 32 the number one 33 Ø India 34 Ø Pakistan 35 Ø Sri Lanka 36 the world’s 2 Pays / Continent Adjectif Nom de nationalité (pluriel général) Britain British a Briton, a Brit (familiar) (the British, the Brits) England English an Englishman / an Englishwoman (the English) Wales Welsh a Welshman / a Welshwoman (the Welsh) Scotland Scottish a Scot (the Scots, the Scotch) Ireland Irish an Irishman / an Irishwoman (the Irish) Canada Canadian a Canadian (the Canadians) Australia Australian an Australian (the Australians) New Zealand New Zealand a New Zealander (the New Zealanders) India Indian an Indian (the Indians) Jamaica Jamaican a Jamaican (the Jamaicans) Asia Asian an Asian (the Asians) Pakistan Pakistani a Pakistani (the Pakistanis) Saudi Arabia Saudi Arabian a Saudi (the Saudis) China Chinese a Chinese (the Chinese) Europe European a European (the Europeans)

3 a. was • marked • had already become • gained • had ruled • became b. had been • joined • has • has • are linked c. was confronted with • needed • came • were attracted • concentrated • are Build up your vocabulary

1 1 links • 2 former • 3 head • 4 values • 5 principle • 6 promote • 7 prejudice • 8 overcome • 9 resources

2 Education • Situation today – priority – 30 million children do not attend primary school • Goals to achieve – raising a nation’s standard of living

UNIT 7 • 153 UNIT A COMMON GROUND 7 – improve the lives of young people – provide access to education – equal access to education for boys and girls, and equal treatment in schools HIV • Situation today – about 60% of the world’s HIV cases are Commonwealth citizens – major challenge many countries have to cope with – programmes enable people to have better access to drugs • Goals to achieve – target young people in the 15-19 group – create awareness, which helps slow down the disease > Improve your pronunciation 1 a. power - dominate - conquer - govern - influence - immigrant - symbolize b. develop - advantage - control - improve - impose > Script de l’enregistrement (MP3 n°12) The roots of the Commonwealth go back to the British Empire. It once covered a quarter of the world’s land area, and included about a quarter of the world’s population. The main motive behind the establishment and expansion of the Empire was to increase Britain’s wealth and political power. The Queen / King is Head of the Commonwealth, but has no authority to interfere in the affairs of Commonwealth member States. The Commonwealth runs a variety of programmes focusing on economic development, democracy and governance, education, health and environment. IMPROVE YOUR LISTENING SKILLS MANUEL & P. 114

& Productions possibles : 1 – I think this passage will be talking about how women can bring about change in a community or something along those lines. – The words which spring to mind are feminism, power, equality, determination, and independence.

2 – The number given is twenty-six million, and it refers to the number of women who are born into the Commonwealth every year. – “Every year twenty-six million girls are born in the Commonwealth, yet far too many don’t get the chance to grow into healthy educated women… Women who can make a positive difference to their own lives and to the lives of others.” – How many do not have access to a decent education or healthcare?

154 • UNIT 7 3 – The phrase “What if?” is repeated throughout the recording. – It is an interrogative phrase that is questioning and supposing what could happen if circumstances were different.

4 Travail personnel de l’élève.

5 a. – Politics: to hold an election, the right to vote, decide your future, represent someone as their leader. – Health: medical care, born healthy, health clinic, HIV, AIDS. – Job opportunities: gain the respect of the community, skills, knowledge, earn your own income, get a loan, thriving business, offer jobs to other people. – Education: attend school, play sports, make friends. – Role of the Commonwealth: giving women and girls the opportunity to become the agents of change we all need. – Economic independence: get a loan and start your own business, offer jobs to other people. b. The key idea of this piece is to promote the role of the Commonwealth to change how things are now and give women and girls equal opportunities as men, allowing them to live full, healthy lives and thrive as they fulfil their ambitions.

6 Travail personnel de l’élève.

7 I have understood that the Commonwealth is working alongside young girls and women to encourage them to flourish and be more ambitious. It is fighting to provide better healthcare, education and job opportunities for these women in order for them to fulfil their potential and contribute their valuable skills to society. The aim is to highlight the potential of women and girls to achieve great things if they are given the right tools.

> Script de l’enregistrement (MP3 n°13) Every year twenty-six million girls are born in the Commonwealth, yet far too many don’t get the chance to grow into healthy educated women… Women who can make a positive difference to their own lives and to the lives of others. What if… We lived in a world where every mother has access to medical care and her baby has a great chance to be born healthy? What if… Her baby girl grew up in a safe home with good food, clean water and access to a health clinic? What if… She could attend school where she learns important skills, makes friends and play sports? What if… She stayed on at a school gaining the respect of her community and could leave with the skills and knowledge to earn her own income? What if… She knew about HIV and AIDS and could make a decision about her health and relationships? What if… She became a young woman who could have expectations about her life and real opportunities to achieve them? What if… Her country held elections and she had the right to vote and decide her future? What if… She was able to get a loan to start her own business? What if… Her own business thrived and she was able to offer jobs to others in her community, bringing stability and hope? What if… The community chose her to represent them as their leader?

UNIT 7 • 155 UNIT A COMMON GROUND 7 What if… She could change the lives of other girls? The Commonwealth believes this can happen and is working to give women and girls the opportunity to become the agents of change we all need. Women Agents of change!

YOUR TASK MANUEL & P. 115

Remarques : – le professeur pourra choisir de ne traiter qu’un seul document et d’utiliser le second comme support vidéo. – la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon.

> Script de l’enregistrement (CD 2, plage 7) Voiceover: In many ways Joa and Asha settled easily into Oldham society. They both eventually became chair of the local Men’s and Women’s Rotary clubs. Shobna: Did people think you were British or Indian? The mother: Well, they knew I was foreign. Shobna: Before you came here, were you proud to be part of the British Empire? The mother: Yes, you see, we were sent to all these schools that were English-speaking. We did English history, all about the Tudors and the Stuarts, but we didn’t learn Indian history till later. Shobna: My mum is so English in very many ways. I mean, we take tea at four o’clock and that’s what we’ve always done. I can very much feel “Empire” in her behaviour. It really does intrigue me. Voiceover: To discover more about her family’s life before they came to England, Shobna will have to retrace her parents’ steps back to Bombay on the west coast of India.

> Script de l’enregistrement (CD 2, plage 8) Voiceover: For British actor Adrian Lester, the stories of Jamaica and its colonial past have resonated throughout his life. Now, Adrian is on his way to see his grandfather James. He hopes that he’ll be able to help him understand how the islands’ history has impacted on his life. In 1655, when the Empire was still in its infancy, the British seized Jamaica from the Spanish. For the next two centuries, the country was one of the Empire’s most valuable as- sets, with a thriving economy built on the trade of sugar, cultivated by slave labour. Today, most Jamaicans are descended from those slaves who were once traded as a commodity, until their emancipation in 1834. Adrian Lester: In a way I would not be where I am today, were it not for the British Empire, and I know that there really wouldn’t have been an empire without slavery. Every country has its history, and it’s not necessarily pleasant; it’s not nice, it’s not good, but it should be just simply acknowledged.

156 • UNIT 7 & Productions possibles : British actor Adrian Lester is travelling across to the other side of the globe on a mission to discover more about his heritage. He is in fact of Jamaican descent and is jetting off to the Caribbean island to speak to his grandfather about his roots to try and acquire a deeper insight into his heritage and how he has personally been affected by his country’s complex history. Specifically, Adrian’s main goal is to learn more about the impact of the British Empire. He acknowledges in the video that it is unlikely that he would have achieved as much as he has today if it was not for the colonialization of Jamaica by the power-hungry British. His journey begins as he is driving down a dusty road in Jamaica as if he is travelling back in time to 1655 when the British seized the island from the Spanish. Over the next two hundred years, Jamaica’s economy would flourish and bring a lot of success to the British Empire which at the time was only just developing itself. Jamaica was therefore an incredibly valuable asset of the British Empire. However, this success is somewhat tainted. As we are shown images of an artist’s impression of the conditions in which the slaves worked on the plantations, Adrian Lester reminds us in the video clip of the fact that Jamaica’s success was born from the slave trade. Wealthy British people invested in sugar plantations in Jamaica and employed local people as slaves; paying them poorly and treating them appallingly as second-class citizens. Eventually the slaves were emancipated in the latter years of the nineteenth century, but the impact of the British Empire still exists in Jamaica. Most of the Jamaicans are descended from slaves from this era, so despite the country’s success, it is a result of terrible injustice. It is this double-edged sword which Adrian Lester wishes to explore as a British citizen with Jamaican origins.

READING CORNER MANUEL & P. 116

Voir fiche d’exploitation et corrigé sur le site compagnon.

SPEAKING CORNER MANUEL & P. 117

& Productions possibles : A This painting is a powerful and iconic image depicting the strength of Queen Victoria as a living symbol of the British Empire. She is the focal point of the painting as she is positioned almost centrally in the foreground of the composition. Queen Victoria’s husband stands behind her in support, as do her ladies in waiting in the shadowy background of the painting, which also reiterates her elevated rank. Moreover, not only do the attendants and the husband demonstrate Victoria’s power, but so does the bowing man on the right-hand side of the image. She is undoubtedly authoritative over this man at her feet who is reaching up towards her and accepting her gift of the Christian Bible. The difference in body language indicates the Queen’s authority during her reign and

UNIT 7 • 157 UNIT A COMMON GROUND 7 the way in which she imposed the Christian faith upon the nations under her rule, believing that she was salvaging them from their current unholy state. A further element relevant to the political context is the colours used. Queen Victoria is em- phatically pale and fair whereas the man at her feet is of a different ethnicity, unfortunately often looked down upon by white people during the culture of white supremacy which was rife at the time. This political element is reiterated by Victoria’s attire as she is wearing a crown and fashionable clothes made of lavish material and decorated in royal purple; two elements clearly fit for a queen, whereas the man’s clothing includes an animal skin. His attire is the antithesis of Prince Albert’s and so the man is depicted as exotic, uncivilized and in need of guidance from the British monarchy and Empire. B Nelson Mandela’s comment that “The Commonwealth makes the world safe for diversity,” is a strong indication of the progression from the British Empire to the Commonwealth Fam- ily. Mandela means that it is now safe for cultures to mix together and not suffer prejudice because they are different from one another. The second comment by Australian Foreign Minister Kevin Rudd emphasizes the extent of the diversity within the Commonwealth through the listing of many statistics of the positive international influence of the organization. He mentions different organizations such as G20 as well as many faiths and religions that exist. By underlining the links that unite many different communities, Rudd embraces the positive impact of the Commonwealth and how it is a privilege to be a member.

PROLONGEMENTS POSSIBLES À L'UNITÉ

> Évaluation sommative de CO (p. 388 de ce Fichier) > Clé du Bac – Document audio 14 : What is the story of your family? – Document audio 15 : What image do you have of the USA or of Canada?

158 • UNIT 7 UNIT 8 BORDERLANDS

& Espaces et échanges & Lieux et formes du pouvoir Tâche finale (p. 129) : As a journalist working for an online newspaper, you are in charge of a webpage on Mexican immigration to the USA. Select a recording, write a short article and choose a photo.

Prolongements Activités Contenus langagières tâches / aides Comprendre un dessin POI Commenter une image (p. 240-241) humoristique Tune in! CE Comprendre un graphique (p. 118-119) – Fiche Workbook Comprendre CO – Comprendre un document oral un document authentique (p. 238-239) Comprendre – Fiches Workbook CO des documents – Comprendre un document oral authentiques (p. 238-239) – Fiche Workbook Comprendre un texte 1. A hard CE – Language at work : L’expression du but et littéraire path to hope de la cause • Propositions à l’infinitif (p. 126) (p. 120-121) – Rédiger un article PE – Traduire

Vidéo : – Fiche vidéo (DVD-Rom et site compagnon) CO Of hope and justice – Commenter une image (p. 240-241) Comprendre un texte – Fiche Workbook CE littéraire – Language at work : Prépositions (p. 126) PPC Faire un récit à l’oral Enrichir sa prise de parole (p. 242-243) 2. The other side – Fiche Workbook Comprendre un of the coin CO – Comprendre un document oral témoignage authentique (p. 122-123) (p. 238-239) Écrire un texte PE Rédiger un texte (p. 234-237) argumentatif (200 mots)

Comprendre – Build up your vocabulary (p. 127) POI 3. Mixed un dessin humoristique – Enrichir sa prise de parole (p. 242-243) feelings – Fiche Workbook Comprendre un (p. 124) CO – Comprendre un document oral document authentique (p. 238-239)

UNIT 8 • 159 UNIT BORDERLANDS 8

Prolongements Activités Contenus langagières tâches / aides Comprendre un – Fiche Workbook CO document authentique – Improve your listening skills (p. 128) 4. Life in Écrire une courte America PE Rédiger un texte (p. 234-237) biographie (80-120 mots) (p. 125) Confronter des opinions POI Enrichir sa prise de parole (p. 242-243) sur des extraits de films

L’activité langagière principale de cette unité est la CO (compréhension de l’oral).

TUNE IN! MANUEL & P. 118-119

> Mise en œuvre communicative On peut mettre en place un travail de groupes à l’aide des supports iconographiques de cette double page. Le groupe A étudiera le cartoon p. 118. Le groupe B examinera la carte, les graphiques et diagrammes de la p. 119. Les deux groupes désigneront un rapporteur, qui présentera un compte rendu du document en répondant aux questions du manuel. 1. A power shift

& Productions possibles : a. health care • incentives • hire b. The man is concerned about minorities in California and the opportunities they can have. He supports them. He pleads in favour of Californian minorities. He wants the government to adopt a new policy on welfare. He would like the government to pass laws to increase housing. He thinks the gap between minorities and American citizens can be bridged by offering more educational opportunities to youngsters. He would like the government to urge the employers to develop projects to hire minorities. c. At first, the woman thinks it is really kind of him to feel so concerned about minorities in California. Then she sounds stunned and puzzled: apparently the man is not used to being concerned about minorities. He must have been the typical prejudiced white man who does not really care about minorities. d. The man has read the newspaper and is really taken aback after discovering the new data regarding minorities. It looks as if the percentage of Whites is about to decline. e. The man is overwhelmed with anxiety. He is worried / worries about what will happen in the near future. He fears he might be discriminated against. He may lose ground. He is likely to be set apart / rejected / excluded. He fears he might not find accommodation easily or that he may become a second-class citizen. Only limited job opportunities may be offered to his children.

160 • UNIT 8 2. The “browning” of America b. Over the past ten years / decade, the percentage of Hispanics or Latinos has soared. There are 43% more Hispanics or Latinos in the USA. The Hispanic or Latino population is almost twice as high as in 2000. Only the percentage increase of Asian people is higher (43.3%). However, there are very few Asian people compared to Hispanics or Latinos. The Hispanics or Latinos now constitute the second largest population in the USA with 16.3%, above the Black population (12.6%). On the contrary, the “Not Hispanic or Latino” group / population has hardly grown / risen. There is just a slight growth of 4.9%. Over the past few / last years, the population by State has changed mainly in the border States such as California, Texas and Arizona. As they are States neighbouring the States-Mexico border, we can imagine that this increase has been provoked / caused by the Hispanic or Latino population who have crossed the border legally or illegally. N. B. : dans une perspective communicative, on incitera les élèves à échanger et à demander des éclaircissements ou des compléments d’information à leurs camarades en les renvoyant à l’aide méthodologique p. 242-243. 3. Role play

Woman: Oh, what does it say in the newspaper you’re holding? Man: It states here that the white population will become the minority in California and that the Hispanic population will be in the majority. The press reported this after the results of the 2010 census were published. W: You sound very concerned about the situation. Why? M: Being in the minority means that I will be at a disadvantage when it comes to finding a job, and my children will not be able to go to the best schools. I care about my family and I don’t want them to suffer just because we are white. W: For years the Hispanic people of our State have been in the minority and have had to suffer from the disadvantages you have just described. Like you, other white people will read the results of the census in the newspaper and consider what it must be like to be in the minority. This can only have a positive impact on our society. M: What do you mean? W: Well, if people become more compassionate towards the difficulties that Hispanic families encounter year upon year, then they can work to change the situation. Whether white people or Hispanic people are in the minority, we hope they won’t suffer in the future, as everyone will have equal opportunities. M: Yes! I understand what you mean. I had never thought of it that way before. So, instead of worrying about myself, I should try to bridge the gap between the opportunities white and Hispanic people have. W: Exactly. We should all be working together to provide positive opportunities for the people of our State. M: I’m glad I’ve talked to you about it! W: No problem. I have to go now. See you soon!

UNIT 8 • 161 UNIT BORDERLANDS 8 4. Crossing over

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 42-43)

1 1,951 • number of miles of the US-Mexico border

2 The States • Mexico • Tijuana • Brownsville • California • Arizona • New Mexico • Texas • Rio Grande • the Gulf of Mexico

3 a) and b) Characteristics Climate and Economic situation of the place landscapes complicated • maddening • US: world’s largest mountains • deserts • beguiling • overwhelming • economy rivers • heat • chill hope • desperation • dreams Mexico: endemic poverty

4 busier • watched • controversial ACTION 1!

The US-Mexico border is one of the longest borders in the world. It stretches over several States in the USA and it snakes from San Diego to Brownsville, across all sorts of landscapes, from mountains to deserts. The US-Mexico border is very busy and much debated. Indeed, as Mexico can only offer limited job opportunities, many Mexicans who are destitute dream of crossing the border to find success and better prospects in one of the wealthiest countries in the world.

5 tight • patrol • migrant • trade

6 dangers

7 hundreds. It refers to the number of people who die crossing the border every year.

8 650 million dollars • a 2,400-foot tunnel • 85 feet beneath the border • 2 tons of marijuana

9 a) fortunes • businesses • trade • drug traffickers • cocaine • heroin • marijuana • synthetic drugs b) Above Below What? trade drug traffic Type of business: legal? illegal? legitimate businesses illegal How much? $650 million not mentioned

ACTION 2!

Not only is the US-Mexico border very busy, but it is also watched over by regular patrols since it is dangerous. Indeed, legal and illegal businesses are thriving on the border like

162 • UNIT 8 commercial exchanges or drug dealing and many fortunes are made. Much is at stake on the border as narco trafficantes / drug dealers smuggle drugs through tunnels with sophisticated equipment dug below ground! No wonder tragedies should occur every day and hundreds of migrants should die each year.

10 Biggest group: Jobs: How many? Status? – nationality? in what sectors? – number? millions legal and illegal More than half of the agriculture • of immigrants immigrants who live in housing • tourism the USA are Mexicans.

ACTION 3!

More than half of the immigrants in the USA are Mexicans who are attracted by the job opportunities there. Indeed, as they are willing to accept low wages, they represent an easily-hired cheap labour force. Moreover, since they are also ready to accept painful jobs, they easily find unskilled or menial jobs, both in the suburbs on building sites, in hotels and in restaurants, or in rural areas as farm labourers at harvest time or in the farming industry.

> Script de l’enregistrement (CD 2, plage 11)

Part 1 It can be complicated, maddening, beguiling… for those who haven’t seen it before, the United States-Mexico border can be overwhelming. It is a place of hope, of desperation, of dreams. These two neighboring nations, one battling endemic poverty, the other boasting the world’s largest economy, share 1,951 miles of border. “La Linea”, as it is known on the Mexican side, snakes over mountains and deserts and along rivers. The border stretches from Tijuana, a city where generations of Californian teenagers have spent boozy nights across the daytime heat and evening chill of the desert in Arizona and New Mexico, along the wide Rio Grande River, in Texas, and down to the Gulf of Mexico beach towns outside Brownsville. No border is busier, no border is more closely watched, no border is more controversial. More than the entire population of the United States cross it according to the White House. 1’05’’

Part 2 Dangers come with the increasing flows. Tighter border patrols have pushed migrants into the deserts and hundreds die trying to cross each year. Fortunes are made on the border, above and below ground. On the surface, legitimate businesses conduct $650 million worth of trade each year… below ground, drug traffickers, the “narco trafficantes”, have built sophisticated tunnels to transport cocaine, heroin, marijuana and synthetic drugs. In January, US border agents discovered a 2,400-foot tunnel that was dug 85 feet beneath the Mexico-California border. It had electric lighting, ventilation systems and a concrete floor. Agents found two tons of marijuana inside. 1’51’’

UNIT 8 • 163 UNIT BORDERLANDS 8 Part 3 Millions of immigrants, legal and illegal, have crossed “La Linea”. In the past decade, more than ever have been crossing into the United States, streaming into America’s fields at harvest time, its suburban construction zones, its backrooms and at restaurants and hotels. Even though the numbers dropped slightly in the early 2000s, they appear to be climbing again. The result is that more illegal immigrants live in the United States now than ever, and more than half are Mexican. & Productions possibles : c. It is not surprising that the 1,951-mile States-Mexico border should arouse mixed feelings (desperation and hope) as the two countries are completely opposed. The States boasts the world’s largest economy, contrary to Mexico, which is plagued by economic problems, crime and misery. The border is the longest in the world and it stretches over all sorts of landscapes from mountains to beaches and rivers such as the wide Rio Grande. You can be confronted with all sorts of climatic conditions (from heat to chill) depending on the place where you cross the border. And as many people cross the border (more than the entire population of the US cross it according to the White House), it is the busiest, the most watched over and the most debated / disputed border in the world. No wonder it should be a dangerous place too! It is all the more risky as border patrols keep on rejecting migrants into the desert where hundreds of undocumented people die every year. On the surface and below ground, all sorts of legal and illegal trades and businesses are conducted. Once a 2,400-foot tunnel was discovered. It was so well equipped with electric lighting and ventilation systems that it was easy to survive in it for a long time! More than half the illegal immigrants living in the States are Mexicans who have crossed the border to work in fields, building sites, restaurants and hotels doing the jobs the Americans often find degrading.

1. A HARD PATH TO HOPE MANUEL & P. 120-121

1. New horizons

& Productions possibles : a. Many Mexicans are attracted to the USA because of the promise of a better life, a new life bringing more wealth and material comfort. It is more than just changing horizons for them, since it sometimes appears as a question of survival for the whole family. What draws them to the other side are also the med facilities and the education system. What’s more, they know they can find unskilled jobs quite easily and start off quickly. b. Group A: The American Dream is still alive and attracts immigrants like a magnet. It is a permanent fascination. Indeed, the USA is still considered the Land of Plenty, a haven for impoverished immigrants seeking jobs, decent housing, health care, education. They know that all this can only be reached through hard work and self-determination and they are ready to endure hardships.

164 • UNIT 8 Group B: Mexicans dream of making it out there in the US, of climbing the rungs of the social ladder, of succeeding. They also wish they could get papers one day and become American citizens. But their ultimate goal is to be reunited with their families and to be able to go back to their country when they can retire and live a peaceful life with enough money. > Script de l’enregistrement (CD 2, plage 12) Part 1 Journalist: Good evening, I’m Bill Connelly and you’re listening to our programme “New Horizons”. Tonight’s topic has to do with “hyphenated Americans”, Italian-Americans, German-Americans, Irish-Americans, African-Americans, Mexican-Americans… It’s the same old story: penniless immigrants arrive on American shores seeking a new life. And because they work hard, they manage to have a better life. But at a time when immigration is such a burning political issue, is the American Dream still alive? To answer our questions, we’re pleased to welcome Alejandro Perez. Could you tell us more about yourself? Alejandro Perez: Good evening Bill. Well, first of all, let me tell you that the dream is still alive. Millions of people have uprooted themselves to pursue this dream. It is still very powerful… I’m from the outskirts of Mexico City... I’ve left my wife and child in Mexico to try and make it out here in the US. I want them to have better living conditions and a higher standard of living. 1’10’’ Part 2 Journalist: How come you were ready to leave everything behind? What made you leave your native country? Alejandro: As I said, I had to find a way out of poverty and unemployment. In Mexico, I was making 600 pesos a month (about $70) as a car mechanic, but that was not enough to provide my family with the bare necessities. Journalist: Are jobs in the US better paid? Alejandro: Yes, even the lowest-paid jobs in the US are worth the sacrifices compared to the wages we have in Mexico. I earn 8 to 10 times more here. There are so many jobs available for unskilled workers too… The 2,000-km border between our two countries is a strong magnet. Journalist: Indeed, over a million Mexicans migrate to the US every year, despite the global recession. What other reasons forced you to migrate? Alejandro: The prospects in the US are much greater: material comfort can be reached easily, excellent med facilities increase life expectancy (it is 4 years more than in Mexico)… I want my family to join me when the time comes. I hope that my little boy will get a good education. 2’31’’ Part 3 Journalist: One more question Alejandro… Would you say that there is a Mexican Dream? Alejandro: Oh, yes, definitely. The real Mexican Dream is that people leave for the US, find a job, improve their income gradually over the years, get papers, bring their family and build something in the US, but then later, depending on their age and how they do, go back to Mexico and retire there. Journalist: From what we’ve heard tonight we can say that Latinos in the US are at a crossroads economically, politically and culturally. They are a force to be reckoned with! So, Alejandro, we wish you good luck, and thank you for sharing your experience with us.

UNIT 8 • 165 UNIT BORDERLANDS 8

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 44-45)

1 a) Bill Connelly b) Alejandro Perez – Mexican c) This is a talk-show. Its name is New Horizons.

2 The main topic is people from Mexico who move to America to have a better life, to find new horizons. The interviewee is speaking about his own experience, why he crossed the border to find better prospects and make a living in the United States.

3 a) Push factors Pull factors Condition to succeed penniless seeking a new life work hard

b) Poor Mexicans who are longing to start anew / start from scratch move to the United States. If they work hard, they succeed in making a living there.

4 - City of origin: Mexico City (the outskirts) - Place of residence now: the US - Family background: son and wife - Place where his family lives: Mexico - Goals: 1) better living conditions 2) higher standard of living

5 - 600: pesos he earns per month - 70: equivalent of his salary in dollars - 2,000: kilometres of the Mexican border - 4: years more of life expectancy in the US - over 1 M: Mexicans who migrate to the US every year

6 a) Mexico The US - poverty and unemployment - Even the lowest-paid jobs in the US - 600 pesos a month = $70 are worth the sacrifices. - not enough to provide my family - earn 8 to 10 times more with the bare necessities - so many jobs available for unskilled workers

b) The job market and the salaries are at odds in the USA and in Mexico. While Mexico is struck by poverty and unemployment, the US needs new labour force, including unskilled workers. The salaries are up to 10 times as high as in Mexico, which enables workers to provide their families with the bare necessities.

7 - Prospects in the US are much greater. - Material comfort can be reached very easily. - Excellent medical facilities increase life expectancy (4 years more than in Mexico). - “I earn 8 to 10 times more here. There are so many jobs available for unskilled workers too.”

8 a) Mexican Dream - people - leave - US - find - job - improve - income - get papers - bring family - build something - go back - Mexico - retire

166 • UNIT 8 b) Things to achieve in the US Things to do in Mexico - find a job - improve their income retire - get papers - bring their family - build something

9 a) 6: number of Americans for 1 Mexican living in the US b) 50: millions of Mexicans who now live in the US ACTION!

Part 1: According to Alejandro, the American Dream still exists. A lot of Mexicans cross the border in order to find better prospects in the United States. They start from scratch and leave everything behind. They aim at climbing up the social ladder so that they can improve their standard of living. Part 2: A great number of destitute Mexicans are lured by the opportunities the United States offers and long for a means of escaping poverty and unemployment. They yearn to improve their living conditions as well as their standard of living, and want their children to start off on the right foot in life. Indeed, their major incentives are to bring their families and build a new life in America. The harder they work, the more certain they are of fulfilling their dream. Part 3: The Latinos play a very important part in American society as they represent 16% of the population. They are a powerful group which cannot be ignored, as they participate actively in the political, economic and cultural life of the United States. What is more, they represent a significant labour force which is needed in the country. Objectifj f This recording reveals that a growing flow of population migrates to the USA in order to find work and improve their standard of living. The border has become a new pole of attraction, and acts like a magnet on many deprived Mexicans who long to fulfil the American Dream. This migration pattern is also a means of creating a more multicultural society, since cultural exchanges are bound to take place. They go hand in hand with economic exchanges, in so far as Mexicans are given the opportunity to climb up the rungs of the social ladder while the US economy benefits from their endeavours.

2. Facing reality

3. Find the key information

> Mise en œuvre – On demandera aux élèves de regarder l’image p. 120, de réagir et d’anticiper le contenu du texte en quelques phrases.

UNIT 8 • 167 UNIT BORDERLANDS 8 – Puis on divisera la classe en plusieurs groupes de quatre élèves maximum, qui se concentreront sur une des deux parties du texte à l’aide de la fiche de compréhension du Workbook. – Les élèves mettront ensuite en commun leurs informations et réflexions ; ils échangeront et confronteront leurs opinions. & Productions possibles (anticipation) : This is a photo which looks quite genuine and was probably taken in the vast expanses of the desert that covers the Mexican-American border. As a matter of fact, we can notice brown and brittle grass seared by the sun / heat, dried-up little bushes and nothing else… There is just a fence that has been built in the middle, going as far as the eye can see. It makes us think of a sort of no man’s land. The text may deal with the hardships encountered by people in this environment. It may relate the difficult trip of immigrants trying to walk across the desert to get to the USA. They might find themselves in the middle of nowhere, alone, facing a difficult / harrowing journey.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 46-47)

1 a) truck (l. 8) b) cab (l. 16) c) headlights (l. 13)

2 a) gathered together: ont été rassemblés b) shallow: peu profond • yards: quelques mètres (1 yard = 0,9144 mètre, avec 1 square yard = 0,83612736 mètre carré) c) bucks: dollars (fam. : “tickets”) • glare: lueur, lumière • jump off: sauter en marche

3 – Country: mainly the USA (“American side”, l. 4) – Town / City: Fort Stockton (l. 12) – River: Rio Grande (l. 1) – Area: border / desert area

4 Group 1 Group 2 How many? 18 (men + women) + 2 other men 2 Nationality? Mexican American Name when given? “wetbacks” Hanson

5 a) was shallow (Rio Grande) • could walk across (Mexicans) • swim (Mexicans) • had sta- tioned (Americans) • helped (Mexicans) b) The Mexicans had to go across the Rio Grande River but did not need to swim (only partly for the last leg of the journey) as the water level was very low, due to the drought. So, that part of the journey was not the harshest / hardest. Moreover, two other Mexicans were there (on the other side) to help them, and in particular, the women.

6 What do they travel in? Conditions? truck & old / miserable Mexicans are piled in + served many times + they mustn’t move + bouncing over the roads uncomfortable trip

7 a) “fifteen bucks” (l. 11) + “verifying the payments” (l. 13-14)

168 • UNIT 8 b) Hanson gets the money from each single candidate for illegal immigration in order to drive them to Fort Stockton and leave them on a safe road. (“and I put you on a back road to Fort Stockton”, l. 11-12)

8 a) They are all verbs showing the Americans’ attitude towards the Mexicans: they reveal they are aggressive, threatening, even violent. They want to scare them in order to control them better. b) They must have had second thoughts, doubts about their guides although they did not have any choice and had to rely on them to get to the US. They must have felt ill-at-ease, worried, even scared because of the way they were treated by Hanson and his accomplices. rrecapecap 1 a) The Mexicans want to migrate to the USA illegally / they are candidates for immigration but are undocumented aliens trying to sneak across the border, so they need the help of guides. They depend entirely on them / their fate is in their hands. The American guides are greedy smugglers who have made a deal with them and who are only taking advantage of / cashing in on the situation to make a profit. They do not seem to have any qualms of conscience / have a guilty conscience. What’s more, the Mexicans are treated like cattle by the guides, and manipulated by those unscrupulous men. They are mistreated / ill- treated. They are travelling in inhumane conditions and do not have a say. / They must respect the rules imposed on them. b) A ride to the Promised Land

9 fix: réparer • Anglos: Américains, Blancs • stranded: laissés en plan

10 a) cough (l. 23) + conk out (l. 24) b) The problem has been solved. c) Pour leur plus grande joie d) Hanson pretends he has just finished repairing the truck and makes them hear the sound of the engine starting. So they think that the problem has just been solved.

11 a) – he (l. 24) refers to Hanson + this (l. 24) refers to the problem / the breakdown. – their (l. 26) refers to the Mexicans. b) The incident was a trap. c) First, Hanson pretended the truck had a problem / some trouble / that there was a breakdown. So he asked the Mexicans to get off the truck. He made the Mexicans think that he was repairing the truck. But it turned out to be a trap. d) When hearing the sound of the engine again, the Mexicans were hopeful and thought that they would be able to get back on the truck and move on. But, finally, the American guide betrayed the Mexicans and left them stranded in the middle of nowhere, in the desert. They were far from the river, helpless, defenceless, powerless. They were panic-stricken / horror-stricken.

12 – “the sun was blazing high” (l. 29-30) – “the sky was an arch of blue” (l. 34) – “in that dreadful heat” (l. 36) (+ “whose swollen tongue filled his mouth”, l. 30-31)

13 a) food / water / a guide / cacti b) Several Mexicans have already died of thirst. c) hell (l. 29)

UNIT 8 • 169 UNIT BORDERLANDS 8

14 a) Cándido Guzman and Manuela Guzman. They are brother and sister. (“stared madly at her brother”, l. 37). b) They tried to walk out of the deadly desert and to find help, but with the other Mexicans, they endured the terrible pain of a scorching sun. / they endured excruciating pains. Most of them slowly died of thirst. They had nothing to quench their thirst and no glimmer of hope. Manuela dies in her brother’s arms. We do not know at the end of the text what will happen to Cándido.

15 4 a.m. 10 a.m. noon 2 p.m. late afternoon 1st day & 2nd day " " " " " (fake) 1 Mexican 3 more dead less than death of breakdown dies 8 people Manuela 6 more (by 11) still alive

rrecapecap 2 a) The Mexicans were lured into the possibility of getting to the other side safely, but were deceived. They were easy preys who could not do anything and would not denounce their “killers” as they were undocumented aliens. Their slow descent into hell is that of the end of a dream. / The trip to freedom has turned into a nightmare. But the most awful / appalling thing of all is that it is for some of them the end of a life… Their lives are at stake and the tragedy is that their lives are not worth more than $270! What’s more, their death will probably go unnoticed. b) Michener sides with the Mexicans and focuses on their tragic plight. This is a frightful narrative which raises the question of “betrayal” (different levels). The promises of a better future in the USA are broken by those who use immigration for their own benefit. / They lure Mexicans to the States to take advantage of their inexperience and gullibility. The author goes a little further in this story and makes us wonder if America is still a refuge for the poor and the oppressed (for the “tired” and “huddled masses”, cf. Emma Lazarus’s poem on the pedestal of the Statue of Liberty). Is the American Dream still within reach of those outside the US?

4. Meeting Cándido

& Productions possibles : Reporter: I am about to interview Cándido Guzman, a Mexican, whose dream of coming to the United States ended in a nightmare. Please tell me why so many Mexicans risk their lives crossing the border from Mexico to America? Cándido: A lot of Mexicans have friends or family who live in America and tell them of the opportunities there. It is only natural to want a better life, which is why my sister and I decided to risk everything and head for America. Reporter: Tell me about your journey. Cándido: We started at the Gulf of Mexico. It wasn’t an easy journey, we had to trudge through the waters of the Rio Grande and when we reached the American side we paid smugglers a

170 • UNIT 8 lot of money each for the privilege of riding in their filthy truck. I should have known then that they were untrustworthy swindlers, just out for a buck! They abandoned us on the roadside. Reporter: How did your journey end? Cándido: Horrifically. Half of the Mexicans perished in the heat, including my sister Manuela. It was the worst moment of my life. Reporter: Thank you for sharing your story with us. It is one of the saddest stories I have ever heard and unfortunately one of many similar accounts about the dangers Mexicans face when crossing the border. 5. Translation workshop

Les dix-huit clandestins / wetbacks mexicains furent conduits vers un camion en piteux état, qui avait cahoté sur ces routes / pistes maintes fois, mais, avant de les laisser monter, un homme du nom de Hanson grogna / brailla : « Quinze dollars / tickets, et je vous dépose sur une petite route après Fort Stockton. » Il vérifia les paiements à la lumière des phares, compta les Mexicains, les entassa et se dirigea vers le nord. Mais pendant qu’il conduisait, un de ses acolytes monta sur la cabine du camion et braqua un fusil de chasse sur les passagers. 6. Arizona: A flashpoint

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 48-49)

1 roiled • row crop • lettuce • plants

2 a) Arizona • border • flashpoint • no • State • arrests • illegal • migration • crossing • deaths • roiled • political • battles • immigration • busy • border • place • huge • commerce • workers • stream • the United States • Mexico • labor • world • productive • fields • picking • row • crops • lettuce • working • huge • agro-business • processing • plants b) Records Trade Agriculture Industry – arrests for illegal huge commerce pick row crops agro-business migration processing plants – political battles – crossing deaths

ACTION 1!

Through this recording an issue is raised: immigration. The topic is highly controversial. In Arizona arrests for illegal immigration and political battles prevail. The crossing death toll is at its highest too. Since immigrants represent a cheap labour force, they are easily hired to do menial jobs in the industrial and agricultural fields as farm labourers or unskilled workers.

3 a) controversy • patrol • border • binocular • lawn chair

UNIT 8 • 171 UNIT BORDERLANDS 8

b) Who? Objects used Actions taken Place Final goal the Minutemen – binocular patrol border reduce the flow – lawn chair of immigrants

ACTION 2!

Some American citizens who call themselves the Minutemen have decided to organize patrols because they are hostile to newcomers and object to immigration. They want to prevent undocumented aliens from crossing the border. That’s why they have decided to watch over the border lying on lawn chairs using binoculars to spot illegal immigrants and help border patrols catch and arrest them. They want the government to implement a tighter border control in order to curb immigration and defend the American border.

4 2006

5 deported

6 a) reaction • Latin America • furious • children • adults • affected • Arizona • Mexican authorities • number • children • deported • doubled • more • 3,000 • first • 3 • months • 2006 • US Congress • proposed • building • hefty • wall • length • border • reaction • proposals • highly • negative • emotional b) What problems? deportation Who? children How many? more than 3,000

7 Decision in the US Reaction in Latin America Who? the US Congress What? build a hefty wall furious • highly negative • emotional

ACTION 3!

As a tighter border control has been enforced to check the flow of immigrants, adults and children have been affected. More than 3,000 children have been deported, a number which has doubled in the first three months of 2006. In order to support an increasing number of people who object to undocumented aliens crossing the border, some US Congressmen have suggested they build a fence between Mexico and the US. It is not surprising that reactions in Latin America should be highly negative, emotional and furious. Objectifj f This recording illustrates exchanges in terms of illegal immigration.

172 • UNIT 8 > Script de l’enregistrement (CD 2, plage 13) Part 1 Arizona is America’s new border flashpoint. No State has more arrests for illegal migration, no State has more crossing deaths and no State is more roiled by political battles over immigration. Arizona’s busy border is a place of huge commerce. Workers stream into the United States from Mexico to labor in some of the world’s most productive fields, picking row crops such as lettuce, and working in huge agro-business processing plants. [...] 0’35’’ Part 2 But the flow of immigrants is a source of constant controversy. Some have taken the matters into their own hands. A US citizens group known as “the Minutemen” is conducting a patrol of the Arizona border. They arrive with binoculars and lawn chairs taking the border battle into their own hands. [...] 0’57’’ Part 3 Reaction in Latin America was furious. [...] Children and adults are affected. In Arizona, Mexican authorities say the number of Mexican children who were deported doubled to more than 3,000 in the first 3 months of 2006. Some in the US Congress have proposed building a hefty wall along the length of the border. The reaction in Latin America to such proposals has been highly negative and emotional. & Productions possibles : b. The recording under study is entitled “Arizona: a flashpoint”. It raises a key issue, namely the problem of immigration. Contrary to other documents, the journalist focuses on Mexican immigrants only. He stresses that the immigrants are attracted to the US because of the job opportunities offered. The immigrants represent a cheap labour force, are employed in the farming industry. They work as farm labourers, have unskilled or menial jobs. However, immigration is a highly controversial issue in the States. Some citizens object to immigration, they patrol the border to prevent immigrants from entering the States. They are determined to catch / arrest undocumented aliens. The Minutemen patrol the border to curb immigration, to defend their territory. They are hostile to the newcomers. Hence, the use of binoculars, helicopters. They resort to sophisticated equipment to implement a tighter border control. Some Congress people want a huge fence to be built along the border to enforce tighter border controls and to check the flow of immigrants. 7. Watch a video: Of hope and justice (Bread & Roses)

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le DVD-Rom et sur le site compagnon. & Productions possibles : a. Sam and Maya are both marching / demonstrating in the streets of L.A. to protest against the janitors’ unfair situation and working conditions. Sam is a committed activist and is leading this movement in his wish to help Maya and all the people like her. As for Maya, she is one of the people whose names are written on the placards, and she is fighting to get her job

UNIT 8 • 173 UNIT BORDERLANDS 8 back because she has been unfairly dismissed. They are happy to fight together, and simply be together as Sam’s invitation to dinner proves. They seem to be close friends engaging in a romance. b. In his speech Sam refers to the revolutionary slogan used during the 1912 Lawrence Strike in Massachusetts (“We want bread and roses”) where textile workers stood up for their rights and fought against their employers to get higher wages, better working conditions and respect. Sam takes this as a model to follow and gives the people assembled courage to go on and win. He wants them to hope, but also get justice done, through unionism. We can see that the slogan is written on a huge banner and we understand in this very scene why the film is also entitled “Bread & Roses”. c. During Sam’s speech the police were seen approaching the building, so we may assume that they have come to stop the demonstration – turning into a sit-in – to scatter / break up the crowd. They might even take them to the police station if they resist. There they will certainly check if they are undocumented aliens / illegal workers.

Act it out! > Mise en œuvre – Travail de groupes ou travail individuel. – Les élèves pourront se préparer en classe ou à la maison et se mettre en scène devant le reste de la classe. – Ceux qui ne se sentent pas assez à l’aise pour jouer devant leurs camarades pourront aussi se filmer en dehors de la classe et apporter leur clé USB en cours. – Toute la classe pourra prendre en charge l’évaluation. > Grille d’évaluation

Nom de l’élève : Total: / 20 Rôle choisi : Réalisation du travail / « jeu » (body language) 0 1 2 3 4 Interaction avec le partenaire 0 1 2 3 4 Prononciation / intonation / accentuation 0 1 2 3 4 Script cohérent, intéressant, original 0 1 2 3 4 Correction de la langue 0 1 2 3 4

174 • UNIT 8 2. THE OTHER SIDE OF THE COIN MANUEL & P. 122-123

> Mise en œuvre : – Dans un premier temps, on procèdera à une anticipation à partir du dessin humoristique et on demandera aux élèves de deviner quelles sont les idées principales du texte en quelques phrases. – On fera ensuite réagir les élèves après une première lecture du texte, puis on divisera la classe en deux groupes qui feront les activités proposées dans le Workbook en fonction de la partie du texte qu’ils ont à traiter. & Productions possibles : This cartoon is a pro-immigrant response to opponents of immigration who say that immigrants – legal and illegal – are taking away jobs from American citizens. These jobs include working in restaurants, fields, and factories, among other things. They are low-paid, backbreaking, often for many more hours than legally allowed, and unrewarding. Most immigrants have little education and are low-skilled. The cartoonist is pointing out that the jobs that immigrants “take” are jobs that most Americans would be unwilling to do. In the last drawing, the cartoonist highlights the ways that anti-immigration activists are using to drive immigrants out of the country. It is demonstrated by the recent discriminatory immigration law passed by the State of Arizona. Immigration is under the control of the federal government of the United States and Arizona’s law oversteps its power. The American government is suing Arizona in order to stop the law from being put into practice. 1. Find the key information

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 49-51)

1 It refers to Cándido.

2 had walked

3 “down out of the canyon” (l. 2)

4 - How far is it? Goal? Nearly eight miles – Venice - Type of job? Sewing job - Means of transportation? By foot and by bus - Result? Job never materialized

5 - Who informed her? A Guatemalan woman - Location/Type of area: An alien world, a bad neighbourhood - Salary: three dollars and thirty-five cents an hour - Working conditions: difficult (“watch her sweat”)

6 She discovered a privileged area: “salt smell”, “people jogging on the beach”, “amazing narrow shouldered houses”, “millionaires”.

UNIT 8 • 175 UNIT BORDERLANDS 8

7 panic & left the South and her village = She is probably from Mexico, and only speaks Spanish + “she was separated from Cándido.”

8 She felt lost / alien.

9 She walked down the canyon and caught a bus to Venice. She looked for the address a woman had given her, but she did not find it. When she realized the place did not exist, she decided to go back to the canyon.

10 a) She is walking along the road which takes her back up the canyon. b) She is in danger because she is walking right next to cars which are going past her at a very high speed.

11 a) car b) the drivers in the cars c) This is what América imagines the American drivers are saying to her, based on the look in their eyes. d) América is under the impression that the people in the cars are xenophobic / racist; they do not want any immigrants in their country. She imagines they hold her in contempt / despise her / resent the Hispanics’ presence. They can’t bear / object to Hispanics being in their country.

12 - one of them tore up the dirt in front of her - the police were standing there demanding her papers

13 “a shape”, “a concert of shades”, “a rock”, “a pile of laundry”, “a man”, “her man”

14 a) It refers to Càndido. b) drunk

15 When she walks back to the canyon, she notices something on the ground. At first, América thinks it is just a rock or a pile of laundry but then, she suddenly realizes that it is her husband who is lying there. She thinks he is probably drunk and asleep but when she touches him she fears something dreadful may have happened. ACTION!

Part 1 1 América was given an address for a job which would have been an opportunity to earn money even if it was paid low wages. She is an illegal immigrant who left the South and her village because she hopes for a better future with more opportunities and better prospects for her and her husband. She travelled long distances for long hours and went through many hardships. When she arrived in Los Angeles, she was confronted with wealth which made her aware of her own poverty. When she got lost, she realized that she was alone. 2 During her walk, she must have gone through different states of mind. She felt happy and hopeful when she saw all the millionaires’ houses and must have thought that one day, she would climb up the rungs of the social ladder and become well-off too. Nevertheless, reality dawned on her when she realized that the job she was after did not exist. She was disappointed and desperate. When she turned back and got lost, she may have been quite worried and scared, since she was a foreigner and did not speak the language. What is more, she could not find her way back and got panicky as she thought she was separated from her husband. She became aware that she was a stranger and that her future might be made of shattered dreams.

176 • UNIT 8 Part 2 When she turned round, she had to face racism in the eyes of car drivers. She could feel their contempt and their resentment of her presence. She managed to find her way but felt very weak because she was ravenous and thirsty. She was anxious about being followed or arrested by the police. When she saw her husband lying on the ground, she was angry with him since she thought he was drunk. However she soon realized that she was in for trouble. She feared something awful might have happened to him. She would be in a terrible mess, because if her husband died she would be alone, since she was jobless and undocumented. She couldn’t make a living. She dreaded the thought that she might be accused of murdering him. He may have been in a coma, died of a heart attack. He may have been bitten by a snake. He may have fainted. Objectifj f T On the one hand, their story represents a major change in their lives. Going to America was a way to move forward and have more opportunities on the job market. They were hoping for better prospects and longing to improve their standard of living. They knew they could represent an economic force even though they would have to accept menial jobs. On the other hand, they couldn’t help feeling rejected and left-out, they felt despised by Americans and knew they wouldn’t be treated on an equal footing with them. They must have felt disheartened as they realized they would struggle to integrate into the United States and to assert their rights. Their story debunks the myth of America as the land of plenty, abundance, opportunity, prosperity, the pursuit of happiness, the land of milk and honey. We are shown the seamy side of the USA. América is an underdog, and the reader is made to sympathize with her, to have compassion and understanding. We become aware of the plight of the undocumented aliens.

2. Storytelling

& Productions possibles : I’ve had such a horrible day, Cándido. It was off to such a promising start only for it to become a disappointment. The Guatemalan woman told me about a sewing job at a sweatshop in Venice. It didn’t pay much, but we’re not in a position to turn down jobs, even for such low wages. I woke up at dawn and walked down to the Coast Highway to catch the bus. That was the best part of my day, actually. Walking along the beach all the hardships we have endured disappeared for a moment. I didn’t feel ostracized or foreign; I was just another person walking along the beach. But then, everything fell apart. The address I was given didn’t exist. I roamed and circled the neighbourhood trying to find it until I realized I was lost, with no idea where I was and no way to ask for help because I knew I couldn’t make myself understood. I panicked. I didn’t have you by my side and I was in a strange place. I had to make the journey back here all over again and all I saw was my – our – misfortune and hardships. I’m so exhausted, Cándido. I thought that by coming here we’d have jobs and a house and a good life. We’re homeless, we don’t have jobs; we have nothing. Are we doomed to live like this forever?

UNIT 8 • 177 UNIT BORDERLANDS 8 3. Testimony

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 51-52)

1 - degree - literature - deport - undocumented

2 - Countries mentioned? Mexico, the United States - Date? May 1st, 1991 - Number? 3 - top 5%

3 The recording may be a testimony of a person from Mexico who crossed the border illegally and who was undocumented. This person must be or have been a student.

4 a) Born in Mexico on May 1st, 1991, crossed the border of the United States illegally b) - Place of birth: Mexico - Date of birth: May 1st, 1991 - Age upon entering the USA: 3 - Status upon entering the USA: undocumented - First diploma: graduated in the top 5%

5 a) She was an honors student, and also took AP classes; treasurer for National Honors Society, cross country captain. b) Maricela did all her studies in America and made the most of her student’s life. She was among the best students of her class.

6 To be undocumented.

7 a) - How many years to go? a year and a half - Degrees: How many? 2 degrees - In what subjects? political science and English literature - Hopes and wishes? get a job - help other people but also herself - Job she can have? waitress - getting paid cash b) horrible c) She has realized that despite all her degrees, she will never manage to use them to get a job because she is undocumented. She worked hard for nothing.

8 a) name - immediately - attached - fear - deported - country - never - lived - inner - workings - society - fear - leave - home - fear - every day b) - Dominant feeling? Fear - Reasons given? being deported to a country that you have never lived in - you don’t know the inner workings of their society - I don’t want to leave my home. - I would not want to go and have to live somewhere else. ACTION!

Part 1: Maricela crossed the border illegally when she was 3. As an immigrant, she has succeeded in her studies and is a high-achiever since she is going to graduate in two degrees. She realizes that being undocumented is a handicap that she will never overcome. Part 2: Maricela has reached a high academic level and is about to fulfil her parents’ great expectations. Nevertheless, she cannot hide her disappointment and her disillusion when she realizes that her degrees prove to be useless, and all the sacrifices she has made are going to be wasted because of her illegal status. Part 3: Maricela dreads she might be deported to another country, she fears she might end up in an unknown place where she would not feel at home. She cannot put aside this gloomy perspective because of the fact that she is undocumented.

178 • UNIT 8 > Script de l’enregistrement (CD 2, plage 16) Part 1 I was born in Mexico on May 1st 1991. When I was three, um, we crossed into the United States illegally. I had such a typical American experience. I was, like, honors, in AP classes, and treasurer for National Honors Society, and cross country captain. I graduated in the top 5% of my class; like really, just your “run-of-the-mill” American experience when it comes to high school, and I never thought, like, I never took into consideration that being undocumented was going to be a huge sort of, like, hurdle to cross. 0’41’’ Part 2 It means that I’m going to graduate in a year and a half with two degrees in political science and English literature, and I’m not going to be able to put those to good use. And it just sort of hit me in the face recently. I’m like “Oh my God... I’ve a year and a half left. I’ve worked so hard. My parents worked so hard to get me through college, and they did all of this so I could get a job in which hopefully I could help other people, but also myself, and I’m just to have to keep being a waitress and getting paid cash; that’s horrible!” It’s a horrible feeling to have, to know that you’ve worked so hard to get that little degree, diploma, and that in the end, it’s just going to be a piece of paper in your living room. 1’29’’ Part 3 If your name is out there immediately attached to “undocumented”, then there’s always this fear of being deported to a country that you have never lived in, or could not be able to live in because you don’t know, sort of, the inner workings of their society, and there’s this, like, this fear of, like, “I don’t want to leave my home”. This, right here, this is my home, and I would not want to go and have to live somewhere else. And there’s that fear every day. & Productions possibles (Manuel p. 123, 3 b.) : Maricela is a young student of Mexican descent / origin who entered the US illegally. Her parents are hard working people who did their best to make her succeed, and indeed, she became a top student. But she was quite unaware of what could happen to her as an undocumented alien, because as such she could be deported. She cannot envisage going back to a country she does not really know, because she grew up American! 4. Writing workshop

This question has many answers only because different people in different situations would respond in various ways. In my case, I would leave my friends and family to live abroad only if I already had a job before leaving. I don’t think I could give up the security I have in my home country to live in a foreign country where I would live insecure and uncertain situations. If I were to move abroad, I would only be able to do so if I knew I had, at the very least, a place to live, a job, and / or enough money to cover my necessities. However, I am lucky enough to not only have an education but also have a desirable nationality that gives me the opportunity to immigrate to another country (somewhat) more easily than others. For that unlucky majority, like América and Cándido, I can easily understand why they would throw caution to the wind and leave everything they know and love behind for a chance, however small, that they could improve their lives. Without taking risks to move to another country, their future will always be gray.

UNIT 8 • 179 UNIT BORDERLANDS 8 3. MIXED FEELINGS MANUEL & P. 124 1. With or without you?

a. Both cartoons focus on the uneasy and often tense relationship between America and its immigrants. In the first cartoon, the hand of Uncle Sam is inviting the Mexican into the United States – even though there is a wall separating them. In the second cartoon, the uneasiness is clear to see on the woman’s face (representing Americans) when being so close to the immigrant man. Even though both groups are uncomfortable with each other, they need the other in order to survive. Both cartoons show how interconnected immigrants are with the United States and its citizens. However, in the first cartoon it is the United States as a country that is welcoming immigrants, even if they are illegally entering the country. Their legal status is something that they are willing to overlook. The second cartoon shows the hypocrisy immigrants encounter after they make it to the United States. Even though they were “invited” into the country, Americans look at them with distrust and suspicion. b. The design of both pictures is the same: a man and a woman stand next to each other in front of a farm house, presumably somewhere in America’s heartland, where farms and agriculture prosper to feed the American population. This is where similarities end. In the 1930s painting, it is a white man and woman who are the subjects. In the new version, it is a white woman (representing Americans) and a Hispanic man. This is the goal of the cartoonist: to show that the United States has changed – demographically and economically. The arrival of immigrants has meant that the face of the country has changed and that they are stimulating the economy with their work, even if some Americans refuse to acknowledge their importance. This is underlined by the woman’s expression and the man telling her that she can’t live without him. c. I think that the first cartoon exemplifies best what the questions are asking for. It is critical in that it shows the hypocrisy of some Americans’ attitude to immigrants. Uncle Sam is extending a hand to welcome the Mexican man, promising jobs and riches but says nothing of the discrimination and hardships they will face once they arrive. This is also the most striking part of the cartoon, especially once the viewer becomes aware of what the American government is doing to stop the influx of immigrants from coming into the country. It also illustrates their situation because they are essentially walking into the unknown: an unknown country, language, and culture. 2. Crossroads

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 53-54)

1 - excess - flow - migrants - border - busiest

2 - Countries mentioned? The United States – Mexico - Cities? Tijuana - San Diego - Num- bers? more than a million - second largest city - 14-mile stretch - Stressed / repeated words? Mexican - border – migrants - Spanish words? maquiladoras - colonias

3 The recording may deal with the border between Mexico and the United States. It might be about people who try to cross this border in order to go and make a living in the US, but it might also explain why some Americans go to Mexico, probably to buy products at a lower cost.

180 • UNIT 8 4 Population Size / Rank Location more than a million the largest or second on the Mexican border people largest city

5 a) Reasons why people go to Tijuana Problems - leaping off point for migrants - Urban poverty is a growing problem. - find work in the maquiladoras - Poor live in vast colonias. - traveling by foot over dusty dirt roads

b) What? Length Characteristics US Department of 14-mile - multiple layers of security Homeland Security - stadium-style lighting and sophisticated surveillance systems

6 a) flow - migrants - the US - huge - travelers - drawn - low-cost - prescription - medecines - bought - fraction - price - patient - pharmacies - line - streets - border - promising - clerks - speak - English b) Other people Why? Consequences? crossing the border? American travelers drawn by low-cost Pharmacies line streets near prescription the border, some promising medicines their clerks speak English.

7 a) nightlife - kids - young - drink - legally - bars - tequila - glass - soda - waiters - tables - customers - wild - roads - government - group - aids - motorists - send back - way - city - party - never - ends b) The “Green Angels” are Mexicans who help people in need on the road. c) Many Americans cross the Mexican border in order to buy cheaper medicines and youngsters go to bars and nightclubs were the drinking age limit is lower than in the US. During the course of these wild nights, there are often car accidents or breakdowns, but there is a group of Mexican people who help the stranded drivers. ACTION!

The recording deals with the Mexican border on the side of the United States. A great part of the Mexican labour force is lured by the cities along the border, where they can work in factories called maquiladoras in order to improve their living conditions. Besides, the Mexican border and its bustling cities also attract many Americans who can find products and medicine they could not afford in the United States, as well as a hectic nightlife. Nevertheless, the seamy side of these cities lies in the fact that they appeal to many young people who come to drink alcohol in bars where the age limit is lower than in

UNIT 8 • 181 UNIT BORDERLANDS 8

the United States. They consider it is worth the journey since they would be under age in their own country. Objectifj f T This recording illustrates the exchanges, which take place along the Mexican border. For many years, it has been the theatre of huge flows of population moving from one country to another for different prospects. On the one hand, many Americans travel to Mexico for its cheaper prices and to enjoy the bustling nightlife. On the other hand, a lot of Mexican workers go to the border to work in factories. Therefore, these exchanges are not one-way. Both sides of the border rely on each other, and this results in major cultural as well as economic exchanges. One can imagine to what extent the economy of Tijuana depends on American customers. Moreover, one can’t help noticing how one country must influence the language and culture of the other, the word maquiladora being but one example.

> Script de l’enregistrement (CD 2, plage 17) Part 1 Tijuana: the mere mention of the name conjures images of excess. More than a million people live in Tijuana. Depending on the population survey source, it is either the largest or the second largest city on the Mexican border. Tijuana lies across the border from the largest US border city: San Diego. Tijuana is a leaping off point for migrants headed to the United States, but there’s also a destination for Mexican migrants who travel there to find work in the maquiladoras that sprung up after the North American Free Trade Agreement. Despite the factory jobs, urban poverty is a growing problem. The poor live in vast colonias, or neighborhoods, traveling by foot over dusty dirt roads. The border crossing at Tijuana is one of the busiest in the world. Last year the US Department of Homeland Security announced plans to fortify a 14-mile stretch of the border with multiple layers of security. It will have stadium-style lighting and sophisticated surveillance systems. 1’08’’ Part 2 While the flow of migrants into the US is huge, there is also a huge flow of travelers into Mexico from the US. Many are drawn by low-cost prescription medicines, which can be bought there for a fraction of the price the patient would pay in the US. Pharmacies line streets near the border, some promising that their clerks speak English. 1’29’’ Part 3 Others come for the nightlife. Kids who are too young to drink legally in the US crowd bars and order tequila poppers: a shot glass filled with tequila and carbonated soda that waiters slam on tables before their customers slurp them down. As might be expected such wild nights can make the roads treacherous. On the Mexican side wrecks are a common sight, so are breakdowns. Those who are “in the know” call the “Green Angels”, a Mexican government group that aids stranded motorists and sends them back on their way to a city where a party never ends. & Productions possibles (Manuel p. 124, 2 b.) : Americans come to Tijuana in order to have fun / party (a lot of youngsters especially), or to buy goods at lower prices. Conversely Mexicans come to the border to find jobs in the maquiladoras or even try to cross the border (often illegally) to reach the US, drawn by the attraction of a better life and a better-paid job.

182 • UNIT 8 4. LIFE IN AMERICA MANUEL & P. 125

1. Spanglish, the new lingo

a. The most striking thing about the slogan is that it is written in a mixture of English and Span- ish, or Spanglish: “Mueve tu…” in Spanish and finished off with “water” in English. This is clearly targeted at a bilingual Spanish and English speaking audience. Someone who does not speak both or either of those languages will probably have a hard time understanding what the slogan means. The man is presented in a way that is very fluid, which is the point. The ad is selling bottled water and since the human body is made up mostly of water, it encourages the audience to buy the product by connecting the two. The Spanglish slogan supports the idea because “water,” pronounced with a Spanish accent, can sound slightly like “body.” So the picture of the man being active backs up the slogan of moving your “body / water.”

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 54-55)

2 - culture - code-switching - purchasing power - hybrid

3 Some words are in Spanish.

4 a) Spanglish b) “ad lingo”, “code switching”, “financial impact”, “hybrid identity”

5 The recording may be about Spanglish, a language mixing English and Spanish words, used to sell products to a Spanish-speaking minority who lives in the USA.

6 - Names? Nationalities? Ilan Stavans - American - Numbers? Dates? Periods? trillion dollars - 2010 - 10 or 20 years - Jobs? Status? Director of Spanglish dictionary - Professor at Amherst College - Stressed words? Spanglish - ad-lingo - marketers - communicate - purchasing power - financial impact - rewrite - culture - hybrid identity

7 What? Who uses it? What for? (goals) How long? - Spanglish - marketers - sell everything from the - new war in Iraq to Burger King’s fusion food - ad-lingo - Spanish speakers - live and communicate - for a long time with one another

8 It deals with the future.

9 Opinions The Association of Hispanic Latino purchasing power will grow to over Advertising Agencies a trillion dollars by 2010. The financial impact of Spanglish will be minor Ilan Stavans when compared to the way it will rewrite culture.

UNIT 8 • 183 UNIT BORDERLANDS 8

10 a) not likely - disappear - 10 or 20 years - opposite - media - targets - Latinos - country - whole - shaping - use - English language - Spanish language b) - not likely to disappear - targets the country as a whole - much more used in media - shaping the way we use the English language and we use the Spanish language

11 Spanglish has created a hybrid identity for some Americans. ACTION!

This recording raises the topic of Spanglish and how it has become a commercial strategy to promote various products which target the Latino community in the United States. Indeed, it is a major economic force as it represents a significant purchasing power, so much so that according to some associations, this purchasing power will triple over the next few years. Therefore, Spanglish is now a common way of appealing to new customers and this mixed language already prevails in some States where the “ad-lingo” is widely spread. However, Ilan Stavans, who is a college professor, asserts its impact on culture will be much more meaningful than its economic influence. Thus, Spanglish is a consequence of the American melting pot, since it shows that Latinos are strongly integrated into a multicultural society. Although it will undeniably modify the shape of American culture, it will also reveal and develop a hybrid identity among some Americans. Objectifj f T This recording illustrates the notion of exchanges as it shows the influence of Spanish over the English language in States where the Latino community prevails. It clearly underlines the fact that language is not a fixed, rigid institution but it is constantly modified and adapted for and by the population who uses it. It is a vector of exchanges between English- and Spanish-speaking communities. What is more, it helps promote economic and commercial exchanges with the Spanish-speaking population who is a major target for some marketers.

> Script de l’enregistrement (CD 2, plage 18) Part 1 Voiceover: What’s the new what? Spanglish is the new ad-lingo. Spanglish is what marketers are using to sell everything from the war in Iraq… “I am a soldier. Yo soy a L’Army.” … to Burger King’s fusion food “Chicken Fries.” “B K chicken fries?” “Chicken Fries?” “ Si… so new… watch-a” But don’t get it twisted, Spanglish, code-switching between English and Spanish, has been around for a long time, and you can hear it everywhere Spanish speakers live and communicate with one another. I mean, the last time I was driving through my school parking lot with my friend, I found myself saying: “Hey! –There! Un parquiadero, just step on the brake-as!” when meaning to say “Hey Look! A parking space, just step on the brakes!” 0’45’’ Part 2 The Association of Hispanic Advertising Agencies estimates that Latino purchasing power will grow to over a TRILLION dollars by 2010. But Ilan Stavans, the editor of the Spanglish Dictionary, and Professor at Amherst College, believes the financial impact of Spanglish will be minor when compared to the way it will rewrite culture.

184 • UNIT 8 Ilan Stavans: Spanglish is not likely to disappear in the next 10 or 20 years; just the opposite. It will become much more used in media that not only targets Latinos but targets the country as a whole, ultimately shaping the way we use the English language and we use the Spanish language. Voiceover: Yeah, that’s right! ¿eso era lo que yo pensaba? Spanglish is about my hybrid identity, not my hybrid car, because, well, I just can’t afford one! So it’s nothing new to me, but for those marketers who think it’s el ultimo grito, “Spanglish is the new ad-lingo.” & Productions possibles (Manuel p. 125, 2) : c. Spanglish is primarily used in the United States, where many Spanish speakers live. Between Hispanics, it is an accepted form of communication. It can be used between friends and family to talk about anything, from life to everyday things. Now it is also used in ads. d. Hispanics are currently the largest minority group in the United States. They come from many different countries that have one thing in common: language. When they come to the United States they learn English and are connected not only by their shared language(s) but also by their experiences as immigrants in another country. This has created a subculture within the United States. Companies and advertising agencies are becoming aware of the fact that catering to this huge group will bring in enormous amounts of revenue not only to the companies themselves but also to the economy of the United States. And, as the recording points out, by using their new “language” and culture, they are offering a path to assimilation into their adopted country. e. The tone of the piece is both humorous and optimistic. It is humorous in that the narrator tells of his own experiences using Spanish, often without realizing. The point he is trying to make is that he has become so accustomed to speaking in Spanglish that it is no longer something that he has to think about; it just comes out. The overall tone, however, is more optimistic. Ilan Stavans, the interviewee, says that because of the number of Hispanics in the United States, Spanglish is here to stay and in fact is becoming more and more accepted. This is proven by the ads and advertising strategies that have become popular lately. Instead of rejecting Spanglish, people are now embracing it. 2. Latinos of the US

& Productions possibles (b) : Gael García Bernal is an acclaimed Mexican actor. He was born November 30, 1978 to José Ángel García, an actor / director, and Patricia Bernal, an actress and former model. Coming from an artistic family, Gael naturally followed his family’s footsteps and became an actor as a child, acting in theater and in several Mexican telenovelas (soap operas) alongside his friend, Diego Luna. Gael later moved to London to study at the Central School of Speech and Drama, becoming the first Mexican national to be accepted into the program. After his return to Mexico, he rose to stardom by starring in two highly-praised Mexican films which were both nominated for Oscars: Amores Perros and Y Tu Mamá También, with Diego Luna. His international profile rose when he played the role of Che Guevara in The Motorcycle Diaries. Gael has since gone on to work in many award-winning films and with the best directors of today: Pedro Almodóvar, Michel Gondry, and Alfonso Cuarón. Because of this he has become one of the most celebrated and well-known actors of Mexico with international recognition, especially in the United States, where he has acted in Hollywood films.

UNIT 8 • 185 UNIT BORDERLANDS 8 Gael currently lives between Mexico and Buenos Aires with his partner, Argentinean actress Dolores Fonzi and their two children, Lázaro and Libertad. 3. Movie corner

> Mise en œuvre communicative : – Cette activité se prête bien à un travail en groupes, en autonomie à la maison. – Dans un premier temps, les élèves doivent visionner chez eux les différentes bandes-annonces. Ils doivent ensuite choisir un document et le présenter aux autres membres de leur groupe et justifier leur choix pour convaincre leurs camarades de la pertinence de leur sélection. Cette première étape peut être enregistrée et faire l’objet d’une évaluation formative par le professeur. Cela peut aussi donner lieu à une production écrite. – Dans un deuxième temps, les élèves doivent visionner chez eux le film choisi par le groupe en entier et préparer un compte rendu. Cette activité peut être menée en classe ou au labo multimédia par exemple. – Si l’option de la présentation devant la classe est retenue, un rapporteur doit être désigné (par les membres du groupe ou le professeur) qui évoquera le film à partir de notes uniquement. – Une discussion sur les différents films et la vision de l’immigration qu’ils proposent peut suivre. Les élèves doivent se reporter à l’aide méthodologique p. 242-243 de leur manuel (Enrichir sa prise de parole). – Si un labo multimédia ou un matériel de baladodiffusion est disponible, les élèves peuvent s’enregistrer individuellement à l’aide de leurs notes. Cet enregistrement peut aussi faire l’objet d’une évaluation si le professeur le souhaite.

LANGUAGE AT WORK MANUEL & P. 126-127

1 a. 6 Alejandro wants his son to be brought up in the US because he knows he’ll get a better education. b. 1 / 4 / 5 Mexicans migrate in order to get a job / so as to get away from dire poverty / with a view to starting a new life. c. 2 Maricela is acclaimed for speaking on behalf of other students like her. d. 3 (+ 1 / 4 / 5) They went to the USA because they dreamt of a better life (+ in order to get a job / so as to get away from dire poverty / with a view to starting a new life.)

2 a. She went to America in order to / so as to / to run away from a poverty-stricken country. b. The day shift was ending for La Migra so it was time for the immigrants to move. c. Mexican-Americans expect to enjoy a better standard of living. d. Immigrants want their children to integrate into American society.

3 a. It was important to speak English so as to / in order to find a job and keep it. b. He plans / intends to go back to Mexico when he retires. c. This man has been deported / sent back twice and he has decided not to try to come back. d. All these people have come with a view to earning / making a decent living. e. She did everything she could for her children not to lack anything.

5 1 behind • 2 in • 3 across • 4 along • 5 out of • 6 along • 7 between • 8 into • 9 under • 10 towards • 11 to (into)

186 • UNIT 8 Build up your vocabulary

1 Wealth: well-fed / costly / affluent / wealthy / well-off / prosperous / luxurious Poverty: poverty-stricken / underfed / jobless / dilapidated / needy / insufficient / squalid / badly-off / destitute / homeless / impoverished

2 consumer goods • material comfort • affluence

3 overcome = surmonter • undertake = entreprendre • try one’s best = faire de son mieux • hurdle = obstacle • attempt = tenter, essayer

4 Politician: Congratulations! You’re number 300 million! Mexican: I don’t understand… Politician: You’ve become the 300 millionth American! That is why we are all here to welcome you. Miss Census especially. Mexican: Sorry? I’m American now? But this was not my intention in the first place... All I want is a job and try my best to make my family happy and become prosperous… Politician: What do you mean? Mexican: I’ve overcome many obstacles to get here. I’ve had to walk across the desert, swim across the Rio Grande and escape border patrol and the Minutemen. Thank you for welcoming me but all I want at the moment is to find a job so I can send money back home to my family. Politician: So you don’t want to be American? Mexican: That is not my priority right now, but it would be nice, eventually. The promise of a better life attracted me. This is why I have attempted to get out of my poverty-stricken country and sneak into yours. Politician: Were you so badly-off / destitute? Mexican: In Mexico, I was a farmer in a small village and I didn’t earn enough to support my family. I heard that in the United States there were many jobs and opportunities. It is the most affluent country in the world, isn’t it? That is why I decided to undertake this dangerous journey. I couldn’t make ends meet. I want to have material and financial comfort and not worry about poverty or hunger anymore.

IMPROVE YOUR LISTENING SKILLS MANUEL & P. 128

1 Le thème principal du discours de Barack Obama est l’immigration aux États-Unis.

2 a. Cet extrait évoque les États-Unis en tant que nation composée d’immigrants qui ne met pas en avant le droit du sang mais le droit du sol : le choix librement consenti et parfois difficilement gagné de devenir un citoyen américain et d’épouser les valeurs et les idéaux américains (la liberté, la libre entreprise, la démocratie...). ❙ ❙ b. E pluribus◡unum. Out◡of many, one. We define◡ourselves as◡a nation◡of◡immigrants ❙ – a nation that welcomes those willing to embrace America’s ideals and America’s pre- ❙ ❙ ❙ ◡ ❙ ◡ cepts. That’s why millions◡of people, ancestors to most◡of◡us, braved hardship◡and great risk ❙ to come here ❙ — so they could be free to work and worship ❙ and start a busi- ❙ ❙ ◡ ◡ ness and live their lives◡in peace◡and prosperity.

UNIT 8 • 187 UNIT BORDERLANDS 8 Les mots qui sont en bleu et en italique dans le passage donné dans le manuel sont des formes faibles. Ces mots ne sont pas accentués. Ce ne sont pas des mots porteurs de sens mais des mots grammaticaux : prépositions, connecteurs, déterminants.

3 a. Two and a half (years) • 31% • 75% • 64% • 40% • two years (ago) b. Problèmes Solutions Résultats drugs • currency • seized more • step up apprehensions • cut • fewer people weapons • apprehensions • patrols • along the • attempting • cross border • illegally (along the border) border

c. Over the past two and a half years patrols along the border have seized more drugs (+31%), currency (+75%), weapons (+64%). From two years ago, apprehensions have been cut by 40%. Far fewer people are attempting to cross the border illegally. d. Barack Obama insiste sur le fait que la situation s’est nettement améliorée à la frontière américano-mexicaine depuis deux ans environ, date à laquelle les forces déployées ont été renforcées dans le but d’obtenir des résultats probants face aux problèmes liés à l’immigration clandestine et à la contrebande de drogue, d’armes et d’argent.

4 b. Barack Obama a choisi d’illustrer ses propos sur le rêve américain grâce à l’exemple de José. José a immigré très jeune aux États-Unis où il a trouvé un travail d’ouvrier agricole auquel il consacre beaucoup d’énergie. Parallèlement, il poursuit ses études au lycée et travaille dur. Après avoir entendu le témoignage d’un spationaute dont le patronyme révèle ses origines immigrées, José décide qu’il exercera lui aussi ce métier. À force de travail, José obtient un diplôme universitaire qui le conduit dans un laboratoire où il collabore au développement d’un nouveau système d’imagerie médicale numérique. Peu de temps après, il se retrouve à bord de la navette spatiale Discovery, se remémorant ses rêves d’enfant rendus possible grâce au rêve américain.

5 b. Selon Barack Obama, la population américaine doit faire savoir au pouvoir législatif qu’une réforme sur l’immigration est nécessaire et voulue par une majorité grandissante qui est présente partout dans le pays. D’après lui, la population immigrée représente pour l’avenir du pays une réelle force économique. Barack Obama souhaite que le rêve améri- cain perdure, que les États-Unis offrent aux hommes et aux femmes à l’avenir prometteur, qui souhaitent immigrer aux États-Unis, la possibilité de vivre une vie meilleure, de réaliser leurs rêves, de développer leurs talents. Il est persuadé que les États-Unis doivent réserver une place de choix aux hommes et aux femmes porteurs de promesses venus d’horizons différents. Il est convaincu qu’ainsi les États-Unis bénéficieront de leurs talents et en sorti- ront plus forts et grandis. > Script des enregistrements MP3 n° 14 You know, you know, about a week ago, I delivered a commencement address at Miami Dade Community College, which is one of the most diverse schools in the nation. The graduates were proud that their class could claim heritage from 181 countries around the world — 181 countries. (Applause.)

188 • UNIT 8 MP3 n° 15 E pluribus unum. Out of many, one. We define ourselves as a nation of immigrants – a nation that welcomes those willing to embrace America’s ideals and America’s precepts. That’s why millions of people, ancestors to most of us, braved hardship and great risk to come here – so they could be free to work and worship and start a business and live their lives in peace and prosperity. MP3 n° 16 Over the past two and a half years, we’ve seized 31 percent more drugs, 75 percent more currency, 64 percent more weapons than ever before. (Applause.) And even as we have stepped up patrols, apprehensions along the border have been cut by nearly 40 percent from two years ago. That means far fewer people are attempting to cross the border illegally. MP3 n° 17 So José studied, and he studied hard. And one day, he’s standing in the fields, collecting sugar beets, and he heard on a transistor radio that a man named Franklin Chang-Diaz – a man with a surname like his – was going to be an astronaut for NASA. So José decided – right there in the field, he decided – well, I could be an astronaut, too. So José kept on studying, and he graduated high school. And he kept on studying, and he earned an engineering degree. And he kept on studying, and he earned a graduate degree. And he kept on working hard, and he ended up at a national laboratory, helping to develop a new kind of digital medical imaging system. And a few years later, he found himself more than 100 miles above the surface of the Earth, staring out of the window of the shuttle Discovery, and he was remembering the boy in the California fields with that crazy dream that in America everything is possible. (Applause.) MP3 n° 18 Think about that, El Paso. That’s the American Dream right there. (Applause.) That’s what we’re fighting for. We are fighting for every boy and every girl like José with a dream and potential that’s just waiting to be tapped. We are fighting to unlock that promise, and all that holds not just for their futures, but for America’s future. That’s why we’re going to get this done. We need Washington to know that there is a movement for reform that’s gathering strength from coast to coast. That’s how we’ll get this done. That’s how we can ensure that in the years ahead we are welcoming the talents of all who can contribute to this country and that we’re living up to the basic American idea that you can make it here if you try. (Applause.)

YOUR TASK MANUEL & P. 129

> Mise en œuvre : – Les élèves suivront la démarche proposée dans leur manuel p. 129. – Il faudra les inciter à réutiliser les stratégies de compréhension de l’oral étudiées tout au long de l’unité et au cours des activités de la p. 128.

UNIT 8 • 189 UNIT BORDERLANDS 8 & Productions possibles : Newsweek Magazine June 12, 2012 The Long Journey to Uncertainty I met them just hours after they had crossed the border. There were 10 of them, 8 men and 2 women, waiting to be picked up by friends or family who had already made the dangerous journey. They had all paid thousands of dollars to a coyote, a smuggler who had led them across the harsh desert onto American soil. Elena is from Honduras. At just 22, she is already a mother and a widow. She married young, at 15, and had her first child at 16. She never finished high school. By 19, she was a widow. Honduras is the deadliest country in the world. Her husband was an innocent victim of the gang and drug violence sweeping Mexico and Central America. With two children to look after, Elena did everything she could to support them. She took any job that was available but it was never enough. Last year, she decided to head to “El Norte.” She borrowed money from her family and friends and saved as much as she could to pay for her trip. She left her children with her parents. She doesn’t know when she will see them again. Because she is from Honduras, Elena has actually crossed 3 borders and more than 4,000km, first in Guatemala, then in Mexico, before finally crossing into the United States. From Tegu- cigalpa, the capital of Honduras, Elena was driven across Guatemala to the Mexican border. The Mexican border is just as dangerous as the American one. Central Americans are targeted not only by unscrupulous locals but also by Mexican immigration agents who don’t hesitate to send them back home. Elena faced extra danger because she was a woman travelling alone. She crossed into Ciudad Hidalgo, in the southern Mexican State of Chiapas, and took trains and buses to reach the border town of Nogales, Sonora, where she was to begin the final stage of her journey. It was in Nogales that she met Alejandro, a 20-year-old from Aguascalientes in Central Mexico. Alejandro had lived in a small farming town all his life. His father had a small parcel of land that supported the family. The boy finished school but could not afford to continue and he knew he didn’t want to be a farmer. Unable to find work, he decided to head for the United States. His brother had already done so two years before. Shortly after, he sent money to pay for the coyote and Alejandro was soon on his way. His journey was shorter than Elena’s and less dangerous. Being a Mexican citizen meant that he was able to travel the 2,000km from Aguascalientes to Nogales freely through Mexico. The journey into the United States, however, was equally treacherous for both of them. Nogales, Sonora border Nogales, Arizona and it is right in the middle of the Sonoran desert. As a result, border crossings are usually done during the night in order to escape the brutal and often deadly heat of the desert. Crossing during this time also means that they have a better chance of passing undetected by American border patrols. Depending on conditions, the crossing can take anywhere from a few hours to a full day. Elena, Alejandro, and the rest of the group set out at 3 a.m. The long walk through the desert started off well until they were spotted by a group of Minutemen, an anti-immigrant vigilante group that patrols the Mexico-US border trying to keep people like Elena and Alejandro out. They managed to hide behind bushes and rocks until the Minutemen gave up. When they reached the American Nogales, they were met by a driver who was taking them to Tucson, Arizona, where the journey finally ended. Elena and Alejandro were waiting to be picked up when I first met them. Elena was waiting for her friend, who was coming from California. Alejandro was staying in Arizona with his brother. They’re not thinking about the future too much. All they’re thinking about is money.

190 • UNIT 8 First on their minds is finding a job to start earning a living. Both say they don’t care what kinds of jobs they get; they’ll take whatever is offered. When I ask if they plan to stay in the United States permanently, Elena says that she will probably only stay for a few years. She can’t imagine herself without her children for too long. When she was living in Honduras, she dreamed of owning a small shop to support her and her children. Maybe she’ll save money to do just that. Alejandro doesn’t have an answer. There’s nothing in Mexico for him except his parents and a small farm. Maybe he’ll do the same as Elena and save for a shop. Maybe he’ll stay. He just doesn’t know. I leave them with one final question: “What do you expect to find in the United States?” They don’t hesitate to answer. “Prosperity,” they say. Whether they actually find that remains to be seen. > Script de l’enregistrement (CD 2, plage 19) Jason Beaubien: The streets of Nogales, Sonora, just across Arizona’s southern border, are crawling with deportees. Some of them are covered in prison and gang tattoos. Others are down-on-their-luck men who used to do construction work in California or wash dishes in Chicago. Many are sleeping on the streets. Forty-year-old Roberto Reyes is originally from Honduras. He’d been working for five years in a restaurant in Miami, he says, until he got arrested for drunk driving. He was deported in September. Reyes says he immediately tried to cross back through the desert. Roberto Reyes: (Spanish spoken) Beaubien: I walked for six days, but I didn’t make it across, he says. Now I’ve just returned. He got caught by the border patrol and deported again to Nogales. Reyes has two young daughters and a wife in Miami, but he says getting back to them in the States right now is too difficult. Reyes: (Spanish spoken) Beaubien: There are a lot more border guards, and it costs a lot more to cross than in the past, Reyes says. And the risk is that you could die in the desert. For the last few days, Reyes has been sleeping on the streets in Nogales. He says he hopes to get some work here so he can buy a bus ticket back home to Honduras. The Mexican government offers limited assistance to deportees. On this day, the dusty office of Grupo Beta in Nogales is overflowing with migrants. The Mexican government agency patrols the nearby desert and provides water to would-be crossers. It also offers discounted bus tickets to migrants who want to go back home to their villages. Enrique Enriquez Palafox, the coordinator of the office, says in the past many migrants would spend a few days or maybe a week in Nogales before trying to cross into the US again. Now Enrique says far more are heading south. Enrique Enriquez Palafox: (Spanish spoken) Beaubien: In 2007, Enriquez says, they helped 689 people return home in the whole year. So far in 2008 they’ve helped more than 6,000. Palafox: (Spanish spoken) Beaubien: They’re seeing that it’s more difficult, he says. There isn’t as much work in the United States. There are fewer possibilities to cross. And they’re saying, hey, I’m going to go back to my city, I’m going to go back to my family. > Script de l’enregistrement (CD 2, plage 20) Journalist: Changing conditions at the US-Mexican border reflect changing relations between two nations. The United States is building hundreds of miles of new fence, doubling the number of border patrol agents, and getting tough on illegal immigrants. At the same

UNIT 8 • 191 UNIT BORDERLANDS 8 time, the amount of cargo crossing in both directions continues to grow dramatically. And a drug war on the Mexican side of the border has killed thousands of people this year alone, which is scaring away US tourists. NPR’s Jason Beaubien recently traveled the border from the Pacific Ocean to the Texas coast. And in the first in a series of reports, he looks at how the changing frontier is affecting Tijuana. Beaubien: At the very northern edge of Tijuana, a row of rusty girders jutting up from the sand stretches out into the Pacific. These steel beams mark the beginning of a 2,000-mile line dividing the richest economy in the world from its impoverished neighbor. From the posts, a 15-foot-high metal fence extends inland up the hill. On the Mexican side, two little girls are playing with dolls. Their father and 10-year-old uncle are on US soil in Friendship Park talking to them through the mesh. Mexican Boy: She’s seven, and she’s five. Beaubien: The uncle, who’s in fifth grade, leans towards the barrier as he talks. He says he and his brother are waiting for their immigration papers to come through. And until they do, they can’t leave the US. Given their immigration status, they don’t want to give their names. In the distance behind them you can see the office towers of downtown San Diego. The fifth-grader says this is the only place where his family can get together. Mexican Boy: We go one week, and then two weeks no. And then one week we come back. Beaubien: Other couples hold hands through gaps in the fence. An ice cream vendor in Mexico sells popsicles to customers on both sides. Once a week, a minister from California offers communion through the mesh. The economic, social, and political changes that are occurring along the US-Mexican border are particularly prominent in Tijuana. > Script de l’enregistrement (CD 2, plage 21) This is the border fence that separates Mexico and the United States. Day and night, hundreds of immigrants from Mexico and Central America are trying to break through this fence, and find work and a new life in the USA. It is because of illegal immigrants crossing in towns like this one, Agua Prieta, that the US Congress recently deployed the National Guard, and is considering building a vast wall to defend its border with Mexico. I have come to see for myself the immigrants who are trying to make this often dangerous crossing. At the church refuge, I met three men who were setting off to attempt the crossing into the USA. Two of these men were looking for any work that they could find. The other had just been deported, and was desperate to rejoin his wife and children. Their route, they told me, would be the longest and hardest, but the most certain to succeed. Some 50 kilometers from the US border, we stopped and waited in a safe house. These “safe houses” are where smugglers keep the immigrants locked up (and) out of sight before the crossing. I found a group of twenty indigenous Mexicans, lost and confused, locked into a room at the mercy of the smugglers. Ahead of us was the first mountain range. I had been told to prepare for three days and nights. Well, we’ve been walking about four hours. Nobody else has really brought water, apart from me. But you see how unprepared some of these people start this journey. In order to avoid any Mexican or US border police, we’d started our journey well inside Mexico. We’re coming up to a river, which we need to cross… I think we’re going to get wet! Oh, and it’s pretty fast as well... Unable to cross with the recent rains, we took a different route and traveled through the night. Well we’ve hit these train tracks, which are… reportedly near the border, so I think we’re about… an hour away. A passing repair train... let us jump on, saving valuable hours. This is the immigrant trail, and it’s a tough one… so behind me… the Arizona desert. We’re going to walk it at night, because that’s where many

192 • UNIT 8 of the police, the border patrol, and the Minutemen, the volunteer Americans to defend America’s borders, wait. Within minutes, a spotter drone flew overhead and began circling us. Desperate to avoid these spotter planes, we fled into cover. We ran across highways, terrified of being seen by passing cars. That evening, barely able to walk after five days, a pre-arranged car suddenly pulled up in the darkness. Without warning, the men jumped in, and I was left alone on the side of the highway. Despite North America’s attempts at protecting its borders, these Mexican immigrants cross successfully. Weeks after arriving in the US, each of my traveling companions found work. One is in Phoenix, as a gardener. Another in Chicago, as a garbage collector. And another working as an office cleaner in Los Angeles.

SPEAKING CORNER MANUEL & P. 130-131

A. Observe and react

Cartoon: Keep Out This cartoon exemplifies the contradiction that the United States is facing with regard to immigration. There are two men standing in the middle of a fence, which represents the Mexico-US border. The first man, who is also the biggest, is Uncle Sam, with an irritated face, holding a big sign that says “Keep out”. Underneath him is a much smaller man, dressed in a nice suit, an employer, with a smile on his face, holding a sign that says “Help Wanted”. Because of these signs, you can tell that they are facing the Mexican side of the border and both signs are directed towards Mexicans. Uncle Sam is the symbol of the United States and American people. The sign he is holding, according to the author, represents the opinions of the American people. They do not want any more Mexican immigrants coming into the country. Conversely, the man representing American employers, unlike American people, wants to encourage Mexican immigrants to keep coming into the country. The reasoning behind the encouragement is that Mexican immigrants, especially illegal immigrants, are willing to take any type of job with any type of salary. This is an argument that anti-immigrant Americans use against immigration. They say that immigrants are taking jobs away from American citizens and the jobs that are left are often low-paid because immigrants bring the salary down. The employers know, however, that the work ethic of the immigrants is very strong. They take jobs that Americans won’t do – dishwashers, janitors, maids, etc. — and without any complaints. As long as there is no agreement between the two, the problem will persist. Picture: Border wars The Mexican-American border spans more than 3,000km and is the most frequently crossed border in the world. For illegal immigrants, it is the point of entry into the United States. Since most of the border is inhospitable desert and risky river crossings, illegal immigrants face dangerous situations to cross into the United States. Immigration has become a hot political issue in the United States in recent years. Anti- immigrant groups argue that illegal immigrants are taking jobs away from American citizens and are a drain on American taxpayers. To them, immigration must be stopped at all costs and as soon as possible. The most (in)famous of these groups are the Minutemen, a group of ultra-nationalist, right-wing American citizens. They take their name from the ordinary

UNIT 8 • 193 UNIT BORDERLANDS 8 citizens who helped fight off the British army during the American Revolution for Independ- ence. The Minutemen all live in border areas and they take matters into their own hands in what they feel is an invasion of Mexicans. They believe that the American government is powerless and / or unwilling to stop illegals from coming into the country and often use the argument that the people they are trying to keep out are terrorists taking advantage of the length of the border. They post themselves in the desert in areas they know are frequented by border crossers and try to catch them, turning them in to border protection authorities for deportation. However, they do not have any legal right to carry out these actions. The picture shown depicts the Minutemen “securing” the border to stop immigrants from coming in. They support building a fence along the Mexico-US border to stop illegal immigration. The fact that along the fencing they have installed American flags supports the evidence their organization is racist and discriminatory. The message they are giving out is that America is only for Americans. Business Week: Embracing Illegals As the magazine cover states, the United States currently has 11 million illegal immigrants. There are, of course, anti-immigrant groups who condemn immigration using a variety of arguments. One particular group who does not attack the influx of immigrants coming in to the country is the one that the magazine is targeting: business owners. Illegal or not, immigrants have needs and desires just like any other person. They come to the United States to find jobs and economic opportunities. Whatever salary they get is much more than they would ever get in Mexico or their respective countries. More money inevitably leads to more purchasing power. Most immigrants send a portion of their salary back to their families in their home countries. But that is not all. They also send gifts – clothes, toys, appliances, electronics, etc. – back to their families. Having an illegal status does not mean they are prohibited from spending their money as they see fit. The picture on the cover exemplifies this idea. On one half of the picture, you see a man who is illegally crossing the American border through the desert with a bundle as his only possession. The other half of the picture shows what happens once he has arrived in the United States. He has presumably found a job, is well-dressed, and instead of a lonely bundle, he carries several shopping bags with a smile on his face. One does not know if the shopping bags are for himself or his family back home, although it hardly matters. Their spending money also brings a smile to the faces of business and store owners they frequent because it brings money to them as well. Most importantly, immigrant buying power gives a boost and much-needed revenue to the American economy, especially during this bleak economic climate.

B. Podcast

> Script de l’enregistrement (MP3 n°19) I was born on Mexican Independence Day to Mexican parents… 200km away from Mexico in Los Angeles. From the very beginning, my identity has been shaped by two countries. However, the first 7 years of my life, I was entirely Mexican. My parents decided to return to Mexico shortly after I was born and as a result, I spent the first years of my childhood there. My first language was Spanish. My father would go to the United States for a while to work and return after a few months. When I was 7, he decided to stay in the US permanently, and my mother, my sister, and I soon followed. Since I was so young, I remember very little of our arrival to the US. The first memory I have is of waiting for my father to come get us at a

194 • UNIT 8 McDonald’s and being really excited because I was eating a Happy Meal and asking when I was going to go to Disneyland. We stayed with a friend of my father’s for a few weeks until we found a place to live. I didn’t go to school for a while because we were getting settled in. When I finally did, I was placed in an English Second Language class (ESL). Students whose first language is not English are placed in these classes and eventually make the transition to an all-English class (no matter what age you are). To me, it seems that one day, I woke up speaking perfect English, although that is certainly not true. The school I attended in Mexico was an English “bilingual” school, but at only 7 years old, all I knew were the numbers, the colors, the alphabet, and a few words in English. It is hard to say how long it took me to get fluent in English. I do remember watching a large amount of television and spending much of my time reading, all in English. By fifth grade, I had already made the transition to an all- English class. As far as I know, my parents have decided to stay, just like many others do. They may become American by law, but their children, born in the US or elsewhere grow up being American. My situation is different because even though I was born in America, I grew up in Mexico as well. This does not mean I feel any less American than someone who has lived their entire life here. Like many children of Mexican immigrants, I share my culture and my identity with both Mexico and the United States. I am quite proud to say I am Mexican just as much as I am proud to say I am American as well.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Évaluation sommative de CO (p. 388 de ce Fichier) : Marisol Ruelas’s story (recording #1 and #2) > Images vidéoprojetables : Help Wanted et The Golden Door (DVD-Rom) > Clé du Bac : document audio 14 (What is the story of your family?)

UNIT 8 • 195 UNIT 9 A MATTER OF LIFE AND DEATH

& Lieux et formes du pouvoir Tâche finale (p. 143) : You are on a panel of judges who have selected three radio reports on violence. Listen to the recordings, and choose the best radio report of the year.

Activités langagières Contenus Prolongements tâches / aides

– Commenter un document visuel (p. 240-241) PPC Étudier une affiche – Images vidéoprojetables (DVD-Rom) : In Guns We Trust Tune in! - Speaking Corner (p. 144-145) (p. 132) – Improve your listening skills (p. 142) CO Écouter un sheriff parlant de – Comprendre un message oral la législation au Colorado (p. 238-239) – Fiche sur le site compagnon PPC Rendre compte d’une Enrichir sa prise de parole (p. 242-243) recherche sur Internet 1. We the – Fiche Workbook people CO Écouter un spot d’une – Improve your listening skills (p. 142) campagne d’opinion – Comprendre un message oral (p. 133) (p. 238-239) PE Écrire un texte argumentatif Rédiger un texte (p. 234-237) Comprendre un extrait de CE Fiche Workbook roman 2. Who is next? PE Exercice de traduction (p. 134-135) CO Écouter un professeur parler – Fiche Workbook de Columbine High School – Improve your listening skills (p. 142) PPC Analyser une carte Enrichir sa prise de parole (p. 242-243) – Fiche Workbook 3. Crime and CO Écouter un juge parler de la – Improve your listening skills (p. 142) punishment peine de mort en Pennsylvanie – Comprendre un message oral (p. 136) (p. 238-239) Clé du Bac : The death penalty PE Écrire un article de presse (document n° 3) CE Lire un article de presse Fiche Workbook

4. A shadow – Fiche Workbook Écouter un acteur célèbre parler – Improve your listening skills (p. 142) CO over democracy de la peine de mort – Comprendre un message oral (p. 137) (p. 238-239) POI Jeu de rôles et débat Enrichir sa prise de parole (p. 242-243) Comprendre un extrait CE Évaluation sommative de CE (p. 100-101) 5. An eye for an de scénario eye PE Écrire une lettre Rédiger un texte (p. 234-237) (p. 138-139) PPC Movie corner Enrichir sa prise de parole (p. 242-243)

L’activité langagière principale de cette unité est la CO (compréhension de l’oral).

196 • UNIT 9 TUNE IN! MANUEL & P. 132

> Mise en œuvre : - Démarche proposée : les élèves essaient de mémoriser le maximum d’éléments en silence, puis ils ferment leur manuel. Ensuite ils disent ce dont ils se souviennent. Le reste de la classe valide ou réfute de mémoire. - On conseillera de consulter les pages « Commenter un document visuel », p. 240-241 et « Enrichir sa prise de parole », p. 242-243. - Avec une classe plus fragile, on mettra les élèves en groupes pour préparer une prise de parole en commun, avant de se lancer individuellement. 1. Gun violence

& Productions possibles : a. The elements that I remember are the statistics regarding gun crime; specifically the number of people killed annually due to gun crime in various countries around the world. There is also a slogan across the centre of the poster written in black against the white background, which reads “God Bless America”. We can’t help noticing the slogan in the middle of the poster just above an image of a revolver decorated in the American flag. There is also a campaign logo in the bottom left-hand corner of the poster to discourage the use of guns in the United States. b. The target audience of the poster is the American public. I know this because guns are a big part of American culture which is demonstrated by the significantly higher statistic regarding the number of fatalities due to gun crime in the States compared to anywhere else mentioned on the poster, as well as the obvious use of the American flag printed onto the gun depicted in the lower half of the poster. c. The campaigner’s goals are to highlight the severity of the matter of gun crime in the United States in particular. They wish to point out the fact that there are significantly more deaths in America caused by gun crime than there are anywhere else in the world. He or she points this out in order to encourage people to stop resorting to using guns. d. I believe the message to be effective since it is very simple. A more violent or gory image would perhaps be more shocking and effective for many reasons, but as it stands, this image sets out the facts literally in black and white. There are no embellishments; just the absolute truth. I therefore believe that it is effective and the message is clearly and concisely communicated to the target audience. 2. Getting a gun in Colorado

> Mise en œuvre : Pour une classe plus faible, nous proposons une fiche complémentaire d’entraînement à la compréhension orale. La fiche et son corrigé sont disponibles sur le site compagnon.

UNIT 9 • 197 UNIT A MATTER OF LIFE AND DEATH 9 & Productions possibles : Deputy Sheriff Saber reminds the listeners / explains that in the USA, gun ownership is part of the American culture, and is inherited from the Wild West. It is defined and protected by the Constitution and also by State laws. In Colo rado especially, you are allowed to purchase / buy / get a gu n / firearm when you are 18 years old, and only if you have no criminal record. Besides, you can open carriage, which means you can have your gun visible to all / unconcealed, in a holster, a handbag or in your car’s front locker. You needn’t / don’t have to register for any type of weapon, handgun or rifle unless you want to have it concealed. However automatic weapons are forbidden. The School Resource Officers are responsible for security. They are armed police officers and they deal with any criminal report ranging from theft to a schoolyard fight. They have been present in schools for some time and, when an incident occurs, they carry out an investigation. They are armed and have access to various other weapons, and so they have a strong presence in terms of security. Their second role is educating the students about the effects of alcohol, the decisions they can make regarding alcohol, and talking about driving risks considering the young age at which you can obtain a driving license in the US.

> Script de l’enregistrement (CD 2, plage 22) Just talking a little bit about gun control, at least within the country and even more or less this particular area because obviously firearms have been a big part of the American culture. And it’s protected essentially through our Constitution on the national level and it’s also protected locally. Essentially here in Colorado, if you’re 18 and you have not committed a felony, you are entitled to have a firearm. Not only that, in Colorado you can carry that firearm with you, as long as it isn’t concealed, that is. And you don’t even need a permit, don’t need to register it at all. When you purchase a firearm, there’s a background check but, like I said, any adult can openly carry. They can have like a holster on their hip like in the old West and you aren’t committing any kind of crime. You can also apply for a concealed carry permit through the local sheriff. It’s called a CCW. Now, we’ve been talking about handguns, but there’re certain kinds of firearms that are restricted. You can have some long guns like rifles and shotguns, but the automatic type weapons, like the military stuff, those things are illegal. Like I said, if you’re an adult and haven’t committed a felony, you can carry, you can have those things. You don’t need a... at least in the State of Colorado... you don’t need to register them. And it’s a very big part of the heritage of the Wild West.

1. WE THE PEOPLE MANUEL & P. 133

1. The second amendment

> Script de l’enregistrement (CD 2, plage 23) As a well-regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

198 • UNIT 9 & Productions possibles : a. e, a, c, d, f, b b. – a minor change or addition designed to improve a text, piece of legislation, etc.: an amendment to existing bail laws – (Amendment) an article added to the US Constitution: the First Amendment www.oxforddictionaries.com/definition/amendment?q=amendment c. The NRA (National Rifle Association) members quote this amendment because it describes their belief that every American has the right to bear arms as a means of self-defense. 2. Info search

> Mise en œuvre : – Le travail de recherche peut se faire à la maison ou en salle multimédia. Le compte rendu pourra prendre la forme d’une prise de parole en continu, individuelle ou en groupes. On peut aussi demander aux élèves d’écrire un article dans un magazine historique comme American Heritage ou Cobblestone. – Avant de commencer, certaines classes devraient lire les pages 242-243 : « Enrichir sa prise de parole » pour se préparer à la PPC. – Lors du passage devant la classe, les élèves n’auront que quelques mots porteurs sous les yeux. Pas de phrases complètes. Les plus timides peuvent aussi se filmer en dehors de la classe et apporter leur clé USB en cours. Toute la classe pourra prendre en charge l’évaluation. On divisera les élèves qui écoutent en plusieurs groupes ayant chacun une mission : • tâche d’écoute et de repérage des erreurs de lexique, prononciation, et grammaire. • commentaires de ce qui est dit. • secrétaires de séance qui prennent des notes et peuvent faire un compte rendu oral ou écrit.

& Productions possibles : Group 1: The Declaration of Independence is a document which firstly outlines the reasons why the Americans wished to be independent from the British monarchy and then officially declared their independence. It lists several injustices carried out by the King of Great Britain in order to explicitly outline the extent of their unrest and their motivation for independence. It was signed in 1776 by 56 influential men including John Hancock, President of the Continental Congress, Benjamin Franklin and two future presidents, John Adams and Thomas Jefferson, who actually wrote the Declaration. It was signed by these 56 men at the State House in the State of Philadelphia. The Constitution refers to the complete renovation of the frame of the American government. Representatives from each State who were chosen by legislatures contributed to the Constitu- tion over a period of several months in 1787. Initially, there were only going to be amendments, but when the State Deputies realised how much they wanted to modify, it was decided that the entire document should be revised. The Bill of Rights describes the individual rights of each American citizen and was used as a

UNIT 9 • 199 UNIT A MATTER OF LIFE AND DEATH 9 method of legal protection against the British who had previously violated civil rights before and during the Revolution. On 25th September 1789 the first Congress of the United States made amendments to the Constitution. It is the first ten amendments made to articles three to twelve that make up the Bill of Rights. They were signed by three quarters of the State legislatures. Group 2: Let’s talk about the Minutemen. As a brief introduction, the Minutemen were a group of young men expected to be ready for war at a moment’s notice. More specifically, they were groups of men typically aged 25 or under, who were part of an elite military group. Most of them were already members of the Militia which was a group designed to protect against foreign invasion and warfare. This meant that they were already trained and well-suited for the role. They were chosen due to their strength, fitness and enthusiasm, vital characteristics for the role as these men were the first to respond to a threat. The Minutemen are thought to have been developed during the Revolution but this is not the case. In fact, they were founded in Massachusetts around the mid-seventeenth century. They were dressed with matchlocks or pikes and accoutrements and ready for action within thirty minutes of being warned. Later, they were very influential in the Revolutionary War as they were well-trained. They also fought in conflicts such as those in France and India in the 1750s and also against the British. However, the problem with the nature of the group was that there was no real leadership, a factor which inevitably led to their disbandment. Having said that, they are widely respected as a forceful military group without which America’s history could have been somewhat different. Around the same time as the Minutemen were active, there were other similar groups such as the Snowshoemen who were expected to equip themselves with the necessary clothes and weapons. They were an extension of the original Minutemen concept. However, there are other groups today that call themselves modern Minutemen and they react to various situations including emergencies, but also as vigilante groups. 3. Gun Owners of America

Complément d’information : Ted Nugent is an American guitarist, musician, singer and author who uses his notoriety in this propaganda for GOA. He is quite well-known for his conservative political views and defense of hunting and gun ownership rights. The slogan of GOA is: “The only non compromise gun lobby”.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 56-57)

1 bureaucrat – demand – blood – warrior

2 ad – speech

3 shooting – machine-gun fire

4 It is GOA = Gun Owners of America.

5 From the title we can infer that the main topic here is gun ownership and its defense. We suppose it can be a burning issue in the USA.

200 • UNIT 9 6 – Country mentioned: America – the US – Stressed words: American Dream • demand • crave • celebrate • US Constitution • intellect • spirit • heart • soul • gun owners • join • fight • war • force • unarmed • helpless • goal • bureaucrats • hate • freedom… La plupart des mots porteurs de sens sont des mots accentués. L’élève pourra déjà s’en approprier un certain nombre et se familiariser avec le sujet lors de cet exercice. Le but n’est pas d’avoir une liste exhaustive. – Words repeated: American Dream • US Constitution • Gun Owners of America • join • bureaucrats • unarmed • helpless

7 He is definitely for the right to bear arms as he asks people to join him in the GOA organization.

8 shooting buddies • friends • bowling buddies • families • BBQ buddies • co-workers

9 a) demand • crave • celebrate • American Dream defined by the US Constitution • in (the American’s) intellect, spirit, heart, soul. b) Ted Nugent’s attitude Basic texts mentioned

– wants people to be more participatory – US Constitution – demands the respect of the Constitution – Bill of Rights and thus of the American Dream – wants to convince people that they are lawful and right

c) According to Ted Nugent, the American Dream is the guarantee of individual freedom and defends everyone’s rights.

10 The organization opposes: bureaucrats – the US Administration (“supreme authority”) – gun control (proponents).

11 He opposes gun control because he thinks its defenders are dangerous for the American people in so far as they “force” the man in the street to be “unarmed and helpless”.

12 The tone used is offensive, critical, indignant. ACTION!

The GOA is a non-profit lobbying organization which wants to preserve the right to bear arms because it is defended in the 2nd Amendment. Their action is very political and their aim is to get more people in the organization in order to protect this right, which they believe is part of the American Dream. Gun control is definitely a burning issue in the USA and each group has to act. Ted Nugent is taking a radical stance here and is being highly critical of the present Administration. He denounces gun control as an infringement of individual freedom(s). He accuses the other side of hating “We the people” and of hating freedom. Ted Nugent’s message is clear-cut.

UNIT 9 • 201 UNIT A MATTER OF LIFE AND DEATH 9 & Productions possibles : b. The sounds that we can make out are characteristic of firearms as if there were some shooting / gunfight / shootout. It is scary / chilling because it sounds like some machine-gun fire that seems to never stop. c. Ted Nugent refers to the American Constitution and the Bill of Rights. That is why he uses the quote “We the People” that can be found at the top of the Constitution (cf. the illustration in the book p. 133). He does not hesitate either to say that the American Dream is attached to those historical landmarks. d. Ted Nugent considers that there is a sort of culture war in America between people whose views are totally opposed. He and the Gun Owners of America want to fight the bureaucrats (implicitly the Obama Administration and the Democrats generally speaking) whom / who he accuses of having all the control (“supreme authority”). He wants to denounce gun control, asserting that it is dangerous for the “people” (meaning here “peuple”) who are forced to be “unarmed and helpless”. So, he is asking the population to rally / join the organization (GOA). e. The two documents obviously support two different causes. The poster on the left page is a campaign against crime and gun ownership (they are opponents) while Ted Nugent is a radical activist who compares himself and the GOA members to “blood brother warriors”, supposed to fight for freedom and defend individuals to bear arms (they are proponents). But both documents definitely attract our attention as they use effective means to convince the audience. f. These organizations are staunch defenders of the right to bear arms which is legal and written in the Bill of Rights (2nd Amendment). The NRA started in 1871 and is the most important organization in the USA; GOA was formed in 1975. They are both powerful lobbies which make firearms ownership a freedom issue and they are political forces that want to be heard on Capitol Hill. > Script de l’enregistrement (CD 2, plage 25) All right, here it is: the American Dream throttles on. My name is Ted Nugent, and I demand, crave and celebrate the American Dream every day. The American Dream is defined by the US Constitution and the Bill of Rights, identifying what we already have in our intellect, our spirit, and our heart, and our soul. We need to get more participatory, we need to join the Gun Owners of America and get all our families, friends, co-workers, shootin’ buddies, bow- lin’ buddies and barbecue buddies to join Gun Owners of America, to fight this culture war, where bureaucrats who have supreme authority in the United States of America, would force “We the People” to be unarmed and helpless. Know it, that’s what gun control is. Their goal is admitted to, that the bureaucrats in charge today in America would force you and I and our families to be unarmed and helpless. Join the Gun Owners of America and stop those that hate freedom and hate “We the People”. Gun Owners of America is the rallying cry and (are) the blood brother warriors to fight for freedom. Believe it.

202 • UNIT 9 4. Writing workshop

& Productions possibles (201 mots) : The USA is often called a “gun nation” for several reasons. The main reason is that in most States in America it is legal to own a firearm as a method of self-defense or protection. However, on occasion, certain individuals misuse firearms with devastating consequences, such as the infamously tragic incident at Columbine High School in Colorado. In this instance, two students used a range of firearms to launch a deadly attack on the school and its students and staff. Unfortunately this is happening more and more frequently and could be a reason why America is becoming known as a “gun nation”. Another reason could be the origin of the gun culture; back in the lawless Wild West outlaws such as Billy the Kid and Jesse James terrorized people all over America. Back then, people needed a gun as a genuine method of protection. For that reason, the typical image of an American cowboy is holding a gun, which could indicate why America has become known as a “gun nation”. Guns are a huge part of American culture, from the Wild West to the present day. They are often incorporated into what people would consider the American stereotype.

2. WHO IS NEXT? MANUEL & P. 134-135

1. Get ready

> Mise en œuvre : - On demandera aux élèves de regarder l’image, de réagir et d’anticiper le contenu du texte en quelques phrases. - On peut aussi, au préalable, faire une recherche Internet sur le tableau original d’Edvard Munch, sur le pop art et la version d’Andy Warhol dans le cadre d’un travail interdisciplinaire ou d’histoire des arts. Des liens sont fournis sur le site compagnon.

Complément d'information : Edvard Munch’s “The Scream”, 1893, is one of the most disturbing images to come out of the history of modern art. It depicts a moment of psychic calamity, of shattered nerves… It is the ultimate embodiment of fear.” Peter Aspden, arts writer.

& Productions possibles : I realized Warhol’s The Scream, made in 1984, is very similar to Munch’s original image. The artist’s stated intention was to desacralize the painting by making it into a mass-reproducible object. In his version the sky is beige instead of Munch’s bright orange. Yet, the character standing in the foreground is all the more striking since his skin is neon yellow. It clashes against the red and blue background, whereas Munch’s colours were paler and colder. The

UNIT 9 • 203 UNIT A MATTER OF LIFE AND DEATH 9 darker lines surrounding the different elements make me think of a world in movement, as if everything was turning, moving around the desperate and terrified hero. & Corrigé : snore – whistle – choke 2. Read and understand

> Mise en œuvre : Le texte se prête particulièrement bien à un travail en groupes. Un groupe lit la partie 1, pendant que le second groupe se concentre sur la partie 2. Chaque groupe fera un compte rendu oral ou écrit (200 mots) de ce qu’il a lu en s’appuyant sur les mots du Help! La fiche du Workbook guidera les plus faibles. & Productions possibles : From this excerpt I have understood that there are two girls in the school restroom / toilets who hear gunfire outside. They don’t understand what it is at first, but when one girl remembers a sinister conversation with a boy in her maths class the day before, the pieces of the puzzle start to come together and they realize what the sound is. Just then, they hear a familiar voice of a teacher crying for help just outside the restrooms. They try to keep silent, muffling their voices and holding their breath. At that point, the boy they were talking about enters the room and calmly asks which one of the girls will be his next victim. (The context is that of a mass shooting in a High School.)

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 57-59)

1 The scene takes place in the girls’ restroom / toilets probably during a break in the morning or at noon.

2 The characters are two teenage girls whose names are not given. The author’s purpose is to blur the line between who is who. They are barely described: “the blond” (l. 11), “one of the girls” (l. 23 & 25), “one says” (l. 33). We may infer that the other girl is black-haired (“now spun with gold and black silk”, l. 12). They are brushing / combing their hair, checking how they look in the mirror, perfecting / correcting their make-up…

3 a) Onomatopoeia: “Dot-dot-dot” (l. 7-9) / “Knock-knock-knock” (l. 20) Origin of the sound: “they hear the first dot-dot-dot of semi-automatic gunfire” (l. 1-3) Other sounds: someone knocking on the door (“Knock-knock-knock…”, l. 20); scream of a person (“This time it’s followed by a soft and gurgling scream”, l. 21); scream of the girls (“both girls scream”, l. 31); and then silence (“followed by a silence that sounds foolish”, l. 32). Reactions and movements: no reaction at first (“keep doing”, l. 4); then the girls are surprised / puzzled (‘‘‘Shit,’ one of the girls says”, l. 23); one of the girls is panic-stricken (“One of the girls starts towards the door”, l. 25) but the other one stops her and does not want to move (“but the other grabs her elbow. ‘Don’t go,’ she says.”, l. 25-26).

204 • UNIT 9 b) We understand that what is going on in this High School is a mass shooting / mass murder / bloodbath. c) A boy, named Michael Patrick, is suspected of being at the origin of this terrible event / awful scene, because on the previous day he had told one of the girls that he “was going to bring a gun to school” / come to school with a gun and “was going to kill everybody”. d) The scene opens on an apparently normal day in a High School where two teenage girls are refreshing themselves in the toilets. Suddenly they hear strange noises, loud bangs and then a scream. They first think it is a prank / joke, but then they realize that something ominous is happening. One of the girls finally remembers that she heard one of her classmates (Michael Patrick) talk about shooting everyone.

4 - silk + angel & innocence / purity (+ delicacy). - thin + dead + translucent & death / innocence / purity. - gurgling scream + scream & terror / fear / death. N. B. : avec une très bonne classe, ou avec une classe à sensibilité littéraire, on peut faire remarquer ou trouver qu’il s’agit d’un faisceau d’images (metaphor), comparaisons (simile), et même que l’auteur s’en sert comme prolepse / moment proleptique (as a proleptic device). La mort rôde, déjà annoncée, présente dès l’ouverture du roman.

5 - The two girls and Michael Patrick are present. - Mr. McCleod is mentioned.

6 Noises / Sounds Movements / Actions

- scream of someone, - girls trying not to move desperate, asking for help - One is trying to silence the jangling of the bangles - silence (“grabs” / “holds […] still”). - jangling of one of the girls’ - Michael Patrick enters the room slowly. bangles - He is holding a gun in front of him with both - girls gasping hands, then with one hand only (threat).

7 a) The boy is casually dressed. – The boy looks like any other teenager. – The boy has prepared himself for the “event”. “wearing a shiny shirt—a clean and pale white shirt” (l. 52) + “must have shaved” (l. 54) + “wearing white shoes with blue lightning bolts on the sides, laces untied” (l. 56-57) b) “large ugly sweat stains under his arms” (l. 52-53) + “breathing hard” (l. 55) + “says too loudly” (l. 58)

8 The character is sadistic, vicious, menacing, inhumane. “Which one of you girls should I kill?” (l. 60) ACTION!

1 At the beginning two teenage girls, probably best friends, are in the toilets of their High School and, as they are brushing their hair and refreshing themselves, they start hearing some strange noises. Eventually they recognize the burst of gunfire (and then, scream). Little by little they become aware of the danger and get panic-stricken. All of a sudden, a boy from the school / a male classmate, known as Michael Patrick, enters the room and

UNIT 9 • 205 UNIT A MATTER OF LIFE AND DEATH 9

corners them. He is holding / waving a machine-gun and finally / lastly asks the girls which one of them he should kill.

2 a) At first we are under the impression that the two girls do not pay attention to the first shootings, since they keep on brushing their hair. But the repetition of this peculiar sound makes them realize that something is going wrong outside the restrooms. They are quite in disbelief when they become aware that somebody is probably slaughtering people in the High School. One of the girls seems to be more eager to move and flee or do something while the other one prefers to stay still and tries not to move, speak or make any noise. b) Michael Patrick may have wanted to take his revenge because he was neglected and rejected / ostracized by the others in the school. Or / And he may have been bullied. He may have wanted to be in the limelight because he was excluded by the others / felt very lonely / lonesome. He may have been a misfit, somebody who didn’t belong to any group. He may have held a grudge against people or the school system and he was cold-blooded and crazy enough to go and kill his peers and his teachers. He is cynical and vicious in his demand to make the girls decide who is going to die. He likes tormenting people before killing. That’s the way he can feel powerful / almighty.

3 This opening scene is an excruciating moment of narration because it is carefully built on tension, and all the necessary ingredients are present: noises, screams, silence, more screams, suspense, horror… It is definitely a climactic scene and it reaches a first peak when Michael Patrick penetrates the restrooms. Laura Kasischke depicts a chilling scene when the girls see Michael Patrick entering the room insofar as we are given some details about his appearance: the clothes he is wearing are neat (“clean”) and white (repeated twice). He has even shaved for the “occasion”! In a word, he looks like any other teenager, wearing fashionable shoes too (“with lightning bolts on the side, laces untied”). This makes a sharp contrast with the bloodbath we imagine has just taken place in the corridors… The impact of such a gruesome scene (description) / harrowing experience is intense. We, readers, are supposed to feel as aghast and appalled as the girls, when we come to the final sadistic question. This horrendous choice the girls are left with reminds us of another literary work, Sophie’s Choice by W. Styron (1979). Although the context is quite different, the unbearable and unspeakable are some of the themes developed in the novel. It also gave way to the expression “a Sophie’s choice” to designate a choice that has to be made between two persons or things and that ends in the death or destruction of the person or thing not chosen. Objectifj f The text by Laura Kasischke gives a dramatic account from the perspective of the victims of a gun attack at a school. It stages ultimate teenage violence and the exertion of power in its most extreme form. The more tragic the horror show is, the more powerful and almighty the character / person might feel. Taking someone’s life is presented here as the absolute form of power. But isn’t it an expression of weakness too? This excerpt (which is fiction) makes us think of real events such as the attack at Columbine High School and the influence of peer pressure and various other factors that may influence teenagers. It raises the question of the right to bear arms in the USA and of gun control.

206 • UNIT 9 3. Translation workshop

& Productions possibles : De l’autre côté de la porte des toilettes (pour filles), un autre hurlement. Un hurlement déses- péré et insensé, comme une musique, suivi de l’appel à l’aide / au secours d’un homme. « Au secours, / À l’aide, » dit-il seulement. / c’est tout ce qu’il dit. / Il ne dit rien d’autre. Mr. McCleod ? Puis, le silence… sauf que l’une des filles porte sept bracelets en argent au poignet droit et qu’elles suffoquent toutes les deux en les entendant cliqueter / tinter. L’autre saisit les bracelets sur le poignet de son amie et les retient / maintient immobiles de la main. C’est alors qu’il ouvre lentement / doucement la porte et qu’il entre. Il tient à deux mains une grosse arme d’un noir bleuté et la pointe devant lui, visant le vide. 4. Shooting at Columbine High School

& Productions possibles : b. The text and the recording deal with a shooting in a school / High School in the USA. The text is fictional whereas Linda Carroll’s lesson is about a real event that hit the national news in Spring 1999. The killers were both students who had access to shotguns and weapons and who had carefully selected their victims. They ruthlessly murdered in cold blood with a chilling determination. In the text, two girls are cornered in the bathroom while the pupils wounded or killed at Columbine were trapped in the school library and in the cafeteria. The text is built on the growing of tension and anxiety. The recording highlights the trauma and terror of the families and children of the school and accounts for the teenagers’ motivation to start the bloodbath. c. In my opinion, there are several reasons that could lead a teenager to such violence. Firstly we can underline the amount of peer pressure surrounding young people nowadays. There are so many magazines and music videos that depict unrealistic and often edited photographs and images that are unobtainable under natural circumstances. This gives way to extreme low self-esteem due to a feeling of inadequacy and even bullying and taunting by others if a certain individual does not correspond to these ideals, portrayed in the media. This can lead to extreme anger and resentment that some young people may release through violence. Another reason that may be an influencing factor in teenage tendencies to resort to violence is the level of violence in video games. There are many games in which the objective is to bru- tally attack other characters with very explicit graphics. If a young person becomes obsessed with these games, it could influence their behaviour as their virtual world and begins to blur together with reality and they lose themselves in their violent fantasy. These are just a few examples of the many reasons why a young person may resort to violence. Even though they do not justify any sort of violent behaviour, they help us understand why such violence exists.

UNIT 9 • 207 UNIT A MATTER OF LIFE AND DEATH 9

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 59-60)

1 cheerleader, bomb, fortunate, target, truck, injure, library

2 Columbine, students, school, cheerleaders, popular, plan, don’t go to school, parents, bomb, cafeteria, lunch time, guns, shoot, outside, coats, kill, library upstairs, boy, injured, shoulder, truck, videos, rescued, hiding in classrooms, cellphones, conversations, family

3 a teacher

4 How many killers? Motive? Plan? Target?

couple of students get even with What? put a bomb jocks, others Where? cafeteria cheerleaders, What time? lunch popular kids time Clothes? trench coat

5 Place What happened there?

library, upstairs Victims: a number Killers: they killed at of students who were point-blank range, then trapped. they killed themselves.

6 The boy was injured in the shoulder, he crawled out of the library and fell on a truck outside.

7 They were trapped in the library, hiding in classrooms and lockers. They tried to hide where they could.

8 Activity Characteristics Group A jocks heroes, popular Group B killers not liked Group C friends nice to the killers, they were warned

ACTION!

1 The aggressors were two boys, teenagers going to Columbine High School / High School graders who held other pupils responsible for their lack of popularity. They were reserved, quite inhibited and jealous of the popular students. They were neither sporty, nor good- looking, nor friendly. So they decided to take their revenge / get even over every joke, mockery, row, sneer they had suffered over the past years. Unfortunately, they had easy access to guns at home and were trigger-happy.

208 • UNIT 9 2 The initial plan was gruesome. They carried shotguns, rifles hidden under long black coats and planted a bomb in the school cafeteria. Their goal was to teach popular kids how to grow respectful. The bomb was meant to kill hundreds in the cafeteria at lunch time while they waited outside, prepared to kill in cold blood as many escaping kids as possible. Their ruthless / merciless plan was to shoot any survivor at random.

3 At lunch time, on April 21st, the bomb did not go off, so they entered the school with their firearms and cornered students in the library, shooting with a chilling determination. Although some pleaded for their lives, they aimed at their victims and pulled the trigger. Desperate, helpless children feared for their lives and ran for safety. Panic-stricken teenagers managed to escape. They told the police and the journalists who had arrived about the bloodbath / bloodshed / massacre / slaughter and the astonishing escape of a wounded boy who jumped from the first floor / storey unto a media truck to safety. Objectifj f P arents were in a state of shock, scared stiff for the children still inside the school. Some could hear the pupils on their cellphones calling for help. The whole day is recalled as a tragedy by many Americans traumatized by the number of victims and the age of the young offenders. People often come to the school memory ground to mourn the dead.

> Script de l’enregistrement (CD 2, plage 26) Part 1 How many of you are familiar with what happened at Columbine? Did you hear about it, read about it? OK, most people throughout the world heard about this. A couple of students were not well-liked at school, and they made plans to get even with the “jocks”, who, you know, play on the school sports teams, the “heroes”, and the cheerleaders, and the popular kids. Because they weren’t popular, they were not accepted by the popular kids. So, they made a plan, they told their friends, the ones who were nice to them, “don’t go to school on that day”. They said, “don’t ask questions just don’t go to school. Tell your parents you’re sick.” But, um... their main plan was that they would put a bomb in the cafeteria, in the lunch room, to go off at lunch time. And then when the students began running out of the school, the two boys would be outside with rifles, guns, to shoot them as they came out. Well, their plan didn’t work, the bomb did not go off, and so they began shooting outside the school, and then they went into the school. They were wearing trench coats and they had guns inside their coats, long... they had long black coats. They targeted certain people that they wanted to kill, but they mostly just tried to kill as many students as they could. The fortunate thing was that it didn’t turn out to be as bad as they had planned it, and a lot less people were killed. If their plan had worked, there would have been several hundred killed. So, it was good that it didn’t work. 1’52’’ Part 2 They ended up in the library upstairs, with a number of students trapped in there with them. And they killed them, right, point-blank range, and then they killed themselves or each other, I’m not sure which. But, so, everyone that was in the library – one boy was injured in his shoulder, and he crawled out of the window of the library, two-storeys up, you know? You know, high up. There was a truck down below, a newscast truck, because by this time the news had come to take videos of the whole scene. And he fell, he crawled out and just

UNIT 9 • 209 UNIT A MATTER OF LIFE AND DEATH 9 kind of fell onto the top of the truck and they rescued him. So, he was able to escape the library. The rest were not so fortunate. It was a very, very sad thing, students were hiding in classrooms, in lockers, anywhere they could hide. They had their cell phones with them, and the conversations with their parents, and with their family, were very touching.

3. CRIME AND PUNISHMENT MANUEL & P. 136

1. The death penalty in the USA

& Productions possibles : a. The States in blue represent the States where there is currently no death penalty in place. The States in yellow represent the States where no death penalty has been issued since 1976. Finally the green States indicate that the death penalty has been declared unconstitutional. b. The orange States belong to the category of those which have implemented a death penalty as a punishment since 1976. They make up the majority of the United States of America. c. These statistics clearly show the Americans agree with the use of the death penalty as a just punishment for certain crimes. For the majority of the States it is a punishment that has been recently used and no doubt that it will continue to be put into use. However, there are a certain number of States, although it is only a handful that does not believe in the death penalty. These States are mostly North Eastern States. 2. The death penalty in Pennsylvania

& Productions possibles : b. – Judge Bortner was elected judge of the court of common pleas of York County, Pennsylvania. He works alongside fourteen other judges at the York courthouse. Currently, he is in charge of criminal cases. – He explains that the death penalty in Pennsylvania is restricted / limited to horrendous crimes. Few murderers are sentenced to this tough / harsh sentence. Criminals guilty of killing a police officer or torturing their victims, for instance, can be condemned to death. Pennsyl- vania used to have the electric chair but they have opted for the lethal injection instead. Yet, there have been very few executions. Since the 1950s, two convicts were killed in 1996, but none ever since. – While waiting for the execution, inmates are sent to a special unit inside the State prison called the death row. In Pennsylvania there are more male than female prisoners awaiting execution, about 200 men. Their sentence is in fact transformed into life imprisonment since most cases are being appealed. The procedure before the new trial takes ages / drags on for a very long time. – Many other US States, such as New York, Illinois, Minnesota, have abolished the death sentence. Indeed, DNA testing has proved that murderers were innocent and have faced a miscarriage of justice. Contrary to these progressive States, Texas is not ready to do away

210 • UNIT 9 with the death penalty. Texan judges approve of this barbaric / inhumane system as a deterrent for crime. Their tradition of free gun ownership dates back to the Wild West times when anyone carried a gun and took his (her) revenge / retaliated in the streets without waiting for trial.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 60-62)

1 a) appel (faire appel) b) condamné c) mortelle d) a innocenté

2 an interview

3 Judge Bortner about the death penalty in Pennsylvania

4 Job? Where? How many? How long? judge court of common pleas, York County, 15 judges ten-year term Pennsylvania

5 murderers

6 killing a police officer, killing and torturing a person

7 false, true, false, true

8 only 2 executions since 1996

9 b) currently, death, row, cases, appeal c) How many? Method used? Executed: Yes? No? Why? 200 people lethal injection No, because their cases are being appealed, on death row they want a DNA testing, some States want to be sure of the convict’s guilt and not to execute an innocent.

10 Past: electric chair Nowadays: lethal injection

11 A US State Characteristics Cultural reasons Texas strictest State, more Wild West, gun ownership is common, people on death row people carry a gun in a holster

12 “Guns don’t kill people, people kill people.”

13 Against: “bad things can happen”, “act on emotions”.

14 He doesn’t own a gun.

UNIT 9 • 211 UNIT A MATTER OF LIFE AND DEATH 9

ACTION!

Judge Bortner is a supporter of gun control and doesn’t own a gun. He opposes easy access to guns. He does not agree that it is an efficient deterrent to murder. He explains how judges get commissioned for their charge: he was elected judge of the court of common pleas of York County, Pennsylvania, for ten years, just as the other fourteen judges in York courthouse. The death penalty in Pennsylvania is restricted / limited to horrendous crimes. Few murderers are sentenced to this tough / harsh sentence. Only criminals guilty of killing a police officer or torturing their victims can be condemned to death. Pennsylvania used to have the electric chair but they have opted for the lethal injection instead. There have been very few executions in Pennsylvania since the 1950s. Sentences become life imprisonment on death row since most cases are being appealed. There are more male than female prisoners awaiting execution, about 200 men. Many other States have abolished the death sentence. Indeed, DNA testing has proved that murderers were innocent and have faced a miscarriage of justice. Yet, Texas is not ready to do away with the death penalty. Texan judges approve of this barbaric / inhumane system as a deterrent for crime. Their tradition of free gun ownership dates back to the Wild West times when anyone carried a gun and took his (her) revenge / retaliated in the streets without waiting for trial.

> Script de l’enregistrement (CD 2, plage 28) Part 1 Michael Bortner: I am a judge of the court of common pleas of York County, Pennsylvania. I am one of fifteen judges on our bench. I currently handle all criminal cases. I am elected as a judge, I’m elected for a ten-year term. 0’26’’ Part 2 We have a death penalty, it is somewhat limited. It is limited to murders that have what are considered to be aggravating circumstances, that would include, for example, killing a police officer, killing while in the commission of another serious felony, torturing a person. So the case... so the death penalty is not applied to every case of murder, only certain cases. I would say, since about, 1996 there have only been two. 1’08’’ Part 3 Currently there are approximately two hundred people on death row, meaning they have been given death sentences, but their cases are being appealed. In many cases it’s because of DNA testing that is available, and certain individuals that had been convicted of first-degree murder have been cleared, and some States have opted to not run the risk of executing an innocent person, and have therefore repealed their death penalty as well. Pennsylvania earlier had the electric chair as a means of execution, it is now, as I believe, in all States, by lethal injection. 1’59’’ Part 4 Interviewer: I think that Texas is one of the strictest States for the death penalty... Michael Bortner: I think that there are more people in Texas on death row, and there are more executions than anywhere else. And I guess that’s, you know, from their sort of tradition, their history of being sort of the “Wild West”, where gun ownership is common and people walk around carrying, you know, guns in holsters. I understand the argument that “guns don’t kill people, people kill people”, but if you’ve got too easy access to guns, it seems to me that bad things can happen when you act on emotions rather than thinking things through. I don’t own a gun.

212 • UNIT 9 3. Take your pen!

& Productions possibles (80 mots) : Justice in Georgia Convicted murderer John Smith has been sentenced to death by lethal injection at the end of this month for the homicide of thirteen-year-old Nathan Bell. Smith was convicted last month and after failing to appeal he has been sentenced this morning at court. Commenting on the condemnation, Judge Wickham said “I’m happy with his decision,” and that “the people of Georgia can rest with the thought that such a heartless criminal can threaten them no more.”

4. A SHADOW OVER DEMOCRACY MANUEL & P. 137

> Mise en œuvre : On pourra commencer par demander aux élèves ce que cette affiche d’Amnesty International évoque pour eux. Ce sera l’occasion de réviser le lexique lié aux exécutions et à la peine de mort. Certaines classes pourraient aussi faire une recherche sur la peine capitale en France (date de son abolition, sous quel président de la république, nom du dernier condamné…). & Productions possibles : What strikes me first in the poster is obviously the huge red noose (symbolic of hanging) with a lot of miniature people trapped in it and falling from it… probably dead. But one character is standing in the bottom right-hand corner witnessing / attending the executions. Then, what catches my attention is the slogan written in big bold letters: “END THE DEATH PENALTY”. The use of the imperative form is an incentive to make people react and act. The goal of the organization called Amnesty International is to make everyone think about the death penalty and the way people are executed all over the world. This is an awareness campaign promoting the abolition of capital punishment. October 10th is the World Day against the death penalty and it is the occasion for Amnesty International activists to demand an end to executions in some countries, and alert people about the living conditions in prison, more precisely on death row. The target is the man in the street who may have forgotten that action is still possible, that things can change. The more people support the cause, the more their vindications can be heard. 1. Find the key information

& Productions possibles : a. I have understood that the article is describing hypocritical statistics with regards to capital punishment in the United States. It explains that there is a large population of people who believe that innocent people have been unjustly convicted and sentenced to death, but that people still want to continue with the use of capital punishment and even expand it. The article then continues with the writer criticizing this hypocrisy and offering their own opinion on the matter.

UNIT 9 • 213 UNIT A MATTER OF LIFE AND DEATH 9 b. I would say that the key ideas are that 81% of Americans who participated in the survey conducted by Angus Reid believed that inevitably innocent people were killed through the death penalty, but that 62% of the same people thought that death penalty should be given to rapists, and 51% for those found guilty of kidnapping. Therefore, there is an element of hypocrisy in that the participants in the survey believe that the death penalty is taking the lives of innocent people, but that it should be used more often; a factor underlined by the writer, who is adamantly against the death penalty.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 62-63)

1 a) b) - death penalty (4 times) - innocent (4 times) c) It connects the two notions. Readers are made to believe that innocent convicts can be executed.

2 jurors – judges

3 executing innocent people

4 a) Angus Reid, on line survey / on the Internet b) - Chart 1: Can innocent people be executed? 6% = percentage of people answering “No”. - Chart 2: Is the death penalty a valid punishment to murder? 13% = percentage of people answering “No”. c) - Survey 3: Is the death penalty a valid punishment to rape? Numbers: left side of the pie: 38%, right side: 62%. - Survey 4: Is the death penalty a valid punishment to kidnapping? Numbers: left side of the pie: 49%, right side: 51%. d) Even if most people agree that innocent convicts can be executed, they still see the death penalty as a valid means to punish murder, rape and kidnapping.

5 Pros Cons effective deterrent, necessary sacrifice, convict wrongly, we think about the proper punishment for certain heinous death penalty in relation to specific crimes, achieve a greater good cases and crimes

6 a) collateral damage b) Executing some innocent can be compared to the innocent victims of war.

7 - Cameron Todd Willingham - dead - He was probably innocent.

8 He disagrees / condemns / exposes the death penalty. He wonders “how a system killing potentially innocent people can be allowed to continue” (l. 26-27) + “If one believes the death penalty is an effective deterrent against crime (I don’t)” (l. 15-16)

214 • UNIT 9 ACTION!

1 American people were recently asked by a polling agency to answer three questions about the death penalty on the Internet. The first question was: “Do you believe innocent people have been executed in America?” The vast majority (81%) agreed while only 6% thought that it had never happened. Then they had to answer a second question: “Do you support punishing murders with the death penalty?” Few (13%) answered in the negative, whereas 83% said yes. Last but not least, the agents asked: “Would you punish rape and kidnapping with the death penalty?” Again most American respondents approved.

2 This survey reveals a contradiction between the total trust in the death penalty as an appropriate way to deter criminals from committing heinous and chilling crimes and the fact that innocent culprits could be executed. This discrepancy / contrast is justified as a necessary sacrifice for a greater good. It is compared to a kind of collateral damage. Most Americans agree a few miscarriages of justice are worth it to ensure a less violent society.

3 On the other hand the committed journalist voices his strong opposition to this irrational way of thinking. He condemns / exposes / denounces the death penalty as a brutal, barbaric, unfair sentence which doesn’t take into account the human being. He concludes by recalling the polemical case of Cameron Todd Willingham, sentenced to death and executed while his supporters claimed his innocence.

2. Another voice

> Mise en œuvre : – L’introduction du document n’est pas traitée dans la fiche du Workbook. On peut néanmoins la faire écouter aux élèves. – La question 1. de la fiche du Workbook consiste à faire faire deux mini-recherches Internet afin que les élèves sachent qui est J. Irons et ce pour quoi Amnesty International œuvre depuis des années. Ainsi, ils pourront s’exprimer à l’oral et partager leurs informations. La CO n’en aura que plus de sens s’ils font cela au préalable. • Group A : J. Irons (www.jeremyirons.net/ ; www.en.wikipedia.org/wiki/Jeremy_Irons) • Group B: Amnesty International (www.amnesty.org/en/who-we-are) & Productions possibles : b. The famed British actor Jeremy Irons committed himself and agreed to support Amnesty International in their fight against the death penalty. The main arguments against the death penalty are numerous. First, it is “irreversible”, and can lead to the execution of innocents, for justice can indeed miscarry. Then, it violates some of the most fundamental Human Rights: the right to live and the ban on torturing. Finally, the question is to know if we want to kill and torture too... c. Réponses personnelles des élèves qui amèneront les premiers éléments de réflexion utiles au débat (cf. 3 p. 137).

UNIT 9 • 215 UNIT A MATTER OF LIFE AND DEATH 9

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 63-64)

2 irreversible - decades - fundamental - inalienable - imprisonment - execution - revile - outraged

3 The main topic is the fight against the death penalty.

4 irreversible - death of innocents - never acceptable - it tortures: physically and psychologically - horror of the waiting - attack on Human Rights

5 The first sentence he says is: “The death penalty is irreversible, and results in the death of innocents.”& J. Irons sides with the opponents of the death penalty.

6 – Countries mentioned: China - the Democratic Republic of Congo - Nigeria - Pakistan - Saudi Arabia - Yemen - the USA. – People mentioned: innocent people - families - child offenders - human beings. – Words or expression repeated several times: the death penalty - innocents - Human Rights - torture - killed - human being - the right to live / the right to life Les mots porteurs de sens sont des mots accentués (l’élève essaiera d’en trouver le plus possible).

7 a) Number of Where? Who? Age? Since? executions?

China - the Democratic child 14 years 51 recorded 1990 Republic of Congo - offenders old executions Nigeria - Pakistan - Saudi / children Arabia - Yemen - the USA

b) irreversible + never acceptable

8 a) The death penalty violates “two of our most basic Human Rights”, that is to say: “everyone has the right to live” and “no one shall be subject to torture”. b) Direct consequences Reasons Effects on the convict - It kills people. - brutal nature - physical and - It tortures people. of the execution psychological effects - It forces people to wait - The horror of the waiting to be killed (sometimes is unimaginable. for decades).

216 • UNIT 9 9 a)

DefinitionDefinition C Canan be / cancan’t’t be… Human RightsRights - belong to all ofof uuss cannotcannot bebe attackedattacked - clearlyclearly drawn lineline between what isis rightright and what iiss wronwrongg - lineline between iimprisonmentmprisonment and executionexecution

The rightright to lilifefe - fundamentalfundamental rightright cannot be givengiven or - unalienableunalienable taken awayaway

SomebodySomebody - someone who may have cannot be killedkilled by condemnedcondemned to committedcommitted a terribleterrible crcrime,ime, who other human beingsbeings the death penaltypenalty maymay have tortured or killedkilled - but stillstill a human being…being…

b) Finally, Jeremy Irons gets a strong argument across to us: by condemning someone to death and by executing people, we also become criminals (“we join them”), and we practice what has been called “legalized murder”. Is it really the solution? ACTION!

This recording is part of a campaign led by Amnesty International against the death penalty. Jeremy Irons supports their cause and is their mouthpiece here. The message is clear and explains why the death penalty should be abolished. As a staunch opponent, Irons draws an indictment of the effects and aftermaths of capital punishment. He alerts us to the possible deaths of innocents for example. The way he expresses himself is convincing and he puts to the fore the idea that Human Rights are more fundamental than anything else. That is why it is impossible to put someone to death (and to torture the person psychologically and physically). Indeed, he draws the conclusion that it is contradictory with the right to life and the fact that we would be murderers too.

> Script de l’enregistrement (CD 2, plage 30) Introduction There are many arguments against the death penalty. It’s not a deterrent against the crimes that it punishes. Society who use the death penalty don’t have lower crime rates than those that do. When a country abolishes the death penalty, they are not plunged into criminal chaos… But even if the death penalty did reduce crime rates, would it then be acceptable? The death penalty targets the economically disadvantaged: those who can’t afford good legal counsel, those without a voice in society… There’s a saying in the US: “Capital punishment means that those without the capital get the punishment.” Statistics show this is true. But would it be acceptable if people from all sections of society were executed? Does killing a rich man make killing a poor man right? 0’56’’

UNIT 9 • 217 UNIT A MATTER OF LIFE AND DEATH 9 Part 1 The death penalty is irreversible, and results in the death of innocents. When someone is dead a retrospective pardon is of little use to them or their family. Since 1990, in China, the Democratic Republic of Congo, Nigeria, Pakistan, Saudi Arabia, Yemen, and the USA, there have been 51 recorded executions of child offenders, some as young as 14 years old. And even if no more innocents or children are killed, should we tolerate the death penalty? The death penalty is never acceptable. 1’38’’ Part 2 It abuses two of our most basic Human Rights: everyone has the right to live, and no one shall be subject to torture. The death penalty obviously kills people, but it also tortures: physically, by the brutal nature of execution, and psychologically, by forcing individuals to wait to be killed. They wait… sometimes for decades while others are led to their deaths… The horror of this waiting is unimaginable. 2’08’’ Part 3 Human Rights are thus called because they apply to all human beings. They belong to all of us equally. An attack on these fundamental rights anywhere is an attack against all of us. The right to life is inalienable. It cannot be given and it cannot be taken away, no matter how terrible a crime… In a world full of uncertainty Human Rights are a clearly drawn line… a line between what is right… and what is wrong… a line between imprisonment and execution. Every individual facing the death penalty is – whatever they stand accused of – still a human being. However much we revile them, however much we are outraged by their actions, however much we want revenge, they are still human beings. They may well have killed, and tortured… they’ve crossed the line… but do we really want to join them? 3. Debate team

> Mise en œuvre : - Les élèves peuvent préparer leur production en groupes en désignant un rapporteur qui présentera leurs réflexions. - On encouragera les élèves à réagir aux propos de leurs camarades et à confronter leurs opinions à l’aide des pages 242-243 du manuel.

& Productions possibles : F: I am in favour of the death penalty • A: I oppose capital punishment • M: I am the mediator/ time-keeper M: Welcome debaters. Let’s begin! Today’s topic is the death penalty in the United States of America. What’s your opinion on the subject? F: I have to say right off that I am in favour of the death penalty. An eye for an eye. It is the right thing to do. A: I am against capital punishment. It is easy to say “an eye for an eye” but where do you draw the line? The person who administers the lethal injection, switches on the electric chair or whatever... in short, that person is responsible for carrying out the death penalty in becoming just as bad as the criminal. You say an eye for an eye, so does that mean that person should also be killed? Where does it stop?

218 • UNIT 9 F: It is totally different! The person carrying out the death penalty is a representative of justice. It isn’t the best job in the world, and certainly not the most pleasant, but it has to be done by somebody. They are saving our community and preventing any more tragedies at the hands of the murderer. A: I understand that it is important to prevent any reoffending but that is easily solved in a humane way by incarcerating the convicted criminal for life. A life sentence allows them to understand what they have done and pay penance. F: Yes, but think of the amount of tax payers’ money it costs to keep them in prison. Through capital punishment, these costs are no longer incurred. A: But it does not solve any real problems. It acts as a deterrent, sure, but what about giving people a second chance? Everyone deserves a second chance and so a fair opportunity to reform and start afresh is easily obtainable in prison with the correct guidance. F: We simply cannot afford that luxury. And besides, these people will never be trusted in again in society. They are too dangerous, so why allow them to reform when they don’t need to. It’s just a waste of time and money. A: I think you’re being incredibly unfair here. You’re not thinking about the bigger picture. What will the victim’s family think? Once they have got over their initial anger and hate and the dust begins to settle, do you really think they will feel that justice has been served by killing somebody? F: Of course, they will! They have lost someone they love, why should that person be allowed to live? The victim loses their right to live, so why should the murderer be afforded any more rights than his or her victim? A: I understand your reasoning but it doesn’t mean that the right thing to do is to take another person’s life. That is not the answer. F: Granted, I agree that it is not the ideal solution, but when you look at the situation from an objective point of view as well as from a funding point of view you can see where I’m coming from. A: Oh absolutely, but there is so much more to it than that. You cannot treat every case in the same way and so there’ll always be complications. Besides, what if you make a mistake and an innocent person is convicted and sentenced to death? At least if they are in prison, their conviction can be quashed and they can be reinserted into society. They won’t have those lost years back again, but at least they can have some of their life back! F: I suppose you’re right. That’s the problem, you have to be totally certain that you have found the right guy. There can’t be any doubt, but of course there are those unusual cases when an error has been made or certain pieces of evidence go undetected. A: Exactly. Is that a risk you’re willing to take? F: No! I’m for the death penalty as a punishment for the convicted criminal, not an innocent scapegoat! M: I don’t feel we are going to agree here. I’d like to thank you both for contributing your opinions on what is a very complicated topic.

UNIT 9 • 219 UNIT A MATTER OF LIFE AND DEATH 9 5. AN EYE FOR AN EYE MANUEL & P. 138-139

> Mise en œuvre : Au préalable, le professeur pourra anticiper le texte grâce à ces éléments :

1 Le titre : il pourra être intéressant de travailler sur l’expression an eye for an eye d’un point de vue culturel et linguistique. Cette citation utilisée au quotidien pourra être complétée assez aisément par les élèves sans qu’ils en connaissent pour autant l’origine: an eye for an eye, a tooth for a tooth. Ils pourront alors expliquer ce que cela est censé signifier (idea of revenge / to pay someone back for what has been done…). Il revient au professeur ensuite de donner ou de faire chercher (sur Internet, dans un dictionnaire, une encyclopédie) le contexte / l’origine de cette citation. & Productions possibles : It is part of the Talion Law (which can be found in the Old Testament) where the principle is to inflict the same punishment to the person who harmed you. This has given way to the following words in English: to retaliate, retaliation.

2 Le tableau d’Andy Warhol, Little Electric Chair (1964-65) & Productions possibles : The most striking and disturbing element in the painting is the red colour covering everything. Needless to say it reminds me of blood. The red splash looks like a wide bloodstain spread over the painting. The electric chair is shown from the front, fully visible; the execution chamber is empty. The scene represents death as an absence and complete silence. This notion was characteristic of Warhol, who once said: “I never understood why when you died, you didn’t just vanish and everything could just keep going the way it was, only you just wouldn’t be there,” and who often stated that he wanted a blank tombstone when he died. 1. Main facts

& Productions possibles : a. This speech is designed to shock people and make them disagree with the death penalty. The lawyer does so by introducing us to a man named Matthew Poncelet and giving us an insight into his story. By doing this, the lawyer forces us to empathize with Poncelet because we know him now. The next step of the speech is to hit us with the brutal truth that he is “sitting here today asking for his life.” This tugs at our heart strings because we feel we know Poncelet and he has been hard done by because of his financial circumstances, which he cannot help. Then, the speech really gets down to the nitty gritty. The lawyer talks about the lethal injection as a supposedly “humane” way of administering capital punishment. In fact, the lawyer’s objective is to highlight the hypocrisy of this idea by talking bluntly about how “we anaesthetize him with shot number one. Then, we give him shot number two and that implodes his lungs. And shot number three stops his heart.” He continues to describe how “we don’t have to see any horror show. We don’t have to taste the blood of revenge on our lips while this human being’s organs writhe, twist, contort.” The lawyer is really making us

220 • UNIT 9 squirm just like the victim’s organs. The explicit explanation of how the lethal injection works will shock the audience and make them feel guilty, which will act to strengthen his argument. Finally he hits us with the view that we are supposed hold: “Justice has been done.” After his speech, our reaction to this is that justice certainly has not been done. b. The lawyer’s goal is to make his audience question their views on capital punishment. He does this by introducing us to a man on death row, gives us an insight into his circumstances and makes us think that he has been hard done by. He then gives us a series of gruesome images to explain how the lethal injection works; comparing it in a sarcastic way to the old methods of capital punishment and making out that they are no more inhumane than the method we use today. c. The lawyer uses a series of images in the second half of the speech. They relate to past and present day methods of administering the death penalty. However the most startling images are those conjured up in our minds as he describes the way in which the lethal injection works. He starts off by describing the three stages of the lethal injection. These clear stages hit us straight in the face with how blunt they are. They are also gruesome, which makes them all the more effective in the sense that it disgusts the members of his audience. d. I would say the tone of the passage is certainly ironic. You can tell from the way the lawyer says: “But now… Now we have developed a device that is the most humane of all: lethal injection.” He then continues to describe how inhumane it is. He describes all the effort we made to find a “humane” mode of killing another human being; arguably not a humane thing to do in the first place, but also the fact that the method we eventually developed is not humane in the slightest. It is also an example of his cynicism. He is being cynical of the efforts we have made to find a new “humane” method of capital punishment, but also cynical of human beings and how we can bring ourselves to kill another human being in this way. All of these contribute to demonstrating his grim humour. e. The narrator is against the death penalty. I know this because he constantly mocks the death penalty as a form of punishment. He uses throwaway comments such as “now we have developed a device that is the most humane of all: the lethal injection,” that are dripping with sarcasm. His tone therefore reveals how he disagrees with the lethal injection and the capital punishment in general. Another reason that makes me believe that the narrator is against the death penalty is the way he uses gruesome imagery to shock the audience. Images like imploding lungs and the way in which the face would “twist and contort and pull,” are not things someone would talk about if they were in favour of the death penalty. In fact, they would probably try to hide these awful truths as much as possible. The final indication is the guilt trip at the end of the speech. He uses violent verbs such as “writhe, twist, contort,” before hitting us with the truth that we just sit back and let this happen to another human being. It is obvious that the narrator is against the death penalty and he wants us to agree with him. f. I find that the text is very persuasive and very shocking. The lawyer starts the speech describing the story of Matthew Poncelet. We learn a bit about Poncelet’s underprivileged background and that he cannot afford decent representation in court, before learning that he has been sentenced to death. The lawyer is tugging at our heart strings and consequently grabs our attention. Then, the narrator begins to mock the death penalty. I know this because he uses sarcastic comments such as “now we have developed a device that is the most humane of

UNIT 9 • 221 UNIT A MATTER OF LIFE AND DEATH 9 all: lethal injection.” In fact, if you read between the lines, he is saying that it is not humane at all. This idea becomes more explicit as the speech continues. He begins to use throwaway comments such as “we kept searching for more and more humane ways… of killing people we didn’t like.” He trivialises the subject in order to convince the public. He then explains what the lethal injection entails. He uses short, blunt sentences to shock the audience. This obviously shows his views against the use of the lethal injection because it reveals what it truly is, not what we believe it to be and the truth hurts. We cannot help but be shocked by his blunt explanation. He finishes his argument with guilt tripping the audience, but including himself in the guilty party. He says “We just sit there, quietly, nod our heads and say: ‘Justice has been done.’” After this cutting reality check about what the lethal injection involves, we experience a pang of guilt. We then associate this feeling of guilt with the death penalty and therefore we are more likely to share his views against it as a form of punishment. In conclusion, I think it is obvious that the narrator is against the death penalty and he uses various persuasive techniques to effectively shock us and guilt trip us into agreeing with him. g. – To recap, the prisoner is called Matthew Poncelet and he is a working-class man accused of murder. Because of his underprivileged background, Poncelet cannot afford to pay for a decent quality lawyer to represent him in courts, so instead he has to settle for what the State can provide him with: an inexperienced tax lawyer who has never taken on a capital case. – The speech then moves on to talk about the history of capital punishment and the methods used in the past. He mentions decapitation, suffocation in gas chambers, burying people alive and burning people at the stake, before mentioning the lethal injection. He suggests that we have taken centuries to develop the best method to administer a death penalty, finally concluding that we have allegedly found our solution with the lethal injection, as this is widely considered the most “humane” method. – However, he continues to underline exactly what makes this method of execution as inhumane as the other methods he has described. He talks about the three stages of the lethal injection, which are administered to the criminal after he has been strapped up. First, the convict is given an anaesthetic, secondly, he is given an injection that “implodes his lungs,” and finally the last injection stops his heart. He speaks candidly about how the first shot allows his muscles to relax and his “face just goes to sleep,” which could be said to be an advantage of this method because we cannot see any ostensible effects of the injection. However, this is exactly the lawyer’s point: we cannot see “the horror show,” but it is none the less brutal and inhumane. It therefore holds the same drawbacks as the other methods used in previous centuries. 2. Asking for mercy

& Productions possibles (180 words) : Dear Sir, My name is Matthew Poncelet, I am writing to you from my prison cell on death row after recently being convicted of murder. However, I maintain my innocence and I am writing to you to plead for a stay of execution. I have always lived my life according to the law and come from a family of law-abiding citizens. However, I am poor and have not been able to access the necessary funds to hire a strong defence lawyer to represent me fairly in court. With all due respect, Sir, a tax lawyer is not sufficient representation in a trial in which a person’s life is at stake.

222 • UNIT 9 I trust that you have the goodness in your heart to appreciate my desperate plight. I beg you to consider the effect this injustice would have upon my family. I beg you to grant me a stay of execution to find the means to pay for representation that is more suitable and to prove my innocence in court. Yours faithfully, Matthew Poncelet. 3. Movie corner

& Productions possibles : • Bang! You’re Dead, Alfred Hitchcock (1961) Jackie, the young nephew of Rick Sheffield, unpacks his uncle’s suitcase when he comes to stay and discovers a pistol which he believes is the present his uncle has promised him. Jackie and his friends are always playing with their toy guns, so, it is only a matter of time until tragedy strikes when Jackie plays with Uncle Rick’s firearm. The rush begins to stop him before it is too late. I would want to watch this film because it is directed by the legendary Alfred Hitchcock and must be filled with tension that leaves you sitting on the edge of your seat. I really want to know whether they manage to stop Jackie before he causes any harm. • Unforgiven, Clint Eastwood (1992) In a quiet town where the sheriff keeps things in check and people mind their own business just trying to get by, a local prostitute is murdered. The other prostitutes offer a reward for the capture and murder of the culprits, an offer ex-hit man The Schofield Kid cannot resist. He reforms for the sake of his wife but after she leaves him and times are hard on his farm, he calls up his old partner in crime and they ride out for one last kill. I would like to see this film because I wonder whether the hit man is a hero or a villain. I want to know how Clint Eastwood manipulates you with the way in which the character is represented. • Bowling for Columbine, Michael Moore (2002) This is a tongue-in-cheek film documentary exploring the right to bear arms in the United States, in the wake of the Columbine massacre. Michael Moore visits various States around America. He talks to several people and asks them whether it is right that people should be allowed to own and carry guns. He also interviews the managers of a bank that gives you a free gun when you open an account with them. He finally shows Charlton Heston’s speech representing the NRA. This film must be very interesting to watch. It seems to mix humour with a very serious topic to create a hard-hitting film documentary, which I think will give me a true insight into gun laws in the States and how people really feel about it. • Elephant, Gus Van Sant (2003) Just an ordinary day in High School turns extraordinary when two students take out their anger on their peers. Fed up with being taunted and teased these boys decide that the only solution is to open fire on the school and all those in it. I really want to watch this film. It was the winner of the Palme d’Or and Best Director at the 2003 Cannes Film Festival and so it promises to be a moving piece of cinematography. Besides, I think it would be interesting to get another perspective on the mind-set of the young students that commit these sorts of atrocities. It is difficult to understand their motives but perhaps this film could give us some level of insight.

UNIT 9 • 223 UNIT A MATTER OF LIFE AND DEATH 9 • A History of Violence, David Cronenberg (2005) This film begins with a hostage situation in a café. When they think all is lost, café owner Tom acts on instinct and manages to shoot the men and diffuse the situation. He’s hailed a hero, but when a mysterious man in a suit begins to follow him and call him by another name, Tom’s history of violence is uncovered and we discover where those instincts have come from. I want to see this film because the trailer is very intense and I want nothing more than to find out about Tom’s history of violence. I want to know how his family will react and what it will mean to his quiet lifestyle now his secret is out. Can things ever be the same for him? And will his life change for the better or worse? I can’t wait to find out! • Twelve Angry Men, Sidney Lumet (1957) This is the story of a jury assigned to the case of a young Spanish-American man who is accused of murder. The jury’s own prejudices are explored throughout the film when the youngest member suggests that perhaps the case is not as clear-cut as they initially thought. I want to see this film as it explores many elements of humanity often left untouched in movies, prejudice being one of them. I think it would be interesting to put a range of people from a variety of backgrounds into a high-pressure situation. That’s exactly what Lumet has done with these characters and I think it would make for very interesting viewing. • Dead Man Walking, Tim Robbins (1995) In the build-up to his execution, we follow the journey of Matthew Poncelet, a young man on death row fighting for his life. He befriends a nun in his attempts to gain a stay of execution from the court. She will give him temporal help and will try to guide him to salvation. In the meantime, we are shown fragmented glimpses of the murder and finally discover the truth. I would love to watch this film because it is filled with high-impact drama mixed in with high emotions and nail-biting tension. I can’t help but wonder what the outcome of the film is and whether or not Matthew is guilty of the crime he is accused of committing. Why is he accused? What makes him a suspect? If he is innocent, what really happened? • The Chamber, James Foley (1996) The trailer for this film is very mysterious. It introduces us to a young man and his grandfather who is convicted of murder, but there is doubt as to whether he really did it. The film follows the young man in his quest to discover the truth and clear his grandfather’s name, but he does not know what he is getting involved with. I would like to see this film because it is so intriguing. The action element has really grabbed my attention, and I already empathize with the characters, even after such a short trailer. I’m dying to know what happens next! • True Crime, Clint Eastwood (1999) This trailer is very ambiguous. It seems to be about a young man of African-American origin who is accused of murder. On the brink of suffering the death penalty, his family and an old journalist who believes in his innocence, fight to bring justice. The question is whether he can succeed and save the man’s life? Or will the man be tragically punished for a crime he did not commit? I would like to see this film because it has many different layers to it. There is the element of whether it is right to condemn someone to death in case there has been a mistake. The element of racism and the ugly past are rearing their head once again. The underdogs are trying to overcome.

224 • UNIT 9 • The Green Mile, Franck Darabont (1999) Tom Hanks stars in a touching tale of a gentle giant sentenced to death in America. However, they establish a special bond and Hanks becomes involved in his case. I would like to see this film because I want to know whether or not the man committed the crime he is accused of. I think the two men have developed an intriguing friendship and I want to see what direction the film takes with regards to whether Hanks has to help the man escape or whether he plays a role in uncovering the real murderer. b. Travail personnel de l’élève pouvant donner lieu à une évaluation de la part du professeur (travail en laboratoire multimédia par exemple).

LANGUAGE AT WORK MANUEL & P. 140-141

1 a. Before b. unless c. Although d. until e. so

2 a. A lot of people push for gun control in the US, whereas politicians are reluctant. b. Because this man committed a second offence with aggravating circumstances, he will be condemned to death. c. As a journalist you can stay and attend the trial provided you do not take pictures. d. Despite the fact he was young, he was put on death row.

3 a. ... after a new piece of evidence came to light. b. ... in view of the fact that there still exists an element of doubt. c. ... however, you can’t control your instincts. d. ... so that things are kept in order.

4 On pourra donner la consigne en anglais : Take a card from the teacher’s pack. Make your classmate guess the word: you cannot use it, its derivated words or the taboo words in brackets and you must use a relative pronoun. Ex.: the death penalty: “It’s the punishment you can get when you have committed a very serious crime.” Autres mots tabou possible : ammunition, witness, plead…

5 a. which b. all that c. what d. that e. that f. What

6 a. This is what I have just read in the newspaper about the death penalty. b. As soon as he comes back, he will tell us what he saw and everything he knows. c. What he said does not mean anything, I do not understand what he’s talking about. d. Are the Americans doing everything in their power / everything they can to improve the situation? e. That is all I can remember. f. What surprised everyone was that he was pardoned / forgiven.

7 This is the story of a day in the life of Calvin and Hobbes. Once upon a time, Calvin was playing up because he did not want to go to bed. He was shouting and screaming that he was not tired and all that he wanted was to stay up a bit longer. However, all of a sudden he fell asleep

UNIT 9 • 225 UNIT A MATTER OF LIFE AND DEATH 9 on the spot, so his dad put him to bed. Meanwhile, Calvin woke up and remembered that he was scared of the monsters lurking under his bed. He asked Dad if he would check for him, which he did, and there were no monsters under his bed. However, Calvin wasn’t satisfied. He then asked if his dad could look in his dresser so that he could sleep without worrying about monsters in his bedroom. His father reassured him that he was safe and there were no monsters in his dresser before switching off the light and bidding him goodnight. He was not impressed that Dad had left without checking his dresser. He snuggled up with Hobbes and neither of them could fall asleep for fear that the monsters might jump out and kill them in their sleep! They resolved to get the monsters before they had the chance to get them first. So, the plan was for Hobbes to startle the monster with the horn and then Calvin would fire at him with his dart gun. Then, they heard a noise in the hallway. The plan was put into action and it was a roaring success. Unfortunately, it wasn’t a monster after all, but Dad coming to check on them!

IMPROVE YOUR LISTENING SKILLS MANUEL & P. 142

1 Voir syllabe encadrées dans le script page suivante.

2 a. La tuerie de Columbine High School, Colorado, le 21 avril 1999. b. C’est le récit d’un témoin. Cette femme a fait partie des secours, donc elle a dû voir des victimes, entendre des récits. Elle a pu avoir une vision globale de la tragédie. c. sacrifice, student, funeral, teacher, hero, traumatized

3 a. une seule voix, une femme b. un témoignage c. school shooting • the US army • the impact of a tragedy on a man’s life • choosing a career

4 a. b. Concetta Kyle raconte ce qu’elle a vécu le 21 avril 1999. Elle est arrivée avec les secours car elle travaille pour le gouvernement. Elle parle plus particulièrement de Luke Milam et de son professeur de sciences Dave Sanders. Tous deux étaient au lycée le jour de la tragédie. Cette expérience a bouleversé leur vie.

5 a. Luke Milam, élève au lycée de Columbine était en cours de sciences avec son professeur Dave Sanders au moment de la tragédie. b. Luke a été scout et avait des connaissances solides en secourisme. Il pouvait apporter les premiers soins à des personnes accidentées ou blessées. Le professeur a été touché et est mort de ses blessures sans que Luke ne puisse rien faire. Il a éprouvé un vif sentiment de culpabilité et en est resté traumatisé. c. Ce jour tragique est à l’origine de son choix de carrière : il a décidé d’entrer dans la Navy / Marine nationale en tant que médecin / personnel de santé. d. Malheureusement, Luke, en tant que médecin du corps des Marines, a choisi d’être avec eux, au cœur des combats pour les aider et il est mort en Afghanistan. Il a eu des funérailles militaires au cimetière de Fort Logan, Denver, Colorado.

226 • UNIT 9 & Synthèse possible : Concetta Kyle travaille pour le gouvernement et se souvient du 21 avril 1999. Elle a beaucoup parlé avec Luke Milam, un élève piégé en cours de sciences le jour de la tragédie. Il est resté traumatisé par la mort de son professeur de sciences Dave Sanders. L’homme a été touché par un des élèves tueurs et est mort de ses blessures avant l’arrivée des secours. Pourtant Luke avait de solides notions de secourisme grâce à son expérience chez les scouts. Mais cela n’a pas suffi. L’adolescent a éprouvé un vif sentiment de culpabilité et d’impuissance. La tuerie dans son lycée a été déterminante pour son orientation professionnelle puisqu’il s’est engagé dans la Navy / Marine nationale en tant que médecin / personnel de santé. En tant que médecin du corps des Marines, il a choisi d’être avec les soldats de son unité, au cœur des combats pour les aider et il est mort en Afghanistan. Il a eu des funérailles militaires au cimetière de Fort Logan, Denver, Colorado. Son destin hors du commun a ému toute la communauté de Columbine qui est venue très nombreuse lui rendre un dernier hommage. Il y avait quatre cents élèves qui avaient eu l’autorisation de ne pas aller en cours. Tous ont compris ce que Luke voulait faire de sa vie : faire le bien et exorciser la tuerie de Columbine en sauvant des vies. Concetta se demande pourtant si son choix de s’engager dans l’armé en temps de guerre était le bon.

> Script de l’enregistrement (MP3 n°20) cemetery • community • excuse • federal • parental • ser vice • survive • tragic

> Script de l’enregistrement (MP3 n°21) My name is Concetta Kyle, I live in Denver, Colorado. Talking about Columbine and what happened at Columbine... I work for the federal government, I was the second emergency responder on scene, or the second emergency response vehicle on scene. I saw a lot that day, I went through a lot that day.

> Script de l’enregistrement (MP3 n°22) Columbine was definitely a tragedy that possibly could have been prevented. The tragedy had an impact on all of us and in particular on one boy. Luke, his name is Charles Luke Milam. Luke was at Columbine the day of the tragedy. He was in the science room with Dave Sand- ers, who was the teacher who was killed at Columbine. Luke was an Eagle Scout, had a lot of medical training through scouting, and could not save Dave Sanders’ life. Dave Sanders bled out because we couldn’t get to him fast enough. Luke felt very helpless that day, very much that he was a failure, and that it was his fault that Dave Sanders passed away when truly it wasn’t, it was the fact that we couldn’t get to him fast enough. I counselled with Luke for many hours after Columbine, and he decided to join the US military and become a medic in the Navy.

> Script de l’enregistrement (MP3 n°23) So he survives Columbine, he becomes a medic in the Navy. And Luke chose to be deployed with the Marines, he wanted to be where he could do the most good. He was deployed to Afghanistan, and was killed in Afghanistan while serving in the US Navy as a medic. So,

UNIT 9 • 227 UNIT A MATTER OF LIFE AND DEATH 9 he survives Columbine to be killed in Afghanistan. His funeral was at Fort Logan National Cemetery, in Denver, and the day of his funeral, the school decided to allow all the students who wished to attend his service to be excused from school, if they had parental permission. His service was one of the largest I’ve ever seen at Fort Logan. There were well over 400 students who attended, as well as the community at large, there were well over a thousand mourners at his service. The students really understood what Luke tried to do. The community understood what Luke tried to do. He wanted to make a difference, and sacrificed his life to try to make a difference. So, out of something tragic such as Columbine, he wanted to do something good with his life. Whether joining the military was the way to do that or not... in his eyes it was.

YOUR TASK MANUEL & P. 143

> Mise en œuvre : – Après avoir entraîné les élèves à l’écoute à l’aide des exercices de la p. 142, on leur demandera de lire attentivement les consignes de la p. 143. – Comme indiqué (Les étapes à suivre), les élèves écouteront les trois enregistrements trois fois. – On laissera une à deux minutes après la première écoute pour que les élèves notent quelques mots au brouillon. – Lors de la deuxième écoute, ils relèveront autant d’éléments que possible. Puis, après deux minutes, on distribuera la fiche de compréhension (voir site compagnon), dont ils prendront connaissance et qu’ils complèteront à l’aide des informations qu’ils auront trouvées. – On procèdera alors à une dernière écoute de vérification. Ils finiront de compléter la fiche. – Cette fiche pourra soit être relevée et notée, soit servir de base à un résumé en français, comme pour l’épreuve de compréhension orale du Baccalauréat. – Enfin, les élèves prépareront les notes qu’ils utiliseront pour enregistrer leur sélection du meilleur reportage de l’année en utilisant les aides en bas de la page 143 (Votre choix). Ils pourront s’enregistrer soit en laboratoire multimédia, soit sur un baladeur MP3, soit sur un ordinateur équipé d’un micro en utilisant le logiciel gratuit Audacity. & Productions possibles (Mobilisez vos connaissances, 2.) : In this image of Maggie from the cartoon The Simpsons, it is possible to make several comments on the gun laws in America. Firstly the fact that Maggie is a baby / toddler and is able to get hold of a gun is shocking / disturbing. Even though it is a cartoon image and obviously not real, the message is real enough. Younger and younger people are gaining access to guns, and soon everyone will have one. This is a scary thought because we shouldn’t need to carry a gun around with us to make us feel safe. The impact of the image is reinforced by the angle shots (close-up + low-angle shot). Secondly, this image shows us that guns are so readily available in America. The Simpsons are supposed to represent a typical American family: dys- functional with two parents and three children, a mischievous boy, a smart girl and the baby. It is therefore shocking that even a normal family in the States have access to guns. Finally the combination of a humorous cartoon TV show and a serious topic makes the topic all the

228 • UNIT 9 more poignant. Guns are very dangerous and it is terrifying that there should be so many in circulation. Even though this is a satirical view of guns that trivialises it slightly, it takes it out of context and highlights the severity of the issue.

> Script de l’enregistrement (MP3 n°24) First of all, I would like to state that I am totally against the legality of firearms in the United States of America. Frankly, I cannot understand why it would be beneficial for everyone to bear arms, because it only opens up more opportunity for gun crime. On one hand, the argument for the right to bear arms is that every man has the right to defend his home and his family, which is understandable. However, on the other hand, things are clearly out of control. This image satirizes how everyone, no matter who you are, can legally own a gun. In my opinion, I cannot think of anything more worrying than irresponsible people handling this sort of weapon, and it is considered to be normal. What’s more, if guns were illegal, then there would be less danger to defend against. It would be particularly effective in reducing the gang culture in America, because there are so many young lives lost because of hate crimes and gang rivalry. I mean, this law was created in the lawless days of the cowboys and saloons, but now it has been left so long that it is impossible to know how many guns are in circulation, so even if they were banned, no one would ever know if all the firearms had been confiscated. It’s simply impossible to keep track. Although, on second thoughts, perhaps I’m wrong. Seeing (as) there is already an extensive gun culture in the United States, perhaps it has become too dangerous to confiscate people’s firearms because then they are at risk from the guns that would illegally remain in circulation. Things have become so bad, that it is impossible to reverse the damage already done. All in all, I think America needs to change, but it will be a tough challenge to solve this important issue.

> Script de l’enregistrement (CD 2, plage 32) I was in first grade when this happened. A lot of my teachers were here at the time, and a lot of people that I know had family or friends or just people that they knew who went here at the time that it happened, and a lot of my teachers have a hard time talking about it because a lot of them were here 11 years ago, coming up this year. And especially for my choir teacher, it’s very hard for him to talk about it, because he worked with Dylan who was one of the shooters. He worked with him in musicals and plays and different choir activities they did. And so they were fairly close, and you... you could kind of say he almost blames himself for not seeing Dylan’s behavior, and for not doing anything about it. But, he has a very hard time talking about it because he worked so much with Dylan, and this happened, and he killed some choir students, and one of his best friends was the teacher who died. He really doesn’t talk about it very often, and it’s very rare to hear him say anything about it because he had such a hard time with it.

> Script de l’enregistrement (CD 2, plage 33) To say that nobody should have a gun, I don’t think that’s right, you know. Here in America we believe in the right to bear arms, and I believe in that. I own guns myself, because of my job, because of my husband’s job, we carry guns, you know, we carry weapons almost daily. And I don’t think that guns are a bad thing, I think that people use them in bad ways. Or, some people use them in bad ways, but I don’t think they’re a bad thing. And the more

UNIT 9 • 229 UNIT A MATTER OF LIFE AND DEATH 9 we educate our families, the more we educate our youth in the proper ways to use guns, the more respect they have for them. My youngest son being 15, when he was 3, we brought him to the firing range with us, and took his favourite stuffed animal with us and had the guy at the firing range put it at the end of the range, showed him how to use a gun, and blew his toy apart! On TV you see people shot all the time and an hour later they’re in another episode of the same show, and they’re living, and I don’t think that young children understand that guns can kill people. And by destroying my son’s toy, and not being able to put it back together, he got the idea real quick that guns were not toys. We’ve never bought guns, pop-guns or toy guns for our children. Guns are not toys, they should be treated with respect, and by showing him the damage that a gun could do, he had a lot – he has a lot of respect for weapons in general. He’s earned his merit badges in scouting with handguns and rifles, he understands the damage they can do and the power that they have, but he also understands that they’re to be used in a righteous way and not in a destructive way. And, I think if you teach people that, that guns can be a good thing, they don’t have to be a negative thing.

> Script de l’enregistrement (CD 2, plage 34) I want to say there’s about 18 State facilities throughout Pennsylvania, I’m sure at least half of them would have what would be considered a death row. There’s a lot of inmates in Pennsylvania that are on death row and they’ve been there for years and they’re waiting, you know... re-trials, appeals. And normally those folks will stay in their cell, they’re segregated, and they are also one individual to a cell when they do that. And they will stay in their cell for, like, 23 hours a day out of 24 hours a day. That other hour a day, they’re allowed recreation, and they’ll be escorted to an area where they can either walk around or play basketball in a gym area, or whatever, for that one hour, and during that time they’re allowed a 15 minutes shower, and then they go right back in their cell. So, death row is very expensive for the State, the taxpayers... I can’t remember exactly what they said it costs to house an inmate, I mean, I think it’s something like 22,000 dollars a year, some bizarre number like that is what it costs to, you know... medical treatment and, you know, and for food, and the attention right there. As far as the death penalty... to me, when I was younger I used to think, yeah that was really a great thing, you know: an eye for an eye, if somebody took somebody else’s life then they deserved that. They’ve proved over the years that it doesn’t work because the turnaround time, if they have somebody that’s totally 100 per cent guilty, they’ve admitted, they watched them do the crime, or whatever... if they’re gonna take their life away from them, it should be done right away, you know. I don’t think it’s fair to make that person suffer for years and years and years and years, plus it costs the taxpayer, you know, all these thousands of dollars. On the other hand, the inmates know that, they know that they’re gonna live another 20, 25 years and may never be executed. So, therefore, that’s just a life sentence.

230 • UNIT 9 SPEAKING CORNER MANUEL & P. 144-145

A I find this image of Richie, a young boy holding a gun, extremely shocking. In the background we can see a quiet, normal-looking suburban street lined with houses, and nothing seems out of the ordinary. However, the focus of the image is Richie, who doesn’t look any older than six or seven, sitting on his “Big Wheel” toy, with one arm on the handlebars and the other holding a gun. I find this surprising, as I have never lived in a community where owning a gun is the norm, never mind one where children are allowed to use them. The juxtaposition of the middle-class suburban setting and the child’s toy with the dangerous weapon in the boy’s hand is very striking. The look on Richie’s face suggests that holding a gun is not something that he finds unusual, exciting or scary. In fact, he looks quite angry, which may just be due to the sun glaring in his eyes, but it could also imply a hostile gun-slinging attitude which we see on TV and in films. I also find Richie’s mother’s attitude unbelievable and disgraceful. She mentions that she doesn’t think that it will have a negative effect on his personality, and will not turn him into someone who uses guns to do bad things. This may be true, but in my opinion it is unlikely that it won’t affect his development. I believe that being exposed to an object which can kill from an early age is bound to affect a child psychologically, for example, Richie could develop a complex where he feels that having a gun automatically gives him power and authority over everyone else. Furthermore, his relationship with guns could become unhealthy; because they have been part of his life for so long, he could eventually feel dependent on guns or even obsessed with them. Most shockingly, however, Richie’s mother completely disregards the fact that it is a dangerous weapon and that therefore a young child could seriously injure or even kill himself or somebody else. Children are curious, and although some might say that it is a good thing to make them aware of the dangers of firearms from an early age, I think that the risk of an accident is far too high. She talks about how it helps him to socialize; whilst I understand that other children would be fascinated with something dangerous that they are not allowed, in my opinion this does not justify the fact that she lets her child use a gun, or indeed allows other children to be put in danger by letting them borrow Richie’s. Furthermore, the gun may negatively affect his social interaction with other children, since he could use it to manipulate or even threaten other children. She also mentions the hypocrisy of her neighbours who won’t allow their own children to have guns; again I do not think that this excuses her decision. Childhood is a time of innocence in which violence and death should have no part, but I think that introducing children to guns is dangerous both physically and psychologically.

B > Script de l’enregistrement (MP3 n°25) I’m the school resource officer with Thunderridge High School in the Douglas County School District. And I have a couple responsibilities, you know I’m an armed police officer in the school. Our permanent focus is regular law enforcement duties; any kind of criminal complaint that comes in. In terms of being it simple things like a theft, ya know.... to a school yard fight. Anything of that nature we’re responsible for investigating and holding the kids accountable on the criminal justice side of this. Obviously the school does their side of it, but we also do a separate investigation and then obviously, like I said, we’re armed, we have the weapons, our handguns on us. We also have access to shotguns and rifles. We

UNIT 9 • 231 UNIT A MATTER OF LIFE AND DEATH 9 have our artillery if you would and those are in case we need it, for the ultimate things in terms of the school shootings or other violent acts that sometimes we’ve had at schools within the State of Colorado. Some of you might be familiar with the Columbine incident. Not to mention there’s been other incidents in the State of Colorado. So we definitely have that presence in terms of the security. And then we also have another role here besides just the law enforcement is education. Go in and talk to the kids about... give them some of the experiences about certain things like the effects of alcohol; what it does to you, the decisions you make. Giving the kids some experience with just driving cuz ya know in the United States when you’re 16 you get your driver’s license and it’s a huge problem.

C This room is the jury room. I think that the people in the picture are members of a jury and they are desperately trying to reach a verdict. However, they are struggling to convince the only female member of the jury who is standing her ground with her arms folded. She has very defensive body language as her arms and her legs are crossed, whereas the other people have very offensive body language as they try to persuade her to see eye to eye with them. Some of the men look engaged in the debate, whereas others seem less interested, such as the one in the background who has fallen asleep. This suggests that the woman has really paid attention to the case and she has made an informed decision, whereas some of the others may not. On a side note, the fact that she’s the only female may be a metaphor for her contrasting beliefs, as she is the odd one out both as a woman and in terms of her views and beliefs. Or on the other hand, it may be to do with the fact that women are underrepresented in authoritative positions, as she is severely outnumbered in a jury that has the power to enforce justice. I think that the next part of the story will be that she stands her ground despite their best efforts. She will communicate her point of view and they will listen to her, but she must voice her opinions rather than sitting with her arms crossed. I think that the next scene would see her jump to her feet and shout over all the harassing men.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Image vidéoprojetable : In Guns we Trust (DVD-Rom) > Clé du Bac : Document audio 3 : The death penalty

232 • UNIT 9 UNIT 10 THE POWER OF MONEY & L’idée de progrès & Espaces et échanges Tâche finale (p. 159) : You publish a book entitled Planet Money. You have to select the best illustration for the front cover. Justify your choice.

Prolongements Activités Contenus langagières tâches / aides – Acquérir le vocabulaire – Fiche Workbook lié à l’argent et à l’emploi – Improve your speaking skills (p. 158) POI – Réagir à un dessin – Commenter un document visuel humoristique (p. 240-241) Tune in! – Comprendre un poème – Fiche Workbook (p. 150-151) CE – S’entraîner à bien – Texte enregistré (site compagnon) prononcer – Fiche Workbook CO Comprendre une interview – Comprendre un message oral (p. 238-239) Comprendre deux extraits CE Fiche sur le site compagnon 1. The world d’un essai is ﬂ at – Enrichir sa prise de parole (p. 242-243) (p. 152-153) POI Jeu de rôles – Language at work : tags interrogatifs, énoncés exclamatifs (p. 157) – Commenter un document visuel (p. 240-241) – Réagir à deux dessins – Enrichir sa prise de parole (p. 242-243) humoristiques – Préparation à l’épreuve d’expression – Échanger, donner son POI orale (l’idée de progrès p. 248, espaces opinion, débattre et échanges p. 249) – Se préparer à l’épreuve 2. North – Language at work : formes d’expression orale vs South emphatiques et auxiliaires de reprise (p. 154-155) (p. 157) Fiche vidéo (DVD-Rom et site CO Vidéo : New energy? compagnon) Rédiger un texte PE Rédiger un texte (p. 236-237) argumentatiff – Commenter un document visuel – Comprendre (p. 240-241) une campagne PPC – Enrichir sa prise de parole (p. 242-243) 3. Fair trade de sensibilisation – Language at work : énoncés négatifs (p. 156) – Défendre ses positions (p. 157) CO Comprendre une vidéo

L’activité langagière principale de cette unité est la POI (production orale en interaction).

UNIT 10 • 233 UNIT THE POWER OF MONEY 10 TUNE IN! MANUEL & P. 150-151

1. Let’s make a deal!

> Mise en œuvre : a. Réactions à l’oral des élèves. Mise en commun. b. Les élèves pourront remplir dans le Workbook le formulaire de demande d’emploi que le Père Noël tient dans ses mains sur le dessin. & Productions possibles (a.) : It is obviously Christmas time as we can recognize Father Christmas / Santa Claus who is supposed to welcome children and take their lists. But what is striking is that the little boy sitting on his lap looks quite puzzled / bewildered by the old man’s behaviour. Indeed, instead of taking the list and listening to the boy, Santa is holding a letter where we can read his name and his address. Furthermore, the sentence that Santa utters shows he wants to make a deal with the boy: he will take his list only if the boy takes Santa’s résumé and passes it to his father. Santa has rings under his eyes and seems to be exhausted and disheartened. Even if the scene is humorous, it is unexpected and it hints at the hardships people are facing in a time of crisis. The goal of the artist is to show that there is no permanent job and that anyone can be made redundant. That is why Santa is thinking about his future and a possible economic reconversion / occupational retraining. He would be grateful if somebody gave him a hand. He would be ready to do any odd jobs. 2. Find the key information

> Mise en œuvre : – Mise en commun des remarques des élèves. Le Workbook aidera à approfondir. – L’intégralité du poème, lu par son auteur, est disponible en MP3 sur le site compagnon.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 65-67)

1 It is a poem. Some lines rhyme “man / hooligan / ruffian”.

2 a) make & makes b) An dem & And they • dem & their c) An & And • cause & because • got & have got • an & and • got & have got d) An & And • chillin’ & chilling • Like we’re livin’ & as if we were living

3 a) illiterate • uneducated b) reach average people • reach people who are not very educated • speak to people in a language they understand

4 haughty, boastful “Money makes a rich man feel like a big man” (l. 1) vain, conceited “Money affects your ego” (l. 9)

234 • UNIT 10 humiliated “A one parent family feels like a ruffian” (l. 3) selfish, greedy “An those who have it won’t give you anything” (l. 4) degraded “It make a poor man feel like a hooligan” (l. 2)

5 a) True. “Money causes problems anywhere money is found” (l. 11) b) True. “Your life is lived very artificially” (l. 7)

6 a) Food b) “Food is necessary” (l. 13)

7 a) - “my” (l. 14): the narrator - “dem” (= “them”) (l. 15): wealthy people – “we” (l. 17): everybody / all humans b) Who are Who is Why? Why? the victims? responsible? poor people No one keeps the “dem” rich Children are dying third world on the people Spies are spying run. Refugees are ﬂ eeing Politicians are lying

8 Although money can buy a lot of things, food is what people need to survive. Money is not used correctly, and the consequences are dreadful / appalling / terrible.

9 a fellow man (concitoyen)

10 - bourse: stock market - calm down and relax: chillin’

11 a) “economic war” b) “got more” (l. 26) c) brothers, the north vs the south, developed countries vs developing countries

12 “when a brother kills another” (l. 28) + “economic war” (l. 28) + “shots fired” (l. 36)

13 a) True.“So we work for a livin’ / An we try an we try” (l. 37-38) b) False. “With so little time for chillin’” (l. 39) c) True. “Money makes a dream become reality / Money makes real life a fantasy” (l. 41-42) ACTION!

This poem shows the gap between industrialized countries and developing countries and the injustice created by money. Indeed, developing countries and third world countries suffer from inequalities and are economic underdogs. The author makes a harsh criticism of modern society and draws up an indictment of rich people who do not share their wealth with people in need. This poem is an attack on selfishness and vanity. Its author intends to spread a message of alarm and concern: if rich countries remain blinkered and do not face the problem, the discrepancy between the haves and the have-nots will keep widening. He wants to be the spokesman for deprived countries and urges people to bridge the gap created by money.

UNIT10 • 235 UNIT THE POWER OF MONEY 10

Objectifj f This poem shows how two parts of the world are at odds / opposed / poles apart / worlds apart: industrialized countries have all the wealth whereas developing countries are left with nothing and suffer from starvation. It exposes the inequalities people face. The “economic war” the author refers to is obviously the cause of the widening gap between the haves and the have-nots. In a nutshell, the author presents a negative vision of money, he asserts that it affects who you are and turns you into a boastful and selfish person. Therefore, despite the fact that money can enable exchanges between people, it is also what separates them and creates injustice. Similarly, instead of promoting exchanges between countries and making people feel closer to each other, it stresses inequalities and produces two-tier societies and a world with huge inequalities.

3. What makes the world go round? & Productions possibles : a. Benjamin Zephaniah’s poem Money from his collection of poems titled City Psalms, conveys a very negative view of money, blaming money for most of the world’s problems. Writing in a style that recalls rap music’s use of African American vernacular English, Zephaniah repeats the word “money” eleven times throughout the poem, accusing money of coming between people, claiming that, “Money makes your friend become your enemy.” He also says that money causes people to become selfish, full of their own ego, and leads to “superficiality” in their relationships. Zephaniah even goes so far as to blame war on the stock market and money. b. While the majority of the poem is about the evils of the desire for money, Zephaniah does take the time to mention the most important thing that we need to survive: food. He writes, “Food is what we need / Food is necessary / Let me grow my food.” Here, Zephaniah argues that while many men believe that they cannot live without money, food is actually the only indispensable need that they have. Implicit is the claim that if men were to focus on growing food and less on getting rich, then life would be better and the world would have more peace. c. The tone of Zephaniah’s poem is certainly cynical. Certainly, he spares no pains disparaging the use of money; in fact, he seems to go so far as to spurn its very existence. Caustic and biting towards the effect that money has on men, the poem harshly criticizes the rat race that men enter into when they choose to make money the goal of their lives. 4. Karaoke > Mise en œuvre : – Le but est d’amener les élèves à s’approprier la langue à travers une forme de poésie moderne et donc de leur donner envie de dire les mots avec une intonation, une accentuation, une prononciation aussi authentiques que possible. – L’exercice b. constitue une session d’entraînement et pourra être prolongé par une Chain contest, ou une interprétation évaluée par le professeur en laboratoire multimédia. On fera réciter des vers ou des paroles de poème / chanson aux élèves les uns après les autres, en formant plusieurs groupes. Le groupe ayant le mieux enchaîné les vers, voire des strophes entières, aura gagné.

236 • UNIT 10 & Corrigé (a.) : money • rich • man • big • man • poor • man • hooligan • ruffian • anything • money • friend • enemy • things • superficially • life • artificially • poverty • money • ego • brings you down • problems • food • need • food • necessary • grow • food • eat • money • save • feel • doomed 5. Widening gap

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 67-68)

2 - protest - opportunities - structures

3 a) (de haut en bas) upper class • upper middle class • lower middle class • lower class / working class b) This is a social ladder. According to their income (the amount of money earned) people’s social status varies.

4 I can hear three voices. A man is interviewing two people. This is an interview.

5 protesting • movement

6 This recording may be about young people protesting against inequalities, they might feel they do not have enough opportunities and want to emphasize the gap between the upper class and the lower class.

7 - Country? America / the US (Washington) - Movement? Institutions? Occupy Wall Street Movement • Wall Street - Jobs? Status? business • banks • wealthy / rich people • middle class • poor people - Percentages? Numbers? 1% • $343,000 • 40% • 99% - Dates? Dura- tion? From 1979 to 2007 • 70 years - Name of a law? The First Amendment - Stressed words? massive • action • Occupy Wall Street Movement • issues • protest • inequality • lack • opportunity • job market • student debt • bill • goods • economy • loans • American Dream • end • benefit • opportunities • parents • grandparents • depressing • business • Washington • Wall Street • institutions • power structures • wealthy • middle class • poor • future • social ladder • demands • awareness • unfairness • greedy banks • income • improve • gap • strong • occupy • financial industry • raise awareness • opinions • ideas • action • despair

8 a) What? Reasons? Against? – massive action – student debt – inequality, lack of opportunity, – the Occupy Wall – nothing positive is in store – a job market that’s not Street Movement – American Dream has come to an end working for everyone – never benefit from the – too much student debt opportunities our parents and – business as usual in grandparents have had in the past Washington and business – can no longer hope for a better as usual on Wall Street future

b) “How can we move up the social ladder?”

UNIT10 • 237 UNIT THE POWER OF MONEY 10

9 Widening gap Goals – more than punishing the 1%, what we’re - The rich: 1% of Americans made saying is we are the 99% $343,000 last year or more • income triple – stand here and occupy some place from 1979 to 2007 – show the US financial industry and - The middle class: income up about 40% raise awareness that their policies are not - The poor: barely seen their income benefiting everyone improve – turn the focus on us, the 99%

10 Stand here, occupy, raise awareness, express opinions and ideas ACTION!

1 Their movement is meant to protest against the lack of opportunities on the job market. They intend to underline their difficulties in being able to pay off their student loans and benefit from better opportunities. They find it hard to have hope in the future when they witness a widening gap between wealthy people and the middle class or poor people. They tend to think that the American Dream no longer exists in the United States. 2 With their movement, they aim at raising awareness and turning the focus on deprived people. They do not have specific demands but mean to denounce the unfairness of the situation and the greed of the financial industry. They accuse the government of giving too much to well-off people and not taking into account the middle classes or the poorer people. They advocate their freedom of speech granted by the American Constitution. They try not to give in to despair and stand firm for their claims. Objectifj f This recording reveals the power institutions have on people’s social status. Nowadays, it seems that the world is led by the stock market (Wall Street) and Washington. On the one hand, the financial industry has never been so powerful and generated so much wealth. However, on the other hand, the world has reached its highest level of economic and social inequalities. Economic policies have created two-tier societies in which the “happy few” thrive and a great majority suffers from the lack of opportunities and struggles to maintain a decent standard of living. It is becoming harder and harder to bridge the gap as very little is done to tackle the problem and turn the focus on this burning issue.

> Script de l’enregistrement (CD 3, plage 6) & Introduction Journalist: Today is the day of massive action organized by the Occupy Wall Street Movement that is speaking out about many issues. There’s no one leader in this movement. That’s the reason why I’ve decided to interview two people who are taking part in the protest. What are you protesting? 0’24’’ & Part 1 1st protester: We’re protesting inequality, lack of opportunity, a job market that’s not working for everyone. We’re protesting too much student debt. We feel like we’ve been sold a bill of goods. We’ve taken out all this student debt for a place in an economy that’s not providing

238 • UNIT 10 jobs that will help us pay off our student loans. We feel nothing positive is in store for us. We feel the American Dream has come to an end. We’ll never benefit from the opportunities our parents and grandparents have had in the past. And that’s really depressing— 2nd protester: We’re protesting business as usual in Washington and business as usual on Wall Street. We’re convinced both of those two big institutions, two big power structures in America, have conspired to make the wealthy wealthier, and not serve the middle class and poor people. Our future is not theirs to leverage. We can no longer hope for a better future. How can we move up the social ladder? 1’34’’ & Part 2 Journalist: What would make you happy? 1st protester: We’re not going to draw up a specific list of demands. We’re here to draw awareness to the numbers that don’t lie, the rich who are getting richer, the middle class barely holding on and the poor getting poorer. There is just a fundamental unfairness that goes hand in hand with greedy banks and greed in Washington that makes this continue. 2nd protester: The richest 1% of Americans made $343,000 last year or more, according to the IRS. That 1% has seen its income triple from 1979 to 2007. At the same time, the middle class has seen its income up about 40% and the poor have barely seen their income improve. So we’ve seen a widening income gap, the biggest largest income gap we’ve seen in this country in 70 years. Journalist: So what about the other 99%? 1st protester: More than punishing the 1%, what we’re saying is we are the 99%. What about us? We are a bigger group. We can be strong. We can stand here and occupy some place and show the US financial industry and raise awareness that their policies are not benefiting every one. They’re only benefiting a few. Yet rather than indicting the top 1%, what we’re really trying to do is turn the focus on us, the 99%, who’ve been left behind. The First Amendment allows us to express our opinions and ideas so that’s what we’re doing today. Action’s better than despair! & Productions possibles (Manuel p. 151, b.) : Why am I here? I’ve come because I am sick and tired of seeing the 1% get wealthier each day while the rest of us work harder and harder for less and less money and narrower and narrower prospects. I am currently fortunate enough to have a job but many of my friends are struggling to get by on low-paying, part-time jobs while trying hopelessly to reimburse staggeringly heavy student loans. People who default on their home loans / mortgages can walk away from their houses, but we are stuck with our student loans for life. We aren’t against capitalism per se, but we are furious about the rampant financial corruption, and its consequences on our lives and our futures. We want the same opportunities our parents’ generation had: a healthy economy and a strong job market. We are putting our feet down: enough is enough! I hope my presence helps to raise awareness about the hardships too many Americans are facing today.

UNIT10 • 239 UNIT THE POWER OF MONEY 10 1. THE WORLD IS FLAT MANUEL & P. 152-153

1. Speak from your notes

> Mise en œuvre – On divisera la classe en 2 groupes. Chaque groupe prendra en charge un texte et le présentera à la classe. – Les 2 groupes pourront ensuite réagir aux propos de leurs camarades. – Pour les plus faibles, une fiche de compréhension écrite des deux textes et son corrigé sont disponibles sur le site compagnon.

& Productions possibles (b.) : Text A a. The narrator is Bill Brody, President of the Johns Hopkins University. He is a former radiologist. b. Now, the reading and interpretation of CAT scans are outsourced to India and Australia during the night. Recent advances in technology permit the images to be sent electronically, thus allowing them to be easily viewed and interpreted by foreign doctors. The time difference between the United States and both India and Australia is one of the biggest advantages to the outsourcing. Hospitals are able to perform the CAT or MRI scans during the day and have them interpreted that very night, significantly decreasing the turn-around time to get the results into the hands of attending physicians. c. Bill Brody is astounded by this change and finds it fascinating. He seems to be open to the idea of foreign doctors interpreting the test results as long as they have sufficient training and licensing. To me, this phenomenon seems like a move forward in medicine thanks to technology and globalization. I agree with Bill Brody that as long as the doctors overseas are trained well and that there is no risk of misunderstandings due to language barriers, there is no problem with employing “Nighthawks.” Furthermore, I think that this type of outsourcing could save lives. When people are sick, every day of delay in their treatment makes a difference; and the faster patients are diagnosed, the sooner the doctors can treat them. If thanks to receiving test results from Indian doctors, the doctors in the US can do their job faster, so much the better for the patients they are treating. Text B a. Anney Unnikrishan is a personnel manager at the multinational call center 24/7. She obtained her MBA and then was accepted at Purdue University. However, she decided not to go to the United States to study and then work because it was too expensive and because she preferred to stay in India and live in Indian culture. She is happy with the social status and standard of living that her job at the multinational company affords her and she sees no need to leave India to improve her life. She is happy with her life in India because she can eat Indian food and have an apartment and car in Bangalore and at the same time work for the same company she would have had she gone to the United States. Here, outsourcing is very positive. b. American industry in India is booming. While some US jobs have been lost to India, Thomas Friedman points out that American companies and the US economy have benefited by an overall increase of 2.5 billion dollars annually since 1993. Indian companies import many American products from American companies such as Microsoft, Intel, Lucent, Carrier, and

240 • UNIT 10 Coke. Furthermore, US stockholders own the vast majority of stocks in the Indian telemarketing company 24/7. Thus, while India benefits from new jobs and a growth in multinational companies, the US economy equally benefits from products purchased by Indian run companies, and shares held in Indian companies. 2. Role play

& Production possible : CEO: Welcome, welcome, I’m so glad that you could come by to chat for a few minutes. Student: Thank you for the invitation. Your recruiter was very persuasive on the phone. CEO: Good, good, that’s what I pay him for. I assume he told you why I wanted to meet you? Student: Sort of, not really. CEO: Well, I wanted to extend an invitation for you to work for my company in Bangalore. You have just the youth and energy we’re looking for, and you’ll fit in well with the company dynamics. Your success during your graduate studies is no secret. We want you to come to work for us here in India. Student: Hmm, I’ve been planning to move to England this summer. I hadn’t really considered living in India. CEO: England won’t offer you more than we can here. India’s economy is booming; you’ll make enough money even on a beginner’s salary to buy a nice flat, a car, and whatever else you need. This is your culture, your home, and we can offer you all the conveniences and amenities that you’d find abroad. Living in and adapting to another culture can be difficult although it can be very enriching and will be a plus in your résumé. Student: You make some really good points. You’re right about a lot of the advantages of staying here. I know that if I leave, I’d miss my family. I’ll think seriously about your offer, and let you know soon what I decide.

2. NORTH VS SOUTH MANUEL & P. 154-155

1. Group work

> Mise en œuvre On divisera la classe en 2 groupes et on demandera à chaque groupe de travailler sur un dessin humoristique. Chaque groupe s’aidera des réponses aux questions a. et b. pour présenter le document. & Productions possibles (a., b.) : Both documents are really shocking and have a lot of common points. They show people belonging to two different worlds. Consequently, the way wealthy and destitute people live is brought into relief. Westerners look prosperous and relaxed whereas people living in developing countries look miserable and really unhealthy. In both documents Westerners benefit from the situation of needy people that they exploit directly or indirectly. What is even more outrageous is that they do not seem aware of the consequences of their actions, such as sightseeing

UNIT10 • 241 UNIT THE POWER OF MONEY 10 in emerging countries or using biofuel, which deprives poor people of their land and crops. By relying on the contrast of colours or on a low-angle shot, the cartoonists emphasize the discrepancy between well-off and needy people. 2. Watch a video: New energy?

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. & Productions possibles (b.) : How tragic! You’ve portrayed the humanitarian aspect of the “food vs fuel” debate so cleverly in this video. The chain of events in your animation makes the problem disturbingly clear. The issues around biofuel production are more complex than I would have imagined. While biofuel is helping the world become less dependent on fossil fuels, it is also causing a food supply predicament for developing countries. How worrisome is it that much of the land previously used to grow food crops worldwide is now being used for biofuel crop production. Agricultural prices are rising as a direct consequence, and impoverished populations are having a harder time affording sustenance. When making major, global reforms we must always take into account both the environmental impact as well as the likely humanitarian outcomes. 3. Class work

& Productions possibles : a. All three documents are cartoons illustrating humanitarian issues directly involving both developed and developing countries. The First World characters are all portrayed as wealthy, satisfied, and enjoying luxuries, in stark contrast to the drawings of the poor people from developing nations who are fighting for survival. They not only point out the disparities in quality of life, but also the direct consequences of our actions on those in less developed countries. The cartoon medium allows the artists to get their point across quickly and minimally, simplifying and caricaturing the cause and effect relationship. b. I find the Banksy mural the most shocking, because the Westerners are so self-satisfied and the link between the child’s labour and their leisure is so unbearably direct. It is also the most true-to-life in the sense that there is nothing impracticable or unrealistic about the scene – something like this could and might very well happen. I also think it is the most cynical because he is really suggesting that the tourists are completely clueless / unaware about the discrepancy between what they are doing and what they are expecting the small boy to do: use his entire body to tow their excessively large ones around, which reveals how people in developing countries are exploited to provide comfort to Westerners. The Chappatte cartoon of the man filling up his car with biodiesel is the most exaggerated in my view because it just shows the different points of a long, complex chain of events. Poor people wouldn’t literally do this because it would make no sense – the gesture just symbolizes the cause and effect relationship. I found the Nicholson video the most light-hearted and humorous, even though the subject matter is of course very grave. I like the funny caricature of the well-meaning but closed- minded and interfering environmentalist who takes himself and his cause so seriously and is so condescending to the family, and has such a ridiculous biodiesel machine.

242 • UNIT 10 4. The image factory

& Productions possibles : - Banksy: As the old saying goes, “a picture speaks a thousand words.” Any image can speak to its audience, evoking emotions and encouraging them to act. The image that I created of a little boy pulling a rickshaw carrying overweight Western tourists is quite striking in this way. It displays the heavy burden that the West places on developing countries, and also reminds them that often children are exploited as labourers to satisfy the gluttony of these rich countries. The use of both color and black and white in the picture underlines the discrepancies between the West and developing countries. The tourists are in colour, symbolizing the 21st century, happiness and wealth, whereas the rickshaw and the little boy are in black and white contrasting starkly with the use of colour and reminding the viewer of the past and hinting at deprivation and depression. The tourists are fat, blissfully ignorant that their rickshaw is being towed along by a little boy who is about six or seven years old. The man wears a T-shirt that reads, “Feed the world,” but he does not seem to be actively engaged in trying to achieve that purpose. The purpose of my image is to alert the West to the impact they have on less developed countries and to inspire them to act more responsibly. - Chappatte: While words certainly influence men, the impact of images can be revolutionary. They allow men to have insight into the lives of others when it might be difficult for them to imagine otherwise. For example, my cartoon showing a white man filling up his car with ethanol, while a poor black man who looks as if he were starving to death kneels down and holds an empty “pop-corn” container underneath the tail-pipe. Wide-eyed and worried, the starving man says nothing, but nothing comes out to fill his food container. Meanwhile, the car owner fills up his car that has a “Save the Planet” bumper sticker on it. The sunglass-wearing young man is evidently trying to be ecologically responsible by buying biofuel, but he is ignorant of the man bending down behind his car. This cartoon illustrates that we are often unaware of the full extent of the consequences that our actions have. While trying to do one good – reducing his ecological footprint by buying biofuel – the man has no idea that the cost of corn has increased for the rest of the world. Because the market for ethanol has increased, the price of corn has skyrocketed, meaning that the cost of food in developing countries has correspondingly risen. The poor man behind the car is starving because he can no longer afford to buy corn for food. The purpose of my cartoon is to alert people so that we can consider how to both help the starving and also be responsible stewards of our planet. - Nicholson: voir corrigé de la fiche vidéo. 5. Writing workshop

& Productions possibles : During the 1970s, Pink Floyd wrote a song titled “Money”. In the song, they stressed the negative effects of money on society and how it influences everyone and everything. In my opinion, Pink Floyd’s song rings true. Nowadays, many people lose themselves in the pursuit of this good. From an early age, society imposes the idea that money equals happiness. This mantra is false and was created when consumerism was born. For me, if used wisely, money can be a source of freedom. However, it can also create a bottomless black hole.

UNIT10 • 243 UNIT THE POWER OF MONEY 10 I believe that the people of today have confused the ideas of freedom and happiness; they are two separate things in my head. Freedom can give you the ability to explore what makes you happy in life. For example, to travel around the world, to raise kids in a healthy environment or to do nothing at all. However, it is important to understand that money itself and the “things” it can buy never lead to happiness. They are only a means. These days millions of people are caught up in the hunt for cash. They are molded to believe that until they are rich, happiness is not possible. So, they spend the better part of their lives in search of this “treasure”. When some finally attain a level of wealth that they are satisfied with, they often find they are not happy at all. In fact, many find that they never stopped to smell the roses and that their whole life has passed them by. Even for those who become rich earlier in their lives, they still find themselves lost in the darkness. They spend their money on big houses, expensive cars and fancy clothes. They believe this will fill the void inside of them. But this is not the answer. This is the lie that consumerism has created to sell their perfume, and it is the lie that many live their entire lives by. The largest problem is that money is truly necessary to make society function. There needs to be a source of currency that can be traded between people. But we become so caught up in the money, that we lose sight of the beauty all around us. People have become addicted to their jobs and slaves to the advertising companies. Money can be an excellent ally. But it must be used wisely and accumulated with caution. People don’t realize that true happiness can be found right in this moment, while you are doing the dishes or reading this essay. You just have to pick your head up and look around.

3. FAIR TRADE MANUEL & P. 156

1. Get ready

& Productions possibles : a. What attracts our attention first is the layout, because the poster is using elements like pictures, drawings and logos to replace words and so, it invites people to stop, watch and play the guess- ing game. It is meant to be simple, lively, colourful and funny, so that anybody can understand the ad and message. What is of interest, too, is the mention of a person (Moussa) and his family from Mali. It is very touching and it gives a direct image of a specific situation. These are not abstract words, they reflect reality. Moussa is here to make it all the more concrete. b. The ad targets Western consumers / consumers in developed countries, people who may want to compare products, quality and prices when they buy goods. The organization Fairtrade wants to sensitize us to “ethical consumerism” and “positive buying”. c. Personally, I find this ad for fair trade quite effective because it promotes basic fair trade products which are grown in developing countries like Mali. It raises awareness and also sheds light on the advantages of fair trade, namely supporting a family in Africa here, helping a community / reducing poverty, and taking part in ethical consumerism / protecting our planet. This ad contributes to the education of customers and it urges them to buy these products. I know that the advertiser wants to talk me into buying those products but I am willing to make this effort when I look at such a poster!

244 • UNIT 10 2. Learn more about Fairtrade

& Productions possibles (b.) : – Fairtrade is a sort of social movement, an organization which offers another approach when it comes to trade. It is defending the producers in developing countries by giving them better trading conditions and by promoting sustainability. – The name chosen is obvious enough and shows that it is fighting for equality in the treatment of people and the redistribution of work. The deals are improved in most cases. That is why the producers can also improve their lives and plans for the future. – Advantages for the producers: it guarantees a fair deal for disadvantaged farmers; it provides fair wages and good employment opportunities; it helps the farmers / producers develop their production in facilitating access to credit, for instance; it gives them technical assistance; it enables them to cover their basic needs; it helps them and their community invest in schools, healthcare and clean water. – Advantages for the consumers: fair trade offers the consumers a way to get involved, do a good deed and reduce poverty through their every day shopping. The aim is to make people aware of the power they have when they buy some goods and show them they can fight against poverty and inequality in the world. They can bring hope to whole communities by paying a little more. “So dig out those extra pennies” is the slogan that concludes the video very aptly! 3. Think global

& Productions possibles : – Products: coffee, tea, sugar, bananas, and chocolate. – Where to find them: the local supermarket. – How to sensitize people: invite them to a dessert night during “Fairtrade Fortnight” where we will explain the benefits of buying Fairtrade products. – What actions: buy Fairtrade products myself, invite friends to Fairtrade Fortnight, and thank supermarkets for selling Fairtrade products. – For my project during the Fairtrade Fortnight, I’m organizing a dessert night. We’ll serve desserts and drinks made from Fairtrade products. Coffee, tea, sugar, bananas, and chocolate are some of the most important Fairtrade products and we want to encourage our community to realize the importance of buying products that justly support the people who produce them. Local supermarkets that carry Fairtrade products have agreed to sponsor Fairtrade Fortnight and have offered to donate the ingredients for the dessert night. While the people of my town sip steaming c ups of tea or coffee and snack on chocolate brownies and banana muffins, we’ll show them a short film that explains the economics and ideas behind the Fairtrade concept. If all goes well, they’ll be convinced to start buying Fairtrade products themselves. Afterwards, I plan to write a letter thanking the participating supermarkets for carrying Fairtrade products and for donating the food and beverages for the dessert night.

UNIT10 • 245 UNIT THE POWER OF MONEY 10 LANGUAGE AT WORK MANUEL & P. 157

1 a. Do b. did c. did d. did e. do

2 a. He was so shocked that he hardly said anything. b. I had never seen so many people in Wall Street. c. Very wealthy people seldom criticize the society they live in. d. We hardly know anything about fair trade!

3 a. don’t you? b. shall we? c. shouldn’t you? d. don’t they? e. will you?

4 a. such b. how c. so d. What 5 You would never expect the cheeky girl in the picture to believe that “money can buy you love” but the slogan says she does! Rich people can be arrogant because they feel they rarely need anyone to like them in order to get their way in life. Being insolent / Sticking your tongue out won’t make someone love you, will it? What a witty juxtaposition of the face the girl is making with the slogan! Kruger made such a provocative statement with this collage!

IMPROVE YOUR SPEAKING SKILLS MANUEL & P. 158

1 a. – consume • consumer • consumerism – global • globalize • globalization – capital • capitalize • capitalism – standard • standardize • standardization – sustain • sustainable • sustainability – industry • industrialize • industrialization – credit • credible • credibility – economy • economic b. Les terminaisons -ize, -ion, -ic et -ity sont des terminaisons contraignantes. Les mots se terminant par -ize et -ity sont accentués sur l’avant avant-dernière syllabe. Les mots se terminant par -ion et -ic sont accentués sur l’avant-dernière syllabe.

2 a. pay back a loan: rembourser un emprunt make profit = cash in on foreclosure: saisie d’hypothèque deserve: mériter borrow ≠ lend be a nuisance: être assommant mortgage: hypothèque bother: embêter / ennuyer excluded = rejected > Script de l’enregistrement (MP3 n°35) Banker: Sheesh, why don’t you folks go home? Protester: In case you didn’t notice, we have no homes left because you sold them after foreclosing on our mortgages. You threw us out of our homes! Banker: There were foreclosures on your mortgages because you couldn’t pay back your loans. I don’t feel responsible for that! Protester: You didn’t hesitate to lend us money at high rates although you knew perfectly well we didn’t have well-paying jobs or regular incomes. Banker: You’re a pain in the neck... a real nuisance! Bankers are not philanthropists! You deserve what you got! Protester: We trusted you! We thought you knew your job and that if we were allowed to borrow money, it meant you would work out a way we could be able to pay it back.

246 • UNIT 10 Banker: You were too naive! Stop bothering me with your protests! Protester: You cashed in on our gullibility. We are in big trouble now just because of your recklessness!

YOUR TASK MANUEL & P. 159

> Mise en œuvre : – Les élèves suivront la démarche proposée dans leur manuel p. 159. – On incitera les élèves à revoir leurs notes, à réutiliser le lexique étudié dans l’unité et à s’appuyer sur l’analyse et le commentaire d’un document visuel. Ils pourront s’aider des p. 240-241 de leur manuel. & Productions possibles : GET READY a. Economic war: focusing on depriving a country of its economic resources in order to weaken it. Outsourcing: discontinuing a part of a company’s functions and instead buying it as a service from another company. Often used in reference to moving the function to another country (where labour is cheaper, for example). Fair trade: higher social and environmental standards for imports from developing countries, especially food and cotton. The certification attests that the production, trade, processing and packaging of the product met certain standards. Consumerism: encouraging middle-class populations to purchase goods at greater and greater rates. In a consumerist society, people strongly identify with the brands they buy, and what they consume becomes more important to them than the environmental impact of the item’s production. b. Producing biofuels requires vast amounts of land to grow the necessary crops. This land used to be – and could still be – used to produce food. Globally, reduced food crop production leads to higher food prices, putting the poorest of our world’s populations at greater risk for starvation. c. 1%: the few with the highest incomes. 99%: the rest of the country. “We are the 99%” is the slogan of the Occupy Movement, which seeks to publicize the shocking inequality of the rapidly widening income gap between the elite and the rest of the country. d. It is generally considered that a developed country is one in which the service sector creates more wealth than the industrial sector, the economy is highly developed, infrastructure is well organized and the general standard of living is high. A developing / less developed country is still in the process of industrialization and has a lower per capita income level.

UNIT10 • 247 UNIT THE POWER OF MONEY 10 DEBATE

We chose the cartoon with the camping shoppers on page 159 because of its unique perspective and message. It is rather cynical because it is suggesting that although the majority of Americans are struggling more and more, and these troubles have been brought into light by the Occupy Movement, paradoxically most Americans are not actually making any fundamental changes in their lifestyles. While the Occupy Movement protests the horrible consequences of unbridled capitalism, other Americans continue to be fervent consumers. It is as if they were in denial about their country’s increasingly dire economic situation, and unwilling to work towards finding solutions. They are therefore both victims and perpetrators of excessive capitalism. The colours are bright and naive, and the shoppers have placid, thoughtless, shallow gazes. The shopper with the speech bubble sounds flippant and disrespectful towards the police officer who looks perplexed. By camping out in the middle of a city, the people in the drawing have gone to great lengths and are putting up with discomfort and temporary hardship to attain their goals. The contrast between the expected motivation of protesters and the actual motivation of the shoppers is quite startling. The Occupy Movement’s sincere worry and desire to inspire change is wildly different from the frivolous, individualistic ambitions of the shoppers. They seem brainwashed by those politicians who encourage their countrymen to continue buying freely as if there were no recession in order to stimulate the economy. Perhaps the cartoonist is suggesting that the Occupy Movement was not big enough – that not enough Americans truly understand what is at stake. While some people protest, it is business as usual for the rest. Until we all put our feet down and demand change, we have little hope of actually making a dent in necessary reform.

SPEAKING CORNER MANUEL & P. 160-161

• I like this first cartoon because it puts a human face on the 99% issue, and furthermore the faces are those of children, representing our future. It is making reference to the segregation laws in the Southern United States up until the 1960s and the separate drinking fountains that have become a symbol of the era’s injustice. The cartoonist is suggesting that we have gone back in time in terms of equality and civil rights, but that this time the line is drawn not between white and black but between the wealthy elite and the increasingly needy rest. It depicts a small child remarking to Martin Luther King, the famous Civil Rights activist, that this must be a huge disillusion to him, the man who once gave the widely popular “I have a dream” speech. Yes, American children are all now integrated into the same schools regardless of ethnicity, but they are now all struggling alongside one another while the select few on the other side of the security glass enjoy absurdly luxurious conditions. The American Dream is that of a meritocracy, where an ambitious, enterprising individual can create wealth for himself. For this reason, rich Americans are often exempt from public contempt because it is often somehow unconsciously assumed that they deserve, or have earned, their wealth. But the country is slowly waking up to the fact that in reality, wealth and property in America is accumulated and passed on from one generation to the next and individuals have very slim chances of changing their own economic conditions. Seeing these spoiled kids being served by butlers is particularly poignant because children obviously can’t have earned any money themselves.

248 • UNIT 10 • The Peter Kennard photomontage is disturbing because the impoverished, miserable-looking child is literally being used as a pawn by the rich, white, gambling “suits” / business execu- tives. His life is no more than an anonymous playing chip to these men, and in the foreground we can see stacks / piles of more chips, suggesting that these men have more than they would ever need or even know what to do with. Gambling is a perfect example of an activity reserved for those who have money to spare, allowing the players the thrill of quick wins and losses in the hope of going home with even more money. Kennard is saying, metaphorically, that corporate directors in developed nations are having fun making business decisions simply in order to make themselves richer, but that this trading game also involves directly inflicting even more hardship on destitute populations. • The People in Need ad is trying to make the viewers feel directly responsible for their consumer choices, by reminding them of just how little money would be necessary to feed struggling populations in less developed countries. When we read the price for this handbag (fairly inexpensive, by French standards), followed directly by the cost of feeding just one person in this woman’s country for an entire week, we are instantly struck by the huge discrepancy. Our purchases seem so frivolous compared to her basic human needs that are not regularly met. This raises awareness about the huge quality of life gap between most of Europe and America and much of Africa. The woman is reclining in the same position of many models in our billboard and magazine advertisements, but she is much skinnier and her dress is merely a scrap of cloth tied over her shoulder and held together with a belt. At the bottom, the viewer is invited to contribute a mere 1.50€ – over 20 times less than the cost of the handbag – to their humanitarian aid campaign. I think this ad is very effective because it juxtaposes a su- perfluous, common everyday part of our lives – accessories like handbags – and the urgent food shortages in developing nations. • This Sunday newspaper cartoon from Thanksgiving weekend in 2009 was published over a year into the US economic recession. The day after Thanksgiving (which falls on the fourth Thursday in November each year) is the biggest shopping day of the year in the US and is called “Black Friday”. Stores open before dawn and most of the country’s non-retail employees have the day off. It is also the first day of the Christmas shopping season, and the day when the first Christmas decorations can be displayed. Though there are indeed typically many discounts and coupons for purchasing on this day, the buying incentives displayed on the windows in this cartoon are comically extreme. There is an overwhelmed-looking pop-eyed manager pressed up against the glass, arms splayed, speaking in broken sentences. His conclusion that the crowds are so packed due to the “Now Hiring” sign visible in the bottom right is quite unexpected. The cartoonist is suggesting a huge reversal. On this annual, symbolic shopping day Americans are renouncing their consumerist behaviour due to necessity: they don’t have enough money to shop because they are jobless.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Image vidéoprojetable : Dead End (DVD-Rom) > Clé du Bac : Document audio 2 : Fair trade

UNIT10 • 249 UNIT 11 HIGHER, FASTER, STRONGER & L’idée de progrès & Espaces et échanges Tâche finale (p. 173) : You are taking part in a talk show on sport. Defend your point of view.

Activités Prolongements Contenus langagières tâches / aides Commenter un document visuel Tune in! PPC Étudier un photomontage (p. 162) (p. 240-241) Établir un rapport entre une Enrichir sa prise de parole PPC citation célèbre et l’esprit des JO (p. 242-243) – Fiche Workbook 1. “To strive CO Écouter un discours ofﬁ ciel – Comprendre un message oral and not to (p. 238-239) yield” – Organiser un mini-débat (p. 163) POI – Argumenter CO / Movie corner PPC 2. Free CE/ at last? Comprendre un extrait de roman Fiche Workbook PPC (p. 164) Réagir à un dessin humoristique Enrichir sa prise de parole PPC sur le dopage (p. 242-243) CO / Comprendre Fiche Workbook PPC un document audio 3. Trapped – Faire une recherche Internet on the CE / Enrichir sa prise de parole – Rendre compte des track PPC (p. 242-243) (p. 165) informations collectées – Enrichir sa prise de parole Jeu de rôles : (p. 242-243) POI défendre son point de vue – Évaluation sommative de POI (p. 188-189) – Réagir à une photo PPC Fiche d’exploitation sur le site – Comprendre /CO compagnon un document audio

Vidéo : Dream, believe, achieve Fiche vidéo (DVD-Rom et site CO 4. Spirit (Murderball, 2005) compagnon) in motion Fiche d’exploitation sur le site (p. 166- CE Lire un article de presse 167) compagnon – Enrichir sa prise de parole (p. 242-243) POI Confronter ses opinions – Évaluation sommative de POI (p. 188-189)

250 • UNIT 11 Activités Prolongements Contenus langagières tâches / aides – Réagir à une photo PPC – Faire une recherche Internet – Fiche Workbook CE Comprendre deux textes 5. The ﬁ ght – MP3 n°38 (racism in football) must go on (p. 168-169) – Enrichir sa prise de parole (p. 242-243) POI Réaliser une interview – Évaluation sommative de POI (p. 188-189) – Fiche Workbook 6. Ethics, CE Comprendre un texte money and – MP3 n°46 (NBA players’ salaries) sports… (p. 170) PE Écrire un article de presse Rédiger un texte (p. 234-237)

L’activité langagière principale de cette unité est la POI (production orale en interaction).

TUNE IN! MANUEL & P. 162

Go for London

> Mise en œuvre : – L’image d’ouverture a pour but de lancer la thématique et de faire réagir les élèves. Cette photo est un montage créé en 2011. Le champion britannique du lancer de disque Lawrence Okoye pose devant Big Ben pour rappeler le célèbre poster officiel des Jeux olympiques de Londres de 1948. L’image a été commandée par British Airways, partenaire des Jeux de 2012 pour figurer sur des calendriers. – Démarche proposée : observer l’image et demander aux élèves de répondre aux questions. On conseillera aux élèves de lire « Commenter un document visuel », p. 240-241. – On peut aussi aller sur le site suivant pour trouver d’autres affiches promotionnelles des JO de Londres, ce qui permettrait un travail de groupes et de réactiver les structures du débat. www.museum.hackney.gov.uk/object3062 & Productions possibles : a. The most striking aspect of the poster is the unrealistic proportion of the athlete in the foreground and the reduced-size tower of Big Ben and the Houses of Parliament in the background. The athlete is getting ready to throw the discus, imitating the pose of Greek statue of the Discobolus of Myron. Yet, the champion is a well-known British member of the athletics team. He is young, handsome and muscular and seems focused on his aim. He is wearing only shorts to show his bare chest, arms and legs in the fashion of ancient competitors. b. The sporting competition that is advertised in this poster is the 2012 Summer Olympic Games. c. The low-angle shot gives the impression that the athlete is more powerful and domineering. He adopts a victorious stance. He looks impressive and the viewer is compelled to feel admiration.

UNIT 11 • 251 UNIT HIGHER, FASTER, STRONGER 11 d. It is a photo-montage: the young champion is plastered in front of the iconic view of London. e. The British viewer will feel a sense of familiarity. However, the image of everyday life in the capital of the United Kingdom is disrupted by the disproportionately large athlete, which symbolises the prestige and importance of the upcoming Olympic Games, and how it would have a huge effect on London. Therefore, the viewer will associate the Games with a positive change to everyday life, and something they should support. The resulting impact is that the viewer would imagine the Games taking place in London, and already start to look forward to the display of the fastest and most powerful athletes in the world competing against one another, right on their own doorstep. Moreover, the viewer will empathise with the athlete by feeling a rush of adrenaline due to the rapid approach of the Games, cleverly reflected in the field event shown in the poster. This would further incite a sense of excitement and anticipation within the viewers, and undoubtedly encourage them to support London’s bid to host the Olympic Games in Summer 2012.

1. “TO STRIVE AND NOT TO YIELD” MANUEL & P. 163

1. Sport ethics

& Productions possibles : a. To strive: make great efforts to achieve or obtain something • struggle or fight vigorously To seek: attempt to find (sth) • attempt or desire to obtain or achieve (sth) • ask for sth from sb To find: succeed in obtaining (sth) • summon up (a quality, especially courage) with an effort • discover after a deliberate search To yield: give way to arguments, deman ds, or pressure • concede b. There are several reasons why I think this quotation was chosen. First of all, these four particular verbs summarise the attitude that an athlete must adopt in order to succeed in his or her event at the Olympic Games. Athletes must strive, in the sense that they must make great efforts to achieve or obtain the coveted gold medal. They must struggle and fight vigorously not only against their opponents but also against their body’s limits, and really push their boundaries in terms of fitness, strength, power and stamina. Athletes must also seek their goal. They must envisage the prize they wish to seek, and strive in their attempt to obtain it. This verb specifically alludes to the desire an athlete must have in his/her heart in order to fulfil his/her dreams. The verb “to find” is significant for several different reasons. It not only holds connotations of success in obtaining what they strived to seek, but also the journey they went on in order to get there. The athlete would have pushed himself or herself to the edge of his/her physical and mental capacity in order to compete against the best in his/ her field. Therefore, athletes will also discover the fundamental truths about their character and identity along the way. Moreover, they would have to find the strength within themselves to continue to push themselves even further than ever before. With regards to the use of the verb “to yield” in its negative form, the quotation encourages the athlete not to give up, not to allow one of their competitors to steal their prize. However, the use of a quotation from Lord Alfred Tennyson is also poignant. He is an accomplished poet and a part of British culture and heritage, therefore his words hold great significance in the minds of British athletes. In addition, Lord Tennyson had to compete against

252 • UNIT 11 his brothers and his peers at Cambridge University, as well as battle with his fear of mental illness that seemed to run in his family. Therefore, he experienced mental battles against his peers, as well as physical battles against hereditary illness. He is therefore a suitable choice to advocate the positive attitude needed to succeed in your chosen field; an attitude which is applicable to the Olympic athletes. 2. Queen Elizabeth’s Christmas speech in 2010

& Productions possibles : a. In Queen Elizabeth’s 2010 Christmas speech, she addresses the nation on the subject of the positive values of sport. She mentions the way in which sport brings people of all walks of life together on an equal playing field. She mentions the parks in towns and cities as well as the village greens up and down the country to illustrate the wide range of opportunities available to British people of all walks of life. She suggests that sport does not only encourage physical fitness but also helps to develop vital social skills, such as being a team player. She then continues to talk about the Paralympics, and the way in which sport can contribute to the rehabilitation of the body and mind. She links this to the injured war veterans. She underlines how sport allows them to re-establish their sense of purpose, and comradeship. Indeed, they may feel excluded because of their injury and inability to rejoin their fellow troops. She also talks about the way in which competitors in the Commonwealth Games proudly represent their country and enjoy doing so. It creates a sense of international community, as it is always the competitors from the smallest countries who get the loudest cheers, which explains why it is often known as the “Friendly Games”. b. The Queen is talking about each and every British citizen, from all walks of life, and of all shapes and sizes. However, she also specifically mentions war veterans and Paralympians, as well as competitors in the Commonwealth Games. c. The Queen mentions two particular sporting events: the Paralympics, and the Commonwealth Games.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 69-70)

1 convince • disgust • doubt • read

2 a) abide by the rules & respecter la loi b) bring people together & rassembler les gens c) provide a different perspective & offrir un autre angle de vue d) renew a sense of purpose & redonner un sens à la vie e) speed recovery & accélérer la guérison f) teach vital skills & enseigner des compétences utiles à la vie

3 the positive values of sport, the rules to play fair game

4 the Olympic Games, the Paralympics, the Commonwealth Games

5 Diversity Places People’s activities all backgrounds parks, towns, cities, village participate in sport all walks of life greens, up and down the exercise all age groups country encourage others

UNIT 11 • 253 UNIT HIGHER, FASTER, STRONGER 11

6 a) bring people together • bridge the gap between races • give up time to participate • encourage others • develop physical fitness • teach social skills • co-operate between players b) Sport can help people from different communities, social classes and age group mix in a friendly way. It is also great for learning to respect rules in a friendly way and to learn how to cooperate with others for the sake of the same goal.

7 a) • rehabilitate • injured • comradeship b) c) People mentioned Power of sport People’s feelings injured men and women help, rehabilitate, speed love, enjoyment, of the Armed Forces recovery, renew a sense comradeship of purpose

8 a) • compete • rivalry • pride • cheer b) Rules Feelings compete under standard rules spirit of friendly rivalry, like each other, respect their opponents enormous pride, sense of belonging to a wider family

ACTION!

- First, the Queen thinks that through sport people can create harmony, build stronger life-enduring communities and reach to others whatever their age or social background. - She has seen many people exercising, cheering, training / coaching in parks and village greens and thinks it provides vital social skills while keeping fit. - Yet, people must abide by the rules and respect one another if they want to enhance a positive team spirit useful both in the working world as in local groups. - Sport helps people to start afresh and speed recovery for disabled athletes or injured soldiers. It makes for a sense of purpose and sets a goal to achieve beyond suffering and handicap as the Paralympics show. - Then, she stresses the positive values associated with sports, such as comradeship, team-spirit, friendly rivalry, positive competitive spirit. - Athletes feel proud because they represent their own country. Sport spurs / boosts national pride. Indeed, no athlete is looked down upon whether coming from a big or wealthy, small or poor country. In the Commonwealth Games, spectators encourage unknown competitors and show respect for their attempts.

Complément d’information : une liste de sites Internet intéressants concernant les Jeux du Commonwealth est disponible sur le site compagnon, en particulier les prochains championnats à Glasgow en 2014.

254 • UNIT 11 > Script de l’enregistrement (CD 3, plage 12) Part 1 It is as important as ever to build communities and create harmony, and one of the most powerful ways of doing this is through sport and games. During this past year of abundant sporting events, I have seen for myself just how important sport is in bringing people together from all backgrounds, from all walks of life and from all age groups. In the parks of towns and cities, and on village greens up and down the country, countless thousands of people every week give up their time to participate in sport and exercise of all sorts, or simply encourage others to do so. 0’52’’ Part 2 These kinds of activity are common throughout the world and play a part in providing a different perspective on life. Apart from developing physical fitness, sport and games can also teach vital social skills. None can be enjoyed without abiding by the rules, and no team can hope to succeed without co-operation between the players. This sort of positive team spirit can benefit communities, companies and enterprises of all kinds. 1’31’’ Part 3 As the success of recent Paralympics bears witness, a love of sport also has the power to help rehabilitate. One only has to think of the injured men and women of the Armed Forces to see how an interest in games and sport can speed recovery and renew a sense of purpose, enjoyment and comradeship. 1’56’’ Part 4 Right around the world, people gather to compete under standard rules and, in most cases, in a spirit of friendly rivalry. Competitors know that, to succeed, they must respect their opponents; very often, they like each other too. Sportsmen and women often speak of the enormous pride they have in representing their country, a sense of belonging to a wider family. We see this vividly at the Commonwealth Games, for example, which is known to many as the Friendly Games and where I am sure you have noticed that it is always the competitors from the smallest countries who receive the loudest cheers. [...] I wish you, and all those whom you love and care for, a very happy Christmas.

3. Debate team

& Productions possibles : The second quotation, by Pierre de Coubertin, encourages the attitude that it is better to lose graciously than to win as a result of cheating or bad sportsmanship. He therefore believes in fair play and good sportsmanship by respecting your competitors, which would render your potential victory just and deserved. Indeed, when watching rugby matches, supporters feel so proud to see the winning team congratulating the losers and swapping shirts as a gesture of friendship, respect and community. Foul comments are rare among players at the end of the game. The losers leave the pitch with honours proud to have done their best. I also remember a Disney film called Cool Running (Rasta Rocket in the French version) showing the ludicrous exploits of the Jamaican bobsleigh team in the Winter Games of Calgary, 1988, where they were seen as underdogs, representing a tropical nation in a Winter sport.

UNIT 11 • 255 UNIT HIGHER, FASTER, STRONGER 11 Yet, their determination, competitive spirit and acceptance of Olympic rules forced the other teams’ admiration. They embodied Coubertin’s values of “not winning but taking part, not conquering but fighting well”. However, in contrast, George Orwell believes that sport is nothing if not filled with all aspects of what de Coubertin would consider to be bad sportsmanship. According to him, athletes must be ruthless and disregard all the rules and their manners, and succumb to the selfish desire to win, whatever the cost. He believes that sport naturally inspires the ruthlessness and brutality of war, and so on the contrary to de Coubertin, he claims that it is the winning that counts, and not the taking part. I am not so sure I can agree with such a negative view. How can supporters share the enthusiasm and feel inspired if the only motivation is to submit, eradicate, diminish your opponent and leave him/her powerless and defeated for ever? Athletes become role models for their physical exploits but also because of their respect for their opponents. 4. Movie corner > Mise en œuvre communicative Cette activité se prête bien à un travail en groupes, ou seul en autonomie à la maison. Dans un premier temps, les élèves doivent lire chez eux les différents résumés (synopsis). Ils doivent ensuite choisir un film et justifier leur choix pour convaincre leurs camarades de la pertinence de leur sélection. Cette première étape peut être enregistrée et faire l’objet d’une évaluation formative par le professeur. Cela peut aussi donner lieu à une production écrite. & Productions possibles : I believe that Bend it Like Beckham should win the “Best Sports Film” award, because it is interesting both from a sporting and a cultural perspective. Women’s football is a sport which is generally overlooked by the British public, so making a film about it was a brave but worthwhile choice. Just as many characters in the film disregard women’s football at first but soon realise that it is a legitimate sport, viewers also come away with a more positive perception of it, because the film shows that women can be just as talented and passionate about football as men. Furthermore, the sequences in the film which show the girls in action are well filmed, tense, fast-paced and exhilarating. More importantly, however, is the interplay between culture and sport in the film. The makers of Bend it Like Beckham succeed in showing their audiences what life is like for a Sikh family living in Britain, through a familiar medium: sport. Viewers are made aware of the discrimination that immigrant families often suffer, both on and off the sporting pitch, and realise how destructive it is. It is also interesting and moving to see Jess struggling to reconcile her traditional Sikh background with her modern British environment; for example, not only are her parents troubled by her passion for football, but her relationship with her coach is very unconventional and worrying for them. By being shown the dynamics of an Indian family, many viewers will become more understanding and tolerant. However, Jules, who comes from an English background, must also confront her sceptical mother about her life choice, as she worries about her daughter’s future and sexual orientation. This shows that sport is generally (but wrongly) viewed as a masculine activity, but that attitudes are changing. Moreover, the film explores other important issues, such as homophobia and friendship across cultural barriers. This film combines sport, culture and the relationships between characters, and “bends” the norms of how we expect these things to function and interrelate. Therefore, I think it deserves the award.

256 • UNIT 11 2. FREE AT LAST? MANUEL & P. 164

That’s what I like

> Mise en œuvre – La photo du jogger à droite permet de faire une anticipation du texte. On pourra lancer une activité de rebrassage lexical sur la course de fond et les sensations qu’elle procure. Le professeur peut aussi lancer un court débat : pour ou contre la course de fond et le jogging ? – Deux mises en œuvre sont possibles : faire travailler le texte en entier de façon classique ou séparer la classe en deux, chaque groupe prenant en charge une des parties du texte. – Le site compagnon renvoie à des sites utiles pour une étude littéraire plus approfondie, ou pour une entrée par le film de 1962 et son affiche. & Productions possibles : b. – The narrator is a young offender who lives in a borstal. He must be an older boy because he benefits from the freedom of being allowed to run alone in the early hours of the morning. He also describes himself as a man when he says that he is “the first man ever to be dropped into the world,” so he obviously feels mature and independent. – The physical effects of running on the narrator are that he improves his stamina, but he also talks about the way in which he is freezing cold when he sets off on a run, but that he warms up after half an hour, and gets almost too hot despite the cold climate. This feeling of being hot in such cold weather may also appeal to his defiance against authority because he is able to defy the elements and maintain control over his own body. He also enjoys the sensation of freedom while he is running. He simultaneously feels powerful and unstoppable as he trots and leaps, but calm and peaceful because not even the birds have begun to sing. This state of equilibrium enables him to think and learn, and cope with his situation as an inmate in the borstal. – This love for independence can also be translated as a disregard for authority. Initially, his main occupation seems to be his running, but in fact he runs in order to allow himself time to think, which in turn enables him to be alone with his thoughts without having to worry about being subject to authority. He explicitly tells us that “it’s a treat, being a long-distance runner [...] with not a soul to make you bad-tempered or tell you what to do.” It is obvious that he struggles with authority, as he has found himself incarcerated in the borstal, but running provides him with a certain amount of freedom, and allows him to clear his head and enter his own world. He also seems to be a little competitive, as he mentions that he is one of the “best runners in the Borstal,” and that he can run five miles round better than anybody else he knows. However, this isn’t his main ambition. His athletic proficiency is a result of his love of thinking and improving his mind, which just so happens to improve when he runs rather than when he is lying in bed. Nevertheless, a natural competitive streak is revealed to the reader, whether it is a natural desire to be physically or mentally superior to the other boys in the borstal, and perhaps also to the authority he so hates. – If I were to rename the text, I would call it “Running from Reality”.

UNIT 11 • 257 UNIT HIGHER, FASTER, STRONGER 11

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 71-72)

1 long-distance running, jogging, the pleasure and freedom to be hitting the road 2 a) a teenager b) He has misbehaved, been unlawful, been sentenced to a detention centre. 3 jogging, running 4 – Distance: long distance, 5 miles round (l. 9) – When? early morning (l. 12) – Time of year: winter, frosty – Type of landscape: frosty grass, lane, footpath, brooks 5 treat, passes time away, it is the best of all, it makes me feel so good, I go round in a dream 6 ambition, competitive spirit, defiance

7 a) – Solitude: out in the world by yourself, not a soul – Pressure and order: make you, tell you what to do b) bad-tempered, shop to break and enter a bit back from the next street = He used to break into shops and steal goods or money from the till. He may have been in a gang with a leader ordering him to rob. He was in opposition with others, often arguing and not very sociable. He was bad-tempered and could have been in fights with others.

8 a) – Sensation: free – How long? couple of hours, for half an hour b) enjoyable c) – Parts of the body: hands, feet, flesh – Sensations during the activity: frozen stiff, warm, as hot as a potbellied stove – Sensations after the activity: happy, alive ACTION!

– The narrator is a young offender who lives in a borstal. He was sentenced to be an inmate at a borstal and he enjoys long-distance running. He must be an older boy because he benefits from the freedom of being allowed to run alone in the early hours of the morning. He also describes himself as a man when he says that he is “the first man ever to be dropped into the world,” so he obviously feels mature and independent. He wants to become the best runner in the correctional institution. He also seems to be a little competitive, as he mentions that he is one of the “best runners in the Borstal,” and that he can run five miles round better than anybody else he knows. However, this isn’t his main ambition. His athletic proficiency is a result of his love of thinking and improving his mind which just so happens to improve when he runs rather than when he is lying in bed. Nevertheless, a natural competitive streak is revealed to the reader, whether it is a natural desire to be physically or mentally superior to the other boys in the borstal, and perhaps also to the authority he so hates. This love for independence can also be translated as a disregard for authority. Initially, his main occupation seems to be his running, but in fact he runs in order to allow himself time to think, which in turn enables him to be alone with his thoughts without having to worry about being subject to authority. He keeps on going out in the early hours of the morning and feels more dynamic, stronger and healthier than in the past. Running sets his mind free to dream about his future.

258 • UNIT 11 – The physical effects of running on the narrator are that he improves his stamina, but he also talks about the way in which first he is freezing cold when he sets off on a run, but that he warms up after half an hour, and gets almost too hot despite the cold climate. This feeling of being boiling hot in such cold weather may also appeal to his defiance against authority because he is able to defy the elements and maintain control over his own body. Anyway running makes him ecstatic / jubilant / overjoyed. – While running he enjoys the sensation of freedom whereas the other inmates stay indoors as in a prison. He simultaneously feels powerful and unstoppable as he trots and leaps, but calm and peaceful because not even the birds have begun to sing. This state of equilibrium enables him to think and learn, and cope with his situation as an inmate in the borstal. He explicitly tells us that “it’s a treat, being a long-distance runner [...] with not a soul to make you bad-tempered or tell you what to do.” – It is obvious that he struggles with authority, as he has found himself incarcerated in the borstal, but running provides him with a certain amount of freedom, and allows him to clear his head and enter his own world.

3. TRAPPED ON THE TRACK MANUEL & P. 165

1. React

& Productions possibles : – The issue that is criticized here is that of drugs in athletics. I know this because the image depicts a race which is disrupted by a giant syringe-shaped hole that the athletes guilty of doping are falling down. It holds connotations of the phrase “don’t fall into the trap”, so perhaps this would be a suitable caption for the cartoon. – The target is aspiring athletes, as it is a cartoon image and so will particularly appeal to young people. – The cartoonist’s goal is to discourage aspiring athletes to cheat and use drugs to enhance their performance. – I consider the image itself to be humorous, particularly the athlete falling head first into the syringe-shaped hole. However, the topic itself is far from funny. The fact that the image is a cartoon trivialises the serious issue of drugs in sport, which reduces the shock-factor that a photograph might have. Having said that, if the image is intended for young people, perhaps it would not be appropriate to use a shocking, real image of the consequences of drug enhancements in sport. Therefore, the satirical element is deliberate and suitable for the target audience.

UNIT 11 • 259 UNIT HIGHER, FASTER, STRONGER 11 2. Champion talk

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 72-73)

1 - athlete - anthem - cheat - zero tolerance

2 Name (people, Adjectives / Nouns Verbs / expressions places…) adverbs athletes • playing field • tests • stop fighting • never clean • level the Games • victory • ceremony • continue fighting • • happy • anymore small country • flags • national taken before and • everytime IOC anthems • resources • during • cheat • make zero-tolerance sure • decrease • increase • fight against doping • not tolerate

3 a press conference

4 I am coming from a small country • my presidency of IOC N.B. : in 2008, Franck Fredericks was appointed executive chairman of the IOC (Interna- tional Olympic Committee).

5 He suggests fighting against doping to protect from scandal the 99% of athletes who are clean. He will continue having tests taken before and during the Games, and even increase them. Any champion convicted of doping will be excluded.

6 99: it refers to the vast majority of athletes who are clean, who compete fairly.

7 To whom? What? Why? What is the impact on others? cheaters doping They are cheating themselves and the other athletes.

8 a) What was done before What he will do in the future Tests were taken before and during increase the tests • zero-tolerance against the Games. doping • continue to fight

b) zero-tolerance against doping

9 calm • determined • confident ACTION!

1 The issue raised at the press conference by the Olympic champion of Namibia who won four silver medals at the Olympic Games (two in 1992 and two in 1996), and who became a member of the International Olympic Committee in 2004, is whether doping is acceptable or not in international competitions. The answer is clearly no.

260 • UNIT 11 2 The impact is so negative that the vast majority of clean athletes is tainted by the shadow of doubt. The 1% guilty cheats on the others and prevents the whole team from carrying their nation’s colours in the ceremonies and standing proud on the podium. Doping also makes a big difference for small, poorer nations who cannot compete on the same level as richer countries whose athletes have easier access to drugs. Once on the field, or pitch, or stadium, all champions must be on the level, abiding by the same rules.

3 Frank Fredericks advocates for more tests during and after the competitions and a zero- doping policy. Athletes convicted of doping will be excluded.

> Script de l’enregistrement (CD 3, plage 13) I think we can never stop fighting. I think we have to continue fighting because I think about the 99% of the athletes that are clean, or the 99.9% of the athletes that are clean. So, we have to make sure that we keep the playing field level. I am very happy with the many tests that were taken before and during the Games. So, we are telling the cheats there won’t be the possibility to cheat anymore because they are not only cheating themselves; they are cheating the other athletes from taking the victory ceremony, from carrying their flags around, to hear their national anthems. So it’s athletes that cheat but they also cheat other athletes. So, I think I would not stop fighting because, I mean, I am coming from a small country and we have to make the playing field… field level and we have to fight and put as much resources as possible to make sure they know we will not decrease the tests; we will increase the tests, and we will increase the fight against doping. And (during) my presidency… we will not tolerate it. We will support the IOC’s zero-tolerance against doping. And, um… It will be something we will talk about everytime. We will let them know that we are against it and we will continue to fight. We will not stop here.

3. Drugs and sports

& Productions possibles : b. Athletics is always marred by instances of doping. It appears predominantly in endurance competitions such as the Tour de France, or sports requiring particular strength such as box- ing or weightlifting. c. I am going to discuss a particular case of doping in sport, and whether the guilty athlete has the right to represent his/her country after they have completed their ban. A recent case of an athlete being found guilty of taking performance-enhancing drugs is that of Dwain Chambers; a British 100-metre Olympian and competitor in the World and European Championships. He was a successful athlete on the world stage until he was found guilty after a random drugs test in 2003, and was banned for two years, which back-dated to the date on which he was found guilty. He also had his medals confiscated and his titles stripped from any competition he successfully competed in from around 2002. However, the punishment that is currently affecting him the most is his lifetime ban from competing in the Olympic Games. Since his two-year ban, he has returned to athletics and competed against top athletes such as the Jamaican World Record holder Usain Bolt, and recently recorded the sixth fastest time in the 100-metre sprint. The next step would be to represent his country in the 2012 Summer Olympic Games in London. He is currently deciding whether or not to appeal

UNIT 11 • 261 UNIT HIGHER, FASTER, STRONGER 11 his lifetime ban, in order to pursue this dream, which is naturally sparking much debate within the British Olympic Association and amongst its international counterparts. Personally, I think that he should not compete in the Olympic Games. Athletes are important role models for young people, and it is a public embarrassment, on an international level, for Britain to allow a drugs cheat to represent the country against honest athletes who work and train hard to be at the top of their game. Even though Dwain Chambers has accused other athletes of taking performance-enhancing drugs, the athletes will be tested and monitored before, during, and after the Games in order to avoid any cheating. People say that once a cheater, always a cheater, and so once he has been proven guilty there is no way of trusting his integrity. On the other hand, despite the lifetime ban promoting a zero-tolerance attitude concerning drugs in sport which some people believe to be a positive example to set for young people, it also suggests that people do not deserve a second chance in life. Young people may watch the harsh punishment and the consequent career left in tatters and give up on their own lives if they have made mistakes in the past. After all, it is impossible for anyone to say that they have never made a mistake or strayed off the right track, and Dwain Chambers has openly admitted his mistakes in an official statement. However, I still believe that Dwain Chambers should not compete in the 2012 Summer Olympic Games in London. He should not be able to compete against other honest athletes, even if he would win a medal for the United Kingdom. The Games are not about medals in the sense that it doesn’t matter which country wins the most medals. What matters are the honest athletes who are deservedly rewarded for being the best at what they do. 4. Role play

N. B. : les corrigés des trois autres sujets sont disponibles sur le site compagnon. & Productions possibles : Doping corrupts the ideal of fairness. Every athlete deserves an equal opportunity to win their event. Doping corrupts this ideal of fairness, and tarnishes the integrity of sport. Sport isn’t about being greedy for fame and wanting it no matter how you get there. It’s about being hungry for victory, and striving to achieve your goals as a fair and honest athlete. It is vital that those who pretend they haven’t taken any performance-enhancing drugs are found out. I have no doubt that as soon as they inject that syringe, those guilty athletes should never be able to compete again. It’s unfair on the honest athletes.

4. SPIRIT IN MOTION MANUEL & P. 166-167

1. Get ready

> Mise en œuvre – Les photos pages 166 et 167 peuvent donner lieu à un travail de recherche en groupes sur l’un des deux champions handicapés, David Weir ou Oscar Pistorius. L’image p. 167 pourra

262 • UNIT 11 aussi servir de document doublon et permettre un transfert des acquis du cours, il pourra être utilisé comme déclencheur d’une prise de parole en continu. – Le document audio sur les Paralympic Games (1. d.) est suffisamment simple pour ne pas nécessiter de fiche de compréhension orale. Les élèves auront droit à trois écoutes, prendront des notes et feront ensuite un rapide compte rendu à l’oral. Pour une classe plus faible, nous proposons néanmoins une fiche d’entraînement à la compréhension orale. La fiche et son corrigé sont disponibles sur le site compagnon. – Le site compagnon renvoie à des sites utiles pour une étude plus spécifique du handisport et de ses héros.

& Productions possibles : a. The most striking aspect of this image is the power of the athletes in contrast to their disability. The athletes seem strong and powerful, despite the fact that they are in wheelchairs. b. David Weir is a wheelchair athlete, and became a Paralympic Champion at the 2008 Paralympic Games in Beijing. c. In this image, the athletes are made to look incredibly powerful, despite their disabilities. David Weir is in the foreground, and is shown to be winning a gold medal in the 2008 Beijing Paralympic Games. He looks ecstatic and jubilant as he triumphantly crosses the finishing line in front of his opponents, one of which is visible in the background looking incredibly disappointed. Weir is shouting, which looks like an outburst of relief and pride, as he celebrates his achievement, but also a result of the determination needed to succeed in his event. He is also throwing his arms out, making them almost look like wings, which demonstrates his upper-body strength that makes him superior to his competitors, and which allows him to almost fly down the race track.

> Script de l’enregistrement (CD 3, plage 15) Journalist: Good morning coach! That’s what the athletes call you, isn’t it? Coach: Yes, Sir. My name is Dan Lutson and I coach American handicapped swimmers here at the Colorado Springs US Olympic and Paralympic Training Site. Journalist: I watched the team during their gym routines and was amazed at their abilities to perform exercises despite their physical challenges. Coach: They are awesome, aren’t they? They have this craving for success and a strong-will few champions have. Journalist: Do you know when this idea of having Olympic Games for disabled athletes started? Coach: Well, yes. I lecture newcomers every year about it. In fact, the idea for the Paralym- pics was born in 1948, when a sports competition for people who had injured their spines while fighting in the Second World War took place. Over the years it got bigger and bigger. And in 1960 a huge Olympic-style event took place in Rome. In 1976 Sweden opened the first ever Paralympic Winter Games. Journalist: But where does this unusual name come from? Coach: You mean Paralympics? The name comes from “Parallel Olympics”, which was shortened to Paralympics. Because parallel Games were taking place the same year as the Summer Olympics, and actually they were held in the same country since the Seoul Games in 1988, in Korea. Journalist: How many different sports are listed in the Summer Paralympics? Coach: I think there are 19 or 20: from archery, cycling, horse-riding, football, swimming, judo… let me see… oh yes, rowing, sailing, powerlifting, wheelchair rugby, tennis…

UNIT 11 • 263 UNIT HIGHER, FASTER, STRONGER 11 Journalist: And I’ve just heard triathlon and canoe will make their debut in 2016. So, are your swimmers ready for London 2012? Coach: More than ever. 4,000 athletes from almost 150 countries are expected. What a show! If people still need proof disability can be overcome, let them watch! Journalist: Wow, thank you so much for this enthusiastic meeting and good luck! 2. Watch a video : Dream, believe, achieve N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. & Productions possibles : a. This sport is a form of rugby, but specifically designed for quadriplegics. The rules have been modified in order to adapt them to the abilities of quadriplegics, and allow them to compete against one another in a sport equally. It may even be more brutal than the original game. It is called “murderball” for this reason, because it is so brutal and physically dangerous, because of the clashing of the wheelchairs and the utter determination of the players not to let their disability beat them. b. There are several athletes featured in the video, but there are three principal athletes mentioned. One is called Andy. He has some hand function and full arm function. When he was sixteen years old he was involved in a car accident. The car hit a tree, spun round, and landed upside down. The roof came down on his head and broke his neck. The second man is called Hogsett. His spinal cord was snapped when he was involved in a fist fight. He was thrown from the porch onto the ground and punched. He is paralysed from the waist down, and has limited muscle-strength in his arms and practically no movement in his hands. Finally, we are introduced to Mark Zupan. When he was eighteen, he was involved in an accident which left him clinging onto a branch in a canal for thirteen and a half hours until he was rescued. As a result, he can no longer grip properly, and he has lost a muscle in his left shoulder. c. The men have incredible motivation. They describe their frustration when people in the street congratulate them and express happiness that they are out and about rather than cooped up inside, and when people offer them help when they are perfectly capable. They also find it patronising when they pick a fight with someone able-bodied, who refuses to retaliate because they think it is not a fair fight. These men have aggressive temperaments, not because they are bad people, but because they have a lot of pent-up frustration that they release through their participation in a high-contact sport. They are therefore motivated to lead their lives as similarly as possible to that of an able-bodied person, as they would have done if it wasn’t for their accidents. Instead of allowing their disabilities to rule their lives, they are determined to succeed against adversity and show people they are capable of anything they set their minds to. 3. Find the key information > Mise en œuvre – Deux mises en œuvre sont possibles : faire travailler le texte en entier de façon classique ou séparer la classe en deux, chaque groupe prenant en charge une des parties du texte. – Le texte est suffisamment simple pour ne pas nécessiter de fiche de compréhension. Pour une classe plus faible, nous proposons néanmoins une fiche d’entraînement. La fiche et son corrigé sont disponibles sur le site compagnon.

264 • UNIT 11 & Productions possibles : a. The article discusses twenty-two-year-old Ali Jawad, an aspiring Paralympic champion from Tottenham. He has had both his legs amputated, but that does not stop him from achieving his dream of being a powerlifter. He is undergoing intense training at the University of Bath and is living and training under the same conditions as he will experience during the Paralym- pics in the Summer of 2012. The article continues with information regarding the funding of the London Olympic and Paralympic Games in comparison with the Olympic and Paralympic Games held in Beijing in 2008. It also mentions the increasing profile of the Paralympics due to the huge success of the British Paralympians during the latest Games in terms of medals won, which is over double that of the British Olympians. b. – Ali Jawad is a twenty-two-year-old athlete from Tottenham, London, who has dreamt of being a successful powerlifter from the age of six, after watching the World’s Strongest Man competition on television with his father. After having both his legs amputated, he now has hopes of pursuing this dream as a Paralympian. His current ambition is to compete in the upcoming 2012 London Paralympic Games, and become a champion. – The British Paralympians are undergoing intense training at the University of Bath, which includes living under the same conditions as in the Olympic Village, eating and drinking the exact amount of the same food and drink as they will be throughout the competition, and training on the same floors and in the exact conditions as they will compete under in the actual Paralympic Games. – The London 2012 Paralympic Games will “step out of the shadow,” in the sense that they are receiving more funding than the Games in Beijing in 2008, so they will be publicised more, and consequently have a higher profile on the world stage. Furthermore, they will also step out of the shadow of the Olympic Games, as the Paralympic athletes are receiving more publicity, and are more successful than ever, in the 2008 Beijing Paralympic Games winning over double the number of medals won by the able-bodied athletes in the Olympic Games. 4. Discuss

& Productions possibles : This is a very difficult question to answer, as it is a double-edged sword. On the one hand, I would agree that it is important to stage the Olympic Games and the Paralympic Games separately, as they are different competitions and deserve centre stage. Neither competition is more important than the other, and so they should not be held simultaneously. However, the idea of one competition being held before the other suggests that there is an order of importance. This leads me to consider that perhaps it would encourage equality, and satisfy political correctness, to hold the two competitions at the same time. By combining the two competitions, the spectators would be able to enjoy the Games as one enormous community, which may help to eradicate any existing prejudice against either group of athletes. Having said that, holding both competitions at the same time might be a form of positive discrimination. After all, it is not necessarily fair to combine the two competitions, as some spectators may prefer to hold the Olympics and the Paralympics as separate competitions to highlight the equally awe-inspiring performances of Olympians and Paralympians. Moreover, perhaps the Olympians themselves would prefer to demonstrate their stunning achievements to the world without being overshadowed by the Paralympians, and vice versa.

UNIT 11 • 265 UNIT HIGHER, FASTER, STRONGER 11 In conclusion, I think the Olympic Games and the Paralympic Games should remain as two separate competitions, rather than being held simultaneously. In order to solve the problem of whether the Paralympics should be held after the Olympics, perhaps it would be fairer to alternate the order of the two competitions, so as to encourage equality, without taking away the prestige of either competition.

Complément d’information : l’article du Guardian développe les résultats du sondage : “Should the Paralympic Games take place at the same time as the Olympic Games?” www.guardian.co.uk/society/2011/dec/03/two-thirds-disabled-people-oppose-paral ympics?INTCMP=ILCNETTXT3487

5. THE FIGHT MUST GO ON MANUEL & P. 168-169

1. Sport makes history

& Productions possibles : a. – Yes, the two athletes are Tommie Smith and John Carlos. They won gold and bronze medals in the 1968 Summer Olympics in Mexico City. – This statue represents the historical event in which these two men achieved great things, despite facing racial adversity since their childhood. They used their opportunity in the spotlight to peacefully protest for racial equality. Tommie Smith won the gold medal for the 200-metre sprint, and recorded a world record time which stood for eleven years. In his autobiography, Silent Gesture, Smith revealed that as he stood on the podium with his head bowed and his fist in the air, he prayed that he would not be immediately shot for his gesture against racial hate and prejudice. – The angle used here is from a lower level position than that of Tommie Smith and John Carlos. This gives the effect of showing not only the great sporting achievement and their athletic prowess, but also their morality and humanitarian achievements. However, it also enables the viewer to see their facial expressions; to see the humility on their faces as Smith closes his eyes in prayer that he is not assassinated on the spot, and Carlos bows his head in respect, which shows neither are being aggressive in their protests, but are peacefully protesting against racial prejudice. Furthermore, the logos reading “USA” are clearly visible from this angle, and the majority of the image is filled with the American colours of red, white and blue. This gives the effect that they are proud to be American citizens and are proud to represent their country as champions, which also reinforces their gesture of protest, because it draws attention to the fact that they are Americans and are glad to win for their country just like the other American athletes, despite the fact that some Americans did not accept them as American athletes. Finally, it is obvious from this image that it is a statue, which preserves the historic gesture, but also aptly fortifies their iron-willed protest. c. Hello and welcome to Peace Radio! Today we’re continuing our feature on Black History Month with a discussion about the achievements of Tommie Smith and Jesse Owens. We’ll start with Tommie Smith: the Olympic champion in the 200-metre sprint that changed the course of history. He was a man of humble backgrounds. He grew up in rural Texas as the seventh of twelve children. As a child, he suffered from a life-threatening bout of pneumonia, but that didn’t stop him from growing up to achieve great things.

266 • UNIT 11 To start off with, his talent was spotted in school when he was challenged to race against the fastest student in the school... none other than his sister! Sport was one of his minor subjects alongside his major in social sciences throughout his undergraduate degree from San Jose State University, and he also achieved his Masters in Sociology at Goddard Cambridge, in Boston, Massachusetts. But arguably the pinnacle of his academic career is his Honorary Doctorate Degree of Humane Letters, again from San Jose State University. So, why did he gain this Doctorate Degree, I hear you ask? After that race against his sister, Smith never looked back. He pinned his ears right back and went out all guns blazing for that gold, and he achieved it during the 1968 Summer Olympic Games in Mexico City. However, he wasn’t just sprinting for that gold medal, but for his life, and the lives of African Americans all over the United States. After his victory, he famously stood on the top podium, and raised his fist to the air in silent protest against racial prejudice, and in the pursuit of peace and equality, that’s why his teammate, John Carlos, also stood behind him in the same pose on the Bronze podium. He has since said that he stood praying that he wouldn’t be shot right at that very moment as he stood with his fist in the air, which undoubtedly shows his courage and strength of conviction that day as he stood with the eyes of the world staring critically at him. He later said “We were not Antichrists. We were just human beings who saw a need to bring attention to the inequality in our country. I don’t like the idea of people looking at it as negative. There was nothing but a raised fist in the air and a bowed head, acknowledging the American flag – not symbolizing a hatred for it.” What a hero! A statue of the two teammates now stands at San Jose State Uni- versity, to commemorate that momentous occasion, and their positive impact on society He didn’t stop there. These days, his work involves cultivating America’s youth. Throughout his post-athletic career, Smith has focussed on educating and coaching young athletes, but now concentrates on educating on the subject of health and well-being. I think you can agree that this man deserves every accolade he gets for his incredible humanitarian work to improve the level of racial equality in a much divided United States, and will continue to be one of the greatest peace protesters for African American rights. Now, let’s turn to Jesse Owens. Jessie Owens was born James Cleveland Owens, and grew up the son of a sharecropper and the grandson of a slave. He went on to win four gold medals at the 1936 Olympics in Berlin; a feat yet to be accomplished until then. A fun little fact for you listeners: it was his teacher that nicknamed him “Jessie” from his boyhood nickname of “J.C.” standing for James Cleveland! Education also played a part in his athletic success, but for different reasons. He attracted the attention from dozens of universities due to his impressive athletic abilities that saw him equal world records left, right and centre. During the Big Ten Championships, Jesse accomplished what many experts still feel is the greatest athletic feat in history... setting 3 world records and trying a fourth in four gruelling track and field events... all in the space of just 45 minutes. This was just a taster. In the midst of Nazi Germany, Owens was the first to win four gold medals in one Olympic Games, demonstrating that Hitler’s views of the alleged superiority of the Aryan race was entirely worthless. He won many awards from that moment onwards, including a “Living Legend” award presented to him by former President Carter of the United States of America. However, it was his relentless community work and countless motivational speeches that inspired underprivileged, segregated youngsters to continue his good work. What an honour to be talking about these great men today, listeners. I hope you enjoyed our review of the breathtaking achievements of Tommie Smith and Jessie Owens. As you can imagine, we only scratched the surface of the stories of these great men, but for now, that’s all we’ve got time for in this edition of Peace Radio during Black History Month. Thank you for listening, and goodnight.

UNIT 11 • 267 UNIT HIGHER, FASTER, STRONGER 11 2. Abuse in sports

> Mise en œuvre Cette double page peut donner lieu à un travail en pédagogie différenciée. Le groupe 1 pourra être constitué d’élèves plus fragiles (discours plus factuel) que le groupe 2 (extrait d’une analyse sur les droits de l’Homme). & Productions possibles : a. Text A: The main information gleaned from this extract is that, internationally, child abuse still exists in competitive sport. The text gives an example of Luciano Djim who was promised a career in professional football, but traded like a piece of meat, and eventually ended up with nothing. It concludes with the view that Human Rights laws should be better implemented. Text B: The main information gleaned from this extract is the notion of questioning the fundamental aspects of competitive sport and their impact on young athletes. The gist of the extract is questioning whether competitive sport breaches a young athlete’s Human Rights. b. Recap A – The main issue raised is that child abuse still exists within the realm of competitive sport, beyond the current reach of the United Nations Convention on the Rights of Children. – The abuse in question is along the lines of young people from underprivileged backgrounds being offered contracts in professional sport, such as the case of Luciano Djim. These naïve young people walk blindly into these situations under the illusion that all their dreams will come true, only to find themselves batted around by the wealthy clubs like pieces of meat, and eventually ending up without a penny to their name. – The text continues to encourage people of authority to better implement Human Rights laws, not as guidelines, but as serious and vital regulations for the well-being of these unfortunate youngsters. Recap B – According to this extract, there are numerous problems facing sport today. Firstly, the text mentions commercialization, doping corruption, illicit behaviour, and blind ambition. These are important issues that are setting a bad example for the young and impressionable athletes entering professional and competitive sport. This suggests that the existing athletes are not providing the upcoming athletes with a strong and respectable image of what sport is all about, so they can only set off on the wrong foot. – It mentions gymnasts, young football or basketball players especially. – It then goes on to mention various dangers threatening young people. Paulo David considers these dangers as potential breaches of their Human Rights. He mentions the intensive training programs scheduled for children as young as four years old, and whether it is justified in terms of their Human Rights. The physical aspects of sport are continued to be explored through the issues of dramatic weight loss and risk of eating disorders due to the intense environment in which they live. If these young athletes eat, live, and breathe their sport, they are not always going to be at the peak of physical health and well-being. It concludes with questioning outside influences, such as greedy managers, or extreme pressure which drives them to performance-enhancing drugs, or even a lack of personal life.

268 • UNIT 11 CORRIGÉ DE LA FICHE DU WORKBOOK (P. 73-75)

TEXT A 1 a) nom, bien-être (mot racine: be) b) adjectif, inacceptable (mot racine: accept) c) adjectif, en lien avec le sport (mot racine: relate)

2 prevent = keep sth from happening • commodity = an article of commerce • committed = characterized by loyalty and devotion • advance = accelerate the growth or process

3 a) abuse b) traded c) crucial d) combating e) had agreed f) be held accountable

4 1989, adoption of the United Nations Convention on the Rights of Children enormous impact, well-being of children

5 Sports Home Migrated What Name Why? practiced country to happened? Luciano football Central Belgium promise of abandoned Djim African a career with on the streets Republic a professional club

ACTION!

1 The issue raised here is the treatment of very young athletes and other budding champions who are lured by wealthy teams into leaving their homes. The United Nations Convention on the Rights of Children fights to protect these children. 2 They often suffer from abuse either at home or in exile because they are defenseless and eager to succeed in sport. They wish their dream might come true. They are ready to any sacrifice to become stars on the football pitch. They think their potential success is worth any ill-treatment and sacrifice. Yet they are not aware they could end up penniless, rejected and anonymous in the streets of affluent countries that pick and choose among the hundreds of athletes who are going to play in their clubs. The example of Luciano Djim is disturbing.

3 In her speech Mary Robinson asserts Human Rights are a cause worth fighting for. It is a means to prevent sport-related abuse. She exposes countries who have signed treaties, conventions, agreements protecting children. These countries don’t act in a responsible way as far as sport is concerned.

TEXT B 1 a) improve b) involvement c) provide d) has dropped e) weighs f) traded g) qualifies as h) absorbing performance-enhancing drugs

2 a) nom, entraînement (mot racine: train) b) adverbe, correctement (mot racine: proper) c) adjectif, qui augmente les performances (mot racine: enhance)

3 a) True (participating in competitive sports put children at risk) b) True (the sports community has to a large extent avoided asking itself the fundamental questions) c) True (training four hours a day, drop out of school) d) True (a 16-year-old gymnast only 1.30 metre tall, 30kg)

UNIT 11 • 269 UNIT HIGHER, FASTER, STRONGER 11

e) True (physical and sexual abuse occur more frequently) f) True (traded for thousands of dollars without being consulted) g) True (Should they be punished for absorbing illegal performance-enhancing drugs?) ACTION!

1 Currently, sport is faced with a number of problems; some of those which are mentioned in the first paragraph include commercialization, doping and corruption. However, the problem that the article focuses on is the Human Rights issues related to children and adolescents in sport, because they are vulnerable to various forms of abuse. This is because they have very little say in what happens to them. They are put under the care and instruction of older people who can easily take advantage of their position, ordering these child athletes to do things which are physically and mentally damaging. 2 The types of athletes that are mentioned are gymnasts, footballers and basketball players.

3 The dangers which threaten young athletes are: being forced into excessive amounts of training, being put under too much physical strain which can cause abnormal growth (the particular case that is mentioned is that of young gymnasts), body image issues such as anorexia, physical and sexual abuse, being taken advantage of by companies and clubs, being encouraged to take performance-enhancing drugs, and a lack of privacy.

3. Soccer star

& Productions possibles : Journalist: So, what do you want to be when you grow up? Boy 1: Me? Hi, I’m Jamal, and I want to be a footballer. I want to be a huge soccer star! Can you imagine? All the supporters cheering and chanting my name in unison; everyone waiting to see my skills on the pitch. There would be banners everywhere with my name on, and all the players would throw themselves in to tackle me, and I would be speeding down the wing towards the goal, leaving them in my wake, staring longingly as I blast the ball into the back of the net. The banners would fly and the crowd would shout even louder! It would be my dream come true! Journalist: What makes you think it won’t come true, Jamal? Boy 1: I just can’t see myself ever having the opportunity to leave this dump. Look at my friends over there, playing football with a tin can. Do you really think someone like me could have a job like that? I don’t think so... but yeah, that’s my dream: playing football every day on a proper pitch, forever and ever! Journalist: What about you Jake, what do you want to be when you grow up? Boy 2: Me? Ha, I’m going to be a Fifa boss. I’m going to earn millions, and have all the best and most expensive cars, and a massive house, with bodyguards all around and loads of people will want to be me, but I’m going to be the best of the best. Untouchable, that’s me. I’ll have a great big office with a city view, people to do all my work for me, while I sit and relax and boss everyone around. Journalist: Do you think that will make you happy, Jake? Boy 2: Oh, absolutely! How can you not be happy with all the money I’m going to have when I grow up?! It’ll be just like the video game!

270 • UNIT 11 6. ETHICS, MONEY AND SPORTS MANUEL & P. 170

1. A big business

& Productions possibles : a. The main thing that strikes me about the text is the extortionate amount of money in advertising in sport. The statistics are astonishing! The fact advertisers spend $2.3 million for each 30-second advertisement at the 2004 fixture at the American football Superbowl is remarkable. Moreover, the text also points out that the annual turnover of world soccer was reckoned at some £250 billion; an equivalent sum of money to the gross national income of the Netherlands which is unbelievable. There is such a vast advertising market in sport and according to the text, it is ruining sport. b. – The sort of money that dominates world sport is staggering. The text provides some impressive statistics about the amount of money companies will pay in order to advertise during prime time sports events all over the world. Numbers such as $2.3 million for 30 seconds of advertising and £250 billion annual turnover in world soccer are relentlessly thrown at the reader to give an irrefutable impression of the way in which money dominates the world of sport. – In terms of the impact that money has upon sport and athletes, there are many aspects to explore. One aspect is the way in which athletes are becoming brands themselves. They are being used in advertising campaigns to endorse certain products, which is another level of the impact of advertising in sports. Another aspect of the impact of money on sports and athletes is the interruption in the natural flow of play. Adverts appear suddenly and disturb the viewing of the sporting event, therefore taking the attention away from the sporting talent on display. There is also a temptation to resort to dirty dealings due to the huge amount of money available. This tarnishes the reputation of sportsmen and women if they do get involved. – There must be several solutions to resolve the problem of money taking over in sport. The athletes need to resist the temptation to endorse products for the sake of extra money. Quite often they could be said to have sold out to big brands, which is a shame because they should be concentrating on being the best in their game rather than advertising products. The governments should regulate the amount of money or air time given to advertisements, especially ones that could be damaging to young people such as fast food or alcohol. There are laws that exist that reduce or prevent certain advertisements in sport, but I think more could be done. After all, sportsmen and women are very influential over young people. Sponsors should stop trying to distract from the sporting event. Too much emphasis is put on what brand is worn by which athlete, which is distracting and promotes superficiality. Professional leagues should encourage athletes to focus on the values of team sports and applying them to everyday life. Then young people will focus on those values too rather than being preoccupied with wearing the same logo as their sporting idol. Finally, the fans should speak up if they are annoyed by the amount of advertising in sport. The fans are what keep these athletes in business and so they certainly hold a lot of power and influence, if only they would use it.

UNIT 11 • 271 UNIT HIGHER, FASTER, STRONGER 11

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 75)

1 National Baseball Association

2 a) 60 is the number of advertisements broadcast during the Superbowl. b) 15 is the number of minutes between each advertising break during the Superbowl. c) 2,300,000 is the amount of dollars paid by advertisers for a 30-second broadcasting during 2004 Superbowl. d) 30 is the length in seconds of a $2.3-million advertisement. e) 250,000,000,000 is the annual turnover of world soccer in pounds and/or the national income of the Netherlands. f) 32 is the number of teams in the NFL (National Football League) in 2003. g) 20,000,000,000 is the estimated worth / value of all the teams of the NFL (in 2003). h) 3 to 3,500,000,000 is the total annual revenue of the NBA or MLB in the early 2000s.

3 a) l’offre et la demande b) enceinte sportive c) couverture médiatique (télévisuelle) d) des sommes d’argent

4 a) approximately (l. 7) / on average (l. 8) b) reckoned at (l. 11) / estimated (l. 13) c) be worth (l. 13) d) over (l. 13) e) seemingly (l. 18) f) corporation (l. 21) g) entertainment (l. 22) h) provide (l. 24) i) tremendous (l. 24) j) temptation (l. 25)

5 The other side of the Media industry A juicy business coin / Negative aspects

- televised coverage - revenues - corruption - advertiser - annual revenues - artiﬁ cial advertisement - advertisements - turnover - advertisement break - gross national income - media corporation

ACTION!

This article entitled “Ethics, Money and Sports” denounces / raises the issue of the role of money in sports. Indeed, what is at stake here is the change in its very nature. Now sport is no longer a way to entertain people or to be in good health. It has now turned into a juicy business. This race for money has become out of control, it has no limit. It drives sportsmen and corporations to disregard ethics, and morals to make even more money. Thus sponsors spend millions in advertising, athletes are paid billions and exchanged by teams as mere objects. This brings discredit on athletes.

272 • UNIT 11 2. Writing workshop

N. B. : les corrigés des deux autres sujets sont disponibles sur le site compagnon. & Productions possibles : Are athletes really worth their salaries? It is difficult to decide whether sports players are worth their salaries. Of course, there are a range of sports that all have a different amount of money invested in them, and therefore the sports stars will earn different salaries accordingly. However, I am going to talk about football. Footballers are notoriously high-earners, often earning millions and millions, so much so that the ordinary person cannot understand their extortionate wealth. Many people think this is unjustified, as these people are earning a ridiculous amount of money just from kicking a ball around a pitch, and it is not really a useful contribution to society. In reality, this is probably a fundamentally accurate description of their role. However, they greatly contribute to the economy, as the better they play, the more successful their team becomes, and the more people pay to watch them. Of course football is one of the most popular games in the world. This means that often, a footballer’s earnings are proportionate to the overall financial injection given to the economy as a result of their success. In conclusion, perhaps some sports players are worth their salaries, depending on their impact on the state of the economy.

LANGUAGE AT WORK MANUEL & P. 171

1 a. as b. that c. as • than d. as e. than f. as

2 a. use b. not buy c. to avoid d. watch e. to watch f. ban g. be • to compete h. to get • to go

3 a. The coach will never let this player play if he is injured. b. The photographers will never leave the stars alone. c. Let me know if you can get some tickets.

4 a. They can’t make me believe this runner is not doped. b. The Olympic Committee had all the runners tested. c. They had all the bedrooms checked. d. He made him promise never to cheat. Build up your vocabulary

1. a 2. c 3. d 4. e 5. f 6. b

UNIT 11 • 273 UNIT HIGHER, FASTER, STRONGER 11 IMPROVE YOUR LISTENING SKILLS MANUEL & P. 172

> Script de l’enregistrement (MP3 n°36) Woman: Well, the Olympic committee is recruiting people to help with the organization, and the London Tourist Board is in dire need of volunteers, wow! Man: Don’t tell me you still buy this story? It’s all business and big money, nothing to do with sports. The good old ideal of fair play, peace and tolerance is long dead and has been replaced by money, drugs and politics. Woman: That’s not true! The IOC bans severely those who take drugs for two years. Man: Wrong! New drugs such as the growth hormone EPO are very difficult to detect. Ath- letes can take anything, no one notices. Woman: Anyway, athletes cannot be blamed: coaches make them take drugs. Most champions hate drugs and they are clean. They are on TV shows and take part in local sport events to teach fair play and health. Man: Don’t be so idealistic please! There is so much money at stake! Winning at all costs is the inevitable goal. Look, how many commercial breaks are there in a competition? Spon- sors are everywhere. Woman: If money matters it’s all for the best: many of the poorer countries need sponsorship to send a team to the Olympics, train their champions and equip them with adequate gear. Man: I disagree again: there is no equal footing with developing countries. Rich countries benefit from huge funding and can train their athletes better, that’s all. They get all the medals, what a surprise! Woman: Well, it is the only worldwide event where people from different countries can meet and compete in a friendly way with no political pressure or hatred. It is as if wars and tensions stopped for two weeks. It’s awesome! Man: But the Olympics ARE a political platform. Remember Munich when nine Israeli athletes were taken hostage by Palestinian terrorists and killed. In 1980, the USA boycotted the Moscow Games. Woman: Gosh, you’re so negative and disillusioned! & Productions possibles : 2 3 The Olympic ideal is still alive – The IOC bans severely, for two years, those who take drugs. – Athletes cannot be blamed: coaches make them take drugs. – If money matters it’s all for the best. – Many of the poorer countries need sponsorship to send a team to the Olympics, train their champions and equip them with adequate gear. The Olympic values are corrupted – It’s all business and big money, nothing to do with sports. – The good old ideal of fair play, peace and tolerance is long dead and has been replaced by money, drugs and politics. – New drugs are very difficult to detect. Athletes can take anything, no one notices. – There is so much money at stake.

274 • UNIT 11 – Winning at all costs is the inevitable goal. – Sponsors are everywhere. – Developing countries are not on an equal footing with developed countries. – Rich countries benefit from huge funding and can train their athletes better. – But the Olympics are a political platform.

4 Expliquer / Couper Opinion Surprise / agacement reformuler poliment la parole Wrong Don’t tell me you… Look… Anyway… I disagree again Don’t be so idealistic! Remember… It’s awesome! Gosh! Wow!

5 – Sorry, but I can’t agree with you on that point. – Oh listen to you! You have just said the opposite. – How pathetic! You can’t really mean that! – How dare you say that! It’s appalling! – You can trust me when I say they are corrupt.

6 The Olympic values are still alive My argument would be that the Olympic values are still alive and for the following reasons: – The people who are carrying the Olympic Torch through the United Kingdom in the build-up to the London 2012 Olympic Games are upstanding citizens who are being recognised for their positive impact on society. This highlights the Olympic values of determination and drive in order to achieve your goals. These people helped their community or improved the lives of other people. It is all about determination. – The athletes are earning their places in the Olympic squad. No matter who they are, whether they are famous and reputable or not, they are earning their place in the squad just like the younger, less experienced athletes. This promotes equality and just rewards according to talent and hard work. – Community spirit is still alive amongst the Olympic values. The Olympics are bringing communities together in street parties and getting together people in the city centre to watch the events on the big screen when the Games are underway. The Games bring people together and give people something to enjoy and appreciate as a community.

YOUR TASK MANUEL & P. 173

> Mise en œuvre – Afin de se préparer au débat, on aura demandé aux élèves de revoir les pages 242-243 de leur manuel (Enrichir sa prise de parole). – En classe, on demandera aux élèves de lire attentivement la page 173. – Afin que le débat ne se réduise pas à de l’écrit oralisé et afin de le rendre le plus dyna- mique possible, il faudra laisser aux élèves un peu de temps pour découvrir l’identité des intervenants et préparer cinq arguments sous forme de notes.

UNIT 11 • 275 UNIT HIGHER, FASTER, STRONGER 11 – On veillera, avant que les élèves ne commencent à réfléchir à leurs arguments, à ce que les cinq points de vue soient représentés à part égale. On conseillera aux élèves d’anticiper ce que pourront dire les adversaires. – Le temps de parole sera entre trois et cinq minutes. – Pour évaluer, on pourra faire des groupes de cinq dans lesquels seront représentés les quatre points de vue plus un modérateur. – Le reste de la classe sera divisé en plusieurs groupes qui seront chargés de se concentrer sur des aspects différents de l’évaluation : • Le groupe 1 notera les erreurs de prononciation et d’intonation éventuelles. • Le groupe 2 notera les erreurs de vocabulaire et de grammaire éventuelles. • Le groupe 3 notera le nombre d’interventions de chaque participant, si le participant écoute, sait prendre la parole sans interrompre, observera le temps de parole. • Le groupe 4 notera si les participants interviennent à propos, posent des questions, font répéter, utilisent les expressions apprises. On demandera dans chaque cas de relever des exemples précis. Les élèves changeront de groupe d’évaluation lors de chaque nouveau débat. Vous trouverez sur le site compagnon une grille d’évaluation de la tâche (photocopiable).

SPEAKING CORNER MANUEL & P. 174-175

N. B. : – le poème Black and blue a été enregistré et est disponible sur le site compagnon. – Le document B pourra servir à un entraînement autonome de l’élève à la compréhension orale. & Productions possibles : A I think this poem is intriguing because I have learnt that Paul Canoville played for Chelsea and was strongly discriminated against although he was an excellent player. He was not considered as the other players and so he could not play alongside them without exposing himself to the meanest abuse. The International Olympic Committee Charter states that “Every individual must have the possibility of practising sport, without discrimination of any kind,” which makes sense. He should have been able to play for a British club whatever the colour of his skin. Football is often tainted with racial scandals which belong to another era. The Olympic Com- mittee tries to set an example and stresses core values which should be shared by all fans and athletes.

B > Script de l’enregistrement (MP3 n°38) Man: I can’t believe Paul Canoville played for Chelsea. As far as I’m concerned, it’s a disgrace. Woman: You are a disgrace. I think you should consider how brave he was to play in front of all those abusive fans. He risked a lot to play the game he loved, and was a role model for many people! Man: With all due respect, I don’t think so, at the time he was a role model for few people.

276 • UNIT 11 Woman: I must disagree. I’m sure he was a role model for many young people. Chelsea is such a prestigious club, and he was the first player to wear Chelsea blue. He followed his dream to play football, and why should he have suffered? Football isn’t just about winning the World Cup. Of course, that’s the aim, but there’s so much more to it than that. Young people are so easily-influenced, and footballers are heroes to many of them. England, and the United Kingdom in general is so multicultural now, so it’s more important than ever for footballers nowadays to represent as many communities as possible. Then it shows to young people, no matter what community they belong to, they can achieve their dreams. Man: I see your point. Footballers do hold influence over the younger generations. Woman: By the way, have you heard of the slogan: “Racism, let’s kick it out of football”? There are many former players in support of this idea. Perhaps you should follow their example? D This is a poster depicting a Paralympic athlete named Mark Rohan. He is a world handcycling champion and will be competing as a member of the Republic of Ireland’s 2012 Paralympic team. The first word in the caption in the top left-hand corner of the poster is Renault, which is named as the company which is going to sponsor Mark Rohan in his Paralympic campaign. The poster is orange, white and green which correspond with the national Irish flag. This creates an aesthetic explosion of Irish culture to proudly show where champion Rohan comes from. Rohan is also shown in the middle of the poster with his arms raised triumphantly and a winner’s bouquet in his left hand and a Gold Medal draped around his neck, which shows his success with the support of Renault as indicated by the way in which Rohan’s arms point to the brand name at the top of the poster. However, the central position of the handbike also demonstrates the skill, power and determination of this champion athlete despite his disability. It is a very powerful and inspirational image for many people. E Tony Blair: I agree with what Tony Blair says about sport having the power to change the world, the power to inspire, the power to unite people in a way that little else can. For me, the Olympics are about bringing people together from all walks of life, all over the world. They are about inspiration and community, and in a world where there are so many different beliefs and faiths, the Olympic Games and sport in general enable all these people to come together under a common purpose. It therefore becomes an instrument for peace, as all other political and religious conflicts are forgotten, and the only battles are on the track, or on the playing fields. Muhammad Ali: I understand what Ali means by his idea that champions aren’t made in the gyms, but from something they have deep within them, such as a desire, a dream, or a vision. He means that it is not the medal that makes them the champion, or solely their training in the gym, but their frame of mind. He believes that a champion already exists within a person, and it is that which drives them to train and win the medal to prove it. I agree with him to some extent, but I believe that it is a combination of the training time you invest, and the frame of mind you apply to your sport, which makes a true champion.

PROLONGEMENT POSSIBLE À L’UNITÉ

> Clé du Bac : Document audio 4 : Ade Adepitan’s interview on Paralympics

UNIT 11 • 277 UNIT 12 THE CORRIDORS OF POWER

& Lieux et formes du pouvoir & Mythes et héros Tâche finale (p. 185) : You have to choose the version of Macbeth that will be shown at your school movie club. Compare two different interpretations of the same scene, then discuss your choice.

Activités Prolongements Contenus langagières tâches / aides

CE / – Comprendre le début de la pièce Enrichir sa prise de parole PPC – Rendre compte (p. 242-243) de ce qui a été compris

Tune in! – Rédiger un texte (p. 235) (p. 176-177) PE Écrire une lettre – Evaluation sommative de PE (p. 232-233) CE Rechercher des informations

PE Rédiger une biographie Rédiger un texte (p. 234-239)

PE Rédiger une biographie

– Fiche Workbook Comprendre une scène CE – Build up your vocabulary de la pièce (p. 183)

Enrichir sa prise de parole PPC Faire un discours 1. Power at (p. 242-243) all costs (p. 178-179) – Évaluation sommative de POI POI (p. 188-189) Défendre son point de vue ou PE – Improve your speaking skills (p. 184)

Rédiger un paragraphe PE Rédiger un texte (p. 234-239) informatif Comprendre une scène – Fiche Workbook CE de la pièce – Language at work (p. 182)

2. What’s – Repérer accents done cannot CO / et intonations be undone – Adopter l’intonation correcte Commenter un document POI (p. 180-181) dans la lecture d’une scène visuel (p. 240-241) – Commenter une image et donner son opinion

L’activité langagière principale de cette unité est la POI (production orale en interaction).

278 • UNIT 12 TUNE IN! MANUEL & P. 176-177

1. Discover the plot

> Mise en œuvre : Pour faciliter la compréhension, on pourra proposer une recherche de vocabulaire. Read the comic strip and find the English equivalents of the following words: tonnerre et éclairs • belle (journée) • (journée) épouvantable • lande désolée • courageusement

& Productions possibles : a. – The characters are all Scottish: • Macbeth and Banquo are friends and fellow generals who have just fought and won alongside one another. • King Duncan also happens to be Macbeth’s cousin. • The three witches come out of nowhere, and are bearers of prophecies that end up coming true. • We see in frame 7 that Lady Macbeth has high ambitions for her husband and evil plans to make them happen. – The witches predict: • That Macbeth will become Thane of Cawdor (the prediction becomes true immediately, because he has just won the battle). • That Banquo will never be king but that his son or grandson will. • That Macbeth will become King of Scotland. Because the first prediction happens to come true so quickly, Macbeth would like to imagine that the other two will surely come true too. He becomes very excited and announces the news to his wife. – The last prediction sows the seeds of ambition in Macbeth’s and his wife’s minds, and so they plot to make the dream reality. Because they now believe it is possible, they decide to kill the king. 2. “My dearest wife…” > Mise en œuvre : Pour faciliter le travail, on pourra demander aux élèves de travailler en binômes afin de discuter des différents points qui seront abordés dans la lettre. Les élèves rendront une lettre pour deux. & Productions possibles : My dearest wife, I hope this letter finds you well and in good spirits. I’am writing for two reasons. First, to set your mind at ease: the battle is over, we have conquered and I am unharmed. Banquo and I are on our way home to Inverness. Secondly, I write to tell you of a strange occurrence. As we were walking across the heath, three witches accosted us. Boldly they approached and the first greeted me as the Thane of Glamis. How she knew my identity is a mystery, since I was clothed in a plain cloak and not wearing any sort of visible crown. Next, the second witch greeted me as Thane of Cawdor, which was

UNIT12 • 279 UNIT THE CORRIDORS OF POWER 12 a surprise as you can imagine. When the third witch greeted me as the King of Scotland, I was speechless. That title, however, belongs to my cousin the King. Just before they disappeared, the witches declared to Banquo that he would never be king, but that he would father kings. Yet, Duncan’s sons will inherit the throne after his death, will they not? Stranger still, moments after the witches disappeared, a messenger arrived to tell me that I am to be the Thane of Cawdor. Duncan was so pleased with the way we defeated the rebel army that he has given me this new title. I am at a loss to make sense of these strange happenings. What do you make of them? How could the witches have known that I would become the Thane of Cawdor? What of the third witch? She called me “King of Scotland”. Was that too a prophecy? How can it be realized? Shall some tragedy meet with Duncan and his sons? Duncan announced he is to visit us soon after I arrive home. Make ready the household to greet the King properly. I will soon be home and we can speak more in depth of these strange and unnatural events. All my love, Your husband, Macbeth 3. Storytelling > Mise en œuvre : On demandera aux élèves de prendre des notes individuellement pour repérer les différentes étapes. En groupes, ils s’entraîneront à raconter la pièce en parlant à tour de rôle : un élève commence, le suivant continue ou corrige, etc. & Productions possibles : William Shakespeare’s tragedy, Macbeth, narrates the events surrounding the assassination of the King of Scotland, King Duncan and the effects that the murder has on Macbeth and his wife. In Act I, Macbeth and Banquo encounter three witches on the heath. The witches call Macbeth Thane of Glamis, Thane of Cawdor, and King of Scotland. They also say that Banquo will not be king himself but will father kings. Just after they leave, Ross, Duncan’s messenger, informs Macbeth that the King has given him the title “Thane of Cawdor”. Lady Macbeth persuades her husband to murder the king when he comes to visit them. Macbeth goes in to kill the king, and then Lady Macbeth returns to frame the guards. The next morning, when the murder is discovered, Macbeth kills the guards before they can protest their innocence. The kings’ sons Malcolm and Donalbain flee because they fear for their lives, and Macbeth assumes the throne. Macbeth can’t rest at ease because he remembers what the witches prophesy to Banquo. So, he orders assassins to kill Banquo and his sons. They kill Banquo, but Fleance, his son, escapes. Macbeth hallucinates at a banquet, thinking he sees Banquo’s ghost. He worries about Macduff discovering his guilt. He speaks with the witches about his concern and they confirm it. So, Macbeth orders the death of the family of Lord Macduff. Macduff escapes to England, but tragically, his wife and son die a brave death. Meanwhile, Lady Macbeth is also racked by guilt. She sleepwalks every night and tries to wash the blood spots off of her hands, saying “out, out damned spot!” She commits suicide by the end of the play. Macduff gathers an army to fight to restore Malcolm, Duncan’s son, to the throne. Macbeth

280 • UNIT 12 thinks that he’s invincible because the witches have prophesied that no one born of woman shall defeat him. But in his duel with Macduff, at the end of the play, Macduff reveals to Mac- beth that he wasn’t born naturally, but rather he was born by a Caesarean section. Macduff succeeds in killing Macbeth. 4. Info search

& Productions possibles : a. William Shakespeare was baptized in 1564 in Stratford-upon-Avon, England and died in 1616. Little is known about his personal life, but he was married to Anne Hathaway and they had three children. He was prolific both as a poet and a playwright, having written about 38 plays, 154 sonnets and several other works. Some of his works are still considered the best in the English language. He was also an actor and part owner of a playing company. At the beginning of his career he wrote mainly comedies and histories, later moved toward tragedies, before ending his career with romances. Shakespeare wrote The Tragedy of Macbeth sometime between 1603 and 1607. It was his shortest and bloodiest tragedy. His popularity grew steadily until the 19th century and his plays are still extremely popular worldwide today. b. The Elizabethan theatre was so called because it developed during the reign of Queen Elizabeth I. Before that time, plays were performed in inns by travelling troupes. The first “theatre” was built outside of London in Southwark, and other theatres were soon to follow. These theatres could hold up to several thousand people, from commoners (standing in the pit in front of the stage) to royalty and prominent people (seated above the stage and facing the public). Only men would perform in plays at the time. The female roles were played by teenage boys dressed up as women. The costumes were very elaborate and complex including not only clothing but wigs and thick make-up as well.

1. POWER AT ALL COSTS MANUEL & P. 178-179

1. Understanding the scene

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 76-77)

1 Lord Glamis is his first title, and at the beginning of the play, he was made Thane of Cawdor by the King.

2 Macbeth announces the visit of a guest, King Duncan. He will arrive tonight / at night and will depart tomorrow / the day after.

3 a) Present = “Great Glamis!” + “Worthy Cawdor!” Future = greater + Once you become king b) We have to jump on any opportunity. + We are the masters of our destiny. + The future is in our hands.

UNIT12 • 281 UNIT THE CORRIDORS OF POWER 12

c) She is ambitious and impatient to see the future happen. She cannot wait for her husband to become king. She is thrilled about her future prospects. d) Lady Macbeth is mostly power-thirsty. “You’ll soon be greater than both these titles, once you become king!” (l. 2-3) e) Shakespeare’s intentions are to suggest that destiny is at work and what happens has already been determined by superior forces. He is associating Lady Macbeth with the witches, she uses the same words when greeting Macbeth and thereby he suggests that, far from being a lady of nobility, she is nothing more than a witch herself, trying to bewitch Macbeth.

4 She will make sure that Duncan never lives to see another day. She is planning to kill him or have him killed.

5 “Your face […] is like a book” (l. 13) + “look like the innocent flower,” (l. 17-18)

6 What Macbeth does How should he behave? Shows his real feelings: - look the way they expect you to look - “your face is like a book - have welcome in your eyes, your hands, your tongue where men may read - look like the innocent flower, but be the serpent strange matters” (l. 13-14) under it

7 sincere + honest

8 a) The flower represents mildness and innocence. b) The serpent stands for treachery, evil, nastiness, deception. c) The serpent reminds me of Eve in Paradise. The serpent was the animal that lured Eve into the garden and talked her into biting into the apple. It tempted and led to man’s downfall.

9 a) imperative form b) She is bossy / authoritarian. She is in command and she sounds very callous. She is determined to handle everything.

10 Reason given for the preparations: The king must be provided for Result of the preparations: will give kingly power and mastery / To all our nights and days to come

11 We can guess that Lady Macbeth plans to get rid of Duncan so that Macbeth can become king. She urges him to let her handle the evening.

12 He seems reluctant and fearful and does not have the nerve to agree to her plan. He pro- crastinates over his answer and hesitates / wavers. He acts like a coward. ACTION!

Lady Macbeth can’t wait to see her husband become king. She sounds thrilled and reminds Macbeth of the witches’ predictions. She is determined to succeed in her plans and appears passionate in her speech. She blames Macbeth for being weak and advises him to behave deceitfully. She urges him to hide his true feelings. Since she is a practical woman, she intends to take things into her own hands because she fears Macbeth might not pluck up the courage to kill the king. She sounds ruthless and manipulative, and is driven by her thirst for power. Her behaviour does not suit a lady and leads to a reversal of power. Therefore, Macbeth is forced into being her accomplice.

282 • UNIT 12 Macbeth is an ambitious man and cannot wait to be king. However, when faced with the opportunity to kill the king, he doesn’t dare to make a decision and seems to back out. Contrary to Lady Macbeth, he hesitates and acts like a coward. Objectifj f In this extract, traditional roles are reversed. Macbeth is the one whose authority is diminished; he is emasculated and becomes subordinate to his wife. Lady Macbeth, on the other hand, retains all power. She assumes the male role, dictating events to her helpless husband. She is undoubtedly the dominant figure, and through the demands she makes, she sounds patronising. Through her domineering attitude, she tries to goad him into committing regicide, proving once again that she is power-thirsty.

& Productions possibles : b. Lady Macbeth – In the second line, she addresses him by his past title (“Thane of Glamis”) and his brand new title (“Thane of Cawdor”) and what she now hopes he will become (“king”) thanks to the witches’ prophecy. – When she learns the King is coming to spend the night, she becomes very excited and determined (“O never / Shall sun that morrow see!”, l. 10-11) and immediately unveils her plan to have the King killed. – She thinks he is not skilled at deceiving people and is afraid that he will not be able to hide their evil plans (“Your face, my thane, is a book where men / May read strange matters.”, l. 12-13) – She advises him to do his best to seem kind and welcoming (“bear welcome in your eye […] look like the innocent flower”, l. 14-16) so that the King and his men might not suspect the wicked arrangements (“But be the serpent under’t.”, l. 17) both have made. – She decides to undertake organizing the actual murder (“and you shall put / This night’s great business into my dispatch;” l. 18-19) and tells her husband to leave matters to her. Macbeth He greets his wife affectionately (“My dearest love,” l. 6) and then simply relays the factual information about the King’s imminent arrival. This shows us that he loves and trusts his wife and is confiding in her and working with her to make his dream come true. However, at the end of the passage, though he is intrigued, he doesn’t seem entirely convinced and says things must be discussed further. 2. On trial

> Mise en œuvre : Cette prise de parole en continu pourra être préparée ou non. Elle pourra faire l’objet d’un travail de groupes et un rapporteur sera nommé par groupe. & Productions possibles : Your Honour, though he was undeniably aware of his wife’s plans, my client was not responsible for the murder. He was certainly thrilled to think that he would one day be king, but would never have dreamed / dreamt of killing his dear cousin Duncan. No, all the blame must be placed on Lady Macbeth. When she first read her husband’s letter she became ecstatic and lost all sense of reality (“Thy letters have transported me […]

UNIT12 • 283 UNIT THE CORRIDORS OF POWER 12 present”, l. 3). She immediately started looking forward to his kingship. My client was indeed ambitious, but not power-thirsty and impatient like his wife, and did not adhere to her plan at first (“We will speak further”, l. 22). She had always been quite shrewd, but this time she went too far. She became callous with regard to her king and determined to do whatever it would take, no matter how ruthless, to obtain what she wanted. She is an extremely manipulative person and immediately started trying to urge her husband to let her kill the king (“Let me handle tonight’s preparations”, l. 26). Because she was very crafty, she advised her husband on how to be sly (“Look like the time,” l. 14). My client was initially fearful, and dreaded killing his cousin. But her attitude was that “where there’s a will, there’s a way” and being as canny as she was, she managed to devise a foolproof plan and got her husband to pluck up the courage necessary to kill the king. He tried to back out but she mocked his cowardice and goaded him into doing it. How could someone so evil aspire to the role of the wife of a noble king? My client’s wife is as hypocritical as one can get, Your Honour, and I beg you to see that if the King was murdered it was all her fault. 3. Take a stand

> Mise en œuvre : Cette activité permettra de rebrasser les acquis du cours et pourra faire l’objet d’une prise de parole en interaction, car les élèves auront certainement des interprétations divergentes. & Productions possibles : The green, iridescent dress she is wearing combined with her long twisted braids and belt make me think of snakes. This reinforces my impression of her as someone sly and cunning. Her facial expression is one of pure excitement, which goes along with the idea I have of how much she was looking forward to her husband becoming the king. She just couldn’t wait for Macbeth to inherit the throne, and she actually had the nerve to kill the current king. She is also quite beautiful and so the viewer can just imagine her urging her husband to go through with the murder – it makes us think she must have been quite good at talking him into doing things. 4. A museum expert

& Productions possibles : John Singer Sargent’s Ellen Terry as Lady Macbeth, 1889. Oil on canvas. John Singer Sargent (12 January 1856-14 April 1925) was born to American parents in Italy but trained in Paris and later worked in London. He was a prominent portrait painter and received international acclaim for the nearly 3,000 paintings he created during his career. He learned to paint directly on the canvas instead of using the traditional method of making careful drawings beforehand. Sargent’s portrait of the famous actress Ellen Terry in costume as Lady Macbeth was made after her first performance in the role, but the pose was not actually taken from the production. The resplendent gown and crown that Ellen Terry wears in the painting gives it a medieval appearance which, together with the dark, almost sinister mood, makes the painting typical of the aesthetic “Pre-Raphaelite” movement.

284 • UNIT 12 2. WHAT’S DONE CANNOT BE UNDONE

MANUEL & P. 180-181 1. Read and understand

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 77-78)

1 - It is next to her: “it stood by her” (l. 6) - She always has to have a light near her: “she has light by her continually” (l. 7) - These are her orders: “’tis her command” (l. 7-8) - She often does that: “It is an accustomed action with her” (l. 14-15) - I’ve seen her do that for many minutes: “I have known her continue in this a quarter of an hour.” (l. 15-16)

2 “fast asleep” (l. 3) + “their sense are shut” (l. 10-11)

3 Lady Macbeth’s The woman’s The observers Doctor’s reaction strange behaviour explanations - a gentlewoman - fast asleep asking questions, “’tis her command” - a doctor - has light by her curious (l. 7-8) continually “How came she by “an accustomed - eyes are open that light?” (l. 5) action” (l. 14-15) - rubs her hands “What is it she does now?” (l. 12)

4 - I will write down what she says: “I will set down what comes from her” (l. 18) - I will remember it better: “to satisfy my remembrance the more strongly” (l. 18-19) - Why should we be afraid?: “what need we fear?” (l. 21-22) - Did you hear that?: “Do you mark that?” (l. 24) - could not make my little hand smell better: “will not sweeten this little hand.” (l. 25-26) - her heart is carrying a heavy weight: “The heart is sorely charged.” (l. 27) - I wouldn’t want a heart like hers even if you made me queen: “I would not have such a heart in my bosom for the dignity of the whole body.” (l. 28-29) - I am a doctor and yet I can’t understand her: “This disease is beyond my practise” (l. 32)

5 a) She is speaking to her husband, Macbeth. b) - ’t: it = the murder - It: what we have done / we killed him - The old man: Banquo

6 What event What do her What is she does she refer to? words reveal? obsessed by? She refers She was involved a spot of blood to Banquo’s murder. in the murder. on her hand

7 “This disease is beyond my practise” (l. 32)

8 a) She is speaking to her husband. b) She can hear a knocking at the gate. c) At the end, she says that what happened in the past cannot be erased or reversed.

UNIT12 • 285 UNIT THE CORRIDORS OF POWER 12

ACTION!

1 Lady Macbeth is sleepwalking. She is wandering in her castle. She is sound / fast asleep but she insists on having a light next to her continually. Although she is asleep, her eyes are open and she starts to speak. She seems to be reliving an event for which she bears a heavy burden. Her speech does not make sense to the onlookers listening to her, but she sounds remorseful and guilty. Moreover, she strangely rubs her hands as if she was washing them. She is trying to get a stain off. She seems to have been involved in an appalling deed: she is responsible for Banquo’s murder. 2 The spot symbolizes a stain of blood that she tries to get rid of. It betrays her involvement in Banquo’s murder and for which she still has pangs of remorse / qualms of conscience. 3 Lady Macbeth and her husband are both guilty for Banquo’s murder. Nevertheless, she seems to be quite authoritative / bossy / domineering with him and her tone is adamant: she urges him to go to bed and gives him orders. Her voice can suffer no contradiction. She tries to reassure him but it makes him look unmanly and weak. The roles seem to be reversed: she is the one in charge / in power. 4 “What’s done cannot be undone” reveals the feelings Lady Macbeth is going through. She wishes she hadn’t committed a murder, but she is helpless and cannot change what happened. Now, she has to deal with her pangs of remorse and is haunted by the past so much so that she is still disturbed by the smell and the stain of blood. Her actions will have repercussions and consequences she cannot help. Objectifj f This extract presents us with Lady Macbeth, a domineering woman who seems to feel superior to her husband. She gives him orders and demeans him. He must feel unmanned and she is the one in power. Although her role should be to support him, she makes him feel submissive and docile. We clearly see that power, however attractive it might be, may cause the loss of those who seek it. Lady Macbeth is sleepwalking and she is haunted by the past, her mind cannot be at peace. She cannot help reliving the event. Remorse is now killing her, preventing her from sleeping. When sleepwalking she is like a ghost, the shadow of her old self.

2. Characterization

> Mise en œuvre : Ce travail pourra aussi être mené en groupes, avec prise de parole d’un rapporteur par groupe, puis reprise collective. & Productions possibles : a. Lady Macbeth is by herself and fast asleep, yet her eyes are open and she is wandering around and talking. She has also taken up the habit of rubbing her hands together over and over for up to 15 minutes. b. Her gentlewoman has sent for a doctor because she is worried about this irrational, abnormal behaviour and has also probably overheard her admitting to the murders. She is also concerned about the hand washing gestures.

286 • UNIT 12 c. She is wracked with guilt for being responsible for the deaths of so many people. She is haunted by the things she has done and bears the heavy burden of remorse. She has betrayed friends and kin and is condemned to reliving the events during her sleep. She hallucinates and tries in vain to get rid of the imaginary smell of blood and attempts to get the virtual blood stains off her hands. d. – Lady Macbeth seems to be talking to her husband (“my lord”, l. 21) and refers to the actors of their past deeds as “we” (l. 21). – She speaks entirely in choppy prose throughout the entire scene. She used to speak in noble, elegant iambic pentameter, but she has now been reduced to a blathering sleepwalker. – She discloses the truth and admits to two murders (“One; two”, l. 20) – those of Duncan (“the old man”, l. 23) and Banquo. e. The doctor says he can’t cure her (“This disease is beyond my practice;” l. 32) but tries to reassure the gentlewoman (“I have known those which have walked in their sleep who have died holily in their beds.” l. 32-33). He also fears she might commit suicide, but that is not in this passage. 3. Training for an audition

a. “ Out, damned spot! Out, I say! — One; two: why then, ’tis time to do’t. — Hell is murky. — Fie, my lord, fie! A soldier, and afeard?” “Here’s the smell of the blood still: all the perfumes of Arabia will not sweeten this little hand. Oh! Oh! Oh!” “Wash your hands, put on your nightgown; look not so pale. I tell you yet again, Banquo’s buried: he cannot come out on’s grave.” “To bed, to bed! There’s knocking at the gate. Come, come, come, come, give me your hand. What’s done cannot be undone. To bed, to bed, to bed!” b. First, she sounds panic-stricken, then she sounds worried. She is reassuring when speaking to her husband. At the end, she is quite matter of fact. d. On veillera aussi à la réalisation des liaisons consonne-voyelle. > Prolongement possible : Ce passage pourra être appris par cœur par les élèves et récité en classe.

LANGUAGE AT WORK MANUEL & P. 182-183

1 a. being left alone e. to commit i. washing b. sleepwalking f. to be • show j. killing c. to waver • to jump g. to give up k. drink • protecting d. reliving h. forgetting l. killing

2 a. for e. at • by i. with • Ø b. to f. of • with j. with • at c. with g. of k. about d. for h. about / of l. for • for

UNIT12 • 287 UNIT THE CORRIDORS OF POWER 12

3 a. The gentlewoman asked the doctor to observe her and stand close. b. Lady Macbeth ordered her husband to go to bed, and told him not to look so pale. c. Lady Macbeth warned him that what was done could not be undone. d. The gentlewoman asked the doctor to look after her, because her life was in danger. e. The doctor asked why she was carrying a light. f. Lady Macbeth wondered if her hands would ever be clean. g. Lady Macbeth wondered where she was now. Build up your vocabulary

1 a. the cast g. set m. backstage b. stage h. acts, plays, performs n. prompter c. perform a play i. props o. rehearse d. director [not on the mind map] j. soliloquy p. applaud e. rehearse k. audience q. aside f. actor / actress l. playgoer r. curtain

2 a. 2 • b. 4 • c. 5 • d. 7 • e. 3 • f. 6 • g. 1 > Script de l’enregistrement (MP3 n°41) “Hurray!” she cried out. “Don’t tell her, it’s a secret,” he whispered in her ear. “Sorry, I have a sore throat!” she explained in a hoarse voice. “I don’t feel well at all,” he moaned. “Ouch, you hurt me!” she shrieked. “It’ll never be the same again,” he said in a deep voice. “What are you doing?” she said with a shrill voice

3 a. deep moan / loud shriek b. shouting • loud / shrill c. hoarse • screamed / cried d. whisper

IMPROVE YOUR SPEAKING SKILLS MANUEL & P. 184

> Mise en œuvre : Ce travail pourra être mené en groupes et donner lieu à une prise de parole par rapporteur, reprise collective, puis écoute de l’enregistrement de l’anglophone. Puisque ce document est un MP3, les élèves pourront le travailler de façon autonome (au labo multimédia ou à la maison) > Script de l’enregistrement (MP3 n°43) The three pictures depicting the sleepwalking scene are all very interesting. The one I liked best is the photograph because I think that it best portrays the scene as I imagine it when I read the text. The Scheiner and Füssli’s paintings both depict the setting well, but in my opinion there aren’t enough details. The Scheiner painting shows an excellent use of chiaroscuro. It dramatically illustrates Lady

288 • UNIT 12 Macbeth’s sleepwalking. Half of the painting is illuminated by Lady Macbeth’s candle, while the other half is covered in shadows. Scheiner uses this visual technique to emphasize the feeling of confusion that the gentlewoman and the doctor have. They are amazed at Lady Macbeth’s strange behaviour. Her eyes are closed and she is walking without realizing where she’s going or what she’s doing. Unfortunately, however, we can’t tell that it’s because of her guilty conscience. Despite its excellent use of bright light contrasted with dim light and dark shadows, the painting doesn’t really convey the sense of anguish, fear, and terror that the text describes. Lady Macbeth instead looks almost peaceful in her sleep, which is certainly not what Shakespeare describes in the play. If we take Füssli’s painting on the other hand, we notice the painter highlights Lady Mac- beth’s fear because the torch she holds illuminates the wide-eyed and terrified expression on her face. With her arms raised and hand outstretched, Lady Macbeth seems petrified as she’s surrounded by shadows. We get the impression that perhaps the shadows represent her fear and guilt. The black and white portrait and the Füssli portrait both attempt to capture the scene Shakespeare describes. However, I find that the photograph surpasses them both. Why? Because it is at the same time both profound and yet very simple. It is a photograph taken from an actual performance of the play. The photograph captures Lady Macbeth’s anguish and terror. The contrast between light and dark is quite sharp. Indeed the shadows obscure the gentlewoman and the doctor and at the same time highlight Lady Macbeth. Apart from the three actors and the lamp there is nothing else on the stage. This sparse setting draws our attention directly to Lady Macbeth who is wearing a white dress. White is symbolic of innocence, which is ironic here since Lady Macbeth imagines that blood covers her hands. As she kneels in front of the light and raises her hands in front of her face to examine them, we can see that she is horrified and scared.

YOUR TASK MANUELMANUEL && P.P. 185185

N. B. : la fiche élève, son corrigé, les scripts et les exploitations des extraits se trouvent dans le livret du DVD-Rom et sur le site compagnon. & Productions possibles : Philip Casson’s version: I watched Philip Casson’s version first and was struck by the heated passion with which the characters discussed their plans. Most of the dialogue is shot in extreme close-up, and the background and the actors’ costumes are entirely black with few discernible or meaningful details, creating a dark, sinister backdrop to the characters’ dialogue. We can see the actors’ skin trembling and hear their uneven breathing – their fervour is expressed through their body language. Lady Macbeth’s voice wavers and crackles towards the beginning and then becomes more authoritative and directive as she announces her plans. The light is low and the shadows darken parts of the characters’ faces and help to exaggerate small movements. The viewer can see Lady Macbeth’s hands gripping her husband’s head as if she is trying to be in command and possess him. When she proposes he leave the details to her, it is as if she didn’t trust him and wanted to make sure he didn’t get in the way of her plans with his lack of skill or cunning.

UNIT12 • 289 UNIT THE CORRIDORS OF POWER 12 They seem very focused on one another and the affair with Duncan seems secondary to their relationship. It is as if doing away with Duncan would above all be serving a purpose in their marriage. Macbeth seems more interested in his wife than in the scheme, and at the end when he declares that the decision will be put off until later, it is more as if it were just not a priority for him at that moment rather than because of any hesitation or disapproval. Comparison with Jack Gold’s version: The first thing that I noticed about the scene from Jack Gold’s production was the costumes: compared to Casson’s version the hair, make-up, jewelry and clothes are more evocative. It is clearly set in medieval times and though the background is not essential to this scene we can see that there are indeed props in this production. The lighting suggests that they are indoors, but is brighter, more even, and less sinister than in Casson’s production. The lines are delivered more slowly, with longer pauses and more variation in the tones of voice, suggesting more complex and variable emotions. There seems to be real interaction between the characters, where each line is a reaction to what the other character has just said rather than the rapid unfurling of Lady Macbeth’s fervent thoughts and premeditated plans in Casson’s production. This Lady Macbeth seems more interested in what is on her husband’s mind and genuinely curious about his feelings and concerned about his well-being. When she proposes he trust her with the details, it is as if she is reassuring him so that he can rest at ease. She is much more composed and less fervent than the Lady Macbeth in Casson’s production. She seems like his advisor rather than someone with selfish, personal ambitions who is simply using her husband to attain her own goals. Macbeth’s brow is furrowed and his mouth is gaping as he paces up and down the stage, seeming caught up in thought and quite distraught at the prospects his wife is proposing. He is clearly thinking through all the repercussions and his indecision comes through to the viewer. Conclusion: I would rather view Gold’s production because the passion in Casson’s version seems over the top and the characters’ overwhelming emotions and psychological instabilities seem quite exaggerated and central to the story. On the other hand, Casson’s interpretation clearly emphasizes the dark, sinister mood of the play which might leave more of an impression than Gold’s more neutral version where the characters are portrayed as a bit more rational. I quite like how Gold’s Macbeth seems paralyzed by indecision, as I think this reflects the inner battle he is fighting – and that any human should fight if confronted with such a situation – more realistically. Casson’s Macbeth seems less thoughtful in this scene, which is quite disturbing.

SPEAKING CORNER MANUEL & P. 186-187

& Productions possibles : A. The lyrics to the song “The Tell-Tale Heart” by the Alan Parson’s Project were inspired by the story of the same name by Edgar Alan Poe. The narrator both admits to having murdered “the old man” (l. 5) and at the same time justifies it by explaining that the man’s eye “Is the eye of the devil himself” (l. 19). Both Macbeth and the narrator in the “Tell-Tale Heart” have cruelly killed innocent men. Mac- beth begins by killing King Duncan so he may inherit the throne, and the narrator murders the old man apparently simply because he hates his “vulture’s eye of a cold pale blue” (l. 18). Both

290 • UNIT 12 characters are doomed because resorting to violence for the reasons they have is unjustified and morally wrong. Another common theme between the song lyrics and the play is guilt. As we learned in the extracts in this unit, Lady Macbeth is wracked with guilt for having committed the murders, and the narrator of this song finds himself terrified by what he has done and his eyes are “white and cold with fear” (l. 15). It is he himself who is admitting his crime throughout the song, all the while promising that “he won’t be found at all” (l. 9) just as it is Lady Macbeth herself who speaks the self-condemning soliloquy that the doctor and her gentlewoman hear. At the end of the song, the narrator begs to be freed from his guilt, “I can’t go on / Let me be free” (l. 22-23) which is manifested by the imaginary heartbeat that he continues to hear pounding long after the murder. In Shakespeare’s play, Macbeth and his wife suffer from hallucinations on several occasions, and this habit gives away their mental instability to the audience. In the story as well, the narrator begins by seeming perfectly coherent in his description of what has happened but when he says “let the silence drown the beating of his heart” (l. 21) we discover that he continues to hear the dead man’s heart beating long after his death and we understand that in fact the narrator is really mad. B. I saw The Iron Lady, which is a film about Margaret Thatcher, who was the longest serving British Prime Minister of the 20th century. The film alternates between scenes of her in her old age, weakened, mentally unsound and powerless, and a chronological biography of her political career, beginning before she went to university. The film recounts her impressive and unlikely rise to power: from her start as a working-class grocer’s daughter she gradually gained support in progressively larger and more important circles until she finally won her party’s vote and held the ultimate position of power in her nation and became an important player in world politics. The contrast between her extremely powerful past self and her completely reduced elderly self is striking. In her old age she suffers from dementia, is no longer recognized when she goes out in public and must have most of her life managed by others in order to survive. It is stirring to see someone who was once so powerful now afflicted by hallucinations and conversations with her dead husband. The film also documents the effects that her successful career had on her personal life. Her husband never seemed to fully embrace his role as the Prime Minister’s spouse – a role always held before and since by women. In her old age Thatcher is shown to have distant, cold relationships with her adult children, which demonstrates that she certainly wasn’t very present or supportive as a parent during their childhoods. To conclude, I would say that the film reveals how gaining and maintaining the highest political power in a major nation for over a decade does not necessarily lead to happiness. Wielding great power must be deeply personally satisfying on many levels, but it does not necessarily make one’s life balanced or complete. Margaret Thatcher’s political career is extremely remarkable, but in the end she remains an imperfect human like the rest of us. C. These three posters advertise various productions of Macbeth. The one at the top could be from a theatre production of the play. The one on the left is a film poster from the release of Roman Polanski’s production in the 1970s. On the right is the most modern of the three posters, from a 2006 Australian film. The one at the top is the simplest: the mostly black poster has nothing more than the title and the playwright’s name written in white gothic letters above a skull turning into a crown

UNIT12 • 291 UNIT THE CORRIDORS OF POWER 12 floating in the starry night sky. Compared to the others, I quite like its straightforward black and white design and the morose tone it conveys. Polanski’s film poster is much busier, with a cluster of drawings supposedly adapted from still frames of the movie on the left, lending it the distinct look of many 1970s film posters. The dominant images are two hands: a huge left hand reaching up and clenching a downwards pointing dagger, as if about to strike, and a smaller right hand reaching out of the picture for the crown at its fingertips. A closer look reveals that the hand reaching for the crown is that of a man lying on his back – probably Macbeth – being kissed by a woman kneeling over him. If we imagine that the left hand is also Macbeth’s, it may suggest he is about to commit suicide. Though in the play his actual death wasn’t a suicide, symbolically it is as if he were solely responsible for bringing on his own demise by killing so many of the other characters. All the actors are clothed in period costumes, suggesting that the film is set in the past. The background is a solid, striking purple, a color which symbolizes royalty – in this case the crown of Scotland. This poster is by far the most visually complex due to the carefully arranged collage. The modern film poster is also a patchwork of images from the film, but the picture is entirely in black and white with the main characters looming above the viewer in the foreground and some other images from the film arranged around them in the background. As in the Polanski poster, the viewer can immediately guess the time period – we know it must be set in the present as we can see skyscrapers. The massive full moon above gives the atmosphere a gloomy feeling and the low-angle shot makes the characters look dangerous. They are standing back-to-back gazing fearfully into the distance above them. There are also two gothic elements: an angel statue on the left and a gravestone on the bottom right-hand corner. The quote at the bottom suggests that the original dialogue is used. All three posters relay brutal violence, so someone unfamiliar with the story would immediately expect an extremely violent production. In the modern film poster the Macbeth character is holding an absurdly frightening machine gun in each hand, whereas in Polanski’s version, which is set in the past, the giant dagger dominates the picture. And the skull-crown of the top poster is chillingly morbid, simply relaying the idea that death and the crown are somehow intricately related in this story.

PROLONGEMENT POSSIBLE À L’UNITÉ

> Évaluation sommative de POI (p. 391 de ce Fichier)

292 • UNIT 12 UNIT 13 DIXIELAND & Lieux et formes du pouvoir & Espaces et échanges Tâche finale (p. 201) : You are planning a gap year in Louisiana to do volunteer work. Write a letter to explain your motivations.

Activités Prolongements Contenus langagières tâches / aides – Réagir à une publicité touristique Commenter un document visuel PPC – Acquérir le lexique lié aux (p. 240-241) particularités de la Louisiane Repérer des informations CE Tune in! clé sur la Louisiane (p. 192-193) PE Préparer un questionnaire écrit Rédiger un texte (p. 234-237) CE Sélectionner des lieux de visites – Enrichir sa prise de parole (p. 242-243) POI Argumenter et convaincre – Language at work : L’expression du futur (p. 199) CE Comprendre un poème Fiche Workbook – Comprendre un message oral Comprendre un (p. 238-239) CO enregistrement authentique – Fiches et corrigés sur le site 1. Jazz it up! compagnon (p. 194-195) – Faire une recherche Internet CE / – Rendre compte des Enrichir sa prise de parole (p. 242-243) PPC informations collectées Concours d’écriture Rédiger un essai argumentatif PE sur le thème de la musique (p. 236-237) – Réagir à une photo Commenter un document visuel PPC – Faire une recherche Internet (p. 240-241) CE Lire un article de presse Fiche Workbook 2. Solidarity Rédiger un essai argumentatif PE Écrire un discours in chaos (p. 236-237) (p. 196-197) Faire un bulletin d’information Enrichir sa prise de parole PPC ou un reportage radio (p. 242-243) – Rédiger un texte (p. 234-237) PE Rédiger un texte argumentatif – Improve your writing skills (p. 200) Faire un compte rendu PPC Build up your vocabulary (p. 199) de recherches Internet 3. Oil spill – Commenter un document visuel (p. 198) Réagir à deux dessins POI (p. 240-241) humoristiques – Enrichir sa prise de parole (p. 242-243)

L’activité langagière principale de cette unité est la PE (production écrite).

UNIT 13 • 293 UNIT DIXIELAND 13 TUNE IN! MANUEL & P. 192-193

1. React to this poster

> Mise en œuvre : - L’image d’ouverture a pour but de lancer la thématique et de faire réagir les élèves. La photo du Tune in est une publicité de l’office du tourisme de Louisiane. - Démarche proposée : observer l’image et demander aux élèves de répondre aux questions. On conseillera aux élèves de consulter les pages « Commenter un document visuel », p. 240-241.

& Productions possibles : a. What immediately strikes me is the colour of the poster. I can’t help noticing how green the landscape is. There is so much shrubbery and even the swampy water is green and even the text is highlighted in green. b. The slogan is “Louisiana, pick your passion”. It is advertising a cultural trip to Louisiana, USA, perhaps involving environmental conservation work and targeting young people who care about the future of the environment and have the time and funds to do their bit to help. c. The three phrases read “A lazy current”, “The seductive howl of an accordion” and “A splash too loud to be a fish”. The layout of these phrases underlines their key role in the advertising campaign. They give the impression that the environment in Louisiana is very relaxed and the pace of life is very slow-moving. It is something that draws you in by all your senses; luring you like a siren. The final phrase drips with mystery, making you wonder what it means and long to make the discovery. 2. Fast facts about Louisiana

& Productions possibles : 1. What is Louisiana’s motto? 2. What is the State flower of Louisiana? 3. What is the nickname for the State of Louisiana? 4. Which raw materials are produced in Louisiana? 5. What industry is famous in Louisiana? 6. What mode of transport is popular to access Louisiana? 7. Which ethnic groups live in Louisiana? 8. Which river runs in Louisiana, and can you spell it? 9. Which colony did the State of Louisiana belong to? 10. What famous festival does Louisiana host?

294 • UNIT 13 3. Come as you are, leave different!

> Mise en œuvre : - Le travail de recherche peut se faire à la maison ou en salle multimédia. Le compte rendu pourra prendre la forme d’une prise de parole en continu, individuelle ou en groupes. On peut aussi demander aux élèves d’écrire un article pour un guide touristique et de l’illustrer avec une sélection de photos. - Avant de commencer, certaines classes devraient lire les pages 242-243 : « Enrichir sa prise de parole » pour se préparer à la PPC. - Lors du passage devant la classe, les élèves n’auront que quelques mots porteurs sous les yeux. Pas de phrases complètes. Les plus timides peuvent aussi se filmer en dehors de la classe et apporter leur clé USB en cours. Toute la classe pourra prendre en charge l’évaluation. On divisera les élèves qui écoutent en plusieurs groupes avec une mission : • tâche d’écoute et de repérage des erreurs de lexique, prononciation, et grammaire. • commentaires de ce qui est dit. • secrétaires de séance qui prennent des notes et peuvent faire un compte rendu oral ou écrit. & Productions possibles : a. Mardi Gras is a famous festival celebrated annually in New Orleans. It originates from a festival in Paris where it had been celebrated since the Middle Ages. A French explorer called Iberville was exploring the Mississippi River with his men when they arrived near the spot where the festival is held today. Knowing that it was a French bank holiday, he christened the area “Point du Mardi Gras”. However, the tradition of the Mardi Gras festival stems from a festival that existed many years beforehand. Some say that it evolved from an ancient tribal ritual of fertility that welcomed the arrival of Spring. It was incorporated into the Christian celebrations so as to encourage the existing Pagan ritual into the build-up to the period of Lent and allow the two contrasting traditions of Paganism and Christianity to collaborate to some extent. However, the Mardi Gras festival has also encountered its problems in the form of social unrest. In the 1700s under French rule, the tradition of masked balls was extremely popular, but the new Spanish authorities did not take to it, and so a public ban was enforced which was maintained by later American authorities. However, this ban was later revoked when the Creoles took charge. Later on in the 1900s, violence erupted amongst the masked revelers and so the ban was rein- stated. This eventually brought an end to the festivities, but once again it was only temporary. A group came forward and revived the Mardi Gras celebrations and promoted it as a safe and friendly celebration rather than a hub of violence and crime. From this point the celebrations took on the festival theme with floats, parades and elaborate costumes. Ever since, Mardi Gras has played an important role in the incorporation of different cultures within American society. It has become a way of bringing communities together and promoting a sense of togetherness. Today the festival is one of the most vibrant and exciting street festivals, with similar smaller versions held around the world. There are still some issues surrounding the festival in terms of funding and privatisation but it still exists as a vivacious carnival – often happening all year round! The key feature of the Mardi Gras celebrations is the figure of Rex. He reigns over the carnival with his queen and several maids and dukes. He is elected every year as a symbol of the

UNIT 13 • 295 UNIT DIXIELAND 13 community and rules over the festivities with the Rex Flag waving. The flag has an image of a crown in the centre, and the colour scheme is purple, green and gold; representing justice, faith and power. It has become the most iconic feature of the Mardi Gras carnival and functions not only to mark tradition but also to entertain the many revelers who flock to take part in the celebrations every year. b. I would undoubtedly attend the Mardi Gras carnival because it is one of the most celebrated festivals in the world. It is vibrant, exciting, colourful and really one of the must-see attractions of the city. I’d love to see the New Orleans Jazz National Historical Park because New Orleans is the birthplace of jazz so it is an apt place to explore this musical genre. It would be incredible to spend an evening in an authentic jazz bar in New Orleans where the style first came to light. I’d also visit Royal Street because it is the most elegant part of the city and also the most beautiful. It is in the French Quarter of the area and so resembles French architecture. Ap- parently the buildings are laced with ornate balconies just like those in Paris. I would go to a bar and taste a Hurricane cocktail. New Orleans claims that cocktails were invented here and this is the most famous one from New Orleans. It is a perfect blend of sweet and tart flavours and garnished with orange and cherry. It gets its name from the shape of the glass. I would also go on a plantation tour to get a real feel for the city’s heritage. I feel this is something people should learn about and be aware of as it is a hugely significant part of America’s history.

1. JAZZ IT UP! MANUEL & P. 194-195

> Mise en œuvre : - Les illustrations p. 194-195 peuvent donner lieu à un travail d’anticipation sur la musique et ce qu’elle évoque chez les élèves. - Bansky a peint 12 fresques murales à la Nouvelle-Orléans en commémoration de l’ouragan Katrina. Ils peuvent faire l’objet d’une étude plus ciblée en lien avec les pages 196-197 du manuel. - On conseillera aux élèves de consulter les pages « Commenter un document visuel », p. 240-241. - Le texte de la page 194 est disponible en version enregistrée sur le site compagnon. 1. Find the key information

& Productions possibles : This poem praises the beauty and timelessness of music and its influential power both in the poet’s life and in the lives of others. He talks of its power to soothe, to inspire revolution or war, or to simply raise morale and brighten up your day, and all in all the importance of music in every aspect of life. He believes he personally would be nothing if it were not for music.

296 • UNIT 13 CORRIGÉ DE LA FICHE DU WORKBOOK (P. 79)

1 a. “drumming” (l. 8) + “drums” (l. 22) b. “storm” (l. 9) c. “warrior” (l. 23)

2 Pleasant natural sounds: “cicadas in the tropical night” (l. 4) + “the sea is music” (l. 5) + “the wind is music” (l. 6) Discordant natural sounds: “the rain drumming on the roof” (l. 8) + “the storm raging in the sky” (l. 9)

3 a) - infancy: “A baby is born, and music puts him to sleep.” (l. 14) + “He can’t read, he can’t understand a picture, / But he will listen to music.” (l. 15-16) - adulthood: “Music is marriage.” (l. 17) - old age: “Music is death.” (l. 18) b) “It is the ‘esperanto’ of the world.” (l. 20)

4 Fighting: “Music [...] leads you to war” (l. 21) + “The Romans used to have drums rolling before they attacked.” (l. 22) + “We have the bugle to sound reveille and pay homage to the brave warrior.” (l. 23) + “The Marseillaise has led many generations to victories or revolutions” (l. 24) Spirituality: “Music is eternal, / Music is divine. / You pray to your God with music.” (l. 26-28)

5 different states of mind / emotions ( “moods” (l. 29) • calm / soothed ( “subdue” (l. 30) • hypnotized ( “subjugate” (l. 31) • tiredness ( “exhaust” (l. 31) • astonished / stunned ( “astound the heart” (l. 31) • eternal ( “evergreen”, “durable” (l. 33) • honoured ( “honor” (l. 34) • proud ( “pride” (l. 34) • complete, alive ( “Without music I may feel blind, atro- phied, incomplete, inexistent.” (l. 36) ACTION!

We are surrounded by music, as it is part of our natural environment. It is present in our lives from birth to death. / Music is present throughout life. Music can convey the essential qualities that represent a nation, a country. Music helps us face adversity when our country is at war, for example. It is part and parcel of some people’s faith / religious beliefs, people often pray to God with music. It affects our moods. Music is eternal and universal and it helps us open up to other cultures or other people. As Duke Ellington points out, we cannot feel complete or fully alive without music. Being deprived of music would be a terrible loss for us.

2. Summarize the text

& Productions possibles : a. This man is the father of the musical genre “jazz”, but he would not refer to his music by this name. In line with what Wynton Marsalis once said, that Ellington’s “music sounds like America,” Ellington would simply call it “American music”. As both a band leader and a composer, he gave American music its own sound for the first time; a sound that still reaches millions all over the world, not just in the States. b. According to him, music is natural since it occurs in the simplest moments: the waves roll, the wind rustles the leaves on the trees, and the rain pitter patters on the roof or the storm rages overhead. Music evokes an idea of culture and heritage depending on its genre. Music

UNIT 13 • 297 UNIT DIXIELAND 13 inspires emotional responses and has the power to influence great battles, or simply sends you to sleep. He speaks about the timelessness of music and its ability to touch the hearts of everyone who hears it. Music keeps your heart beating like the sound of a drum. c. Music is essential in this man’s life because music allows his heart to beat along to the rhythm of life. It is part of his identity, and so it influences everything he does and feels in each aspect of life, which is why he can no longer be without it. He hears music in the sounds nature makes, he hears it when people pray to their God, he hears it when someone sings a child to sleep and also through the drums of war. 3. New Orleans jazzmen

> Mise en œuvre : - Pour une classe plus faible, nous proposons des fiches de compréhension orale pour les enregistrements sur Louis Armstrong et Sidney Bechet (voir site compagnon). - Le site compagnon renvoie à des sites utiles pour une étude plus spécifique de la musique à la Nouvelle-Orléans. > Script de l’enregistrement (CD 3, plage 23) Louis Armstrong: 1901-1971. Coronetist, trumpeter and vocalist Louis Armstrong was the first superstar of jazz; a creative genius whose “Hot Five” and “Hot Seven” recordings in the 1920s took jazz beyond the New Orleans style of ensemble playing to become a soloist art form. Known as “Pops” to musicians, and “Satchmo” to his fans, Louis Armstrong brought an unequalled joy to his jazz performances, uniting artist and entertainer in a single musical personality that won an international audience for jazz. In 1949 Louis Armstrong was honored as “King Zulu” during Mardi Gras, and was the first jazz musician to appear on the cover of Time magazine. Louis Armstrong was an American cultural icon with hit recordings in every decade of his career from “West End Blues” and “Ain’t Misbehavin” in the 1920s, to “Hello Dolly” and “What a Wonderful World” in the 1960s. > Script de l’enregistrement (CD 3, plage 24) Part 1 Clarinetist and soprano saxophonist Sidney Bechet was the first jazz musician to gain recognition a distinctive soloist’s voice. While in London in 1919 with the Southern Syncopated Orchestra, he attracted the attention of the Swiss conductor Ernst Ansermet, who described him as an artist of genius who follows his own way. Bechet was one of the first American jazz expatriates living in France during much of the 1920s and again in the 1950s, when he became a French jazz hero, ranking in popularity with Maurice Chevalier and Édith Piaf. 1’03’’ Part 2 Sidney Bechet’s recording career began with Clarence Williams’ Blue Five in 1923. In 1932 he recorded as a leader with The New Orleans Feet Warmers with trumpeter Tommy Ladnier. In 1939 his recording of “Summertime” became a hit, after which he spent many years col- laborating with jazz stars such as Louis Armstrong, Mugsy Spanier and Earl Hines. Sidney Bechet is remembered today not only for his passion, technical virtuosity and inventive spirit, but also as a jazz pioneer whose influence was truly international.

298 • UNIT 13 & Productions possibles : a. Both Sidney Bechet and Louis Armstrong were born in New Orleans at the turn of the 20th century. They died in their sixties. Both were wonderful jazz musicians and could play several instruments perfectly. The two men played duets. Both had an international career. Armstrong was an influential singer renowned for his deep, gravelly voice whereas Bechet was a composer. Not until the late 1940s did Bechet gain wide notice because of his erratic temperament, which hampered his career. On the contrary, Louis Armstrong was very char- ismatic and came to prominence in the early 1920s. c. I much prefer the lyrics of What a Wonderful World because this song enables you to strip away all the stress of modern day life and remember the simple things that really matter. The slow, steady tempo and the soothing tones of Louis Armstrong make it impossible to stress out any longer, so you instantly sink into your chair and take a deep calming breath. The lyrics are simple but they are effective. In the rush of everyday life you forget how beautiful the trees are or how white clouds are in the sky. You forget how people interact and share a smile, and it is these little moments that make you pause and reflect and realise there is more to life than all the superficial things people worry about nowadays like what type of car you own or how many useless things your mobile phone can do. This song is about what truly matters. 4. Writing workshop

& Productions possibles : For me personally, music can mean many things and plays a major role in many aspects of life. Firstly, I would say that music is a vital part of life in the sense that many people use music to lift their mood and forget their worries if something is on their mind. I listen to my MP3 player on my way to school, or as I exercise, or when I am doing the housework, just as a hobby. It works as a soundtrack to my daily routine, just to break the monotony of something I am accustomed to doing, and passes the time. Another aspect of what music means to me is the memories a certain song might hold. I can listen to a song and remember who I was with when I last heard it; I can think about the lyrics and relate it to a person or situation and it allows me to relive that moment, or it feels like someone understands how you feel about a certain situation. For example, my sister plays the violin and she often performs at family gatherings. When I hear her play, I am reminded of time spent with my family. In that way, music is very comforting. Alternatively, and on a more materialistic level, music provides an influential marketing strategy. A theme tune, a musical slogan, or a simple jingle all become imprinted in your memory and you begin to associate certain brands with particular tunes. Once you hear the tune, you automatically think of the product it advertises. In conclusion, music holds a lot of power over us. Depending on the beat or a melody, music triggers certain emotions or memories, so it really is influential. It lives within us. After all, our hearts beat to the rhythm of life!

UNIT 13 • 299 UNIT DIXIELAND 13 2. SOLIDARITY IN CHAOS MANUEL & P. 196-197

1. Under water!

> Mise en œuvre : - Avec des élèves « moyens » ou en difficulté, on se reportera à la fiche de compréhension écrite du Workbook. - Avec des élèves plus solides, on divisera la classe en plusieurs groupes qui se concentreront sur certains thèmes : the Lower 9th Ward, the Bush administration, solidarity, the spiritual characteristics of New Orleans. On leur demandera de repérer les mots clés et d’établir les liens entre ces différents mots pour reconstituer le sens du texte. - Les élèves mettront ensuite en commun le résultat de leurs différentes recherches. & Productions possibles : a. These two images demonstrate the destruction left behind in the aftermath of hurricane Kat- rina. The first image shows us the destruction of people’s lives and the desperation they felt as they appealed for aid. The second one shows the physical destruction of the landscape and people’s homes. b. Yes, I have heard of hurricane Katrina. I remember watching the media coverage on the news channels as the events unfolded. It happened on 29th August 2005. An enormous hurricane known as hurricane Katrina hit the Gulf Region of the United States. It affected the States of Mississippi and Louisiana but the area worst hit was New Orleans, Louisiana. It was an incredibly strong storm, with tropical storm-force winds reaching 230 miles from the eye of the storm. The devastation was horrendous, and it is thought that this was one of the worst natural disasters to have ever hit the United States. c. Hurricane Katrina affected the American States of Mississippi and Louisiana, and particularly the area of New Orleans, Louisiana. The date was 29th August 2005, and the death toll reached over one thousand eight hundred people. It was the largest hurricane in history of such strength to approach the United States. It had a devastating impact on the surrounding area up to 100 miles from the eye of the storm and winds raging 230 miles away. The hurricane cost up to $75 billion in estimated damage. Several local industries were affected including oil, gas and forest industries. Hundreds of thousands of residents were left unemployed, which had an effect on the taxes paid back to the government, not to mention the extensive number of homes and lives destroyed by Katrina. Years on, the relief effort still continues and people are still only just beginning to return to their hometown.

2. I stand by you

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 80-81)

1 b) One of the neighborhoods inundated by Katrina, poor, mostly black, edge of the city isolated and imperiled by two man-made canals.

300 • UNIT 13 2 taxi driver

3 He was sent away and had to leave because of the flood

4 Who? How many? Reconstruction volunteers 1 million gut houses, rebuilt, stand in solidarity

5 a) administration b) Who was responsible? Criticism Consequences the Bush - incompetence - turned the city into a prison administration - racism - Supplies were not allowed in. - People were not allowed out. - The crisis endured.

c) Website to contact Volunteers What?

hurricanehousing.org How Who? (status, ethnic shelter evacuees, many? group) working in the 200,000 white people who had city a home

6 Millions of volunteers, mostly white, helped either by offering a shelter or by building the devastated neighborhood again.

7 journalist

8 Who? Where? What has been built? Consequences

- passionate - Lower Ninth - solar-powered homes - Children play young activists lowlands - built on stilts again. - Brad Pitt’s - St Claude - new businesses - New businesses organization Avenue have opened.

9 a)

Officials People

Who? Reaction: Qualities: Possible role: - government fear - altruistic - community kitchen - media - resourceful - clinics - constructive - neighborhood councils - network of volunteers

UNIT 13 • 301 UNIT DIXIELAND 13

b) The authorities were paralyzed with fear but people took control and stood by one another and organized help.

10 deep roots, a sense of culture, social ties, church, festival

11 a) dedication, will, solidarity, love b) These values enable the victims to survive and face hardships. Key word: survival.

12 optimistic ACTION!

- The article focuses on a taxi driver who takes the journalist back to where he used to live in New Orleans. It took his family many years to overcome fear and hardships and eventually come back. Then the article deals both with the victims and the volunteers who came to the rescue. - The text concentrates on the Lower Ninth Ward, one of the neighborhoods flooded by Katrina. It is one of the poorest areas inhabited by a mostly black population. It is located at the edge of the city, isolated and threatened by two canals. The Lower Ninth Ward is the place where the hurricane hit the hardest. - Even if / Though the government was ineffective, many Americans decided not to stand by and became involved. Some offered a shelter to the homeless, others were willing to contribute to the cleaning or rebuilding effort and to help the population left stranded by a powerless Bush administration. These selfless and enterprising volunteers refused to let ordinary people fend for themselves and worked miracles. New houses were built, shops and businesses reopened, communities started anew. - I find the tone of this text quite optimistic because it reveals that people don’t give up. They are ready to struggle and stand by defenseless victims regardless of wealth, race or origin. The key values of the conclusion are dedication, will, love, resilience, creativity, and solidarity. Objectifj f This article particularly illustrates the idea of power because the official power of the local government appeared to be inefficient while a new power was born, that of the people standing by one another. This new power could make miracles come true and helped the devastated citizens stand proud again. It also illustrates the notion of exchanges because the inhabitants of New Orleans Lower 9th District were sheltered by volunteers sometimes miles away from the city, often in neighboring states. White volunteers from other areas came in and worked alongside the victims.

& Productions possibles : b. - The scene is set five years after Hurricane Katrina devastated the whole area, so it is not directly in the aftermath of the disaster. The journalist can assess the progress made and the work still to be done. - In the first photo there is a man with a sign asking for help. He looks defenseless and at a loss. The words are shocking and expose the harsh reality. They denounce the Bush administration’s inability to act. The second paragraph of the article recalls the situation. The second

302 • UNIT 13 photo shows houses under water and streets which have vanished, totally flooded. The first paragraph of the text tells of the dramatic flooding which destroyed so many houses and compelled many homeless inhabitants to leave. Brad Pitt is on one of the many building sites of his association Make It Right, in the third photo. He is referred to in the fourth paragraph. Indeed, his determined and courageous action to make a difference in Louisiana has become well-known. - This article focuses on the people affected by hurricane Katrina and the way in which they have begun to rebuild their homes and community. The scene set by the author is one of a resilient community reacting against the neglect of the American government with regards to the aid received during the catastrophe. It shows the community is stronger as a result of the catastrophe despite the fact that they did not receive sufficient aid at the time. - On the whole, it is an optimistic article. It starts off being pessimistic when it focuses on the racial elements in the way the disaster was dealt with. It is fair to say that these pessimistic undertones continue throughout the article, but only to serve the purpose of emphasizing the overall optimism of the citizens of New Orleans, who have already succeeded in rebuilding some homes. They have faced all adversity and have come out the other side with smiles on their faces. 3. Speech writer

All right, listen up everybody. Look at the state of New Orleans! Look at what Katrina has done: the hurricane has ripped through the heart of this community and torn it apart at the seams. Hurricane force winds have destroyed homes and lives. Water has risen beyond the rooftops and there is no electricity and there is no food or water to feed the people stranded out there. They have nothing left. This is where you come in. This is your opportunity to do your part for the community. We need to pull together and help these people as much as we possibly can. There are men, women and children alike who are desperate for your help. Stand up and be counted. They need you right now and there is no time to waste. Take their survival spirit as inspiration and make a difference now, people. Even if it’s just a dollar or two; even if it’s just a quarter, every cent will help rescue these people from destitution and go towards getting the help they need in these desperate times. Don’t ignore them. They’re crying out to each and every one of you. Open your hearts, America. 4. News report

Good morning folks! Today our topic of discussion is the devastation that hit New Orleans a few years ago. I’m sure you remember where you were when you received news about the approaching hurricane Katrina, and those infamous satellite images of the eye of the storm making its way over to the Gulf Coast of the United States. So, here we are, a few years on to revisit the events that unfolded after Katrina struck. What were the effects? Well, if we’re talking facts and figures: Katrina caused 80% of New Orleans to be submerged in water from the burst levees. About 20% of New Orleans’ 500,000 inhabitants were trapped without food, water or electricity and were stranded on their rooftops for days because of a lack of organised rescue attempts. The place became a cesspit for disease because of the corpses and sewage that were not properly removed from the area. Some people that made it to the Superdrome, which acted as the city’s emergency shelter, were welcomed only by sweltering and cramped conditions and a severe lack of aid workers,

UNIT 13 • 303 UNIT DIXIELAND 13 because many simply walked out and abandoned their duties. At the second relief centre, gangs terrorised people with guns and other weapons. Pure chaos had hit New Orleans. So, what was being done about it? Very little, apparently. The Bush administration was appalling. Not enough aid was being sent out to them. They had no choice but to wait for help as water swelled around them and flooded their homes, but this help came almost too late. But what was the problem? Why did it take so long? In fact, it took Bush four days to briefly visit the site of Katrina’s devastation. He apparently claimed that he didn’t think anyone had anticipated the breach of the levees, so he was obviously completely out of touch with what was happening at the time. The Department of Homeland Security and the FEMA responded more slowly than the average television viewer, as their response came to light after the pictures were broadcast on television to the rest of the world. There were no measures in place whatsoever to deal with either crime or transportation out of the disaster zone, so chaos was inevitable. Many people claimed that the lack of assistance received by the predominantly African-American community of New Orleans was linked to racial issues. Consequently a lot of people became very angry and resentful and America’s controversial past reared its ugly head. It was a time of great civil unrest amongst the New Orleanians and with good reason. When the New Orleanians did eventually receive aid, it still wasn’t enough. President Bush had promised to stage the biggest clean-up operation the world had ever seen in order to repair the damage Katrina caused, but one year on, New Orleans was still in a state of disrepair. Electricity had only been restored to 60% of the city, and many African-American citizens were unable to return to their hometown of New Orleans because there were neither homes nor jobs waiting for them upon their return. Their lives had been completely destroyed and yet nothing was being done. The population had halved since the storm had hit and there was no real sign of a quick fix. So, New Orleanians are still rebuilding their city, slowly but surely. There are a lot of organisations out there that still allow you to donate money to the cause, but there are also claims that not all of the international aid was distributed to the victims of Hurricane Katrina... some say due to a lack of organisation, others say because of the fact that the majority of New Orleanians were African-American, and so there were issues of racism embedded in the dire lack of emergency aid sent out to Katrina’s victims. There are a lot of unanswered questions surrounding the way in which the US government reacted to the disaster that struck New Orleans, but let’s just hope that one day, all questions will be answered. 5. Writing workshop

This quotation originates from the patriotic ballad The Liberty Song by John Dickinson during the American Revolution in 1768. The first part of the quote reads “United We Stand”. This is a reference to the United States of America and the modern concept born after the Revolution. The second part of the quotation refers to the way in which the United States of America would crumble and fall from power if it were to become divided. The quotation therefore symbolises the importance of the unity of the States in order for the country to continue to stand strong. In terms of modern usage, this quote appears in several different forms. It was used during the American Civil War to rally people together in trying times when there were little jobs around and people were struggling financially. It was used as a slogan to encourage people to come together in the fight for better working conditions. The slogan was also used during World War II when it not only referred to the United States

304 • UNIT 13 of America, but also to the united Allies. It therefore extended its power and significance to the wider world and not just the American citizens. Finally, the slogan was re-used in the aftermath of the more recent terrorist attacks that occurred on 11th September 2001. The phrase was used to encourage the nation’s patriotism and unite Americans against the threat of terrorism that still threatens the Western world today. This quotation therefore holds a lot of significance not only to Americans but to the Allies as well. It has such a powerful meaning that it can be applied to many trying situations to encourage success and inspire solidarity.

3. OIL SPILL MANUEL & P. 198

1. Get ready

> Mise en œuvre : Le travail de recherche peut se faire à la maison ou en salle multimédia. Le compte rendu pourra prendre la forme d’une prise de parole en continu, individuelle ou en groupes. On peut aussi demander aux élèves d’écrire un article de presse et de l’illustrer d’une photo choc. & Productions possibles : a.b. The oil spill that occurred in April 2010 was an enormous disaster that had a devastating impact on the environment and on the economy. It was triggered by an explosion on 20th April 2010, which sparked a sequence of devastating events, including a large-scale oil leak that spread for miles and was declared one of the biggest oil spills in history; a disaster Obama compared to being similar in scale to 9/11. It took over a month for the process of blocking the hole in the oil rig to start, after several revelations and many fingers being pointed and the blame being put on different people. Two months after the explosion a hurricane hit the area and made the struggling clean-up efforts even more difficult. Several further revelations were made with regards to whose fault the leak was and there were many scandals along the way, but the site was eventually declared safe on 20th September 2010, five months after the initial explosion. 2. Group work

> Mise en œuvre : - Le professeur pourra diviser la classe en groupes qui prendront en charge une des deux images. Chaque groupe présentera son travail à l’autre. - Avec une classe plus fragile, on pourra faire travailler le lexique du Build up your vocabulary, p. 199, qui se rattache directement au thème de la marée noire et complète le Help! en bas de la p. 198.

UNIT 13 • 305 UNIT DIXIELAND 13 & Productions possibles : Cartoon 1: This cartoon shows a beach scene with the oil rig in the background, the spilled oil washing up on the shore and an angry man traipsing oil along the beach. There is a sign in the background that reads “Off-shore oil” with the word “off” crossed out by the man, who is holding a paint brush. According to this cartoon, the consequences of these disasters are environmental. The man is obviously up in arms about these environmental issues, as his facial expression shows. He has even used the oil as ink to cross out the word “off” on the sign in protest against the way in which the oil spill has ruined the beautiful coastal landscape and killed the fish and birds which are visibly slicked in oil and lying on the shore. The artist’s goals are to highlight the public anger against the environmental consequences of the oil spill. He does this by illustrating an act of civilian protest as well as demonstrating the environmental effects of the disaster that have clearly got out of hand. I therefore find this image to be very effective, as it is clear and straight to the point. There is no doubt as to the artist’s aim in drawing this cartoon and so I believe it to be a very effective image. Cartoon 2: This cartoon shows a powerless Uncle Sam standing knee-deep in the ocean holding a bird dripping in oil, with the exploding oil rig in the background. Uncle Sam looks forlorn as he holds the innocent bird, which is quoted as saying “Now that is what I call terrorism.” This is obviously a reference to Obama’s comparison between the 9/11 terrorist attacks and the oil spill of April 2010. According to this cartoon, the consequences of these disasters are environmental and are damaging to America’s coastline and animal populations. The artist is deliberately using Uncle Sam to demonstrate America’s sadness in the aftermath of the disaster, and perhaps highlighting the fact that it was a British company which was responsible for the disaster. The British company BP irresponsibly drilled oil close to the American coastline.

LANGUAGE AT WORK MANUEL & P. 199

1 a. He’ll be able to help the elderly through this charity. b. As soon as I get to / arrive in New Orleans I’ll go to a club to listen to some jazz. c. By next year the Brad Pitt association will have built fifty houses. d. Louisiana is going to remain polluted for years. e. He is very likely to come back and play in New Orleans. f. I hope the levees have been repaired / fixed when you come back to Louisiana. / I hope that when you come back to Louisiana the levees have been repaired / fixed.

2 joining join • will arrive • I will spent spend • we’ll can be able to help • it will be tiring • we must will have to work • While I’ll stay • I improve will improve • it is going to help

3 As soon as Ike strikes, volunteers will have to act according to the scale of the devastation, however we hope to have been able to prepare for the worst before it has hit. Obviously while the storm rapidly approaches we may be able to evaluate how to best deal with the situation at hand but it is always unpredictable and anything can happen. We are therefore likely to need as many volunteers as we can possibly find to work alongside us both while the storm is hitting and after, when people are dealing with the aftermath. We may even have to recruit more volunteers after Ike begins moving north.

306 • UNIT 13 Build up your vocabulary

Natural Events: flood - hurricane - torrential rains Consequences: (rivers) overflow (their banks) - levees (break) - (flood waters) surge - (high / heavy) death toll - damage - wreak havoc - cause serious damage - explode - endangered species People’s reactions: (rescue teams) search for victims / rescue (survivers) - blame sb for sth - hold sb responsible for sth - search for victims - strike the coastline Man-made Industry: oil spill / oil slick - explode Impact: (the spill) strikes the coastline - (shores are) oil-polluted - (need for) dispersant - environmental damage - wildlife (is endangered) - (several species are) endangered Feelings: appalled - desperate - downhearted - hold (the oil companies) responsible for (the spill) - blame (the authorities) for sth / V-ING - mad at (the oil companies) - resentful towards (those responsible)

IMPROVE YOUR WRITING SKILLS MANUEL & P. 200

1 a. The article is going to deal with a scheme that allows gap year volunteers to build houses in Louisiana and also to work in Denver in a Youth Service Project, specifically helping young people. b. La durée moyenne d’une mission : two months • Les activités mentionnées : meeting different people - using tools safely - painting a door - cutting wood planks - helping professionals • Les compétences nécessaires : sociable - friendly - using tools safely - physical strength - professionalism

2 – am the perfect fit for the job • reaching out to others. – have a hands-on experience – getting involved in • have the opportunity to – learn about yourself • be of use to people – taking a useful break

3 although • since • provided • whenever • since • unless

4 a. Dear Madam, I am writing to express my interest in helping out at the Summer Camp at Baton Rouge. I really want to get involved in the camp because it would be a great opportunity to give something back to the community. I am fun-loving and friendly so am well-suited to greeting the families. I am also keen on / fond of / I am also passionate about working with children so it would be great / this would be a fantastic chance to earn some work experience in organising fun, safe, exciting activities for teens and kids alike, as well as planning daily camp schedules, managing sports games and looking after younger kids and toddlers.

UNIT 13 • 307 UNIT DIXIELAND 13 I should also inform you that I am available for the maximum time required. I look forward to meeting you, Yours faithfully, Gemma Atkinson

YOUR TASK MANUEL & P. 201

b. List of possible volunteer jobs and contacts on-line - Rebuilding Lower 9th Ward: www.makeitrightnola.org/index.php/work_progress/ - Protecting and saving endangered wildlife: www.wlf.louisiana.gov/wildlife/alligator-program - Helping visitors on the Jazz Walk of Fame: www.volunteer.gov/gov/results.cfm?states=LA - Preserving and restoring New Orleans Heritage: www.prcno.org/getinvolved/volunteer.php - Give some time to the stranded communities. Work in a community kitchen, meals-on-wheels for the elderlies, help school children…: www.handsonneworleans.org/

& Productions possibles : N.B. : les corrigés des trois autres sujets sont disponibles sur le site compagnon. Rebuilding Lower 9th Ward in New Orleans with Brad Pitt’s Foundation Make It Right. Mr J. Stewart 28 Hawthorn Avenue Leeds West Yorkshire United Kingdom LS 13 4SS Monday 2nd July 2012 Dear Sir, My name is James Stewart. I am currently doing A Levels at Alderley Moor Sixth Form College and am planning my gap year before beginning my degree in engineering at Durham University in October 2014. I am therefore writing to express my interest in volunteering to rebuild the Lower 9th Ward in New Orleans with Brad Pitt’s Foundation Make It Right as part of my gap year experience, a scheme which I learnt about on the official charity website. I have a lot of respect for the work that Mr Pitt is doing to rebuild the Lower 9th Ward and I wish to get involved in the good work. I watched the events unfold on television and wish to contribute my passion for engineering to the efforts to rebuild the area. I believe that the people of New Orleans need as much help as possible and as a young, enthusiastic and budding engineer I consider myself to be an ideal candidate to lend a hand. Another motivation for me personally is the way in which Mr Pitt has chosen to rebuild this area to be the greenest area to live in the United States of America. Not only is he rebuilding a devastated area, but he is improving it and setting the benchmark for the future generations of New Orleans. I wish to contribute voluntarily as much as I possibly can to this project of taking the catastrophe and turning it into something positive in order to provide for the future generations. I am passionate and committed to improving the lives of others less fortunate than myself whilst simultaneously flourishing as a young person in this role as a volunteer for Brad Pitt’s Make It Right Foundation.

308 • UNIT 13 I hope you will consider my enthusiastic application, and I look forward to your rapid response. I am available as of July 2013 for an entire year as a volunteer on location in New Orleans. Yours faithfully, James Stewart > Grille d’évaluation de l’expression écrite proposée à titre indicatif

Critères d’évaluation Points Réalisation de l’exercice et traitement du sujet 0 1 2 Respect de la consigne (nombre de mots, respect de la forme de la lettre : formules de politesse adéquates…) Présentation - Écriture et soin Cohérence et organisation du contenu 0 1 2 3 4 5 A2 B1 B2 Lettre composée Lettre bien articulée Lettre motivée et détaillée d’éléments disparates Utilisation d’énoncés (exemples précis) Description sous forme complexes Énoncés complexes d’une succession (propositions Articulateurs logiques de points relatives, utilisés avec pertinence Utilisation de mots subordonnées en (although, unless, on the de liaison simples (and, when, whereas...) one hand / on the other but, because) hand...) Lexique 0 1 2 3 4 5 A2 B1 B2 Vocabulaire limité Lexique plus varié Vocabulaire pertinent, qui permet de rédiger qui permet de mettre riche et varié une courte lettre en valeur ses qualités Tournures et expressions et compétences idiomatiques Grammaire 0 1 2 3 4 5 A2 B1 B2 Utilisation de structures Correction Bonne maîtrise simples grammaticale de la grammaire Erreurs élémentaires suffisante et de la syntaxe encore systématiques Erreurs occasionnelles qui ne gênent pas la compréhension

Idées - Originalité - Investissement 0 1 2 3 Total / 20 pts

- De 0 à 1 point : A1 - De 12 à 14 points : B2 en cours d’acquisition - De 2 à 7 points : A2 - Au-delà : B2 - De 8 à 11 points : B1

UNIT 13 • 309 UNIT DIXIELAND 13 READING CORNER

Voir fiche d’exploitation et corrigé sur le site compagnon.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Clé du Bac : document audio 10 : Gap year. > Image vidéoprojetable: Oil Spills (DVD-Rom). > Évaluation sommative de PE (p. 391 de ce Fichier) : You have been a volunteer in Louisiana for Make it Right (Brad Pitt’s foundation) to rebuild poor areas in New Orleans. Write one page in your diary. (300 words)

310 • UNIT 13 UNIT 14 BUILDERS AND TITANS & Mythes et héros & L’idée de progrès T âche finale (p. 215) : You are a journalist working on the special issue of a magazine called Builders and Titans. Write the biography of a person who has shaped our world.

Activités Prolongements Contenus langagières tâches / aides Tune in! Commenter une couverture Commenter un document visuel PPC (p. 204) de magazine (p. 240-241) Lire et comprendre CE 1. Reaching des informations for the sky Décrire et commenter Commenter un document visuel (p. 205) POI une photographie (p. 240-241)

Comprendre un extrait CE Fiche Workbook de roman 2. Modern PE Rédiger un dialogue Rédiger un texte (p. 234-237) times (p. 206-207) – Comprendre un message oral Comprendre des documents CO (p. 238-239) sonores – Fiches sur site compagnon Comprendre un extrait CE Fiche Workbook d’autobiographie Enrichir sa prise de parole PPC Rendre compte d’un texte 3. The dream (p. 242-243) factory (p. 208-209) PE Rédiger un témoignage Rédiger un texte (p. 234-237)

CO / Échanger sur le contenu POI d’une bande annonce

Comprendre deux articles CE Fiche Workbook de journal

PE Rédiger un court message

– Enrichir sa prise de parole 4. Empire POI Discuter et argumenter (p. 242-243) builders ou PE (p. 210-211) – Rédiger un texte (p. 234-237)

– Fiche Workbook CO Comprendre un discours – Comprendre un message oral (p. 238-239)

PE Écrire au courrier des lecteurs Rédiger un texte (p. 234-237)

UNIT 14 • 311 UNIT BUILDERS AND TITANS 14

Activités Prolongements Contenus langagières tâches / aides PE Recueillir des informations 5. Women PE Expliquer Rédiger un texte (p. 234-237) can do it – Fiche Workbook (p. 212) CO Comprendre une interview – Comprendre un message oral (p. 238-239)

L’activité langagière principale de cette unité est la PE (production écrite).

TUNE IN! MANUEL & P. 204 Top five

& Productions possibles : a. The five people at the top of this TIME magazine cover are Henry Ford, Walt Disney, Akio Morita, Sam Walton and Bill Gates. These are five of the most well-known and influential businessmen of the century. Henry Ford was the founder of Ford Motor Company. He is known as well for his help in pro- gressing the assembly line and the idea of mass production as for his creation of the Model T automobile. The Model T revolutionized the automobile industry and made Ford one of the richest and most powerful men in the world. Walt Disney is most well-known for his influence in all areas of the motion picture business but was as well an entrepreneur, entertainer and international icon. He was co-founder of Walt Disney Productions, which later became one of the best-known motion picture producers in the world. In 2010, Walt Disney’s corporation posted a profit of 36 billion dollars! He and his staff created some of the world’s most well-known fictional characters including Mickey Mouse. He also founded the amusement park Disneyland. Akio Morita was a Japanese businessman and founder of Sony Corporation. Sony is a corporation that does business in the area of technology. They have become one of the leaders in many technological areas including TVs, phones, computers and video game systems. When Morita founded Sony, he had less than two hundred thousand dollars of capital. Which, for what Sony has become today, is pennies. Some of Morita and Sony’s early creations were that of a tape recorder and a portable radio. Sam Walton was a businessman and entrepreneur born in Oklahoma. He is best known for founding the retail store Wal-Mart. Wal-Mart is a worldwide retail store that is known for its extremely low prices. Walton’s first store went by the name of Ben Franklin. After Walton had established a chain of these stores and had sufficient capital, he founded his first Wal-Mart. From there, things exploded. Finally, we have Bill Gates. Bill Gates was the founder and is the current chairman of Microsoft, the world’s largest personal computer software company. He is consistently ranked as one of the richest people in the world and for an entire decade, was THE richest man in the world. Gates has also pursued a number of philanthropic endeavours, donating large amounts of money to various charitable organizations and scientific research programs through the Bill and Melinda Gates Foundation.

312 • UNIT 14 b. If I had to add one man to this list today, it would be Andrew Carnegie. He was born on No- vember 25, 1835 to a very poor family living in Dunfermline, Scotland. At age 13, he emigrated with his family to the United States following near famine conditions in Scotland. Carnegie’s first job was that of a bobbin boy. He changed spools of thread in a cotton mill 12 hours a day, 6 days a week! His starting wage was $1.20 per week. He eventually found a job with the railroad working as a telegraph messenger boy. He got quickly promoted to operator. In 1853 at the age of 18, Carnegie was hired by the Pennsylvania Railroad company and made a rapid advancement to superintendent of the Pittsburgh Division. It was during these years that Carnegie learned the methods of cost control and management of a company. Carnegie began investing in railroad companies and accumulated a modest amount of capital, which would be the basis for his later success. He then turned all his attention to the steel industry. This is where he made his fortune. His success came after a series of inventions allowing for a cheap mass production of steel and the buying out and merging of several companies. However, it was not Carnegie’s riches alone that made him a man of the ages; it was what he did with them. Carnegie spent the last years of his life as a philanthropist. He founded many libraries, schools, and universities in the United States, the United Kingdom, Canada and other countries, as well as a pension fund for former employees. It was estimated that at the time of his death, Carnegie had given away approximately 4 billion dollars by 2010 standards. What was left of this fortune after his death in 1919 was distributed to charities. Carnegie is the most astounding story of what became known as the “American Dream”. His perseverance, determination and unwillingness to ever acknowledge failure drove him to all his success. He is an amazing figure and the world would be a better place with more of this kind. c. I think the picture does a great job of depicting the title. It seems that there is perhaps a hint of harsh feeling towards these 5 men at the top of the magazine. For in the middle, below these all powerful men, we see the construction men going about their business. This is important. However, I think that people are quick to forget the work that actually goes into building a dynasty. In my opinion, for every great businessman, there are thousands of workers that make his success possible. But in the long run, only the great names remain. To my mind, this is a shame. It should be the workers as a whole, as a population, that are remembered for their contributions. Because without the working man, nothing is possible.

1. REACHING FOR THE SKY MANUEL & P. 205

1. Web search

The statue that stands in front of the Rockefeller Center is that of the god Atlas. Atlas was designed to make a statement on 5th Avenue. He carries on his shoulders a sphere composed of concentric rings representing the universe. Atlas was a Titan who was punished for his part in the Titans’ revolt against Zeus. He was made to support the heavens. The axis of the sphere points to the North Star. The sculpture is made of bronze and in the art deco style, along with the rest of the Rockefeller Center. Art deco is an eclectic artistic and design style that began in Paris in the 1920s and flourished internationally throughout the 1930s and into the World War II era. Art deco had a wide influence in almost all areas of design including architecture and interior design. Atlas in the sculpture is 15 feet tall, while the entire statue is 45 feet tall. This is about equivalent to a 4-storey building.

UNIT 14 • 313 UNIT BUILDERS AND TITANS 14 2. Mythical figures

a. The low-angle shot makes Atlas appear enormous, powerful and god-like. You can see the muscles bulging out all over his body. It makes the viewer feel small and powerless compared to the Titan. b. There is a direct correlation present between the Titan god Atlas and the business titans of our generation. These five men seem, over time, to have become more than men. They have become images of power, their names will never die. It is easy to see how they could be compared to Atlas. 3. Challenge

& Corrigés : A. Empire State Building B. the Sears (or now Willis) Tower C. the Trump Tower D. Carnegie Hall Tower. 4. The sky is the limit

& Productions possibles : I believe there are several reasons why, in today’s world, we see more and more skyscrapers being built. The first would be lack of space. This is especially true to large cities that are perhaps limited in space due to ocean fronts. When building out is not possible, the only option is to build up. This is why in cities like New York City or Hong Kong, there is such a tremendous amount of them. Secondly, it gives quite an impression to the world around. We are addicted to the sky, for it is unknown and has many correlations with the heavens. Lastly, and this ties in with the second point, skyscrapers can be seen as a symbol of wealth and power. The simple fact that a city, State or country can afford to build such an enormous building shows that they have wealth and the technological skills to make these dreams a reality. > Prolongement possible : On pourra donner à lire aux élèves l’analyse de Jean-Paul Sartre sur les gratte-ciel à New York, dans Situations III : “Prise dans sa longueur et dans sa largeur… Ils sont des modèles et des exemples.”

314 • UNIT 14 2. MODERN TIMES MANUEL & P. 206-207

1 Find the key information

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 82-83)

1 a) - Economic- al - manufacturer - efficiency b) – économique (au sens de pas cher/bon marché) - fabricant - efficacité, rendement c) – an assembly line d) - factory: plant - excite feelings and passion: stir up - have difficulty: have trouble

2 - 10,000: number of Tin Lizzies he sold in 1909. - 1,000,000: number of Tin Lizzies he sold ten years later. - 25,000,000: profits made by Ford in 1913.

3 - 1909: first Model T - 10 years later: 10 millions Tin Lizzies were sold - 1913: Ford made a profit of $25million.

4 - Step 1: Taylor Plan - Step 2: assembly line

5 “they had trouble in keeping the men on the job, machinists didn’t seem to like it at Ford’s.” (l. 15-16)

6 Salary Goals

high wages give them an inducement to stick to their jobs Workers were getting a cut in the profits. have enough money to buy a Tin Lizzie

7 Where? Month? Temperature? How many? What for?

Highland January zero degree enormous a job Park plant crowd at Ford’s

8 - “a riot” (l. 27) - “broke heads” (l. 27) - “threw bricks” (l. 28) - “destroyed” (l. 28) - “beat back” (l. 29) 9 a) - “cleancut properly married” (l. 22) - “good, clean American workmen” (l. 33) - “didn’t drink or smoke cigarettes or read or think” (l. 34) - “didn’t commit adultery” (l. 35) b) Ford had a clear work ethic. He had high moral values, believed in the sanctity of the family and advocated decency. He praised a healthy lifestyle. He was looking for devoted and obedient workmen who wouldn’t question his methods. In other words, he was quite conservative and old-fashioned.

10 a) sweated b) It is quite negative since the word “sweated” is used to show Ford’s employees’ working conditions. They must have had long working hours in tough conditions.

11 - “a very small cut” (l. 19) - “of course” (l. 23) - “always” (l. 24) - “sweated” (l. 36)

UNIT 14 • 315 UNIT BUILDERS AND TITANS 14

ACTION!

1 Henry Ford was a visionary industrialist who became a pioneer of mass production. He started to produce cars on a large scale and hired unskilled workers to work on the assembly line. He hired law-abiding workers who would be loyal, and willing to do tedious and menial jobs for a higher salary. He managed to standardize his output and benefitted from the Taylor Plan to enhance efficiency in his plants. He created a famous car, the Model T, which sold millions. He was known worldwide for his new production techniques and became one of the greatest American figures of his time. 2 The narrator is biased because he uses some derogatory words to present Henry Ford and his factories. He hints that Ford was able to make a profit because the workers were “sweated” and had tough working conditions. He exposes the drawbacks / downsides of mass production and assembly lines, where blue-collar workers were given tedious and repetitive jobs. He also makes a comment on their wages, since they were promised five dollars a day, but “of course it turned out that there were strings to it,” or to put it differently, they had to increase their efficiency and work long hours so that the output would be greater. According to Ford’s promises, the greater the production was, the higher their salary would be. Objectifj f Henry Ford can certainly be considered a hero in so far as he was at the heart of an industrial revolution. He created many jobs and was cunning enough to be aware of the potential benefits of mass production. He was the first car manufacturer to produce and sell millions of cars, and had an influence on the American way of life, as the Model T became a must-have for many families. However, one must bear in mind that he imposed tough work rhythms on his employees and made a huge profit by luring them with higher wages, which they could only attain by long working hours. Ford’s workers were exploited and so, in that sense, this industrial pioneer may be seen as an antihero. This extract puts forth a new production technique which was revolutionary at the time. Indeed, the assembly line enabled manufacturers to increase their output. For instance, Ford could produce ten times as many Tin Lizzies as before the Taylor plan. Mass production was certainly industrial as well as economic progress, but if one takes into account the social aspect, one can’t help noticing that trade unions denounced hard working conditions, long hours for menial jobs executed by sweated / exploited workers. This was the other side of the coin of this industrial golden age.

2. Factory management

& Productions possibles : a. Taylorism / The Taylor Plan: Frederick Taylor applied scientific principles to management and process situations to try to improve productivity and efficiency. He was against “rules of thumb” and traditional ways of doing things and sought to find the single best way of doing every step of the production process. Taylorism: system of scientific management advocated by Fred W. Taylor. In Taylor’s view, the task of factory management was to determine the best way for the worker to do the job, to provide the proper tools and training, and to provide incentives for good performance. He broke each job down into its individual motions, analyzed these to determine which were essential, and timed the workers with a stopwatch. With unnecessary

316 • UNIT 14 motion eliminated, the worker, following a machinelike routine, became far more productive. Fordism: turning out articles as cheaply as possible while paying workers high wages so that they might buy the very articles they are producing. Automation: the use of machines to do what human labour once did, with the aim of increasing productivity and lowering costs. Standardization: the decision to make a large number of identical parts that are readily interchangeable with and easily fitted to other parts, making individual adjustments unnecessary. b. Henry Ford was the man who revolutionized automobiles in America. He began his career as a mechanic and always succeeded in gaining the support of wealthy investors to fund his projects. After several attempts, he perfected the design and production of the Model T which became one of the most popular American cars of all time and democratized car ownership in the US. He worked hard to optimize production methods and had innovative ideas for how to employ his workers. The social requirements that he attempted to integrate into the hiring process did not last long, and he later renounced them saying that he had become convinced that it was not the employer’s role to impose such rules. He was strongly against labour unions and believed that they were fundamentally opposed to increased productivity and profit. He believed it was solely the managers’ job to take good care of their workers. c. Critical: “of course it turned out that there were strings to it; always there were strings to it” (l. 23-24) + “good, clean American workmen” (l. 33) + “who didn’t […] think” (l. 34) He suggests that Mr. Ford had unethical employment practices, presumably in order to make himself more money. 3. Writing workshop a. Journalist: Hello Mr. Ford, would you mind answering a few questions about your plans? Ford: Sure, no problem. J: Alright. So you’ve designed this new car, the Model T. F: Yes, there are a few design innovations and we’ve managed to streamline the production process and standardize many of the parts making it the cheapest car ever. J: What an amazing feat. What about profits? F: We’re doing very well, but there are still some areas in which we could be doing better. J: Where do you hope to go from here? F: We would like to turn out and sell as many of these cars as possible. J: How will you manage that? F: I would like the best mechanics in Detroit to work for me, so I’ve devised a plan. I’ll double their wages so they’ll all come to me, stay on longer and become increasingly efficient. But the best part is, they’ll actually be making enough money to buy themselves one of our cars, which in turn just means more profit for my company. J: What an interesting idea! I wish you the best of luck. b. Trade Union Leader: Sir, we’re quite concerned with some of the things going on in your factory. Ford: Is that so? TUL: Yes, the working conditions are pretty tough. Of course we are blue collar workers, but some of the work is quite menial and you’ve been putting too much pressure on us. F: Thank you for exposing these issues to me, I should be spending more time on the factory floor seeing things for myself.

UNIT 14 • 317 UNIT BUILDERS AND TITANS 14 TUL: Your mechanics are leaving because they feel exploited. F: Indeed, I don’t like the turnover rate and I wish they’d be more loyal. Let me tell you my plan. I’d like to announce my new job offer. Wages will double – I’m offering a whole $5 a day to attract the best mechanics around. TUL: Wow, that sure would change things! F: Yes, but in exchange I have some expectations about how these men should live their lives. TUL: You can’t do that, you can’t tell your employees how to behave in their free time! F: Oh yes I can, and I will be rewarded with higher profits, you’ll see. 4. Industrialists of the 19th century

> Mise en œuvre : – Ces trois compréhensions orales sont courtes et pourront être travaillées en classe ou en laboratoire multimédia. – On pourra aussi envisager de diviser la classe en trois et donner à chaque groupe une compréhension orale ainsi que la fiche correspondante (disponible sur le site compagnon avec son corrigé). Un rapporteur par groupe prendra la parole, les autres élèves complèteront la fiche distribuée à l’aide de leurs notes. – Le Action! de la fiche permettra de faire la synthèse des informations. > Script de l’enregistrement (CD 3, plage 30) The Model T was a car that would change the American way of life. It was the most influential invention of the 20th century. It was practical, durable, and also affordable. Henry Ford slashed the price of his car so that everybody could afford it. He really wanted working people, farmers, the everyday person to be able to afford a car. He built a car for the common man. That’s why half of the automobiles worldwide were Model T Fords. It brought rural people into the cities, as transportation was cheap. The automobile became the dominant form of transportation in the US. People could go wherever they wanted, whenever they wanted. The car was a ticket to personal freedom. It gave people a new sense of independence. It opened travel to the common middle-class American. Henry Ford transformed the automobile itself from a luxury to a necessity. He created the basis of the car culture. > Script de l’enregistrement (CD 3, plage 31) Woman: How would you define the work ethic? Man: The work ethic is also called the Protestant work ethic. It is a code of morals based on hard work, saving, discipline and individualism. In the 17th and 18th century, Puritans believed that if you worked hard, you were likely to succeed. Material success showed that you belonged to the Happy Few. It showed that you had been chosen by God. Success was a sign of divine election. That’s the reason why money-making was respected. That’s why hard work and self-discipline became key values. The Protestant work ethic contributed to the development of capitalism. W: Really? Why? M: People believed that if you were humble, you could become a millionaire if you worked hard enough. This belief has turned the USA into a nation of entrepreneurs. While individual advancement was glorified, poverty and unemployment were criminalized.

318 • UNIT 14 > Script de l’enregistrement (CD 3, plage 32) Man: The self-made man is a typical American folk hero. Why? Woman: Because self-made men climbed up the social ladder, moved from rags to riches through hard work. They have thus become typical examples of the American Dream. M: Can you give us some examples? W: There are many American success stories. Andrew Carnegie was a steel magnate in the 19th century. Vanderbilt was a railroad tycoon, Rockefeller was an oil tycoon. Abraham Lincoln was born in a log cabin and became President of the USA in 1860. Andrew Carnegie said, “Be a king in your dreams, say to yourself: my place is at the top.” M: What qualities did all these people have? W: They all embody qualities that American people admire: hard work, inventiveness, strength, courage, will-power, discipline, optimism and entrepreneurial spirit.

3. THE DREAM FACTORY MANUEL & P. 208-209

1. Louis B. Mayer

& Productions possibles : a. This is the logo of MGM. MGM stands for Metro-Goldwyn-Mayer, which was formed in 1924 by Marcus Loew. Metro-Goldwyn-Mayer (MGM) belonged to three individual movie studios that had agreed to band together to create what would become the most famous movie studio in history. b. Louis B. Mayer, film producer and co-founder of Metro-Goldwyn-Mayer (MGM), was born in 1884 in Minsk, Russia and moved with his family to Saint John, New Brunswick when he was just a young child. His father, who is said to have been abusive, had a scrap metal business and forced Louis as a boy to retrieve metal from sunken vessels. He moved to Boston in his late teens and set up his own junk business, then purchased and fixed up his first movie theatre in Haverhill, Massachusetts. He went on buying theatres until he owned New England’s largest chain, then went on to film distribution and finally movie production. 2. Main facts

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 83-84)

1 - a set - lobby - a gag

2 the film director: “Sennett returned from location” (l. 1)

3 a) False. “the whole stage was crowded with three companies at work” (l. 2-3) b) False. “I was in my street clothes and had nothing to do” (l. 3) c) True. “I stood where Sennett could see me” (l. 3-4) d) True. “‘We need some gags here’, he said” (l. 5)

4 “I was in my street clothes” (l. 3) + “I did not like my get-up as the press reporter.” (l. 7)

UNIT 14 • 319 UNIT BUILDERS AND TITANS 14

5 On the left = a tight coat, baggy trousers On the right = a derby hat / a small moustache, a cane, big shoes

6 They all refer to the character he is dressed as and has created.

7 a) rentrer dans la peau b) They show how Chaplin is trying to look confident through his gestures. He adopts an attitude and creates a character who is at ease in front of the cameras.

8 “giggled” (l. 19) + “body began to shake” (l. 20)

9 a) many-sided = à plusieurs facettes • tramp = clochard • romance = une idylle, une histoire sentimentale • would have you believe = vous ferait croire que • is not above = ne vaut pas mieux que • cigarette-butts = des mégots de cigarette • candy = bonbon b) stumbled over the foot = trébuchai sur le pied • apologetically = d’un air contrit / pour m’excuser

10 a) “raised my hat to the cuspidor” (l. 32-33) b) People are numerous and laughing. ACTION!

In this extract from his autobiography, Chaplin relates how the character who made him famous came to him out of the blue. His brilliant last-minute costume idea on the way to the dressing room turned out to be a stroke of genius. Sennett, the (film [UK] / movie [US]) director was shooting a film / movie and asked Chaplin to come up with something right then and there. Fortunately, Chaplin was quick on the uptake and performed well. A visual comedy genius, he had few props but was gifted at miming and slapstick comedy and the director found his improvized practical jokes hilarious. The fake moustache he pasted on his upper lip became a symbol of the comic’s legendary character. Objectifj f Charles Chaplin can definitely be considered a star as he reinvented the visual comedy. He impressed the film director and thanks to his inventiveness and genius, he was given the opportunity to become an actor famous worldwide. His performance was and remains unparalleled. Nowadays, stars like Chaplin are considered heroes, but I totally disagree with this idea. However talented they may be. They can’t be considered heroes because they don’t achieve anything, they just do their job and are paid for it.

3. Speak in chains

Voir corrigé du Action! ci-dessus. 4. Creative writing

& Productions possibles : The first time I saw Charlie Chaplin, dressed up as the character that millions of people know today, I was rolling over with laughter. It was such a fresh idea; I just couldn’t help but laugh! I can remember the moment vividly. We were on set and frankly were running low on ideas and morale.

320 • UNIT 14 I saw an actor we had recently hired, standing around in his street clothes. I thought what the heck and told him to go throw on any costume and hop on stage. At this point I wasn’t expecting much at all. At best, I was looking for a laugh or two. When Charlie appeared on stage, I was already giggling. His attire was what most struck me. Nothing about his appearance seemed to make any sense. His pants were baggy but his coat was tight. His hat was small and his shoes were enormous. It gave the impression of a man completely distorted and out of proportion. But that wasn’t all. For anyone who has had the pleasure of seeing a Chaplin film, you can attest to the fact that much more goes into Charlie then his appearance. Charlie had a way about him. I can’t really explain it. Maybe it was his personality, maybe his acting ability, or maybe a little of both! In any case, I knew we had something big. The way he moved, his facial expressions, the humour just seemed to flow from within him. From the very first moment I saw Charlie, I knew we had found our golden egg. 5. Watch a trailer

Charles Spencer Chaplin was born on the 16th of April 1889, in South London. Both of Char- lie’s parents were in some way connected with the entertainment business. If there was ever a rags to riches story, it belongs to Charlie Chaplin. His childhood was filled with poverty and difficulty. At a very early age, Charlie’s parents divorced. His mother could find no work, and his father refused to support Charlie. The outcome is that Chaplin spent most of his childhood in a workhouse. This does not change the fact that from a very early age, Chaplin was already performing. One night after his mother had been booed of the stage, Chaplin was chosen to go up and perform. At five years old he was already capable of making people laugh. At age 13, he had stopped going to school and began fully pursuing his dream. Charlie filled a variety of roles during his teen years, but it wasn’t until age 25 that Chaplin was hired to make films. Even after his first film, Chaplin had been dubbed by certain critics as “a comedian of the first water”. Chaplin developed his most known character known as the tramp and after a request for more Charlie Chaplin films, Chaplin was given permission to direct his own film. The result was the film Caught in the Rain and it is among Keystone Studios’ most successful films, even to this day. Chaplin’s popularity continued to grow and he became a global celebrity when he signed on with the film company Mutual. Mutual and Chaplin settled on a contract of 670,000 dollars per year and at age 26, made Chaplin one of the richest people in the world. Chaplin made films the length of his entire life and never stopped acting right up until his death in 1977.

4. EMPIRE BUILDERS MANUEL & P. 210-211

1. Understanding the text a. Thomas Edison – A 19th century American inventor who is responsible for such equipment as the motion picture camera and the long-lasting electric light bulb. He was also a mass production visionary. Galileo Galilei – A 16th century Italian who was part of the Scientific Revolution and has been called the “father of modern science.” He invented / perfected the telescope, observed many things in outer space and had a long battle with the Church about scientists’ freedom of inquiry.

UNIT 14 • 321 UNIT BUILDERS AND TITANS 14 Orville and Wilbur Wright – Americans at the turn of the 20th century who invented the technology that made the first successful airplane and first human flight possible. Michelangelo – An extremely prodigious Italian Renaissance artist whose most famous works include the statue of David and the Sistine Chapel ceiling. Isaac Newton – English physicist born in the late 17th century who has been called the greatest scientist who has ever lived. He made great leaps in the field of mechanics and helped to finally disprove the idea that the sun revolves around the Earth. Alexander Graham Bell – A Scottish scientist born in the mid-19th century who is credited with inventing the telephone. Like the inventors mentioned in the article, Steve Jobs turned away from established technology in order to pursue his vision and invent something new. He started with an idea and he made it reality. He convinced people around him to support him and persevered long enough to make his dream come true. b. Laudatory – In the immediate wake of his death, this author admires Jobs to the extreme. He says he is one of the “great […] innovators” (l. 4) and that the world “mourns” him (l. 5). He says that “few people have had a greater impact on humankind” (l. 6) and writes as if it were Jobs alone who brought the personal computer to “everybody” (l. 8). He uses the term “visionary” (l. 11) and says that he came “up with a dizzying array” (l. 12-13) of inventions. 2. Hall of Fame

The article and the cartoon have one striking similarity, that being that Steve Jobs thought differently. In the cartoon, we see Leonardo Da Vinci, Alexander Graham Bell, Thomas Edison and the New Guy, who we can assume to be Steve Jobs. These four great men, all share an important characteristic. They dared to think differently. Jobs’s life was in no way ordinary. He did not take the most structured route and yet, he will go down as one of the greatest minds in history. The article and cartoon are both attempting to make an example of how Steve Jobs lived his life. He didn’t listen to good advice and he wasn’t conventional. The only thing Jobs followed was his creativity and his passion for what he loved. This is what Jobs has in common with the other great minds shown here. Each one of them pursued their dreams fully and without regret or fear, as did Steve Jobs. 3. Tweet it!

– The world has lost such a great man today! Steve Jobs was innovative, imaginative and passionate, and we mourn his loss! RIP! – How creative and inventive a man we’ve lost today in Steve Jobs. He was a true genius! We’ll miss him! – How ingenious, innovative and incredible Steve Jobs was. He leaves the world with a great void. We honour his memory today! 4. Think different

This comment in The Guardian makes a very interesting point. Jobs changed the world, that much is certain and cannot be argued. What is now to be debated is did he change it for the better? It would be impossible and ignorant to assume that the work Jobs did had no positive effects. Through the inventions of Jobs, people can now be connected all over the world, in

322 • UNIT 14 seconds. People from opposite corners of the world can now communicate and even see each other face to face via a computer screen. Not only this, but Jobs managed to put this power in the palms of our hands. Giving us the seemingly limitless power of a computer in a portable, hand held device. This is better known as the iPhone. It must be said however, that the work of Jobs has not been without negative impacts. In this new era of technology, when people are as connected as they have ever been, it seems paradoxical they are most alone. Studies show that more and more teens of today have trouble acting appropriately in social situations. This has been attributed to the amount of time that is spent by the average teen with technology (computers, phones, video games). As the quote states, people now ignore each other in public, to be “connected” with their virtual worlds. 5. Pursue your dreams

N. B. : le document dans son intégralité (plus de quinze minutes) peut être téléchargé à l’adresse suivante : http://news.stanford.edu/news/2005/june15/jobs-061505.html > Script de l’enregistrement (CD 3, plage 34) Part 1 I am honored to be with you today at your commencement from one of the finest universities in the world. Truth be told, I never graduated from college. This is the closest I’ve ever gotten to a college graduation. Today I want to tell you three stories from my life. That’s it. No big deal. Just three stories. The first story is about connecting the dots. I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another 18 months or so before I really quit. So why did I drop out? 0’51’’ Part 2 It started before I was born. My biological mother was a young, unwed college graduate student, and she decided to put me up for adoption. She felt very strongly that I should be adopted by college graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. Except that when I popped out they decided at the last minute that they really wanted a girl. So my parents, who were on a waiting list, got a call in the middle of the night asking, “We have an unexpected baby boy; do you want him?” They said, “Of course.” My biological mother found out later that my mother had never graduated from college and that my father had never graduated from high school. She refused to sign the final adoption papers. She only relented a few months later when my parents promised that I would go to college. This was the start of my life. 1’52’’ Part 3 And 17 years later I did go to college. […] I naively chose a college that was almost as expensive as Stanford, and all of my working-class parents’ savings were being spent on my college tuition. After six months, I couldn’t see the value in it. I had no idea what I wanted to do with my life and no idea how college was going to help me figure it out. And here I was spending all of the money my parents had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was pretty scary at the time, but looking back it was one of the best decisions I ever made. The minute I dropped out I could stop taking the required classes that didn’t interest me, and begin dropping in on the ones that looked interesting. It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned Coke bottles for the 5 cent deposits to buy food with, and I would walk the

UNIT 14 • 323 UNIT BUILDERS AND TITANS 14 7 miles across town every Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I stumbled into by following my curiosity and intuition turned out to be priceless later on. > Script de l’enregistrement (CD 3, plage 35) My second story is about love and loss. I was lucky — I found what I loved to do early in life. Woz and I started Apple in my parents’ garage when I was 20. We worked hard, and in 10 years Apple had grown from just the two of us in a garage into a $2 billion company with over 4,000 employees. We had just released our finest creation — the Macintosh — a year earlier, and I had just turned 30. And then I got fired. How can you get fired from a company you started? Well, as Apple grew we hired someone who I thought was very talented to run the company with me, and for the first year or so things went well. But then our visions of the future began to diverge and eventually we had a falling out. When we did, our Board of Directors sided with him. So at 30 I was out. And very publicly out. What had been the focus of my entire adult life was gone, and it was devastating. I really didn’t know what to do for a few months. […] But something slowly began to dawn on me — I still loved what I did. The turn of events at Apple had not changed that one bit. I had been rejected, but I was still in love. And so I decided to start over. I didn’t see it then, but it turned out that getting fired from Apple was the best thing that could have ever happened to me. The heaviness of being successful was replaced by the lightness of being a beginner again, less sure about everything. It freed me to enter one of the most creative periods of my life. […] Sometimes life hits you in the head with a brick. Don’t lose faith. I’m convinced that the only thing that kept me going was that I loved what I did. You’ve got to find what you love. > Script de l’enregistrement (CD 3, plage 36) My third story is about death. When I was 17, I read a quote that went something like: “If you live each day as if it was your last, someday you’ll most certainly be right.” It made an impression on me, and since then, for the past 33 years, I have looked in the mirror every morning and asked myself: “If today were the last day of my life, would I want to do what I am about to do today?” And whenever the answer has been “No” for too many days in a row, I know I need to change something. Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make the big choices in life. Because almost everything — all external expectations, all pride, all fear of embarrassment or failure — these things just fall away in the face of death, leaving only what is truly important. Remembering that you are going to die is the best way I know to avoid the trap of thinking you have something to lose. You are already naked. There is no reason not to follow your heart. Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma — which is living with the results of other people’s thinking. Don’t let the noise of others’ opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary. Stay Hungry. Stay Foolish. Thank you all very much.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 85-87) RECORDING 1 1 honored – commencement – unwed – Hare Krishna

324 • UNIT 14 2 a) “commencement” – “finest universities” – “never graduated” – “college” – “three stories” & Steve Jobs recalls his past. b) “Why did I drop out?”

3 – People mentioned: biological mother – a lawyer and his wife – my parents – Dates or periods of time: 6 months – 18 months – 17 years later – Places: Reed College – Stanford – Hare Krishna temple – Stressed words: honored – commencement – universities – never – graduated – college graduation – three stories – connecting – dots – Reed College – drop out – biological mother – young – unwed – college graduate student – adoption – lawyer – wife – parents – waiting list – unexpected – baby boy – mother – father – refused – sign – final adoption papers – college – expensive – Stanford – working-class – savings – college tuition – value – drop out – trust – scary – best decisions – classes – interesting – romantic – dorm room – floor – friends’ rooms – Coke bottles – town – Sunday night – meal – week – Hare Krishna temple – curiosity – intuition – priceless

4 Lawyer = changed his mind Steve Jobs’s biological mother = unwed, college graduate, student Steve Jobs’s adoptive father = never graduated from high school Steve Jobs’s adoptive mother = never graduated from college

5 a) She refused to sign the final adoption papers. b) She found out that the adoptive parents had never graduated from college. c) changed her mind – capitulated

6 expensive – savings – spent – value – spending – money – saved – priceless

7 True = a) d) e)

8 Immediate Later on – wasn’t all romantic – following my curiosity and intuition – didn’t have a dorm room – turned out to be priceless later on – slept on the floor in friends’ rooms

9 7 miles – Hare Krishna temple – returned Coke bottles for the 5 cent deposits ACTION!

In 2005, Steve Jobs delivered a speech in a famous American university. He recalls that he was an adopted child, whose mother wanted an educated / learned family for her son. Nevertheless, he was welcomed into a family where neither of the parents had a university degree. He narrates one story in which he reveals that he dropped out of college / gave up his studies at Reed College after six months. He felt guilty for spending his parents’ money and thought it was a waste. Looking back on his past, he realized it was one of the best decisions he had ever made.

RECORDING 2 1 release – faith – dawn on

2 “second” – “story” – “love” – “loss”

UNIT 14 • 325 UNIT BUILDERS AND TITANS 14

3 – Place(s)? garage – Numbers/Ages: 20 – 10 years – $2 billion – 4,000 – 30 – Stressed words? lucky – Apple – parents’ garage – worked hard – company – employees – creation – Macintosh – fired – hired – talented – run – company – visions – future – diverge – falling out – Board of Directors – publicly – focus – devastating – love – rejected – start over – heaviness – successful – lightness – beginner – creative periods – faith

4 Apple at its start Apple nine years later Apple ten years later Founders: Woz and Steve Jobs New creation: Macintosh Company’s worth: Place: parents’ garage CEO: Steve Jobs $2 billion Number of employees: 2 Number of employees: Steve Jobs’s age: 20 4,000

5 a) They decided to fire him. b) devastating – didn’t know what to do for a few months – still loved what he did – decided to start over

6 “best thing that could have ever happened” – “lightness of being a beginner” – “freed me” – “most creative periods of my life”

7 don’t lose faith – you’ve got to find what you love ACTION!

Steve Jobs set up a company in his parents’ garage when he was 20. There were only two employees at the start, but Apple developed into a major firm over the next ten years. However, Jobs was dismissed / fired / sacked / made redundant / laid off because one of the company members betrayed him. Although he was at a loss and humiliated, Jobs was resilient and drew a lesson from what happened. As they say, “Every cloud has a silver lining.” Jobs started from scratch and proved to be even more creative and inspired than before.

RECORDING 3 In this third part, Steve Jobs speaks about death. He reveals that knowing he would die gave him the strength to seize the day, to make the most of his life. He asserts that it is important to fulfil your dreams, without anyone or anything preventing your success. He points out how vital it is to enjoy every day of your life and think of what goals you can achieve. He intends to get rid of fear and encourages everyone to be daring and find their drive. According to him, you can only succeed in life if you follow your heart. People must be the masters of their own destiny. Should they be scared or too reasonable, they would never pursue their dreams and take up any challenge. He encourages / pushes them to remain creative and foolish. Objectifj f Steve Jobs is definitely considered an iconic figure not only because of his technological breakthroughs but also because he was a visionary who reinvented people’s relation to technology. He embodies success since he started from scratch and found his drive in the challenges that came across him. He can be seen as a hero of modern times as he was an emblematic leader and his talent made everyone change their way of life. The impact of his work can be felt in various domains: not only did it make the economic sector thrive but it also redefined social exchanges and relationships.

326 • UNIT 14 & Productions possibles (Manuel p. 210, 5 b.) : Steve Jobs is the perfect example of the American work ethic. Many are those from the United States that began with nothing made their dreams come true through sheer will power and determination. Steve Jobs is a wonderful example of this. Jobs was a college dropout and at a young age, nothing about this man’s life shouted success. But Jobs was different and he knew it. What he possessed was not visible on the surface. It was an invisible fire that burned deep within him and a creativity that flowed through his body. Jobs’s first company was born out of his own garage. His company is the world famous Apple Inc. His first great invention was that of the Macintosh computer. The future looked very bright for Mr. Jobs indeed. However, his life took a turn for the worse when he lost a power struggle with the other directors on the board: he was forced to leave Apple. For most people, this would have been devastating and many would have never recovered. But Jobs was not just anyone. That fire that burned within him refused to be put out and he never quit. He immediately founded a new company by the name of NeXT. With NeXT, Jobs created what is today known as Pixar and is credited with the creation of Toy Story. Jobs remained CEO of this branch until it was bought out by Walt Disney. Shortly after, Apple bought NeXt and Jobs was reintegrated into the company. Jobs had returned but Apple was floundering and near bankruptcy. Jobs was appointed CEO and saved the company. What followed is known to all and is most likely in the pockets of many of you, the iPhone. Jobs gave the world a computer that was portable and could fit in the palm of your hand. He changed the face of technology and in one swift movement, brought the entire world a little bit closer. Jobs’s legacy is prolific. Everything he created was born out of his desire to do so. He has shown us that the dream is still alive, that through hard work and creativity, anything is possible. 6. Find the key information

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 88-89)

1 Bill Gates

2 a) They refer to the American expansion, mostly westward, when the pioneers where discovering new territories and redefining the borders of the American land. b) They are associated with Jeff Bezos.

3 a) be driven to b) The pioneers must be persevering, they have to be adventurous and eager to discover new things, they must be daring and imaginative. They relentlessly look for new ways to improve or develop their first achievements.

4 “genuine” (l. 1), “great example” (l. 6), “insatiable” (l. 7)

5 Jeff Bezos

6 What? Who? Century? mail-order catalog business Sears, Roebuck 20th century Amazon: way for people to Jeff Bezos 21st century find books on the Internet + consumer retail business

UNIT 14 • 327 UNIT BUILDERS AND TITANS 14

7 Risk Innovation and flair (intuition) – “make a big bet” – “start Amazon when a lot of people didn’t yet even know (l. 9) what the Internet was” (l. 11-12) – “quitting a promising – “a new and more efficient way for people to find books” (l. career” (l. 9-10) 14-15) – “a fundamentally new way to conduct a consumer retail business” (l. 16-17)

8 He revolutionized the book industry, as it became possible for people to find and buy any book on the Internet, but also to sell their own books. He launched a retail business where the consumer was both client and seller.

9 a) at the beginning of the 21st century – in the years 2000-2001 b) “carried […] through” (l. 20) – “flamed out” (l. 21) – “held steady” (l. 21-22)

10 a) tenir bon, se maintenir (while indique un contraste avec les autres sociétés Internet) b) While other companies were going bankrupt, he succeeded in making Amazon survive and even thrive. His company could have been a victim of the dotcom bust, but he managed to keep it steady and booming.

11 Gutenberg invented the printing press. It multiplied the output and cut the price of books. Many people could thus have access to this form of culture and read in order to acquire certain knowledge.

12 a) His most important innovation is the Kindle, “a modest-looking white-and-silver digital device.” (l. 27-28) b) Jeff Bezos is compared to Gutenberg to show what a great invention he produced. As Gutenberg invented the printing press, Bezos invented a new way to have access to books wherever you are and whenever you want.

13 Bezos would like to develop a means of going into space for everyone: “a cheap and safe way for everyone to fly into space” (l. 25-26). ACTION!

1 Jeff Bezos is an innovator of the 21st century. He is presented by Bill Gates as one of the greatest pioneers and a visionary in many respects, in so far as he developed the website Amazon.com which is now famous worldwide and enables people to have better access to books. Contrary to other e-businesses which suffered from the crisis at the beginning of the century, his risky bets turned into outstanding achievements and his company managed to overcome difficulties and improve its profits. Bill Gates praises him for his legacy: he marvels at Jeff Bezos’s imaginative and daring spirit, and admires his last project, the Kindle, even comparing its creator to Gutenberg who, just like Bezos, revolutionized people’s access to books.

2 Bill Gates portrays Jeff Bezos as a hero of modern times. According to Gates, Bezos succeeded in developing Amazon at a time when the Internet was only taking its first steps. The author pays tribute to his fellow pioneer of new technology and looks up to him as he succeeded in fulfilling his dreams and ambitions. Pioneers are given heroic status by the

328 • UNIT 14 author who expresses admiration of their insatiable appetite for progress. He provides the example of one historical figure who fit this profile, Gutenberg, and puts Bezos on an equal footing with him. Objectifj f This article illustrates the notion of progress since Jeff Bezos revolutionized our access to books through Amazon and, more recently, thanks to his new invention: the Kindle. Now people can order and retail books wherever they are and whenever they want. This technological progress is profitable / beneficial to all individuals who are eager / keen / willing to improve their access to culture thanks to this innovation. Moreover, one may even consider Amazon to be social progress as it is a means of bringing people closer together, making them interact from one end of the world to the other. Finally, Bezos’s new project, which seems ahead of its time and very innovative, consists in developing a way to bring common people into space. Once again, progress here relies on this man’s ability to bring technological progress to as many people as possible.

& Productions possibles (Manuel p. 211, 6) : b. The term “pioneer” in America originally referred to those who ventured out West to explore uncharted territories. The term is now used to describe anyone who develops and applies something new for the first time. In the 19th century, the American “frontier” was the “moving” line between what officially “belonged” to the United States and the wilderness beyond, often inhabited by Native Americans and unmapped by Westerners. The line moved west as the settlers moved west. Today the term is used to signify any line between two distinct areas, but also the known and the unknown. “Pioneering spirit” refers to the admirable traits of pioneers – risk-takers who go down unknown roads to pursue their dreams, with no guarantee of success. c. Jeff Bezos is an entrepreneur and the founder of Amazon.com. He is yet another example of the American Dream and a true pioneer. Bezos was one of the first to seriously consider retail through the Internet and risked everything to make his dream a reality. He left a very well-paying job on Wall Street and moved West to begin his company out of his garage. Bill Gates compares Bezos to Sears and Roebuck. These two men had created the idea of mail order sales a century earlier. The comparison is clear. Sears and Roebuck had an idea that had never before been seen in history. They pursued a business market that was non-existent and became rich beyond their wildest dreams for doing so. Bezos fits into this category. He was creating an Internet based business in a time when many people didn’t even know that the Internet existed! This is why he will go down in history as a pioneer. The pioneering spirit has always been present in the United States. What was first an expedition for the “western frontier”, was then transferred to an intellectual world, a place where creativity and a work ethic can bring anyone success. Gates wrote this article for TIME magazine. His opinion of Jeff Bezos is pretty straightforward. He is impressed by the man and loves the inventions that come out of this head. Bezos can in many ways be compared to Gates himself and I think Gates recognizes that. 7. Letter to the Editor

For: Today I am responding to the remark made by Bill Gates about the Kindle and I must say that I am in complete agreement. The Kindle is a revolutionary item that will change the face of literature. It must be said, I am quite the book worm. I have books in every corner

UNIT 14 • 329 UNIT BUILDERS AND TITANS 14 of my house and have been reading since a very early age. Prior to the Kindle, if you were interested in reading a book, the only logical choice was to go and find it! This could be frus- trating for a couple of reasons. Firstly, it is not always easy to find the book I am looking for. Sometimes, it requires a lot of searching, especially if I can’t find it at the library. Secondly, it can get expensive. After many years of accumulating a collection of books, I must admit that I have spent a fair amount of money. However, following the creation of this device, millions of books are now at the tips of everyone’s fingers. Almost any book can be found and they are all stored in the Kindle’s database. Now, instead of having a bookshelf overflowing with books, I can have all the same information in one place. Literature has been ever present in the history of humans. What Jeff Bezos did revolutionized one of the pillars of human existence. It allows us to take all the information we have on any subject and as Bill Gates said, put it into a modest-looking white-and-silver device. I wish the Kindle the best of luck in the future and am looking forward to my own! Against: While I certainly respect Jeff Bezos as a man of genius when it comes to business, I hesitate to put him into the same category of highly veneered people like Johannes Gutenberg as Bill Gates has done so quickly, and I take umbrage with the idea that the Kindle will replace real books someday. Real books have pages that you can turn, ink you can smell, and there is a certain aesthetic pleasure to picking up a book whose binding has been worn over the years and whose pages are a little bit dog-eared. Furthermore, real books can be loaned to friends and read late into the night, long past the time when the Kindle’s battery has died. Also, what if in 50 years, something happens to the Internet and it vanishes, along with its great store of knowledge? It is far better to have books printed on real paper with real ink than to have books with only a virtual existence. For all these reasons and more, I have no doubt that for true bibliophiles the Kindle will never replace real books.

5. WOMEN CAN DO IT MANUEL & P. 212

1. Estée Lauder

a. Estée Lauder, the co-founder of Estée Lauder Company, was born on 1st July 1906 in New York City from Hungarian parents. In reality, Estée’s name was Josephine Esther Mentzer, but her father had an accent and when he wanted to call his daughter by her nickname “Esty” he pronounced it “Estée”. So, when she created her company with her husband in 1946, she decided to call it “Estée Lauder”. Estée started her business when she was a teenager. Her uncle, Doctor John Schotz, a chemist, had a company called New Way Laboratories. She was fascinated by the creams, lotions and fragances that her uncle created. When she finished high school she called one of her uncle’s creams “Super Rich All-Purpose Cream” and began selling it to her friends. One day, as she was having her hair done in a hair salon called the House of Ash Blondes, Florence Morris, the salon’s owner, asked her about her perfect skin. She came back with her uncle’s cream and demonstrated how to use it. Morris decided to sell her products. Estée got her start selling skin care and make-up in beauty salons, demonstrating her products on women while they were sitting under hair dryers. It is only in 1948 that the company managed to sell their creams in a department store – Saks, on Fifth Avenue. So, starting her business was not easy. By 2003, however, her business was worth $10bn and its product range now sells in 130 countries. Estée Lauder died in 2004, aged 97.

330 • UNIT 14 b. Estée Lauder knew exactly what she wanted – to sell as many face creams as humanly possible. In this quote, she credits her extreme determination and relentless, daily work for her success. She never let her dream out of her sight and never let herself be deterred from her path. She dedicated her entire life to assertively selling her products and creating a multi-billion dollar company. Early on, she perfected her sales techniques and says she worked every single day of her life selling her cosmetics. Her marketing technique was to personally share and explain her products and give out samples in order to spread the word and create publicity. At first, she made little money and was refused counter space at major department stores, but she persevered. Later, even after her firm was well established and she could have retired, she continued to go out into shops and give personalized sales advice to her employees. c. I chose this ad (Estée Lauder’s “Pleasure” fragrance) because to my mind, it illustrates this quote quite well. The model is a famous actress, Gwyneth Paltrow, but she is portrayed as friendly and down-to-earth. She is propped up on her elbows in the grass, smiling over her shoulder at the camera, with a guitar laid out in front of her. She is definitely “approachable” with her hair down and her casual, everyday summer clothes. She is photographed from above, making her seem less impressive, which is unusual for a cosmetics ad. The viewer could imagine meeting such a person at a picnic, and having a conversation about face creams doesn’t seem out of the question. The quote is “I live for moments like this” which makes the actress seem more human, as if she is opening up about herself and sharing her hobby – guitar playing on lazy summer afternoons. It reminds me of what I read about Estée Lauder’s marketing tactics – find people with influence and give them samples – they were her walking, talking, human ads. It is as if Gwyneth Paltrow is personally recommending her favourite creams. 2. Anita Roddick a. Anita Roddick became successful by associating her products with “mother nature.” To promote her brand in this ad, she shows us a rustic yet awe-inspiring natural phenomenon. The soon- to-emerge butterfly could be seen to symbolize the sleeping, natural beauty in us all. The old spider webs that can be seen between the branches represent the idea that nature is beautiful without having to be flawless, and that our individual blemishes contribute to our loveliness. In a small text box to the right of the butterfly chrysalis we can read “Protect our planet,” as if by buying their products we would be somehow selflessly contributing to the preservation of the environment, or as if the protection of the environment is of greater importance than the narcissistic self-pampering promoted in traditional cosmetics ads. c. From the website www.anitaroddick.com/aboutanita.php: • Social responsibility – charity work with the millions of pounds of profit – using her brand to “do good” – working actively against sweatshop labour • Respect for Human Rights, the environment and animal protection – no animal testing – ethical and sustainable production system and methods • An absolute belief in Community Trade – fair trade with suppliers in less developed countries – ethical trading relationships • Reduce, reuse and recycle – less packaging – refillable bottles

UNIT 14 • 331 UNIT BUILDERS AND TITANS 14 • Frugality – don’t buy more than you can use, sample-size products • Activate self-esteem In the nineties they had a very successful ad campaign with a confident, nude, overweight Barbie-like doll, rejecting the idea that women should aspire to look like super models and promoting the idea that every woman is naturally beautiful. d. The Body Shop campaigns against animal testing and animal ingredients in their products. They have always firmly believed in fair trade and have taken the initiative to establish and practice their own trading principles. They run a charitable foundation to help ethical, emerging companies. > Script de l’enregistrement (CD 3, plage 38) Journalist: Who was Anita Roddick? Interviewee: Anita Roddick was one of Britain’s most successful entrepreneurs of our time. In 1976 she created The Body Shop, a cosmetics company, which has now become a huge corporation with outlets all over the world. Anita Roddick was not only interested in beauty. She was a manager with principles. She wanted the company to serve the public good. She never gave up on her dream of changing the world. She used to say, “You are never remembered for what you do in business. Ever. You are remembered for what you do in society.” She only used natural ingredients and many of the ingredients used were inspired by the women she met in Africa, Asia or South America. The Body Shop was the first company to introduce fair trade to the cosmetic industry. Anita Roddick wanted to bring natural ingredients in cosmetics in an ethical way. Anita Roddick understood the importance of working with local producers. She was committed to trading fairly and responsibly with suppliers, small-scale farmers, traditional craftspeople, rural cooperatives and tribal villages. She wanted to work in harmony with nature. For her, trade could be used as a lever for social change. She supported fair trade, was also against animal testing, and fought against the current ideal of beauty.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 89-90)

1 huge = énorme, important – ingredient = ingrédient

2 Anita Roddick – Britain – most successful entrepreneurs – our time

3 – Dates? 1976 – Country names? Britain – Words related to business? entrepreneurs – company – corporation – manager – business – industry – trading – suppliers – trade – fair trade – Stressed words? Britain – successful – entrepreneurs – Body Shop – cosmetics – company – corporation – outlets – world – beauty – manager – principles – public good – dream – changing – world – remembered – business – society – natural – ingredients – women – Africa – Asia – South America – introduce – fair trade – cosmetic industry – ethical way – importance – local producers – committed – suppliers – small-scale – farmers – traditional – craftspeople – rural cooperatives – tribal villages – harmony – nature – trade – lever – social change – animal testing – fought – current – ideal – beauty

332 • UNIT 14 4 Body Shop – cosmetics – huge corporation (with outlets all around the world)

5 She was not only interested in beauty. She was a manager with principles.

6 Her dreams What she did - wanted the company - only used natural ingredients to serve the public - first to introduce fair trade to the cosmetic industry good - bring natural ingredients in an ethical way - changing the world - understood the importance of working with local producers - committed to trading fairly and responsibly - work in harmony with nature - supported fair trade, against animal testing, against the current ideal of beauty

8 This recording introduces Anita Roddick, the founder of The Beauty Shop. She was a successful woman at the head of a worldwide corporation. Her cosmetics company is based on ethical values such as fair trade, which respects the local producers and provides fair wages to economically deprived farmers. She also supported a new, more responsible approach to beauty products and fought against animal testing. She intended to fulfil her dream and believed in a better world where business would be synonymous with social change. She urged consumers to buy products which respect the environment and sustain small-scale farmers.

LANGUAGE AT WORK MANUEL & P. 213

1 met - looked - wondered - was - knew - did not like - walked - wanted - were walking - was working - stopped - were doing - was working - did not want - did not really know

2 founded - worked - had saved - followed – operated – had – realized - were attracting - were offering - decided - was going to – opened - prospered – built - made - were located - had gained - remembered - had learnt - prospered – settled - died - had built

3 1 who • 2 who • 3 which • 4 who • 5 which • 6 which • 7 that • 8 whose N.B. : l’orthographe de Wal-Mart a été Wal-Mart Stores au départ, puis Wal*Mart, qui a encore un peu cours, et maintenant c’est Walmart.

UNIT 14 • 333 UNIT BUILDERS AND TITANS 14 IMPROVE YOUR WRITING SKILLS MANUEL & P. 214

1 – L’extrait 1 est purement informatif. – Dans l’extrait 2, l’auteur a inclus une citation, le vocabulaire est laudatif : natural flair, one of the world’s most well-known and respected entertainers, magic. Le parti pris est positif. – Parti pris positif dans l’extrait 3 également, renforcé par l’emploi de superlatifs : greatest, first. Les répétitions rendent le parti pris encore plus clair : dream, first, not afraid. Ces mots permettent d’insister sur l’audace de Walt Disney, sur ce qui en a fait un pionnier.

2 – Parti pris positif = texte 2 : one of the world’s most recognized and cherished brands. – Parti pris négatif = texte 3 : his driving ambitions were success-oriented, popularity and commercialism played a vital role in his choices.

3 Walt Disney was a film producer, animator and international icon. He was born on December 5, 1901 in Chicago, IL. From an early age, Disney became interested in drawing. During his freshman year of high school he was taking classes at a local university for design. However, shortly after he dropped all his education and left for the army. After being refused by the army for being too young, he joined the Red Cross in 1916. He was sent to France, and drove an ambulance for roughly a year. Following WWI and his return to the United States, he began doing work for several different animation companies. Shortly after, he relocated to California and set up his own studio in Hollywood. In 1928, Disney had sufficient funds to found his own company, Walt Disney Productions. One of the first ideas ended up becoming his most famous animated character, Mickey Mouse. Disney created a series of animated TV shows and then became interested in feature length films. In 1937, Disney developed the multiplane camera. This revolutionary invention gave the impression that animations were three dimensional by giving them depth. Shortly after, he began work on the film Snow White and the Seven Dwarves. Virtually everyone thought this was a bad idea and some proclaimed this film to be “Disney’s folly”. Even his wife tried to persuade him out of it. Nonetheless, Disney pursued his dream and though he nearly bankrupted his company, upon the film’s arrival in theatres, it was an instant hit. Many classics followed including Fantasia, Dumbo and Bambi. This later became known as the golden age of animation. In 1964 plans for Walt Disney World in Florida were introduced and realized. This is one of the most known theme parks in the world today. Disney passed away on December 15, 1966 after a struggle with lung cancer. He is one of the most renowned characters in history and his work has immortalized him.

YOUR TASK MANUEL & P. 215

& Productions possibles : Henry Ford is one of the best known and influential characters in history. He is famous for his creation of Ford Motor Companies, the T Model Ford and his advance- ments made with different modes of production. No one can argue that Ford changed the world. He devised a technology that previously had been only for the rich, and made it an item accessible to the “everyday man”. In doing so, he changed the way that people move forever.

334 • UNIT 14 Transportation became much easier and people were now to move about as they pleased. His ability to give the “everyday man” a cheap automobile can be awarded to his changes in modes of production. He used the ideas of interchangeable parts combined with an assembly line to maximize production and minimize cost. Henry Ford is also an example of the American Dream and spirit. Ford’s education was limited but that did not stop him from becoming a super hero. Through a knack for creativity and hard work, Ford built up an empire around him. However, Ford was not an angel. Many people are willing to look past his negative aspects in light of what he accomplished. But that does not change the fact that such aspects are present. Ford was never shy about expressing his personal opinions on political matters and his limited education sometimes caused his opinions to be controversial. This can be seen in his anti-Semitic remarks and his support of Hitler. There are some negative aspects of Ford that can be seen in his company as well. Though he raised the wages of all his workers, this was only after they expressed great disdain for the new types of production. Ford created jobs that were boring and required no thought. This induced a type of living and working that turned humans into machines and left little to no room for creativity.

READING CORNER MANUEL & P. 216-217

– Voir fiche d’exploitation et corrigé sur le site compagnon. – L’extrait choisi peut être divisé en deux parties (de la l. 1 à 32, puis de l. 33 à la fin). Dans le cadre d’une classe hétérogène, la première partie peut être traitée par les élèves les plus solides, la partie deux par des élèves plus fragiles.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Évaluation sommative de PE (p. 391 de ce Fichier) > Webographie : Fiche disponible sur le site compagnon

UNIT 14 • 335 UNIT 15 WESTERN TRAILS

& Espaces et échanges & Mythes et héros Tâche finale (p. 229) : You are taking part in a writing contest. You will imagine and write a scene of a western, based on the pictures provided.

Activités Prolongements Contenus langagières tâches / aides – Préparation à l’épreuve – Acquérir le vocabulaire d’expression orale (p. 246 et 249) PPC lié à l’Ouest américain – Commenter un document visuel Tune in! – Réagir à une photo (p. 218) (p. 240-241) Fiche vidéo (DVD-Rom CO Vidéo : The myth of the cowboy et site compagnon)

– Commenter un document visuel (p. 240-241) PPC Commenter un tableau 1. The – Image vidéoprojetable n° 10 frontier (DVD-Rom) (p. 219) – Fiche Workbook CO Comprendre un audio-guide – Comprendre un message oral (p. 238-239) CE Comprendre un texte littéraire Fiche Workbook

Enrichir sa prise de parole POI Jeu de rôles (p. 242-243) 2. Danger Fiche vidéo (DVD-Rom CO Vidéo : Dances with Wolves ahead et site compagnon) (p. 220-221) – Improve your writing skills (p. 228) – Language at work : Expression du PE Rédiger un récit passé et repères temporels (p. 226) – Build up your vocabulary (p. 227) CE / Enrichir sa prise de parole Comprendre un texte littéraire POI (p. 242-243) 3. A strange – Rédiger un dialogue (p. 235) PE Rédiger une conversation encounter – Build up your vocabulary (p. 227) (p. 222-223) Visionner des bandes- CO annonces sur Internet

336 • UNIT 15 Activités Prolongements Contenus langagières tâches / aides CE / Comprendre un extrait Fiche Workbook POI de roman

4. Goodies Imaginer une histoire à partir Enrichir sa prise de parole and baddies PPC d’un extrait de bande originale (p. 242-243) (p. 224-225) de ﬁ lm Rédiger un blurb – Rédiger un texte (p. 234-237) PE sur une pochette de CD – Improve your writing skills (p. 228)

L’activité langagière principale de cette unité est la PE (production écrite).

TUNE IN! MANUEL & P. 218

> Mise en œuvre : – On pourra donner ce travail à faire à la maison ou au labo multimédia. – On divisera la classe en 2 groupes : un groupe prendra en charge la question a. pendant que l’autre traitera la première partie de la question b. (les recherches biographiques sur John Ford). – La classe mettra en commun ses recherches et pourra ainsi proposer une réponse à la 2e partie de la question b. (voir proposition de corrigé ci-dessous). 1. Eagle Eye

& Productions possibles : a. This long shot shows the wide expanses of the American West. The photo was taken in Monu- ment Valley, which lies within the Navajo Indian Reservation on the border between the States of Utah and Arizona. The wide, flat, desolate landscape has very little vegetation and incredible rock formations (mesas and buttes) which seem to have grown up out of the red sandy desert. b. This place is named after John Ford because this is where the well-known director shot many of his most famous westerns, such as Stagecoach, The Searchers, Fort Apache and She Wore a Yellow Ribbon in the 1930s and 1940s. Ford’s powerful images have defined the American West. 2. Watch a video

> Mise en œuvre : – La fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. – En complément de l’étude de la photo de John Ford Point, cette vidéo permet d’introduire

UNIT 15 • 337 UNIT WESTERN TRAILS 15 le lexique lié à la conquête de l’Ouest, au cowboy et donc de mettre en place la notion de Mythes et Héros. & Productions possibles : b. – After the Civil War, in 1865, the population was booming on the East Coast, but there was a shortage of food, while in Texas there were over 6 million cattle roaming wild that could help feed the people in the East. The problem was that there was no way to get that cattle east since the railroad only went as far as Kansas at the time. Cowboys were needed to drive the cattle north across the plains to the railroad. Another reason young men left the East to become cowboys, was because there was a high rate of poverty in the South. Young adventurers left for Texas in search of work. – Cowboys drove cattle from Texas to the railroad in Kansas, 1,000 miles away. They had to be skilled horsemen and cattle wranglers, using the lasso to catch the cows. They had to cross dangerous terrain and guard the cattle from rustlers. – It was linked to the conquest of the West because the cowboys were the first Americans to explore and live on the plains. Later, farmers followed to settle on the land. The settlers put up barbed wire to protect their fields from the herds of livestock, dividing the Great Plains into plots of land and thus putting an end to the great cattle drives.

1. THE FRONTIER MANUEL & P. 219

> Mise en œuvre : – Ce tableau est disponible sous forme d’image vidéoprojetable sur le DVD-Rom (image n°10). Au vidéoprojecteur, on diffusera le tableau de John Gast, on demandera aux élèves de répondre à la question a. et on listera les éléments repérés. – Avec une classe fragile, on formera plusieurs groupes auxquels on donnera des mots clés comme par exemple : means of transport, landscapes, people, natural elements... Les élèves devront associer les différents éléments repérés à un mot clé. Cette activité constitue une étape intermédiaire avant l’analyse des symboles et des représentations mythiques et le commentaire du tableau (b.) et facilitera la compréhension du document oral à étudier en c. – Avec une classe plus à l’aise, les élèves trouveront facilement les symboles. On pourra cependant les aider en leur proposant des mots clés : innovation, progress, education... 1. Moving forward

& Productions possibles : b. A blond woman dressed in white and carrying a book is floating in the middle of John Gast’s 1872 painting. She is stringing a telegraph wire across the Great Plains, bringing a means of communication to the West and helping to establish American territories all across the continent. The star on her forehead reminds us of the stars on the American flag which stand for each of the States in the Union. This airy figure undoubtedly represents the “Spirit of the Frontier” which is the title of the painting. Like all the people in the landscape, this spirit is mov-

338 • UNIT 15 ing from right to left on the canvas, which would be from east to west on a map. It symbolizes the westward movement of American pioneers, claiming land and establishing homesteads and moving the frontier line further and further west. On the left-hand side of the painting we can see wolves and Native Americans, and behind them a great herd of bison, all fleeing before the settlers. In the foreground, a group of miners with a gun, a pickaxe, and a horse, is making its way across the plain. Behind them, a farmer is ploughing the fields with an ox. The daring pioneers travelled on foot, on horseback, in covered wagons, by stagecoach or by train in their quest for land. The first transcontinental had just been completed in 1869 (just three years before the painting was made), linking the east and west coasts and facilitating the westward movement. We notice that the sky is brighter in the east, so the scene must take place at dawn or early in the morning, symbolizing the birth of the nation, which was only 100 years old when this picture was painted. To the west, however, the sky is dark and filled with threatening thunderclouds, symbolizing the threat of danger in these unknown territories. The painting is an idealistic portrayal of Manifest Destiny, the doctrine that Americans used to justify taking tribal lands away from the Native Indians, saying it was “God’s will” that the Americans settle the land and take over the whole continent from east to west.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 91-92)

1 Christopher Columbus • gown • wake • on the go

2 referred to • frontier • pioneer • conquer • civilization • personification • allegorical • initiate

3 This recording is about a painting dealing with the American expansion. On the recording we may hear a museum guide who is going to describe the painting and explain its meaning.

4 - Names? John Gast • Columbia • Christopher Columbus - Nationalities? Groups of people? American • settlers • pioneers • Indians • outlaws • Native Americans - Countries? Regions? Precise locations and landscapes? the United States • the West • the Pacific Coast • wild landscapes of forests • prairies and mountains - Dates? Periods? 1872 • 19th century • 1890 - Animals? buffaloes - Emblems / symbols? white gown • schoolbook in her hand, which symbolizes education • innovations like the telegraph and the railways • Manifest Destiny - Repeated words? the Frontier • pioneers • settlers • the West • American - Stressed words? painting • American progress • spirit • Frontier • representation • expansion • United States • frontier • East • West • pioneers • settlers • everything • possible • determined • fulfil • dream • conquered • people • always • move • unlimited • wild • landscapes • forests • prairies • mountains • civilization • Indians • justice • outlaws • explored • resourceful • eager • make • fortunes • American pioneer spirit • change • took risks • new ideas • innovations • death • prevent • moving • majestic feminine figure • personification • United States • Columbia • Christopher Columbus • allegorical representation • modernization • westward • schoolbook • symbolizes • education • innovations • telegraph • railways Manifest Destiny • religious belief • destined • expand • continent • God • progress • law • democracy • light • dark • west • Native Americans • buffaloes • terror • quest • over • Pacific Coast • conquered • today • American people • continue • cross new frontiers • reach • diverse goals

UNIT 15 • 339 UNIT WESTERN TRAILS 15

5 Painting? People? Places? Personality? Date? 1872 Who? pioneers, Final destination? determined • Who? John Gast settlers, Indians the West always on the Title(s)? American Landscapes? move • Progress • The Spirit - unlimited, wild resourceful of the Frontier landscapes of forests Topic? the expansion - prairies of the United States - mountains

6 bring civilization to Indians and justice to outlaws • eager to make quick fortunes

7 change • took risks • trying • new ideas • innovations • moving on and on

8 Who? Role? Objects Symbols - Name? Columbia leads - a schoolbook - education - Origin of this civilization - telegraph - innovations name? named after westward - railways Christopher Columbus

9 In fact she embodies Manifest Destiny, the 19th century religious belief that the United States was destined to, and should expand across the continent, in the name of God, bringing progress, law and democracy to the West.

10 The American expansion came to an end in 1890 when the settlers reached the Pacific Coast.

11 Still, it is important to bear in mind that the idea of the frontier initiated in the 19th century carries on today. American people are still on the go, and they will continue to cross new frontiers to reach their diverse goals. ACTION!

1 The pioneers were people who were always on the go / on the move. In order to fulfil their dreams, they proved to be bold and willing to discover new territories, so that they would conquer more of the American land. They succeeded in reaching their goals as they kept redefining the Frontier and moved forward towards the West. As they were resolute, brave and free-spirited, they expanded the territory with the hope of bringing civilization and light to tribal lands.

2 Columbia, a feminine figure in a white gown, symbolizes the Frontier. She is said to enlighten / bring light to Indian lands and, thanks to the schoolbook she bears in her hand, she comes to educate people, she brings progress and develops civilization as she moves westwards. She is represented with certain objects around her, such as the telegraph wire and railways to underline that expansion is synonymous with modernity. It shows that America is destined to innovate and spread progress, law and democracy to its conquered lands.

340 • UNIT 15 3 The American expansion ended in 1890 when the settlers reached the Pacific Coast. They went as far to the West as possible.

4 The Frontier still has quite a significant impact on Americans’ minds. They are still keen to conquer and go beyond their limits, whether they are geographical, physical or spiritual or, even more down-to-earth and contemporary, technological. Americans are still ready to discover new means of reaching their goals and fulfilling their dreams. Objectifj f In the recording, Columbia is definitely presented as both a mythical figure and a heroine. She stands for the American free spirit and moves in the air like a goddess. She is an alle- gory of liberty, democracy, law and progress and brings light and civilization to dark lands, inhabited by uneducated and backward people. She symbolises the pioneer’s dreams and goals, their ideal to forge a nation and expand the American territory. For that matter, pioneers and Columbia can be seen as heroes. However, we must qualify this idea by remembering that many Indians were dispossessed of their lands and either endured the occupation of the settlers, fled from their own territory or were massacred.

> Script de l’enregistrement (CD 3, plage 40) Part 1 This painting (around 1872) by John Gast entitled American Progress and commonly referred to as The Spirit of the Frontier, is probably the best representation of the expansion of the United States. During the 19th century the Frontier was pushed from East to West, offering to pioneers and settlers the idea that everything was possible as long as they were determined to fulfil their dream. The West was conquered by people who were always on the move through unlimited, wild landscapes of forests, prairies and mountains, ready to bring civilization to Indians and justice to outlaws. The West was explored by resourceful people that were eager to make quick fortunes as well. 1’04’’ Part 2 The notion of the Frontier reveals much about the American pioneer spirit. American people took for granted that everything would change all the time and that’s why they took risks, trying new ideas and innovations. Only death could prevent them from moving on and on. 1’28’’ Part 3 When first looking at American Progress, our attention is initially attracted by the majestic feminine figure in a flowing white gown at the center of the painting. This figure is a personification of the United States called Columbia (named after Christopher Columbus). She is an allegorical representation of the modernization of the new West. Columbia leads civilization westward. You can notice that she is holding a schoolbook in her hand, which symbolizes education. Innovations like the telegraph and the railways that gradually reach the West are also highlighted in this painting. In fact she embodies Manifest Destiny, the 19th century religious belief that the United States was destined to, and should expand across the continent in the name of God, bringing progress, law and democracy to the West. In Columbia’s wake, American settlers follow, eager to develop new economic activities. As she moves forward, Columbia brings light to the dark West and Native Americans together with buffaloes flee in terror, as you can notice on the left of the painting. 3’01’’

UNIT 15 • 341 UNIT WESTERN TRAILS 15 Part 4 Finally, the quest was over when the settlers reached the Pacific Coast and by 1890 the Frontier was conquered. Still, it is important to bear in mind that the idea of the Frontier initiated in the 19th century carries on today. American people are still on the go, and they will continue to cross new frontiers to reach their diverse goals. 2. How the West Was Won

N. B. : cette bande annonce est visible à : www.youtube.com/watch?v=31C5Ikj7hhE

& Productions possibles : b. – Places: wild trackless land • in the mountains • on the plains • in the desert • down the river Main characters: James Stuart plays the mountain man; Henry Fonda plays the plainsman; the Prescot Family is played by Karl Malden and Agnes Moorehead; Debbie Reynolds plays a dancer; Carroll Baker plays a pioneer woman; Walter Brennan and Brigid Bazlen play river pirates; Eli Wallach plays a desperado named Charlie Gant; Lee J. Cobb plays a US marshall; Gregory Peck plays the gambler Clee Van Valen; a wagonmaster is played by Robert Preston; Thelma Ritter plays a friend; John Wayne plays General Sherman; George Peppard plays Zeb Rollins and his wife is played by Carolyn Jones; Richard Widmark plays Mike King, one of the railroad builders. Different social groups: mountain men, plainsmen, adventurers, settlers, river pirates, desperados, soldiers, gamblers, entertainers, builders Music: played by a full orchestra to emphasize the grandeur of the epic film – This is a very idealistic vision of the West. It is portrayed as a glorious place of adventure, awesome violence, spirited romance, action and fun. – Both the painting and the trailer idealize the conquest of the West. The characters are stereotypes: miners with their pickaxes, farmers with their ploughs, cowboys on their horses, settlers in their covered wagons, Native Americans with their feather headdresses. Both these representations show the American pioneers as heroes conquering the uncharted land. Neither of these documents considers the plight of the Native Americans who were being pushed from their lands, forced to change their lifestyle as the newcomers dispossessed them of their lands or slaughtered them.

2. DANGER AHEAD MANUEL & P. 220-221

> Mise en œuvre : – On anticipera le contenu du texte à partir du travail proposé en a. – On divisera la classe en 2 groupes et chaque groupe prendra en charge une partie du texte. – Les 2 groupes échangeront ensuite sur leur travail. Ils s’aideront des p. 242-243 pour enrichir leur prise de parole. – Cet échange donnera lieu à une mise en commun et à une trace écrite.

342 • UNIT 15 1. Get ready

& Productions possibles : a. danger • strong-willed • daring • adventurous • face • hunt • discover • wild animals • pitiless • hostile • on the lookout • chase b. This text appears to be about two adventurous men who have travelled on horseback into hostile Indian territory. It must be dangerous because they have both got their rifles in their hands ready to shoot. The shadows on the opposite side of the canyon show that Indians are on the cliff just above them. We don’t know why the men are there. They don’t appear to be gold-diggers because they haven’t got a pickaxe or gold pans. Maybe they are hunting for something or someone. It is possible the Indians are on the lookout for them, ready to chase them off their land or even to kill them. 2. Find the key information

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 93-94)

1 San Antonio

2 water + less (noun + suffix) = aride

3 - le bord, la lisière – raisonnable - le manque - terre / poussière

4 - there = the brown waterless distances to the west • they = Indians • it = desert / land / plain - ours = our horses (Call and Augustus)

5 a) waterless • midsummer • seared • brown and brittle b) feared • frustrated • hated

6 - reminder (l. 11): remind + er = un rappel - hardship (l. 15): hard + ship = une épreuve - spacious (l. 16): space + ious = vaste

7 - battre en retraite: to retreat - disparaître: cancel out

8 - “it” (l. 11) = a half-built cabin, abandoned and empty - “their” (l. 12) = the Comanches - “theirs” (l. 16) = the men and women who came up the Trinity and the Brazos

9 massacres (l. 12) • retreat (l. 12) • terror (l. 15) • fear (l. 16)

10 understood • annoyed

11 a) I, he = Call • they, them = American farmers b) - would - an imaginary action

12 You have never laid in bed all night with a scared woman, … Those who start a farm have to settle by themselves, …

13 beat back (l. 19) • scared (l. 20) • battles (l. 31) • feel the knives of the Comanches (l. 33)

14 Women’s qualities and usual role Children’s qualities and usual role doing the chores a source of free labour getting kids cheaper than slaves

UNIT 15 • 343 UNIT WESTERN TRAILS 15

15 - fruitlessly : fruit + less + ly = en vain / de façon stérile - weakness: weak + ness = faiblesse

16 no sympathy • lack of imagination • could never imagine • things happened too fast for fear to paralyze the mind of a man like Call • couldn’t imagine ACTION!

1 Call and Augustus give up their pursuit because of the drought, which acts as a deterrent (effect) to their final goal: catching Indians. They know they must be cautious and careful in the desert because their horses are not used to living in such a dry land. Should the horses die of thirst, the two men would be badly disadvantaged as they would not be on an equal footing with the Indians. Indeed, contrary to the latter, Call and Augustus fear they might not be able to find and supply any water for their horses.

2 Augustus is realistic: although he is disappointed, he knows they won’t survive for long in such waterless areas. He remains sensible and matter-of-fact since he is aware that they are confronted with a challenging environment. Contrary to his friend who is down-to-earth, Call is reluctant to abandon their pursuit. Indeed, he embodies the fearless cowboy who is free-spirited and individualistic. He is all the more courageous as he refuses to give up despite the risks.

3 Call thinks settlers are cowards who are too easily discouraged. Instead of abandoning their farms, they should be tough and not impressed by the Indians. He expects them to resist their enemy and struggle to keep their lands. Call believes that farmers should gather to show their solidarity and organize an act of retaliation against the Indians.

4 Call is used to being involved in conflicts. He fights for what he believes in and proves to be fearless in battle. He is always hungry for action and his strong-willed character makes him an ideal leader. Objectifj f In this text, the reader is presented with a hostile and wild environment. Nevertheless, the main characters are fearless and keen to face the danger. They are cowboys chasing Indians in order to expand the American territory westwards. The nature they are faced with is composed of vast barren expanses and open spaces ready for the taking. These pristine territories contained the dreams that pioneers yearned to fulfil, and the conquest was a way for them to have access to new opportunities and better prospects.

3. Recap

& Productions possibles : a. The landscape is on the edge of a great canyon like those in the American West. The climate is arid: the grass has turned brown from lack of water. The relationship we see is between two men, friends who need each other to survive in the hostile territory. Women and children are presented as secondary, a source of labour, not as a source of love. The Indians are portrayed as violent, bloodthirsty enemies who massacre Whites, slaughtering innocent families in their beds at night.

344 • UNIT 15 b. Call is a typical figure of the western movie because he is strong-willed, determined, adventurous, and fearless. Also, as in many westerns, the men are loners, without any family ties. 4. Role play

Call: Hey, look over there! Just beyond that butte. It’s a log cabin. Augustus: Well, I do believe you’re right. They must have water and food. Let’s go! As they arrive they see a man loading his belongings into a covered wagon. Two boys are tending to the horses. When Call and Augustus ride up to them, a woman appears in the doorway with blankets in her arms to put in the wagon. Augustus: Howdy, folks! Settler: Howdy do! Augustus: What’re you folks doing here? Looks like you’re going on a long trip. Settler: Long trip? You could put it that way. In fact, we’re getting out of here! Don’t you know this here is Indian territory? Call: Sure it is, but we’re never going to conquer this land if no one ever stays! You got to stay put with your guns and your boys and defend this land. That’s the only way we’re going to make this land ours! Settler: Stay put, sure! And get fifty arrows in my chest and my wife’s scalp up on a totem pole! No way! We’ve seen them! They’ve burned my fields, taken my animals. They ride by on their horses with their bows and arrows on their backs, just looking at us. Settler’s wife: Every day they come a little closer. Settler: I don’t need to speak their language to know what they want. They want us out of here. Call: Yes, but can’t you see! You’re just giving them what they want! Settler: You’re darn right! We’re not staying here one more night, jumping at every cracking twig, afraid that this is the night they will attack—burn our house down or slaughter us in our beds. No, I’m taking my wife and children back east. This is no place for a family. 5. Watch a video

N. B. : la fiche élève, son corrigé, le script et l’exploitation de l’extrait se trouvent dans le livret du DVD-Rom et sur le site compagnon. a. The settlers are confronted with a group of Pawnee Indians who come to their farm asking for food and water, which the settlers refuse. In retaliation, the Indians kill the whole family except for one girl who has managed to run away. b. Chief, while hunting today on our tribal lands, we came upon a white man’s house. He had settled with his wife and two children, put fences across our lands, preventing us from hunting game to feed our own families and our tribe. So we went to them, asking for food and water taken from our ancestors’ land. They refused, saying that the land belonged to them, that fences make the land and the food that grows upon it theirs. But land cannot be owned, it is a part of nature, and its blessings must be shared. These white men will soon take everything and we will have nothing. So we took it back from them. We took their lives to show them they cannot take our land, and burned their house so no white man will live in it. There can be no peace between our tribe and the white man. (151 words) c. I don’t remember that day very clearly, just bits and pieces, but I know I was terrified. Some Pawnee Indians came up to our house on horseback. Ma and Pa had told us about the Indians,

UNIT 15 • 345 UNIT WESTERN TRAILS 15 how they could kill a white family for no reason at all. Well, as soon as Ma saw them, she smelled danger. She told the boy and me to hide. As I was leaving, I could hear them with Pa. They were asking for something. Maybe they wanted food and water. I’m not sure, but whatever it was, Pa wasn’t going to give anything. Pa always said that if you give in to them once, they’ll never leave you alone, and pretty soon they’ll take everything. Anyway, something happened, because then I heard fighting and Ma screaming. I just ran away as quickly as I could. That was the last time I ever saw my parents. Some Sioux Indians found me later and brought me to their tribe to live with them. (167 words)

3. A STRANGE ENCOUNTER MANUEL & P. 222-223

1. Speak from your notes

Group A – Newt met the Indians when he was out on the plains guiding the cattle. He was all alone as he had lost the other cowboys and some of the herd. A group of five Indians suddenly appeared and they motioned to him to follow them. – Newt imagined that the Indians were luring him into a trap, that they would steal the cows and then kill him. He thought this might happen because he had heard stories of what Indians had done to white people. – What actually happened was that the Indians brought him back to the other cowboys and the rest of the herd. Newt had strayed away from the group without realizing it. The Indians had been laughing because he had stupidly been going off in the wrong direction. Group B – The young Indians saw a cowboy all alone with a group of cows, and realized that the cowboy was lost because he was moving away from the other cowboys and cattle they had seen in the next valley over. They couldn’t talk to the cowboy because they didn’t speak the same language, but they motioned for him to follow them and they brought the cowboy and his cows back to the herd. – The Indians were laughing at the cowboy because they saw he had made a mistake, and was stupidly going off in the wrong direction. In a friendly gesture, they brought the cowboy back to the others. 2. A different perspective

a. Hey, guys, I’m happy to see you! You’ll never guess what happened to me! I was off on the other side of the herd, and at one point I couldn’t see any of you. I was all alone with about 60 cows, when suddenly I saw some Indians coming up. I didn’t know what to do. I’ve heard all those stories about what Indians do to white people, stealing their horses and cattle and then killing and scalping the white men! They waved to me to follow them, and started walking off in the opposite direction from where I was going. I thought they were leading me back to their camp, into some trap. I wanted to gallop off and find all of you, but I didn’t know where you were, and thought they’d probably shoot an arrow in my back. So I followed them. You know what they were doing? They’d seen I was lost and they were just bringing me back to you.

346 • UNIT 15 They’ve got a good story to tell back at their camp—they saved a stupid cowboy who couldn’t even keep track of his own herd! (191 words) b. Hello mother, hello father! You know those cowboys are herding cattle in the next valley beyond those hills? Today we saw one of them wandering off with about sixty of the cows. He was younger than the others, and didn’t seem to notice that he was going off in the wrong direction. He was completely lost! When we went over to him, he looked scared, as if he wanted to run away, but he didn’t know where to run. How can someone be so stupid as to lose a whole herd of cattle? Well, he did. So we waved for him to follow us, and herded the cattle in front of us. He kept looking around him, as if he might run, but finally we got over the ridge and he saw the whole herd and the other cowboys. Then he looked really sheepish. He looked as if he wanted to talk, but we knew from his wide smile that he was saying thank you. Then he galloped off across the valley to meet up with his friends. But he waved and smiled at us as he went. (186 words) 3. Movie corner b. – Cheyenne Autumn Place: Oklahoma, Yellowstone Period: the late 1800s (1878) Relationships: there is a love story between Captain Thomas Archer (played by Richard Widmark) and the schoolteacher (played by Carroll Baker). Plot: two Cheyenne chiefs lead their tribe from their reservation in Oklahoma territory back to their homeland in what is now Yellowstone in the State of Wyoming, but the US government sees this as aggressive and an act of rebellion, and they attack the Cheyenne. Place given to Native Americans: They are called “heroes”. Who plays the role of the Native Americans? Spanish-speaking and white actors Who are the good guys? The Native Americans, a pacifist schoolteacher, the Secretary of the Interior Carl Schurz (played by Edward G. Robinson), who tries to prevent fighting between the army and the Indians. Who are the bad buys? The US Cavalry – Dances with Wolves Place: Fort Sedgwick on the western frontier Period: late 1800s (1863) Relationships: Lieutenant John J. Dunbar (played by Kevin Costner) falls in love with Stands With A Fist (played by Mary McDonnell), a white woman raised by Sioux Indians. Dunbar becomes friends with the Indians. Plot: first, Lieutenant John J. Dunbar (played by Kevin Costner), a Union soldier during the American Civil War, asks to be sent to the western frontier so he can see it before it disap- pears. He is sent to Fort Sedgwick, but discovers the fort abandoned. He decides to stay anyway, and eventually makes friends with members of the nearby Sioux tribe. He falls in love with Stands With A Fist who was adopted by the Sioux after Pawnee Indians killed her family. Dunbar stays to live with the Sioux. In the end, he returns to Fort Sedgwick to retrieve his journal, but he finds it occupied by the US Army who take him for a Native American because of his clothing. They shoot him and then take him prisoner, but the Sioux attack the soldiers and free Dunbar. Dunbar leaves the tribe with Stands With A Fist because he does not want to put the tribe in danger. Place given to the Native Americans: They have a very positive role.

UNIT 15 • 347 UNIT WESTERN TRAILS 15 Who plays the role of the Native Americans? Graham Greene (Canadian) plays the tribe’s medicine man Kicking Bird, Rodney A. Grant (a Native American of the Omaha tribe) plays the Indian warrior Wind In His Hair. Who are the good guys? The Native Americans, Dunbar and Stands With A Fist Who are the bad guys? The US Army c. FilmFilm 1 FilmFilm 2 TitleTitle of ththee ffilmilm CheyenneCheyenne AutumnAutumn DancesDances wwithith WoWolveslves

DateDate 196419 64 199019 90

Who playsplays The majormajor NativeNative AmerAmericanican roles GrahamGraham GreeneGreene ((aa Canadian)Canadian) thethe rroleole ooff were played by SSpanish-speakingpanish-speaking andand NaNativetive AAmericansmericans thethe NatNativeive actorsactors suchsuch as DeloresDelores DelDel RRioio Americans?Americans? and RicardoRicardo Montalban,Montalban, the ItalItalianian SalSal MindoMindo anandd a whwhiteite mamann nanamedmed GilbertGilbert Roland, however manymany members ofof the NavaNavajojo tribe playedplayed the CCheyenneheyenne peoplepeople..

WhoWho areare ththee The IndiansIndians ((thethe narrator says The UnionUnion ArmArmyy LLieutenantieutenant goodgood guys?guys? “these“these are the heroes ofof this eepicpic playedplayed bbyy Kevin CCostner,ostner, GiveGive examples.examples. story”),story”), a pacifistpacifist schoolteacheschoolteacherr the whitewhite womawoman;n; the IndIndiansians who defendsdefends the Indians.Indians. appearappear dandangerousgerous at ffirst,irst, but theythey are ffriendly.riendly.

WhoWho araree ththee The USUS governmentgovernment attacks The other members ofof the US bad gguys?uys? the Indians. A USUS militarymilitary officerofficer militarymilitary are bad guysguys because GiveGive examplesexamples (played(played by John WaWayne).yne). theythey want to ffight,ight, and to hanhangg KevinKevin CoCostner’sstner’s chcharacter.aracter.

d. Films by Ford such as She Wore a Yellow Ribbon, Rio Grande and The Searchers are traditional western movies because there is a clear line between the good guys (the Whites) and the bad guys (the Indians). There is no ambiguity, no subtlety. The Indians shoot the Whites with their bows and arrows, the Whites shoot the Indians with their guns. And of course the Whites win. Cheyenne Autumn, John Ford’s last western, is more ambiguous, as the Indians are called “heroes”. Dances with Wolves (1990) also portrays the Native Americans in a favourable light.

4. GOODIES AND BADDIES MANUEL & P. 224-225

> Mise en œuvre : – On proposera une anticipation sur le texte à partir de la photo extraite de Silverado. – On divisera ensuite la classe en 2 groupes qui chacun étudiera une partie du texte (les élèves travailleront en binômes au sein de chaque groupe). – Avec une classe en difficulté, on travaillera directement la fiche de compréhension du Workbook.

348 • UNIT 15 – On s’appuiera sur les différents Action! pour faire une mise en commun avec toute la classe et proposer une trace écrite. 1. Main facts

& Productions possibles : A young fourteen-year-old girl named Mattie Ross wants to catch Tom Chaney because he killed her father. She and two lawmen are on his track, but in this scene, she is all alone when she accidentally comes upon the man she’s been looking for. She is so young, only a girl, and she doesn’t even know how to use her revolver. When Tom reminds her to cock her gun if she wants to shoot it, she must use two thumbs to pull the hammer back because she isn’t strong enough to do it with one hand. The reader can’t imagine such a little girl having the courage to actually shoot a man, but she does. She proves that she has true courage, “true grit”.

CORRIGÉ DE LA FICHE DU WORKBOOK (P. 95-96)

1 - bottom & le contrebas - into the open & à découvert • a creek bank & au bord d’un ruisseau - He gave a start & il sursauta - peered & scruta • stream & le cours d’eau

2 The scene is set in a canyon, near a stream of water.

3 a) Mattie Ross, a 14-year-old girl b) Mattie and Tom Chaney

4 Character’s Feelings Reactions name Mattie Ross shocked “I could not move. I stood there fixed” (l. 8)

Tom Chaney - inquisitive “What are you doing here?” (l. 15) - surprised “What are you doing in these mountains?” (l. 17) - puzzled “He gave a start and brought the rifle quickly into play.” (l. 9)

5 a) Mattie’s thoughts b) a stream of consciousness (an interior monologue)

6 a) - bookkeeper: book + keep + er = (ici) qui tient les comptes - carelessly: care + less + ly - négligemment b) he smiled

7 - remit en bandoulière: slung over a shoulder - seau: bucket - ne plaisantent pas: mean business - rassembler: gather

8 “I know you, Tom Chaney” (l. 14) • “dragoon revolver” (l. 18) • “held the revolver in both hands” (l. 19) • “a posse of officers” (l. 21) • “Right around fifty.” (l. 23) • “well armed” (l. 23) • “ mean business” (l. 23) • “what I want you to do now” (l. 23-24) • “I will have to shoot you.” (l. 28)

9 “laughed” (l. 20) • “How do you like that?” (l. 20) • “That is interesting news,” (l. 22) • “oblige” (l. 26)

UNIT 15 • 349 UNIT WESTERN TRAILS 15

10 côtes: ribs • gentil, correct: decent • il n’aurait pas dû se mêler de mes affaires: he ought not to have meddled in my business • complètement: through and through • ordure (fam.): a piece of trash

11 a) piece - revolver - pistol b) - Advice given: “you had better cock your piece” (l. 29) + “All the way back till it locks,” (l. 31) - Mattie’s inexperience: “I had forgotten about that. I pulled the hammer back with both thumbs” (l. 30)

12 “I pointed the revolver at his belly and shot him down.” (l. 34)

13 Facts Expectations - “the ball had struck Chaney’s side and knocked him “I did not think you would into a sitting position against a tree.” (l. 36-37) do it.” (l. 40) - “One of my short ribs is broken.” (l. 42).

14 Chaney’s crimes Reasons 1. “you killed my father” (l. 43) “I was drinking and I was mad through and through.” (l. 46) 2. “you shot a senator in the State “That man threatened my life.” (l. 51) of Texas” (l. 49)

15 Chaney’s last sentence reveals he is ironic. ACTION!

1 This encounter is a showdown / a clash between two characters: a little girl called Mattie and a man called Tom Chaney. Mattie draws her gun and threatens Chaney, she proves to be daring / bold for her age and undeterred by the fact that he is older and certainly a dangerous / dodgy character. Nevertheless, Chaney seems careless and not the least frightened by the girl. The encounter reaches its climax as Mattie is determined to take her revenge / to retaliate.

2 Tom Chaney is an outlaw because he has committed two murders and has not surrendered to the sheriff. He refuses to abide by the law and is wanted by the local marshal. He remains an outlaw since he has not been judged / tried and punished for his crimes yet.

3 He tries to justify his crimes, as if he did not kill his victims on purpose but with good reasons. He reckons he has extenuating circumstances; he was merely defending himself or drunk and thus did not have full control of his actions. He is looking for sympathy. He wants the little girl to sympathize with him. He wants to arouse pity. He refuses to take responsibility for his deeds, or to be considered a villain / a baddy. Objectifj f Mattie is a little girl longing for justice; she embodies an innocent girl who has been deprived of a father in appalling circumstances. She is looking for revenge / she wants to retaliate and plucks up the courage to face her enemy. From this point of view, she can be

350 • UNIT 15 considered one of the goodies as she stands for innocence and calls for lawful punishment and justice. On the other hand, Tom Chaney is presented as one of the baddies, as he is the wanted man whose life is probably worth a reward. He is on the run because he broke the law / he did not abide by the law. He embodies the evil character in westerns since he seems ruthless. The fact that he is a villain is all the more strengthened as he stands up against a little girl.

2. Music corner

> Mise en œuvre : – Cette activité (CD 3, piste 42) consiste à imaginer des situations à partir d’extraits de bandes originales de films. Elle pourra servir de synthèse en fin d’unité, et permettra de vérifier que les différentes problématiques associées à la notion de Mythes et héros et d’Espaces et échanges ont bien été assimilées. – On prolongera cette activité par un court travail écrit. & Productions possibles : a. – Extrait du thème principal de How the West Was Won (John Ford, 1962), par Alfred Newman When listening to this piece, I can imagine a chase scene, where four good guys are riding their horses at a furious pace to catch up to a train where bags of gold have been stashed. The music is joyful, so we know they are going to succeed. The bad guys have all been killed, no one is on the train, it is simply a question of speed and horsemanship. – Extrait du thème principal de The Magnificent Seven (John Sturges, 1960), par Elmer Bernstein I imagine this scene takes place at the very end of the film, when the bad guys have all been killed and the seven good guys have accomplished their mission. The six chords at the beginning of the piece give a sense of finality, and the fact that the whole orchestra is playing this piece gives a feeling of cohesion. The West is now a safer place for the good men and women of the Frontier. The music is joyful and exuberant, echoing their sentiments. Next, when we hear the same musical phrase repeated, it could be that the seven men on horseback are coming back together after their last shootout, more joining them with each repetition. At last, they are all together, and they ride off across the desert into the sunset. – Extrait de Red River (Howard Hawkes, Arthur Rosson, 1948), par Dimitri Tiomkin In this very short extract, we could imagine that the hero has been left inside a stagecoach that has lost its driver and the horses are galloping out of control. At this moment, the good guy is hoisting himself up, up through the window of the stagecoach and onto the driver’s seat where he grabs the reins and can start to regain control of the runaway horses. – Adaptation de Harmonica dans Once Upon a Time in the West (Sergio Leone, 1968), musique de Ennio Morricone. On pourra aussi faire écouter l’extrait original tiré de la bande son du film que, pour des raisons de droits, nous n’avons pu obtenir. This piece begins with the sound of a single harmonica wailing out a dissonant tune. It sounds eerie, as if the hero were in some sort of danger. I imagine it is near the end of the film and the hero has just arrived in a western Frontier town. No one can be seen. It looks almost like a ghost town, but people are there, they are just hiding. We might see the flicker of a curtain

UNIT 15 • 351 UNIT WESTERN TRAILS 15 and catch a glimpse of someone behind a post. The townspeople know danger is imminent. The hero is standing, all alone (like the single harmonica) in the middle of the street as a tum- bleweed rolls down the empty street. Suddenly, an electric guitar joins in: the bad guy has appeared at the other end of the main street. It is going to be a shootout between the good guy and the bad guy in this final confrontation. One of the men throws back his cape and their guns in their holsters glisten in the burning sun. b. Relive the greatest scenes of your favourite western films by listening to The Greatest Western Theme Songs, a CD which has just been released from Columbia Records. These vibrant pieces capture the greatness of the wide open spaces of the American Frontier, get your adrenaline going with its rapid chase scenes, haunt you with the eerie dissonance of a harmonica in a ghost town, send you head over heels with its love songs. You will hear all your favourites, with theme songs from films like Once Upon a Time in the West, Red River, The Magnificent Seven, How the West Was Won, and more! Pick up your CD at a music store today, or purchase it online on our website: www.greatestwesternsongs.com. (120 words)

LANGUAGE AT WORK MANUEL & P. 226-227

1 Ordre des phrases : h - a - g - d - i - f - e - c - b – had come : past perfect & valeur de résultat – résultat en un point du temps situé dans le passé (et non résultat au moment présent, comme pour le present perfect) – needed : prétérit simple & action passée intégrée dans un récit – walked : prétérit simple & action passée intégrée dans un récit – had just entered : past perfect & valeur de passé récent (cf. present perfect, mais ici passé récent par rapport à un point du temps situé dans le passé) – came : prétérit simple & action passée intégrée dans un récit – sat, ordered : prétérit simple & action passée intégrée dans un récit – were playing : prétérit en BE + -ING & « arrêt sur image, toile de fond » - description - pause dans le récit – asked : prétérit simple & action passée intégrée dans un récit (verbe introducteur du style indirect) – could join : prétérit simple ; la marque du prétérit est portée par l’auxiliaire modal CAN & prétérit de discours indirect ; au discours direct ou aurait soit “Can I join the game?” soit “Could I join the game?” – occurred : prétérit simple & action passée intégrée dans un récit – had been cheated : past perfect au passif & valeur de « passé au second degré » (passé par rapport à un moment passé) – started fighting : prétérit simple du verbe start suivi de V-ING & action passée intégrée dans un récit. Le verbe start peut être suivi soit de V-iNG soit de l’infinitif en to. – took : prétérit simple & action passée intégrée dans un récit – was disarmed : prétérit simple au passif & action passée intégrée dans un récit – arrived, decided : prétérit simple & action passée intégrée dans un récit

2 was • came • had lived through • recalled • had happened • explained • had first been captured • had been raised • had learnt • narrated • became • married • was killed • ended up

352 • UNIT 15 3 Yes, I finally made it here to Sacramento, California, all the way from St. Joseph, Missouri—1,900 miles—in just three weeks! The mail makes it in only ten days, but a man’s got to sleep. I rode between 75 and 100 miles per day, changing horse every 10 miles or so at each Swing Sta- tion and getting a bed and food at the Home Stations. When I arrived at the Home Station, I would give my mochila (mail pouch) to another Pony Express rider who would hurry on toward California. This is my first run. I was hired in Missouri because I’m as good a horseman as there is, and I’m skinny. Those folks who hire you want thin boys so they can load up the mail pouches with mail. If a man’s too heavy, they can’t put as much mail because it would tire out the horses to carry too much weight. They also looked happy when I said I didn’t have any parents. It’s a dangerous job, I guess they didn’t want any trouble from parents if their boy got hurt or killed. I’d never before seen such amazing landscapes. Leaving the plains of Missouri and Kansas behind me, I crossed the Rocky Mountains in Wyoming. In Utah, I saw the Great Salt Lake, and then crossed the Utah and Nevada deserts. In Nevada, I nearly got caught by some Paiute Indians, but I managed to get away. At last, I crossed the Sierra Nevada mountain range and travelled on to Sacramento in California’s Central Valley. Someday I’d like to ride all the way to the Pacific Ocean, but that’ll be another time. Tomorrow I’m back on the trail to Missouri. (283 words) Build up your vocabulary

1 a. shouted b. insisted c. pleaded d. whispered e. inquired f. snapped g. demanded h. stammered

2 AB creep (crept, crept) marcher sans bruit stumble trébucher limp boiter stride (strode, stridden) marcher à grand pas stagger chanceler stroll se promener / flâner

3 a. 2 - b. 7 - c. 1 - d. 3 - e. 6 - f. 4 - g. 5

4 A little boy named Tim lived with his parents out on the Frontier. One day, when Tim’s parents were busy putting up fencing on the other side of the ranch, Tim was all alone at the farmhouse taking care of the animals. Suddenly, he saw three men ride up on horseback. Tim quickly crept behind a large boulder to hide. He peered from behind the rock and witnessed two of the men getting off their horses and striding over to the corral where the cows were kept. They were brandishing their guns and shouting to the third cowboy, telling him to lasso the cows. Tim wanted to sneak away to tell his parents these men were stealing their cows, but as he turned to creep away, he unintentionally kicked a rock. One of the men heard the noise and glanced in his direction. He noticed Tim. The boy tried to run away, but stumbled on a rock. The men ran over to Tim and stared down at him. They demanded to know where his parents were. Tim whispered that they were dead and that he lived all alone. He pleaded with the cow thieves to let him keep the cows, as they were all he had. The men strapped Tim onto one of the horses to take him away with the cows, but they didn’t notice Tim’s parents who had arrived from behind the house with shotguns in their hands.

UNIT 15 • 353 UNIT WESTERN TRAILS 15 IMPROVE YOUR WRITING SKILLS MANUEL & P. 228

2 a. Adjectifs : odd-looking - scrubby Adverbes : nervously - clearly Propositions relatives : where the wagons had circled for the night - who had kidnapped the little girl Compléments de lieu : in the damp sand - about a mile downstream - at the front - at the back - in the mud - downstream another thirty yards or so Compléments de temps : at dawn Compléments de nom : (clump) of grass Mots de liaison : but - then Vocabulaire plus précis : holstered - the shallows - scanning every rock and clump of grass b. Verbes de mouvement : circled - got off - knelt down - pulled out - holstered - rode - followed Verbes de position : stayed Verbes de perception : watching - glancing - looked - scanning c. Adverbes : nervously Auxiliaires de modalité : might be watching Faire référence à quelque chose sans explications : Then he found what he was looking for. d. Antériorité par rapport à une action passé : had circled - had kidnapped Succession des incidents : got off - knelt – stayed - pulled out - checked - holstered - rode - followed - found Cadrage du récit : thought - looked - told

3 Whenever a stagecoach set off on a westward journey, it was always the beginning of a dangerous, yet exciting, adventure. When the passengers gathered for departure at four thirty in the morning, their fingers were numbed by the cold. A handful of men and women stood in groups of twos and threes in the town square in front of the Post Office, and waved goodbye to the impatient passengers as the travellers found their seats inside the coach. The driver didn’t waste any time and set the six Bay horses trotting, as they had to make their way across the vast and unforgiving desert before reaching the next station. Each and every one of them knew it would be a long and perilous journey, where they risked their lives going through Indian lands. It was Geronimo’s territory.

354 • UNIT 15 YOUR TASK MANUEL & P. 229

> Mise en œuvre : – Les élèves suivront la démarche proposée dans leur manuel. – Il faudra les inciter à utiliser le lexique étudié dans l’unité et à bien mettre en place les stratégies repérées p. 228. & Productions possibles : The Indians are refusing to let the Pony Express riders travel through their territory, attacking every rider who crosses into their land. Lieutenant Sam Matthews (played by John Wayne), who speaks the Indian language, decides to try to talk to the Indians to find out why they won’t let the Whites deliver their mail. First, he and his partner Tom Johnson pack some food and water on their horses and then ride through the snowy mountains (picture 1) to get to the Indian’s camp. They go unarmed, to prove their mission is peaceful. Shortly before they arrive at the camp, they make a fire to send up smoke signals to indicate that they come in peace. At last, they meet up with the Indian chief (picture 2) who explains to them that the Indian princess Laughing Brook is missing. The Indians believe that a white soldier has kidnapped her. John Wayne explains that if that is the case, it is a renegade who has done it, not a US soldier. He sets out to find the villain and rescue the Indian princess. Finally, he finds the man, shoots him (picture 3) and rescues Laughing Brook (picture 4) to take her back to her tribe.

READING CORNER MANUEL & P. 230-231

Voir fiche d’exploitation et corrigé sur le site compagnon.

PROLONGEMENTS POSSIBLES À L’UNITÉ

> Image vidéoprojetable : Spirit of the Frontier (DVD-Rom). > Évaluation sommative de la production écrite p. 391 de ce Fichier : You want to spend an evening watching a western. Your friend disagrees and suggests other types of films. Imagine the dialogue. Use precise arguments to support your answer. (300 words)

UNIT 15 • 355 Évaluations diagnostiques et sommatives (ﬁ ches photocopiables, corrigés et grilles CECRL)

Fiches d’évaluation diagnostique

Spoken production p. 357-359

Reading p. 360-361

Listening p. 362-363

Speaking interaction p. 364

Writing p. 364

Corrigés et grilles CECRL p. 365-371

Fiches d’évaluation sommative

Spoken production p. 372-376

Reading p. 377-387

Listening p. 388

Speaking interaction p. 389-391

Writing p. 391

Corrigés et grilles CECRL p. 392-412

356 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION DIAGNOSTIQUE&SPOKEN PRODUCTION

ÉÉvaluationvaluation ddiagnostiqueiagnostique

Cette consigne sera valable pour tous les sujets d’évaluation diagnostique de prise de parole en continu. Chaque élève ne traitera qu’un sujet.

– Before you start, observe the cartoon and try to gather all the words that might be necessary. – Keep speaking for 2.30 / 3 minutes. – During your presentation, you should not worry if you hesitate, but you should keep talking either about the cartoon itself or the situation that is represented. SPEAK WITHOUT NOTES

FICHES PHOTOCOPIABLES • 357 FICHES D'ÉVALUATION DIAGNOSTIQUE&SPOKEN PRODUCTION

Subject B

358 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION DIAGNOSTIQUE&SPOKEN PRODUCTION

FICHES PHOTOCOPIABLES • 359 FICHES D'ÉVALUATION DIAGNOSTIQUE&READING ÉÉvaluationvaluation ddiagnostiqueiagnostique

Nom de l’élève : Classe :

A. Read the text and the questions twice at least before starting answering.

One Hundred Tweets of Solitude How many times a day do you check your email? When you wake up? Before bed? A dozen times in between? If you’re like many of us, the red blinking light of a BlackBerry is the ﬁ rst thing you see each morning—you’ve got mail!—and the last glimpse of color to fade out before bedtime. It’s constant and nagging—yet most 5 of us say we can’t live without it. Add Twitter, Facebook, and the rest of our social- media obsessions to the mix, and the technology that was supposed to simplify our lives has become the ultimate time-suck: the average teen spends more than seven hours a day using technological devices, plus an additional hour just text-messaging friends. 10 The advantage to all that gadgetry, of course, is connectedness: email lets us respond on the go, and we are in touch with more people during more hours of the day than at any other time in history. But is it possible we’re more lonely than ever, too? That’s what MIT1 professor Sherry Turkle observes in her new book, Alone Together, a fascinating portrait of our changing relationship with technology. 15 […] Turkle talks to high-school students who fear having to make a phone call, and elementary-school children who become distraught when their toy robot pets “die.” […] Is technology offering us the lives we want to live? “We’re texting people at a distance,” says the author, the director of the MIT Initiative on Technology and Self. “We’re using inanimate objects to convince ourselves that even when we’re 20 alone, we feel together. And then when we’re with each other, we put ourselves in situations where we feel alone—constantly on our mobile devices.” […] What can’t be denied is that technology, no matter its faults, makes life a whole lot easier. It allows us to communicate with more people in less time; it can make conversation simple—no small talk required. It can be therapeutic: robots are now 25 used to help care for the elderly; in Japan, they’re marketed as a way to lure addicts out of cyberspace. But it can also be seductive, providing more stimulation than our natural lives make possible. […] One high-school student she spoke with put it simply: “I start to have some happy feelings as soon as I start to text.” But are any of those feelings on par with2 the kind we feel when engaged in real, face-to-face 30 intimacy? Online, you can ignore others’ feelings. In a text message, you can avoid eye contact. A number of studies have found that this generation of teens is less empathetic than ever. Newsweek, January 11, 2011 1. Massachusetts Institute of Technology 2. equal to Fiche photocopiable - © Hatier 2012 Fiche

360 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION DIAGNOSTIQUE&READING

B. Answer the questions in English.

1 What impact do technological devices have on teenagers’ lives? 1 pt

2 What is paradoxical about modern means (ways) of communication? Quote one sentence from the text. 2 pts

3 What is positive about cellphones and computers? Quote one sentence. 2 pts

4 a) What is the negative impact? 2 pts b) Give three different examples. 3 pts - - -

5 “One high-school student she spoke with put it simply” (l. 27-28). Who does the underlined pronoun refer to? 1 pt

6 What changes have new technologies brought to our lives? Quote from the text. 5 pts - - - - -

7 According to the journalist what are two negative points of texting? Quote from the text. 2 pts - -

8 Explain the last sentence of the article in your own words. (10 to 15 words) 2 pts

FICHES PHOTOCOPIABLES • 361 FICHES D'ÉVALUATION DIAGNOSTIQUE&LISTENING ÉÉvaluationvaluation ddiagnostiqueiagnostique

Nom de l’élève : Classe : Lisez d’abord attentivement toutes les questions puis écoutez l’enregistrement trois fois. Vous répondrez en français de la question 3 à la question 8.

Noms utiles: Melissa Block • Jennifer Ludden • Sierra Koenick • Amanda Lenhart • Bethesda-Chevy Chase High School • Harvard Westlake High School

A. Première écoute

1 Écoutez attentivement l’introduction de la journaliste. Relevez les mots et expressions clés.

2 Mots entendus - Lieux ? Nombres ?

- Mots accentués? Mots reconnus?

3 Quel est selon vous le thème principal ? 1 pt

B. Deuxième écoute

4 Qu’apprend-on dans l’introduction ? a) Que préfèrent les parents ? 2 pts

b) Que préfèrent les adolescents ? 2 pts

c) Que nous apprend une étude ? 2 pts

362 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION DIAGNOSTIQUE&LISTENING

5 Première personne interrogée (appuyez-vous sur vos réponses à la question 2) : - Nom : 0,5 pt - Âge : 0,5 pt - Où habite cette personne (État) : 1 pt (bonus) - Ses habitudes : 1 pt - Autres informations : 1 pt

6 Décision envisagée dans Harvard Westlake High School ?

2 pts

7 Pour quelles raisons ? - Comportement observé ? 2 pts

- Incidence sur la personnalité ? 2 pts

- Inquiétude(s) ? 2 pts

8 Quel comportement a observé Amanda Lenhart, la dernière personne interrogée ?

2 pts

C. Troisième écoute

Complétez vos notes ci-dessus.

FICHES PHOTOCOPIABLES • 363 FICHES D'ÉVALUATION DIAGNOSTIQUE&SPEAKING INTERACTION • WRITING ÉÉvaluationvaluation ddiagnostiqueiagnostique

Cette consigne sera valable pour les trois sujets d’évaluation diagnostique de production orale en interaction. Chaque élève ne traitera qu’un sujet.

Vous tirerez au sort un sujet et pendant 3 minutes, vous noterez sur une feuille autant d’arguments pour et d’arguments contre que vous le pourrez. Ensuite, vous échangerez avec un camarade. L’un sera pour et l’autre contre.

Subject A

The time that the average web user spent on social networking sites in February 2010 is five hours and twenty-seven minutes (up two hours from February 2009). Do you think this corresponds to the reality? Compare with your own use of the Internet.

Subject B

Social networking sites are a threat to our private lives. React.

Subject C

Your school has decided to ban cellphones. Are you for or against this measure? Justify your views.

ÉÉvaluationvaluation ddiagnostiqueiagnostique

Traitez le sujet choisi en 180-200 mots.

Subject A

New technology isolates people. Discuss.

Subject B

Would you say you are addicted to your cellphone? To what extent? Give examples.

Subject C

364 • FICHES PHOTOCOPIABLES FICHES D’ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

SPOKEN PRODUCTION MANUEL & P. 17

Tous les documents présentés dans cette partie consacrée à l’évaluation diagnostique sont centrés sur le rôle des nouvelles technologies et de la communication dans la vie quotidienne. Les notions en jeu sont Espaces et échanges et L’idée de progrès. Remarque : si le professeur ne désire pas évaluer les élèves dans les 5 activités langagières, les supports proposés peuvent faire l’objet d’un travail en début d’année autour de ces thématiques.

& Proposition de corrigé 1 The Internet: downloading, wi-fi, wireless, email, fun, funny websites, humour, blogs, forums, information, news, communication, videos, chatrooms, procrastination / wasting time, file- sharing, advertising, dangerous, shopping, scam, Wikipedia, cyber-bullying, virus, activism, piracy… Social networks: friends, messages, chat, photo, video, update, contact, interests, stalking, bullying, profile, privacy, advertising, addiction, events, reunion… Electronic devices: mobile phones / cellphones, gaming, Xbox, Playstation, DVD player, CD player, hi-fi, iPod, iPad, Apple, battery, expensive, addiction, controller, remote control, screen, charger, plug, wires, keyboard, mouse, exclusive, warranty, updated, electric cars… Activities associated with the use of new technologies: – Positive: communication, accessing information, sharing, fun, laughter, increasing knowledge of the world, accessing media (films, music), saving time… – Negative: addiction, cyber-bullying, staying indoors, unhealthy lifestyle, obesity, violence (some video games), hacking… The impact new technologies have on our lives: speed and ease of access to information and communication, laziness, isolation, knowledge, decreased productivity… The role new technologies play in our lives: communication, giving and receiving information, entertainment, working from home, access to the Internet almost wherever you go…

2 a. The setting of this cartoon is on the red carpet at the Cannes film festival. In the background there are photographers and a couple going up the stairs, who are waving and seem happy. The people in the crowd look very excited, and many of them are holding up pieces of paper for autographs. In the foreground of the cartoon there is another couple, who seem to be actors, and a teenage boy. The woman looks very glamorous, as she has long blonde hair and red lips, and she is wearing a long gold dress and high heels. However, her facial expression is unfriendly and arrogant, because she is not smiling and she is looking down her nose at the young man. The teenager is not very smartly dressed; he is wearing jeans and a T-shirt with an “@” symbol on it which suggests that he likes computers and the Internet, and is therefore a bit of a geek. He has a big smile on his face and seems very excited to meet the other man. However, the actor’s appearance offers a striking contrast. He is wearing trendy clothes: sunglasses, a leather jacket, jeans and pointed shoes. He looks extremely unhappy or even angry, as he is frowning. This is because the teenager is admitting that he has “pirated” all of the actor’s movies, which basically means that he has stolen them by using free, illegal Internet downloads. Therefore, instead of being pleased that the young man is a fan of his movies, the actor is annoyed because he has lost money!

CORRIGÉS ET GRILLES CECRL • 365 FICHES D'ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

b. The cartoonist’s goal is to show that it is hypocritical to pirate movies, because even if you claim to love films, by downloading them for free you are refusing to support the movie industry. The actor’s angry face shows that this is annoying for the people who make movies. However, he shows this in a funny way, which makes us more ready to accept the cartoon’s message. By showing a contrast of the “cool” actor and the “geeky” movie pirate, the cartoonist might also wish to make fun of him. Overall, this has the effect of discouraging us from pirating movies.

3 I think that this cartoon is funny, because of the contrast between the movie fan’s happy expression and the actor’s angry one, as well as the irony of what the movie fan is saying. However, it does highlight an important issue. Although many teenagers still go to the cinema and buy DVDs, many others choose to pirate movies instead, as this teenager does. Piracy is becoming increasingly commonplace, and I believe that it is a worrying threat to the movie industry because it causes them to lose more and more money each year. Furthermore, it is hard to catch and prosecute people who download from the Internet. If piracy continues to increase, the prices of cinema tickets and DVDs will have to rise in order to make up for the money the film-makers lose because of piracy. Therefore, I believe that downloading should be limited, so that the number of films being made does not decrease and the price that honest people pay to see them does not increase.

FICHIER PÉDAGOGIQUE & Exemple de production possible (Sujet A) & P. 357-359 This poster shows a picture of an empty road surrounded by trees with text superimposed onto the image. However, the poster has a very serious purpose, which is to alert people to the dangers of using their mobile phones whilst driving. The image does this by showing the words of a text message which, rather than following the bend of the road, go towards a telegraph pole. This represents the trajectory that a car might take if the driver were looking at their phone instead of at the road. This is striking and effective because, instead of showing anything gruesome and violent, the picture merely suggests an accident. The text message begins with “OMG!” which grabs our attention. Our eyes are drawn by the words as we try to read the rest of the message, but as we continue reading, we make the connection between the words and an imagined car. In fact, as the text gets smaller and more difficult to read, we realize that it is not important, and we conclude that reading a text such as this whilst driving is not something that is worth risking your life for. In the corner of the poster, the campaigners have put a box of text which explains its message and tells people where to find more information, which I think is a sensible addition as it reinforces the point of the image and helps people to take action. Therefore, I think that this advert is subtle but effective, because it makes us think for ourselves, rather than just presenting us with an idea which might be easily forgotten. I like this advert despite the fact that it is slightly disturbing. > Grille d’évaluation du CECRL Pour évaluer la production orale en continu, se reporter à la grille d’évaluation du Bac proposée au B.O. n° 43 du 24 novembre 2011: www.cache.media.education.gouv.fr/file/43/17/1/fiches_evaluation_200171.pdf ou www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=58313 (cliquer sur Annexe : fiches d’évaluation)

366 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

READING FICHIER PÉDAGOGIQUE & P. 360-361

& Corrigé et production possible 1 “The average teen spends more than seven hours a day using technological devices, plus an additional hour just text-messaging friends.” (l. 7-9) An enormous proportion of their waking hours are spent using electronics.

2 “the technology that was supposed to simplify our lives has become the ultimate time-suck” (l. 6-7) Though it is a more efficient way to communicate, we end up spending more time at it.

3 “The advantage to all that gadgetry, of course, is connectedness: email lets us respond on the go, and we are in touch with more people during more hours of the day than at any other time in history.” (l. 10-12) They allow us to be instantly in contact with people all over the globe 24/7.

4 a) We are lonelier / spend more time alone than ever. Actual human interaction makes people uncomfortable. We are actually less connected now, not more. b) - “high-school students who fear having to make a phone call,” (l. 15) - “elementary-school children who become distraught when their toy robot pets ‘die.’” (l. 16-17) - “this generation of teens is less empathetic than ever.” (l. 31-32)

5 MIT professor Sherry Turkle, author of Alone Together, and the director of the MIT Initiative on Technology and Self.

6 We can now talk instantly with anyone, which is a huge time saver (compared to when we had to call on a land line, leave a message and wait for a call back). Also we can instantane- ously transmit large quantities of information over the Internet (instead of having to physically retrieve it involving a car trip or “snail mail”). And robots are making people’s lives more comfortable. - “makes life a whole lot easier” (l. 22-23) - “It allows us to communicate with more people in less time” (l. 23) - “it can make conversation simple—no small talk required.” (l. 23-24) - “It can be therapeutic: robots are now used to help care for the elderly” (l. 24-25) - “in Japan, they [robots]’re marketed as a way to lure addicts out of cyberspace” (l. 25-26)

7 It is impersonal and you don’t have to take into account (or worry about others taking into account) facial expressions or tone of voice. - “Online, you can ignore others’ feelings.” (l. 30) - “In a text message, you can avoid eye contact.” (l. 30-31) 8 Thanks to technology, young people are more and more in touch with others, but paradoxically they are less and less caring / engaged / involved in real relationships.

> Critères de répartition en niveau de compétence - De 0 à 5 points : A2 - De 6 à 10 points : B1 - De 11 à 14 points : B2 en cours d’acquisition - Au-delà : B2

CORRIGÉS ET GRILLES CECRL • 367 FICHES D'ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

LISTENING FICHIER PÉDAGOGIQUE & P. 362-363

& Corrigé et production possible 1 email • (talking on the) phone • cellphones • text messages • teenagers • parents • friends • fingers • thumbs

2 Lieux : Bethesda-Chevy Chase High School • Maryland • Pew Research Center • University of Michigan • Los Angeles • Harvard-Westlake High School Nombres : three out of four • lots of • 50 • a third • double • 17 • 300 • two • two Mots accentués et reconnus : réponse personnelle qui varie, donc, en fonction des élèves. 3 Les moyens de communication chez les jeunes / les nouvelles technologies et la communication. 4 a) Les parents préfèrent parler au téléphone. b) Les adolescents préfèrent s’envoyer des SMS. c) Trois quarts des adolescents ont des téléphones portables et ils s’en servent surtout pour envoyer et recevoir des SMS.

5 Sierra Koenick, 17 ans, habite à Bethesda dans le Maryland. Elle envoie en moyenne 300 SMS par jour. Dans ses textos, elle ne dit pas grand-chose. Elle parle de choses banales avec ses amis et elle passe son temps à prendre des nouvelles et à échanger sur tout ou rien. Elle envoie des SMS sans cesse, du matin au soir, même pendant qu’elle parle à la journaliste.

6 Ils ont pensé interdire les portables (dans le lycée).

7 Comportement observé : Ils ont observé que les élèves sont maintenant complètement obnubilés par leur téléphone portable et principalement par l’envoi de SMS. Incidence sur la personnalité : Ils sont de plus en plus timides et maladroits quand ils sont face à un interlocuteur. Inquiétude(s) : Ils n’osent plus venir parler directement à leurs professeurs et préfèrent leur demander des choses par Internet.

8 Ils savent quand même se servir du téléphone à certains moments clés, par exemple pour demander des services ou la permission de faire quelque chose à leurs parents. Ils ont parfaitement compris que rien ne peut remplacer un échange verbal dans lequel interviennent les émotions, les sentiments, le ton de la voix. Lorsqu’ils veulent négocier et convaincre un adulte, ils ont recours au téléphone et donc à l’échange en direct pour être plus persuasifs.

> Critères de répartition en niveau de compétence - De 0 à 5 points : A2 - De 6 à 10 points : B1 - De 11 à 14 points : B2 en cours d’acquisition - Au-delà : B2

368 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

> Script de l’enregistrement (CD 1, plage 1) Robert Siegel: From NPR News, this is ALL THINGS CONSIDERED. I’m Robert Siegel. Melissa Block: And I’m Melissa Block. American teenagers say e-mail is passé. And talking on the phone? Well, that’s for parents. With friends, they prefer to let their fingers do the talking − actually, their thumbs. New research out today finds three out of four teenagers now have cellphones, and they’re using them to send lots of text messages. NPR’s Jennifer Ludden reports. Jennifer Ludden: As classes let out at Bethesda-Chevy Chase High School in Maryland, students are tapping on their phones before they even reach the exit. The Pew Research Center and the University of Michigan find the average teen sends about 50 texts a day, a third send double that. But even they have nothing on 17-year-old Sierra Koenick. Her grandfather once analyzed her phone bill. The total: 300 texts a day. What about? Sierra Koenick: I mean, talking about everything. What’s going on, or hey, or meet me here, or something. Usually they’re actually dumb texts, not even worth it. But... Ludden: But she likes sending them anyway. Asking, “When do you text?” feels like a dumb question. The answer is all the time. In fact, as I interview Koenick and two friends, they keep texting while we talk. In Los Angeles, Harvard-Westlake High School considered an outright ban last year. Nini Halkett has taught history there for two decades. As she sees her students increasingly immersed in texting, she finds them increasingly shy and awkward in personal encounters. Nini Halkett: They can get up the courage to ask you for an extension on a test or something like that on the computer, but they won’t come and speak to you face to face about it. Ludden: But researcher Amanda Lenhart says teens are also strategic about when not to text. Lenhart: We heard from teens who said, you know, when I want the yes, I’ll go to the phone because my parents can hear my voice and I can kind of wheedle and I can charm them, and that’s how I’m going to get what I want. Ludden: The art of conversation still alive and well.

SPEAKING INTERACTION FICHIER PÉDAGOGIQUE & P. 364

& Exemple de production possible (Sujet C) I think that banning cellphones in schools is a good idea. Firstly, pupils would get no work done if they could use their cellphones to play games or text in lessons. Furthermore, cellphones can disturb lessons if a student has forgotten to turn the phone onto “silent mode” and it goes off. I don’t think that students need their phone in school. Firstly, they are already with their friends, so they have no reason to text or call them! Secondly, I believe that during break times, students should do something active, instead of spending their time using their mobile phones. Also, if there is an emergency, the school can contact students’ parents. Cellphones might also cause jealousy and rivalry between students, for example, if somebody has an old cellphone, the other students might make fun of them. Some pupils could possibly feel jealous enough to steal another student’s cellphone. All of this would cause trouble and stop us from concentrating on our work.

CORRIGÉS ET GRILLES CECRL • 369 FICHES D'ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

However, I think that students should be allowed to hand in their cellphones at the beginning of the day, and pick them up at the end, so that they can use them on the way to and from school. This is important in case there is an emergency, for example if they need to call an ambulance or are running late, so that their parents don’t worry. Moreover, students can use their cellphones to listen to music, which makes the journey more entertaining. > Grille d’évaluation du CECRL Pour évaluer la production orale en interaction, se reporter à la grille d’évaluation du Bac proposée au B.O. n° 43 du 24 novembre 2011: www.cache.media.education.gouv.fr/file/43/17/1/fiches_evaluation_200171.pdf ou www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=58313 (cliquer sur Annexe : fiches d’évaluation)

WRITING FICHIER PÉDAGOGIQUE & P. 364

N. B. : les corrigés des deux autres sujets sont disponibles sur le site compagnon. & Exemple de production possible (Sujet A) New technology offers people many different ways of keeping in touch with each other, for example, by using mobile phones, email, Skype and social networking sites. This means that you can contact people easily from almost anywhere in the world, which is very useful if you have friends and relatives who live far away. However, I think that we rely too much on technology and often use it when we don’t really need to. Unfortunately, technology encourages people to stay at home instead of going out and meeting their friends face to face. People can even become addicted to Facebook and spend all their time on the computer. In my opinion, speaking on the phone or over the Internet is not as meaningful as having a real conversation. Furthermore, I think that other types of technology can also isolate people, especially video games. Most of the time, people play video games alone, instead of doing other activities where they could interact with people. Therefore, I think that new technology can be very useful for allowing communication, but when people use it too much it can, paradoxically, lead to isolation.

370 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION DIAGNOSTIQUE&CORRIGÉS ET GRILLES CECRL

> Grille d’évaluation du CECRL

Critères d'évaluation Points Réalisation de l’exercice et traitement du sujet 0 1 2

Respect de la consigne (nombre de mots, respect de la forme du texte argumentatif…) Présentation - Écriture et soin

Cohérence et organisation du contenu 0 1 2 3 4 5

A2 B1 B2

Succession de points Texte articulé Texte argumenté indépendants, peu et détaillé d’arguments Utilisation d’énoncés complexes (propositions Énoncés complexes Utilisation de mots relatives, subordonnées de liaison simples (and, en when, whereas...) Articulateurs logiques but, because) utilisés avec pertinence (although, unless, on the one hand / on the other hand...)

Lexique 0 1 2 3 4 5

A2 B1 B2

Vocabulaire limité Lexique plus varié Vocabulaire pertinent, qui permet de rédiger qui permet de raconter riche et varié un court récit l’histoire Tournures et expressions idiomatiques Grammaire 0 1 2 3 4 5

A2 B1 B2

Utilisation de structures Correction Bonne maîtrise simples grammaticale sufﬁ sante de la grammaire et de la syntaxe Erreurs élémentaires Erreurs occasionnelles encore systématiques qui ne gênent pas la compréhension

Idées - Originalité - Investissement 0 1 2 3 Total / 20 pts

> Critères de répartition en niveau de compétence Ø De 0 à 5 points : A2 - De 11 à 14 points : B2 en cours d’acquisition - De 6 à 10 points : B1 - Au-delà : B2

CORRIGÉS ET GRILLES CECRL • 371 FICHES D'ÉVALUATION SOMMATIVE&SPOKEN PRODUCTION

ÉÉvaluationvaluation ssommativeommative

Cette consigne sera valable pour tous les sujets d’évaluation sommative de prise de parole en continu. Chaque élève ne traitera qu’un sujet.

Analysez les documents suivants puis réagissez. Vous n’aurez droit qu’à des notes. Temps de préparation : 10 minutes Temps de parole : de 3 à 5 minutes. Rattachez votre présentation aux notions du programme. – Mythes et héros (Myths and Heroes) – Espaces et échanges (Spaces and Exchanges) – Lieux et formes du pouvoir (Locations and forms of Power) – L’idée de progrès (The notion of progress) Unit 1: Myth or reality? Subject A Fiche photocopiable - © Hatier 2012 Fiche

372 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&SPOKEN PRODUCTION

Subject B

FICHES PHOTOCOPIABLES • 373 FICHES D'ÉVALUATION SOMMATIVE&SPOKEN PRODUCTION Unit 2: The Swinging Sixties

Subject A Come mothers and fathers Throughout the land And don’t criticize What you can’t understand Your sons and your daughters Are beyond your command Your old road is Rapidly agin’ Please get out of the new one If you can’t lend your hand For the times they are a-changin’. Bob Dylan, The Times They Are A-Changin’, 1964

Subject B

To what extent is this still from the film Made in Dagenham representative of the Sixties?

Subject C

To what extent is this still from the film Made in Dagenham representative of the Sixties? Fiche photocopiable - © Hatier 2012 Fiche

374 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&SPOKEN PRODUCTION Unit 3: A man’s world? Subject A Fiche photocopiable - © Hatier 2012 Fiche

FICHES PHOTOCOPIABLES • 375 FICHES D'ÉVALUATION SOMMATIVE&SPOKEN PRODUCTION

Subject B

376 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&READING ÉÉvaluationvaluation ssommativeommative

Nom de l’élève : Classe : Subject A (Unit 4: Brave new world?)

They are calling them the “twiblings” – a baby brother and sister born just days apart from DIFFERENT wombs. It’s far from the traditional family, but 14-month-old Violet and Kieran are the much-loved children of Melanie Thernstrom and Michael Callahan. 5 The toddlers were born from Michael’s sperm, an anonymous donor egg, and two surrogates who carried the babies. Today Melanie, 42, says she can’t imagine having children any other way – because she and her 37-year-old partner wouldn’t have the “twiblings” they adore. The American couple’s search for a family began after Melanie’s sixth IVF treatment 10 failed and adoption prospects were poor because of their ages. Like thousands of other couples struggling with fertility they ﬁ nally settled on “third party” reproduction. They wanted twins and got in touch with Melissa Fowler, a 30-year-old mother-of- two, and mother-of-three Fie McWilliams, 34, who both live in Oregon. 15 They agreed to carry a child each after an anonymous donor supplied the eggs. And now the couple, the surrogates and the donor Melanie describes as the “God- donor” are all part of one big happy family. Melanie, who lives on the East Coast, told New York’s Today programme: “I[’ve] never been helped in such a profound way by strangers. It felt like such an incredibly 20 auspicious way for the children to start their lives. I’d always wanted to be a mum and I’d always known that. It made me really angry when I was struggling with infertility.” Michael said: “I always wanted to be a father but it’s been a complete astonishment to me how joyful it’s been to actually be a parent and to actually have the relationship 25 with the children. I didn’t know that I would enjoy it as much as I do. It’s amazing.” The couple have made sure Melissa and Fie and the donor are part of their tots’1 lives. Melissa said: “The children have a real relationship with the women involved. We think of them as part of an extended family that we’ve chosen to be related to. When we explain to the children how they came to be, we want to say that Auntie 30 Fie and Auntie Melissa carried you in the tummy. […] I think that it’s much easier for them to give up the child when they don’t have a genetic connection to them and it doesn’t have a genetic connection to their children. It just is a simpler thing.” Fie, who gave birth to Violet ﬁ ve days after Keiran said: “I had three relatively easy pregnancies with my own children and it was just a very special time in my life. I 35 thought I’d be able to help somebody else be a mother, somebody else be a father.” 1. small children Fiche photocopiable - © Hatier 2012 Fiche

FICHES PHOTOCOPIABLES • 377 FICHES D'ÉVALUATION SOMMATIVE&READING

Melissa, a nurse, said: “I think that the birth was a great experience for Melanie and Michael. […] It was just a peaceful great experience for them to have and for Kieran and for myself as well.” Melanie told the New York Times: “Third-party reproduction hardly seems a 40 romantic beginning, but it became romantic to us when it became our story.” Mail Online, January 5, 2011

> Niveau B1 (LV2) Read the text and answer the following questions on a separate sheet of paper.

1 Where does the family mentioned in the article live? 1 pt

2 Who are the different family members? Give their names and ages. 4 pts

3 What problem did the parents have before their children’s birth? Quote two key elements. 4 pts (2 x 2)

4 Explain in your own words the solution the parents found. 2 pts

5 a. Explain who Auntie Melissa and Auntie Fie are. 2 pts b. Give their full names and ages. 2 pts

6 One person mentioned has no name. Why? Who is it? Find this person’s nickname. 3 pts

7 “It’s far from the traditional family” (l. 3) Explain this sentence using elements from the text. 3 pts

8 Pick out four words showing the father’s happiness. 2 pts

9 Who do the underlined pronouns refer to? 2 pts a. “We think of them as part of an extended family that we’ve chosen to be related to.” (l. 28) b. “we want to say that Auntie Fie and Auntie Melissa carried you in the tummy.” (l. 29-30) 10 True or false? Justify your answers with one sentence from the text. 4 pts a. The children have never met Melissa and Fie. T F b. In the future these parents will hide the truth from their children. T F

11 What accounts for (explains) what Fie did? Quote one key sentence. 1 pt

378 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&READING

> Niveau B2 (LV1) Read the text and answer the following questions on a separate sheet of paper. 1 Where does the family mentioned in the article live? 1 pt

2 Who are the different family members? Give their names and ages. 2 pts

3 What problem did the parents have before their children’s birth? Quote two key sentences. 2 pts

4 Explain in your own words the solution the parents found. 2 pts

5 a. Explain who Auntie Melissa and Auntie Fie are. 2 pts b. Give their full names and ages. 2 pts

6 One person mentioned has no name. Why? Who is it? Find this person’s nickname. 3 pts

7 “It’s far from the traditional family” (l. 3) Explain this sentence using elements from the text (20 words). 3 pts

8 Pick out four words showing the father’s happiness. 2 pts

9 Who do the underlined pronouns refer to? 2 pts a. “We think of them as part of an extended family that we’ve chosen to be related to.” (l. 28) b. “We want to say that Auntie Fie and Auntie Melissa carried you in the tummy.” (l. 29-30)

10 “We think of them as part of an extended family that we’ve chosen to be related to.” (l. 28) Explain their extended family relationship. (30 words) 4 pts

11 What accounts for (explains) what Fie did? Quote one key sentence. 1 pt

12 In your own words explain this sentence. (40 words) 4 pts “Third-party reproduction hardly seems a romantic beginning, but it became romantic to us when it became our story.” (l. 39-40)

Total des points : / 30

FICHES PHOTOCOPIABLES • 379 FICHES D'ÉVALUATION SOMMATIVE&READING ÉÉvaluationvaluation ssommativeommative

Nom de l’élève : Classe : Subject B (Unit 5: The land of two halves)

Document 1: The happy few “I’m the youngest guest, Alice Thumb,” Zita said. “I’m twenty-fi ve. Let me tell you something of my life. I have a vivid early memory of eating a meal of boiled shredded cotton fl annel1 mixed with one mashed potato, as a soup which served our family for our one daily meal. And that was some years after the end of the 5 Second World War, in Hungary. I remember terror, and lights blazing, and being in a camp with my parents and brother, waiting to be chosen, approved of, by the New Zealand government, which said it was willing to ‘take’ some of us after the 1957 uprising2. Everyone said you had to be extra clever and beautiful and good and healthy to get into New Zealand, therefore most people did not try, so many of 3 4 10 them were sick, with limbs missing, and sores, and lice , and you weren’t approved of, if you were sick or had limbs missing or were dirty; and some who’d been angry and violent were also not wanted. Therefore, it was only the quiet ones, like us, who were chosen, with all our arms and legs and cheerful smiles and clean hands and face and hair (everyone said you had to like baths and washing, and I remember 15 mother’s joy when it was reported by the interpreter that one of the New Zealand offi cials had said our family was ‘spotless’. It was translated as not having measles5, but later we learned that it meant not being stained with blood or beetroot juice.) We did feel sorry for the poor old people, some of whom were deaf or blind and not wanting to wash because not washing kept you warm in winter, but we didn’t 20 have time to feel too sorry for them, we were so busy practising to look adaptable and smiling and intelligent. Father was skilful at teaching us. He knew English, too, and taught us English words and phrases and when to say them, and especially to say them when the New Zealand offi cials were visiting the camp with their briefcases full of notes about us, and their judging faces. Oh, we had such dreams 25 of New Zealand! What a clean, healthy, good, beautiful smiling country it must be, with only clean, beautiful, smiling, good, healthy people. It sounded like Paradise. We came to New Zealand by ship. There were lessons in English and my brother Josef and I were soon speaking more English than Hungarian, and our father too, for it was his English that had helped him to be chosen. It would enable him to ‘fi t 30 in’, they said. The New Zealand aim was to have people who would ‘fi t in’ readily and painlessly (painless for those already there). Like invisible mending. Or like an insect that moves to another tree and is given a new camoufl age and told, stay on that bough6, blend, and all will be well. Pretend you are not there!” Janet Frame, Living in the Maniototo, 1979 1. fl anelle de coton effi lochée 2. soulèvement 3. membres 4. plaies sur la peau et des poux 5. rougeole 6. branche

380 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&READING

Document 2 It is the 20th of December 1948. For the past six weeks a display at New Zealand House, in London, has promoted “Golden Opportunities” and “Free Passage” for “ambitious men and women” to emigrate to New Zealand. 5 On the 13th of December the BBC reported that young British women were being attracted to New Zealand by marvellous weather, good jobs and rationing of only butter and petrol. It was a land where anyone could hunt game but a land where there were rules that would preserve the native habitat for future generations. 10 The protection of native birds was considered essential and the government took steps to ensure that newcomers also knew the rules that would protect our wildlife. New Zealand was promoting its way of life and values in Europe and those impressions of the country would be the foundations for its image for years to come. How do we know this... Because it is in the Archives. www.archives.govt.nz

Document 3 In the 1950s people displaced by war began arriving in New Zealand, including former prisoners of war interned in Germany and Italy. Around 18% of New Zealand’s post-war Yugoslav immigrants were displaced persons. Typically they were married with dependants. 5 Refugees, another new group, made up 16% of the inﬂ ow to New Zealand. Many had risked their lives escaping from communist Yugoslavia into Austria and Italy in the 1950s, for political or religious reasons. www.teara.govt.nz

FICHES PHOTOCOPIABLES • 381 FICHES D'ÉVALUATION SOMMATIVE&READING

> Niveau B1 (LV2) Read the text and answer the following questions on a separate sheet of paper. 1 What types of documents are these? 3 pts 2 What topic do they have in common? 2 pts

Document 1 3 Who is the narrator? (name, age, country of origin, languages spoken, family members) 4 pts 4 Where does the narrator live now? 1 pt 5 What do we learn about the narrator’s background? (period, living conditions, historical event that marked a turning point) 3 pts 6 Say who or what the underlined pronouns refer to. 3 pts (1 x 3) a. “the New Zealand government, which said it was willing to ‘take’ some of us after the 1957 uprising.” (l. 6-8) b. “Everyone said you had to be extra clever” (l. 8) 7 Pick out one sentence showing the narrator’s family wanted to leave their native country. 2 pts 8 What were the selection criteria? Quote four adjectives. 2 pts 9 Who was not allowed in New Zealand? a. Quote one key sentence. 1 pt b. Say in your own words what sort of person was not allowed in. (15 words) 2 pts 10 What made the narrator’s family members ideal candidates? Quote two sentences. 2 pts 11 Focus on the passage from “We did feel sorry” (l. 18) to “Paradise.” (l. 26) a. Who selected the refugees? Quote from the text. 1 pt b. What qualities were required? Quote six adjectives. 3 pts c. What role did the father play? Write a sentence. 2 pts d. True or False? Justify by quoting from the text. 2 pts – The visitors looked friendly. T F – The family wanted to impress the visitors. T F 12 Say who or what the underlined pronouns refer to: “It would enable him to ‘fit in’, they said.” (l. 29-30) 2 pts 13 True or false? Justify by quoting one sentence. 2 pts Immigrants were expected to assimilate easily. T F

Document 2 14 True or false? Justify by quoting one sentence. 3 pts – Immigrating to New Zealand was very expensive after the war. T F – The rationing in New Zealand was the same as in Britain. T F – New Zealanders were already environmentally-friendly. T F

Total des points : / 40

382 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&READING

> Niveau B2 (LV1) Read the text and answer the following questions on a separate sheet of paper. 1 What types of documents are these? 3 pts 2 What topic do they have in common? 2 pts

Document 1 3 Who is the narrator? (name, age, country of origin, languages spoken, family members) 1 pt 4 Where does the narrator live? 0,5 pt 5 What do we learn about the narrator’s background? (period, living conditions, historical event that marked a turning point) 3 pts 6 Say who or what the underlined pronouns refer to. 1,5 pt a. “the New Zealand government, which said it was willing to ‘take’ some of us after the 1957 uprising.” (l. 6-8) b. “Everyone said you had to be extra clever...” (l. 8) 7 Pick out one sentence showing the narrator’s family wanted to leave their native country. 2 pts 8 What were the selection criteria? Quote four adjectives. 1 pt 9 Who was not allowed in New Zealand? a. Quote one key sentence. 1 pt b. Say in your own words what sort of person was not allowed in. (15 words) 2 pts 10 Explain why the narrator’s family members were ideal candidates. (30 words) 5 pts 11 Focus on the passage from “We did feel sorry” (l. 18) to “Paradise.” (l. 26) a. Who selected the refugees? Quote from the text. 1 pt b. What qualities were required? Make a sentence including six adjectives from the text. 3 pts c. What role did the father play? Write a sentence. 1 pt d. True or False? Justify by quoting from the text. 2 pts – The visitors looked friendly. T F – The family wanted to impress the visitors. T F 12 Say who or what the underlined pronouns refer to: “It would enable him to ‘fit in’, they said.” (l. 29-30) 2 pts 13 a. Explain what immigrants were expected to do when they settled in New Zealand. Justify your answer with four elements from the text. (30 words) 5 pts b. In this passage is the narrator: bitter nostalgic ironic thankful? Justify with two sentences from the text. 4 pts

Document 2 14 What made New Zealand attractive after WWII? 3 pts 15 What key value was instilled into people? 2 pts

Total des points : / 45

FICHES PHOTOCOPIABLES • 383 FICHES D'ÉVALUATION SOMMATIVE&READING ÉÉvaluationvaluation ssommativeommative

Nom de l’élève : Classe : Subject C (Unit 6: Which is witch?)

Early the next morning, as I was leaving for school, the doorbell rang and I opened the door and two men were standing on the porch. […] “Sonny,” said one, “is your mother or father home?” “Yes,” I said. “They’re both home.” 5 My mother did not allow me to delay going to school just because the FBI had come to the door. I don’t know what happened on that fi rst visit. The men went inside and, going down the splintery front steps, I earned and caught a glimpse of Paul coming out of the kitchen to meet them just as the door closed. My mother was holding the door and my father was coming forward in his ribbed undershirt, 10 looking much skinnier than the two men who rang the bell. When the FBI knocks on your door and wants only to ask a few questions, you do not have to consent to be asked questions. You are not required to talk to them just because they would like to talk to you. You don’t have to go with them to their offi ce. You don’t have to do anything if you are not subpoenaed1 or arrested. But 15 you only learn the law as you go along. “They don’t know what they want,” Paul says to Rochelle. “It’s routine. If you don’t talk to them, they have nothing to pin their lies on. They are clumsy, obvious people.” “I am frightened,” my mother says. “Polizei don’t have to be smart.” 20 “Don’t worry,” Paul says. “Mindish won’t suffer from anything we said.” He is walking back and forth in the kitchen and he is pounding his fi st into his palm. “We have done nothing wrong. There is nothing to be afraid of.” It develops that all of Mindish’s friends are being questioned. Nobody knows what he is being held for. There has been no announcement on the radio, there has been 25 no story in the newspaper. Sadie Mindish is in a state of hysterical collapse. Her apartment has been searched. Her daughter has stayed home from school. Nobody knows if they even have a lawyer. The next day the same two FBI men come back again, this time in the early evening. They sit on the stuffed, sprung couch in the living room parlor with their knees 30 together and their hats in their hands. They are very soft-spoken and friendly. Their strange names are Tom Davis and John Bradley. They smile at me while my mother goes to the phone to call my father. “What grade are you in, young fellow?” 1. assigné à comparaître

384 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&READING

I don’t answer. I have never seen a real FBI man this close before. I peer at them, 35 looking for superhuman powers, but there is no evidence that they have any. They look neither as handsome as in the movies nor as ugly as my parents’ revulsion makes them. I search their faces for a clue to their real nature. But their faces do not give clues. When Paul comes home, he is very nervous. 40 “My lawyer has advised me that I don’t have to talk to you if I don’t want to,” my father said. “That particular fact you neglected yesterday to mention.” “Well, yes sir, Mr. Isaacson, but we were hoping you would be cooperative. We’re only looking for information. It’s nothing mysterious. We thought you were a friend of Doctor Mindish. As his friend, you may be in a position to help him.” 45 “I will be glad to answer any questions in a court of law.” “Do you deny now that you know him?” “I will answer any questions in a court of law.” The two men leave after a few minutes, and then they sit in their car, double- parked in front of the house, for ten or ﬁ fteen minutes more. They appear to be 50 writing on clipboards or on pads, I can’t tell exactly. It is dark and they have turned on the interior car light. I am reminded of a patrol man writing a parking ticket. But the sense is of serious and irrevocable paperwork, and I ﬁ nd it frightening. […] “Danny!” Rochelle says sharply. “Get away from there.” My father takes my place at the curtains. “That is outrageous,” he says. “Don’t you 55 see, it is part of the treatment. They are trying to shake us up. But we’re too smart for them. We’re onto them. They can sit out there all night for all I care.” The next day is worse. At lunch my father tells my mother he is sure someone has searched the shop. When he unlocked the door this morning, he felt that things were slightly out of place. It wasn’t anything he could pinpoint exactly. Maybe the 60 tubes in the trash barrel. Maybe the customer tickets. It was more like a sense of things having been disturbed. […] My father doesn’t eat. He sits with his elbow on the table and his hand to his head. He nods, as if he agrees with something he has decided. “That’s it. That’s why they came here and asked you to call me home. They could 65 just as easily have come to the store, couldn’t they? But they didn’t. They wanted to make sure I was home when they wanted to search my store.” E.L. Doctorow, The Book of Daniel, 1971

FICHES PHOTOCOPIABLES • 385 FICHES D'ÉVALUATION SOMMATIVE&READING

> Niveau B1 (LV2) Read the text and answer the following questions on a separate sheet of paper. 1 a. There are 5 characters present in the passage. Copy this grid and fill it in. 15 pts

Who? Name? Occupation (if possible)?

b. Identify the four people who are only mentioned. 4 pts 2 Who comes? What for? 4 pts 3 Who do the underlined words refer to? 4 pts – “When the FBI knocks on your door [...] you do not have to consent to be asked questions.” (l. 11-12) – “You don’t have to go with them to their office.” (l. 13-14) 4 True or false? Justify by quoting from the text. 4 pts a. People are not aware of their rights. T F b. Paul has a poor opinion of these officers. T F 5 a. Who is the prime suspect? 2 pts b. True or false? Justify by quoting from the text. 8 pts – Paul feels responsible for what is happening to the suspect. T F – The case is highly publicized. T F – The officers want to find evidence. T F – The suspect can defend himself. T F 6 a. When do the officers come back? Quote keywords. 2 pts b. True or false? Justify by quoting from the text. 6 pts – The officers behave very rudely. T F – They ignore the narrator. T F – The narrator had had an idealized vision of these officers. T F 7 Pick out one sentence showing the parents’ feelings towards the officers. 2 pts 8 Explain how things change on the second visit. (30 words) 6 pts 9 Are the officers truthful (sincères), helpful, hypocritical, deceitful (trompeurs), crafty (rusés), straightforward (francs)? Justify by quoting from the text. 6 pts 10 Focus on the following passage: “The two men leave after a few minutes” (l. 48) to “and I find it frightening.” (l. 52) Pick out two adjectives that explain why the narrator feels frightened. 2 pts 11 What detail shows the family is under more and more pressure? Quote one key sentence. 2 pts 12 Tick the correct answer(s). Justify by quoting from the text. 3 pts At the end the father does not understand why the officers wanted him to be at home. The officers did not want to be disturbed while looking for evidence. The father understands why the officers wanted him to be away from his store. The father has decided to ask the officers to come to the store.

Total des points : / 70

386 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&READING

> Niveau B2 (LV1) Read the text and answer the following questions on a separate sheet of paper. 1 a. There are 5 characters present in the passage. Copy this grid and fill it in. 15 pts

Who? Name? Occupation (if possible)?

b. Identify the four people who are only mentioned. 4 pts 2 Who comes? What for? 2 pts 3 Who do the underlined words refer to? 4 pts – “When the FBI knocks on your door [...] you do not have to consent to be asked questions.” (l. 11-12) – “You don’t have to go with them to their office.” (l. 13-14) 4 True or false? Justify by quoting from the text. 4 pts a. People are not aware of their rights. T F b. Paul has a poor opinion of these officers. T F 5 a. Who is the prime suspect? 2 pts b. True or false? Justify by quoting from the text. 8 pts – Paul feels responsible for what is happening to the suspect. T F – The case is highly publicized. T F – The officers want to find evidence. T F – The suspect can defend himself. T F 6 a. When do the officers come back? Quote keywords. 2 pts b. Analyse their attitude towards the people in the room (20 words) 4 pts 7 To what extent is the narrator’s new vision of the officers different from what he had had in mind? (30 words) 6 pts 8 Explain how things change on the second visit. (30 words) 6 pts 9 Are the officers truthful (sincères), helpful, hypocritical, deceitful (trompeurs), crafty (rusés), straightforward (francs)? Justify by quoting from the text. 6 pts 10 Focus on the following passage: “The two men leave after a few minutes” (l. 48) to “and I find it frightening.” (l. 52) Explain why the narrator feels frightened. (25 words) 2 pts 11 What detail shows the family is under more and more pressure? Quote one key sentence. 2 pts 12 Explain what pretext was used and what it was used for. 3 pts

Total des points : / 70

FICHES PHOTOCOPIABLES • 387 FICHES D'ÉVALUATION SOMMATIVE&LISTENING ÉÉvaluationvaluation ssommativeommative

Cette consigne sera valable pour tous les sujets d’évaluation sommative de compréhension de l’oral. Chaque élève ne traitera qu’un sujet.

Vous allez écouter un court enregistrement trois fois. Prenez des notes et faites ensuite un compte rendu en français.

Unit 7: A common ground

The Queen’s Commonwealth Day Message, 14 March 2011 (CD 3, plage 1)

Unit 8: Borderlands

Marisol Ruelas’s story (CD 3, plages 2 et 3)

Unit 9: A matter of life and death

Ed on county prisons (CD 3, plage 4)

388 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&SPEAKING INTERACTION ÉÉvaluationvaluation ssommativeommative

Cette consigne sera valable pour tous les sujets d’évaluation sommative de prise de parole en interaction. Chaque élève ne traitera qu’un sujet.

Préparez-vous à dialoguer sur les sujets suivants. – Préparez vos arguments pour et contre. – Tirez au sort votre rôle, puis argumentez, expliquez et défendez votre point de vue. – Donnez à chaque fois des exemples précis. – Vous n’aurez droit qu’à des notes. Temps de préparation : de 5 à 10 minutes Temps de parole : de 3 à 5 minutes Rattachez votre présentation aux notions du programme. – Mythes et héros (Myths and Heroes) – Espaces et échanges (Spaces and Exchanges) – Lieux et formes de pouvoir (Locations and Forms of power) – L’idée de progrès (The notion of progress)

Unit 10: The power of money

Subject A

Read and discuss: “The lack of money is the root of all evil.” Mark Twain Subject B

Read and discuss: “Money has never made man happy, nor will it, there is nothing in its nature to produce happiness. The more of it one has the more one wants.” Benjamin Franklin Subject C

A millionaire has decided to give all his fortune to a charity organization. Do you agree? Why? Why not?

Unit 11: Faster, higher, stronger

Subject A

Imagine the conversation between a teenager and his/her parents. The coach has suggested the boy/girl go on a very strict diet and take performance-enhancing drugs.

FICHES PHOTOCOPIABLES • 389 FICHES D'ÉVALUATION SOMMATIVE&SPEAKING INTERACTION

Subject B

“I’m tired of hearing about money, money, money, money, money. I just want to play the game, drink Pepsi, wear Reebok.” Shaquille O’Neal, American basketball player Comment on this sentence. Do you agree with this statement? Why? Why not?

Subject C

React to the cartoon.

Unit 12: The corridors of power

Subject A

You have been given 40 euros for your birthday. A friend suggests you should go to the theatre and see Macbeth. Imagine the conversation. Subject B

Read this quotation and react : “Power? It’s like a Dead Sea fruit. When you achieve it, there is nothing there.” Harold Macmillan, Anthony Sampson’s, The New Anatomy of Britain, 2004 Subject C

Read this quotation and react: “Power, like a desolating pestilence, Pollutes whate’er it touches.” Percy Bysshe Shelley, Queen Mab, 1813

390 • FICHES PHOTOCOPIABLES FICHES D'ÉVALUATION SOMMATIVE&SPEAKING INTERACTION

Subject D

One of these three pictures must be chosen for the poster advertising the next play, Macbeth. The director and the play director exchange their views.

FICHES D'ÉVALUATION SOMMATIVE&WRITING

ÉÉvaluationvaluation ssommativeommative

Unit 13: Dixieland

You have been a volunteer in Louisiana for Make it Right (Brad Pitt’s foundation) to rebuild poor areas in New Orleans. Write one page in your diary. (300 words)

Unit 14: Builders and titans

Here is a list of builders and titans: Rockefeller, Charlie Chaplin, Steve Jobs, Jeff Bezos, Anita Roddick. Choose one from the list that you admire and you are ready to consider your role model. (300 words)

Unit 15: Western trails

You want to spend an evening watching a western. Your friend disagrees and suggests other types of films. Imagine the dialogue. Use precise arguments to support your answer. (300 words)

FICHES PHOTOCOPIABLES • 391 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

SPOKEN PRODUCTION MANUEL & P. 58-59

Proposition de corrigé et scripts

1 b. – Uncle Sam, top hat, point at, an icon, a symbol of, represent – polar bear, endangered, global warming, expose, denounce, become involved in – goal: make people react, join in, feel responsible for – reaction: humorous, eye-catching, unusual c. This poster can be connected to the theme Myths and Heroes. Indeed, the bear is dressed- up as Uncle Sam who is a common national personification of the American government. It was used to recruit soldiers and now it is calling people from a local community to enter a more sustainable world. This play on icons is quite effective to spur citizens into action for the environment.

2 > Script de l’enregistrement (MP3 n°8) This source is a poster which is tackling environmental issues. It is used as propaganda to encourage American neighbourhoods to become sustainable, in order to help resolve these environmental issues and stop the extinction of polar bears due to the effect of global warming. The focal point of this poster refers to Uncle Sam; a prominent patriotic symbol of the United States of America. This is shown through the colours of Uncle Sam’s clothes which feature in the flag of the USA, as well as his initials being US, or the United States. The image of Uncle Sam was particularly used as a propaganda tool to encourage young American men to enrol in the army in 1917. The poster is undoubtedly iconic, and has since been adapted for other propaganda purposes, such as this one. In this instance, Uncle Sam is used to comment on environmental issues. We can see a polar bear instead of Uncle Sam, and beneath this image is a statement that reminds us of the original “I want YOU for the US army” but instead reads “I want YOUR neighborhood to go sustainable.” The use of a polar bear as an endangered species is meant to make American citizens react. It encourages them to do their part to reduce the effect of global warming and save the polar bear from extinction. The use of Uncle Sam’s image targets the American citizen, and also refers to a previous national effort to fight for a common cause. For a number of reasons, I believe that the image is a very powerful one. Firstly, because the original poster was so powerful, and remains iconic to this day. It is taken very seriously by American citizens as part of their culture at a time of need. Therefore, by presenting environmental issues to Americans in this context, they will associate the resolution of the environmental issues as a national responsibility and a fight in which America must play its part. Secondly, on closer analysis of the image itself, it becomes apparent that the poster does not only address the American nation as a whole, but effectively appeals to each individual American. The polar bear points directly at the viewer and so singles you out as an American and so you feel personally responsible, and consequently take on board the poster’s message. Furthermore, the capital letters underline the urgency and importance of the message it carries. The colours remind us of the American Flag. So it serves as a reminder of our duty. In conclusion, I believe that this version will be effective in the attempt to reduce the effect of global warming.

392 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

3 > Script de l’enregistrement (MP3 n°9) a. In this instance, Uncle Sam is used to comment on environmental issues. b. We can see a polar bear instead of Uncle Sam. c. Beneath this image is a statement that reminds us of the original “I want YOU for the US army” but instead reads “I want YOUR neighborhood to go sustainable.” d. The use of a polar bear as an endangered species is meant to make American citizens react. e. It encourages them to do their part to reduce the effect of global warming and save the polar bear from extinction. f. The use of Uncle Sam’s image targets the American citizen, and also refers to a previous national effort to fight for a common cause.

FICHIER PÉDAGOGIQUE & P. 372-376

N.B. : vous trouverez l’ensemble des corrigés sur le site compagnon. Exemple de production possible (Unit 1, Subject B, p. 373)

This cartoon about the current mood in America put a smile on my face. My eyes were drawn to the image of the obese, bedraggled Uncle Sam who has totally let himself go. He is not at all the mythical Uncle Sam who embodies the values held by American patriots. At once I recalled the standard Uncle Sam who is tall, lean, sharp, clean-cut and good-looking. He is strikingly different from this Sam, whose clothes are torn and whose belly is hanging out. His beard and hair are completely wild and unkempt and his casual athletic shoes are untied. He looks especially shabby compared to his normal-looking wife. I think she represents the American public. Back when he was handsome and well dressed, she was in love with him. The cartoonist is suggesting that Americans were indeed deeply proud of their country and believed in the “American Dream” slogan printed on his tee-shirt back when America was fit and better run. But now, with the recession and the accompanying social problems of early 21st century America, the population has become disillusioned. Americans are fed up with broken promises and ashamed to call this their country. They want to dissociate themselves from the nation, which they believe has changed in ugly and irreparable ways. They no longer believe in the dreams Uncle Sam represents. What’s unsettling is that this comes as a total surprise to Uncle Sam. He is totally taken aback and bewildered to learn that his wife no longer admires him. Like in a marriage whose problems have gone on too long without either party reacting, over the years Americans have not reacted to small changes that have made things progressively worse, and are taking a stand only now that things have gone too far and become unbearable. It’s worrisome that things have got / gotten this bad in the country, and the cartoonist doesn’t seem very optimistic that Uncle Sam can lose the weight, get back into shape and afford proper clothing in time to save his marriage.

CORRIGÉS ET GRILLES CECRL • 393 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

> Grille d’évaluation du CECRL Pour évaluer la prise de parole en continu, se reporter à la grille d’évaluation du Bac proposée au B.O. n° 43 du 24 novembre 2011: www.cache.media.education.gouv.fr/file/43/17/1/fiches_evaluation_200171.pdf ou www.education.gouv.fr/pid25535/bulletin_officiel.html?cid_bo=58313 (cliquer sur Annexe : fiches d’évaluation)

READING MANUEL & P. 100-101 Corrigé et production possible

2 a. vain = vain, inutile • morals = moralité, mœurs • marauded = maraudaient b. hardly = à peine (on peut en deviner le sens grâce aux mots town et village opposés par but) • raw = ici, glacial (les mots snuggling et winter indiquent que le mot décrit un climat hivernal difficile et froid) • spoiling = se gâter, se corrompre (le mot se rapporte aux mœurs et le verbe kept from indique qu’il s’agit d’un sens plutôt négatif. De plus, le mot heroes s’applique à des personnes qui n’ont pas de mœurs corrompues.) • relatives = des parents, des proches (le verbe lost implique une perte d’êtres chers car l’auteur utilise le mot heathen, connoté péjorativement, en l’opposant aux paroissiens.) c. outward: out/ward = en partant de • inland: in/land = l’intérieur des terres • small- windowed: small/window/ed = aux petites fenêtres • novelists: novel/ist/s : romanciers • handy: hand/y = à portée de main • prayer: pray/er = prière • ne’er-do-wells: never/do/ well/s = bons à rien • wilderness: wild/er/ness = étendue sauvage • parishioners: parish/ ion/er/s = paroissiens

3 a. The scene is located in the United States, in a small village called Salem in the State of Massachusetts. b. Salem is not an old village (“established hardly forty years before”, l. 7). It is surrounded by almost uninhabited wild land (“the edge of the wilderness was close by”, l. 26). The houses do not look modern or appealing (“small-windowed, dark houses”, l. 5). c. The place and its people sound very austere and stern. They are defined by an almost total absence of any kind of leisure activities or celebrations. d. They trade goods: “were shipping out products of slowly increasing quantity and value.” (l. 10-11) e. Religion imposes a very strict way of life: the inhabitants cannot have any celebrations or cultural entertainment, and even reading novels seems prohibited. They are expected to be very religious and devoted and to pray frequently. f. The villagers do not have a lot of spare time; they are hard workers who cultivate the land. Nevertheless, when they are not praying, they meet to help and support each other when it comes to building houses and they sometimes share a meal together. g. The community was afraid of the Indian tribes who “marauded from time to time” (l. 28) and who could even kill some of them: “parishioners who had lost relatives to these heathen” (l. 29). h. Their way of life seems strict and austere, although they are reliant on and helpful to each other. N.B. : vous trouverez une fiche d’évaluation et son barème sur le site compagnon.

394 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

FICHIER PÉDAGOGIQUE & P. 377-387

Corrigé et production possible (Unit 4, p. 377-379)

Niveau B1 (LV2) 1 The family mentioned in the article lives on the East Coast of the United States, but we do not know where exactly (l. 18). 2 The parents are Melanie Thernstorm, 42 years old and Michael Callahan, 37. The children are Violet and Kieran, both 14 months old. 3 They had kept trying in vain to become parents. They had fertility problems: Melanie did six IVF treatments which all failed (l. 9-10), and on top of that adoption would have been difficult because they were not young enough (l. 10). 4 They asked two women to carry children for them (a “third-party reproduction”, l. 39): they used Michael’s sperm and eggs that were anonymously donated, and the two embryos were implanted in two different women, so that they might be just like twins. 5 a. Auntie Melissa and Auntie Fie are the two surrogate mothers who carried the children. b. Melissa Fowler is 30 years old and Fie Williams is 34. 6 The person who is unnamed is the woman who donated her eggs. She is the donor, and she is not named because her gift was anonymous. She is nicknamed “the God-donor” (l. 16-17). 7 In a traditional family the mother would carry her children, whereas in this case they were carried by surrogate mothers. (20 words) 8 “joyful” (l. 24) • “enjoy” (l. 25) • “amazing” (l. 25) • “a peaceful great experience” (l. 37) Remarque : on peut aussi accepter “much-loved children” (l. 4). 9 a. “Them” is the two surrogate mothers, Fie and Melissa. b. “You” is the children, Violet and Kieran. 10 a. False. “The couple have made sure Melissa and Fie and the donor are part of their tots’ lives.” (l. 26-27) b. False. “When we explain to the children how they came to be, we want to say that Auntie Fie and Auntie Melissa carried you in the tummy.” (l. 29-30) 11 “I thought I’d be able to help somebody else be a mother, somebody else be a father.” (l. 34-35)

Niveau B2 (LV1) Questions 1. à 9. : Voir corrigés ci-dessus. 10 Melissa and Fie are part and parcel of the children’s lives. They are considered family members, the family is quite large now. The parents will tell the children the truth when they are big enough to understand. The parents made a choice and are quite satisfied with it. (48 words) Question 11. : Voir corrigé ci-dessus. 12 This kind of birth may seem very medical, unromantic, the embryos being conceived in vitro and implanted in surrogate mothers’ wombs. Yet for Melanie and Michael, it ended up being romantic because it was what allowed them to become parents of children they totally adore. (43 words)

CORRIGÉS ET GRILLES CECRL • 395 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

Corrigé et production possible (Unit 5, p. 380-383)

Niveau B1 (LV2) 1 Document 1 is an extract from a novel, so it is fiction, whereas document 2 is a text in the New Zealand national archives. Document 3 is a text on a website. 2 All of them deal with immigration to New Zealand after WWII. 3 The narrator’s name is Alice Thumb (she is also nicknamed Zita). She is twenty-five and has come to New Zealand from Hungary with her family (her parents and brother). She speaks Hungarian and English. 4 She now lives in New Zealand. 5 She was a child in the 1950s. She suffered from dreadful conditions, and extremely poor nutrition (l. 2-4). Those were the days of the Cold War, shortly after WWII, immediately after the 1957 uprising (l. 8) of the Hungarian people against the government and the domination of the USSR over the country. 6 a. “It” refers to the government of New Zealand. “Us” refers to those who were waiting in camps to be chosen for immigration. b. “You” refers to people in general, would-be candidates to immigration. 7 “I remember terror, and lights blazing, and being in a camp with my parents and brother, waiting to be chosen, approved of, by the New Zealand government, which said it was willing to ‘take’ some of us after the 1957 uprising.” (l. 5-8) 8 People had to be “extra clever and beautiful and good and healthy” (l. 8-9). 9 a. “You weren’t approved of, if you were sick or had limbs missing or were dirty; and some who’d been angry and violent were also not wanted.” (l. 10-12) b. People who appeared to have physical or mental problems were not wanted, to avoid any trouble. (15 words). 10 “Therefore, it was only the quiet ones, like us, who were chosen, with all our arms and legs and cheerful smiles and clean hands and face and hair (everyone said you had to like baths and washing.)” (l. 12-14) + “We were so busy practising to look adaptable and smiling and intelligent.” (l. 20-21) 11 a. The refugees were selected by New Zealand officials (l. 16 & 23). b. They had to be “extra clever and beautiful and good and healthy” (l. 8-9) + “adaptable and smiling” (l. 20-21). c. The narrator’s father played a major role in that he taught his children the language of their future country and thus gave them the necessary tools to adapt to their future life. d. False. “The New Zealand officials were visiting the camp with their briefcases full of notes about us, and their judging faces.” (l. 23-24) True. “He knew English, too, and taught us English words and phrases and when to say them, and especially to say them when the New Zealand officials were visiting the camp.” (l. 21-23) 12 “It” refers to his English (the narrator’s father’s English). “They” refers to New Zealand officials. 13 True. “The New Zealand aim was to have people who would ‘fit in’ readily and painlessly.” (l. 30-31) 14 False. “A display at New Zealand house, in London, has promoted ‘Golden Opportunities’ and ‘Free Passage’ for ‘ambitious men and women’ to emigrate to New Zealand.” (l. 2-4)

396 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

False. “rationing of only butter and petrol.” (l. 6-7) True. “The protection of native birds was considered essential and the government took steps to ensure that newcomers also knew the rules that would protect our wildlife.” (l. 10-11)

Niveau B2 (LV1) Questions 1. à 12. : Voir corrigés ci-dessus. 13 a. When they settled in New Zealand immigrants were supposed to fit in, to be invisible, to blend in and pretend they were not there, which means they had to lose all their cultural and foreign habits. (31 words) As the saying goes, in Rome do as the Romans do! b. The narrator is bitter and ironic. “The New Zealand aim was to have people who would ‘fit in’ readily and painlessly (painless for those already there).” (l. 30-31) + “Pretend you are not there!” (l. 33) 14 Three aspects of life in New Zealand made the country attractive after WWII: its “marvellous weather, good jobs and rationing of only butter and petrol.” (l. 6-7, Document 2) 15 Respect for and protection of the environment and wildlife were key values that were instilled in people. Corrigé et production possible (Unit 6, p. 384-387)

Niveau B1 (LV2) 1 a. Who? Name? Occupation?

The narrator Danny A schoolboy The narrator’s parents Paul and Rochelle Isaacson Father: shopkeeper Two men Tom Davis and John Bradley FBI agents

b. Dr Mindish, Mrs Sadie Mindish and their daughter, the lawyer

2 Two FBI agents come to the narrator’s home to question his parents, his father in particular, on his relationship with a neighbour, Doctor Mindish. 3 “your” refers to anyone’s door. “You” refers to anyone. “Them” refers to FBI agents and “their” office is the FBI office. 4 a. True. “But you only learn the law as you go along.” (l. 14-15) b. True. “They are clumsy, obvious people.” (l. 17-18) 5 a. The prime suspect is the narrator’s parents’ neighbour, a man called Doctor Mindish. b. – False. “We have done nothing wrong.” (l. 22) – False. “There has been no announcement on the radio, there has been no story in the newspaper.” (l. 24-25) – True. “Her apartment has been searched.” (l. 25-26) – False. “Nobody knows if they even have a lawyer.” (l. 26-27) 6 a. “The next day” (l. 28) + “in the early evening” (l. 28) b. – False. “They are very soft-spoken and friendly.” (l. 30) – False. “They smile at me.” (l. 31) – True. “I peer at them, looking for superhuman powers.” (l. 34-35)

CORRIGÉS ET GRILLES CECRL • 397 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

7 “They look neither as handsome as in the movies nor as ugly as my parents’ revulsion makes them.” (l. 35-37) He had imagined almighty and good-looking superheroes like in movies. But the narrator was also not convinced they were as bad as his parents were acting they were. His parents had described them as baddies. The narrator was puzzled. He had not expected them to be ordinary people. They were very different from what he had imagined, and his parents were visibly disgusted with them. 8 On the second visit, the narrator’s father refuses to answer the agents’ questions, following the advice his lawyer has given him. He declares he will only answer in a court of law. (32 words) 9 – Hypocritical: “We thought you were a friend of doctor Mindish. As his friend, you may be in a position to help him.” (l. 43-44) – Deceitful: “That particular fact you neglected yesterday to mention.” (l. 41) – Crafty: “They wanted to make sure I was home when they wanted to search my store.”(l. 65-66) 10 “serious” and “irrevocable” (l. 52) 11 “The two men leave after a few minutes, and then they sit in their car, double-parked in front of the house, for ten or fifteen minutes more.” (l. 48-49) 12 The officers did not want to be disturbed while looking for evidence. The father understands why the officers wanted him to be away from the store. “They wanted to make sure I was home when they wanted to search my store.” (l. 65-66)

Niveau B2 (LV1) Questions 1. à 9. : Voir corrigés ci-dessus. 10 On seeing the agents writing the narrator can’t help feeling scared because he fears they may be noting down evidence against his parents, which looks “irrevocable and serious”. 11 “The two men leave after a few minutes, and then they sit in their car, double-parked in front of the house, for ten or fifteen minutes more.” (l. 48-49) 12 The pretext for the FBI officers’ second visit to the family was the narrator’s father’s friendship with Doctor Mindish. So they could insure he was away from his store while other officers were searching the place, looking for evidence they might use in court.

LISTENING MANUEL & P. 146-147

Corrigés et scripts

1 a. In my opinion this image of a young boy sitting on the large belly of a gluttonous Santa Claus represents how the gun culture in the Western world, particularly the United States, is spreading to the younger generations. It suggests that even little children want to own a gun instead of asking for toys or games for Christmas. Even though it is a cartoon, it brings to light a truth and exaggerates it to shock people into recognising it as an important issue. b. Gun crime, violence, gun culture, danger, extreme. 2 La personne interrogée parle des armes à feu qu’il a chez lui. Il explique à quoi elles lui servent. Ensuite il explique quelles sont les lois sur le port d’arme dans l’État de Pennsylvanie.

398 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

3 Part 1 a. b. Les armes à feu Les habitudes familiales La protection

rifles, guns, guns, sporting, history of the protect myself, deterrent, weapons, shot- family, hunters, passed lucky haven’t had any guns, pistol, down to children, hunting problems, in case something 38. calibre either deer or turkey happen, somebody try enter home, harm you, your family

c. feel d. non, jamais e. Le besoin de posséder une arme à feu ne s’appuie pas sur une menace réelle, mais sur le sentiment de peur, sur une menace hypothétique.

Part 2 a. – Pennsylvania – 24 hours a day – a permit b. On peut avoir une arme à feu sur soi, dans la rue, 24 heures sur 24. Il suffit d’avoir un permis de port d’arme, et on peut aller partout, même au supermarché avec son arme à feu à la ceinture. c. Ed est favorable au port d’arme car il pense que c’est un droit. Cela s’applique aux personnes responsables, et « bonnes ». d. good responsible person, possessing, weapon, cause, problem. Ce n’est pas l’arme qui fait le tueur et le crime, mais bien la personnalité du possesseur de l’arme à feu. 4 – J’ai appris qu’Ed Grove possède de nombreuses armes à feu, essentiellement utilisées pour la chasse comme loisir. Il vient d’une famille de chasseurs qui lui a transmis ce goût. Il a aussi des armes pour se protéger et protéger sa famille des agressions. Il a un permis qui l’autorise à avoir sur lui une arme 24 heures sur 24. Dans l’État de Pennsylvanie où il vit, les lois sont assez souples et s’apparentent à celles des États de l’Ouest américain. On peut avoir une arme à la ceinture en ville, n’importe où, sans être hors la loi. – Ed pense que ce port d’arme inconditionnel est un droit qui ne pose aucun problème puisque l’arme à feu n’est pas dangereuse en soi. C’est l’utilisateur qui est responsable de l’usage qui en est fait. Une personne responsable de ses actes et qui a un sens moral cherchera à faire un usage raisonné de son arme. > Script de l’enregistrement (MP3 n°27) : Ed Grove on guns Journalist: Good morning, could you give us your name, please? Ed: Yes, my name is Ed Grove. J: Could you tell us about rifles and guns, because you have some in your house? E: Yeah, they’re... we use all of our guns, or weapons, whatever you want to call them, for sporting. I come from a history of a lot of folks in the family, that... we were hunters, and still are, and I’ve passed that down to my children, and some of them have kept up with it and some of them haven’t. So... but that’s what the guns are here for. We have some rifles, we have some shotguns. They’re all used for hunting either deer or turkey. And then also, I do have in my possession one pistol, and that’s a 38. calibre and that’s more for a... just a protection type thing, that I have. So, that’s what we have.

CORRIGÉS ET GRILLES CECRL • 399 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

J: OK, why do you feel that you have to protect yourself? E: Well, um, I don’t necessarily feel that I have to protect myself, it’s just, I think it’s more as a deterrent, and also it’s more for, uh, a better feeling for myself knowing that there is, you know like, a gun in the house. Knock on wood, we’ve been very lucky, we haven’t had any problems where we’ve had to use anything like that, um, but just knowing it’s in the possession in case something would happen or somebody would try to enter your home, or harm you, or harm your family; that’s what we have it for. > Script de l’enregistrement (MP3 n°28) J: And what about the regulation with guns in this State? E: Well, in this State... this State is pretty liberal. Now, I have a... I carry a permit which allows me to carry a firearm, a pistol, and... 24 hours a day, that doesn’t even have to be in a “work” type status, you can just... Pennsylvania you can just walk around, it’s almost like the Wild West, you can get a permit to carry a pistol and you could walk in Wal Mart, walk right through the hallway with a pistol on your side, if you wanted. I feel like it’s our right to bear arms, and we should be able to maintain those weapons, But I think if you’re just, you know, you’re a good person, a responsible person, like that, that the weapon itself is not going to harm somebody, it’s the person that’s possessing the weapon that’s gonna cause the problem. J: Thank you very much for talking to us!

5 b. Le problème des gangs en Pennsylvanie, à York. Forte criminalité. Les membres des gangs qui sont adolescents, jeunes adultes. Violence par armes à feu. Procès il y a deux semaines. Un jeune de 21 ans en tue un autre de 18. Désaccord, drogue. Pas encore de verdict. Meurtre au premier degré. Pas la peine de mort. Le contrôle des armes à feu. Chasse. Tradition d’avoir des armes. Plus de problèmes avec les revolvers que les fusils. Volés, tombent dans de mauvaises mains. Des enfants (15 ans) tuent des enfants (18). A travaillé pour un tribunal pour enfants (problèmes de drogues). Se souvient d’un jeune « bien », de l’espoir. Lit le journal. Il a 18 ans, il a tué un autre jeune suite à une dispute. Tragique, triste. Communauté / société américaine doit stopper la violence par armes à feu. c. La personne interviewée parle d’abord du problème des gangs dans l’État de Pennsylvanie et plus particulièrement dans et autour de la ville de York. Il y a beaucoup de criminalité cau- sée par les membres des gangs qui sont des adolescents ou de jeunes adultes. La personne dit avoir jugé (donc il est probablement magistrat / juge) un jeune homme de 21 ans dont la victime avait 18 ans seulement. Il l’a assassiné sans raison apparente, pour un désaccord ou une affaire de drogue. Il a été inculpé de meurtre au premier degré, c’est-à-dire assassinat ou homicide volontaire mais le verdict n’a pas encore été prononcé. Il ne risque pas la peine de mort. Ensuite, il parle du contrôle éventuel des armes à feu. C’est une tradition ancestrale dans cet État, où il y a aussi beaucoup de chasseurs. Les fusils posent moins de problèmes que les revolvers qui sont volés dans des cambriolages et tombent entre de mauvaises mains. En conséquence, des enfants tuent des enfants, comme récemment un adolescent de 15 ans qui a tué un jeune de 18. Le narrateur se souvient d’un jeune qu’il a suivi quand il travaillait dans un tribunal pour enfants, un tribunal spécialisé dans les problèmes de drogues. C’était

400 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

un jeune positif et on pouvait espérer qu’il s’en sortirait. En lisant le journal, il a découvert que, désormais âgé de 18 ans, il avait tué un autre jeune suite à une dispute. Il trouve cette situation tragique et très triste et pense que la société américaine doit faire en sorte de stopper la violence par armes à feu. > Script de l’enregistrement (MP3 n°29) : Gun issues in Pennsylvania Woman: And do you have a lot of gang issues in Pennsylvania? Man: We have, unfortunately, a lot of gang-related crime in our community, meaning York county. A lot of, mostly young people, juveniles, who are involved in gangs. We also have a lot of gun violence with juveniles and young people. I recently tried a murder case two weeks ago where one 21-year-old shot and killed an 18-year-old, really for no reason... some disagreement over drugs or something, something like that. W: And what was the sentence? M: He has not been sentenced yet. It is... he was convicted of first-degree murder, it was not a capital case; it was not a death penalty case. W: Well... and, downtown, there was a murder not long ago, I’ve heard this. What is your position on gun control in this State? M: Well, in this area there is a lot of people interested in hunting, so... there’s a long tradition of guns and gun ownership in this part of the State, and in the United States generally. So I understand that people can have guns for a good reason. The problem that we have is that, handguns, it’s not a problem with, for the most part, rifles or shotguns, it’s a problem with handguns, and they fall into the hands of people who shouldn’t have them, they’re stolen in burglaries, so we have people walking around with guns who shouldn’t have them. See, this is a good example: 15-year-old boy arrested for the shooting of another 18-year-old. And we’ve got kids killing kids, and it’s a tragedy. This young man, I strive to save these things. I said I did juvenile court; he was one of my kids. Or drug court, we had a court that tried to work with kids and drugs. He was a good kid, and I thought that there was really some hope for him, but I pick up the newspaper and see that he’s now 18 years old and he’s believed to have been involved in an argument that led to a shooting of another person. It’s sad. And we’ve got to do something as a community to stop the gun violence. W: Thank you very much for talking to us.

Information complémentaire : le droit pénal français reconnaît quatre degrés d’homicide (acte de tuer quelqu’un): 1. L’homicide volontaire, où un être humain en tue un autre volontairement ; il est qualifié de « meurtre » s’il n’y a pas de préméditation, et d’« assassinat » s’il est prémédité ; 2. Les violences volontaires ayant entraîné la mort sans l’intention de la donner. 3. Homicide volontaire sans préméditation. 4. Homicide volontaire avec préméditation.

CORRIGÉS ET GRILLES CECRL • 401 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

FICHIER PÉDAGOGIQUE & P. 388

> Grille de correction pour les trois unités de compréhension orale – Dans le cadre d’une évaluation formative, utiliser la grille telle quelle. – Dans le cadre d’une évaluation sommative, appliquer le barème prévu pour chaque niveau de compétence par la fiche d’évaluation et de notation pour la compréhension de l’oral au Baccalauréat. Fiche d’évaluation et de notation de la compréhension de l’oral au Baccalauréat LV1 (extraite du B.O. n°43 du 24 novembre 2011)

N.B. : Note de l’élève = A + B (si 2 documents sonores sont utilisés) ou A x 2 (si un seul document sonore est utilisé) = /20 Situer la prestation du candidat à l’un des cinq degrés de réussite et attribuer à cette prestation le nombre de points indiqué (sans le fractionner en décimales) de 0 à 10.

Comprendre un document de type Comprendre un document de type monologue ou exposé. dialogue ou discussion. Entourer la note choisie. Entourer la note choisie.

Le candidat n’a pas compris le 1 Le candidat n’a pas compris le document. 1 document. Il n’en a repéré que des Il n’en a repéré que des éléments isolés éléments isolés, sans parvenir à établir et n’est parvenu à en identiﬁ er de liens entre eux. Il n’a pas identiﬁ é le ni le thème ni les interlocuteurs sujet ou le thème du document. (leur fonction, leur rôle).

A1 3A1 3 Le candidat est parvenu à relever Le candidat est parvenu à relever des des mots isolés, des expressions mots isolés et des expressions courantes courantes et à les mettre en relation qui, malgré quelques mises en relation, pour construire une amorce de ne lui ont permis d’accéder qu’à une compréhension du document. compréhension superﬁ cielle ou partielle du Le candidat a compris seulement les document (en particulier, les interlocuteurs phrases / les idées les plus simples. n’ont pas été pleinement identiﬁ és).

A2 5A2 5 Certaines informations ont été Certaines informations ont été comprises comprises mais le relevé est incomplet, mais le relevé est insufﬁ sant et conduit conduisant à une compréhension à une compréhension encore lacunaire encore lacunaire ou partielle. ou partielle. Le candidat a su identiﬁ er le thème de la discussion et la fonction ou le rôle des interlocuteurs.

B1 8B1 8 Les informations principales ont été Le candidat a su relever les points relevées. L’essentiel a été compris. principaux de la discussion (contexte, Compréhension satisfaisante. objet, interlocuteurs et, éventuellement, conclusion de l’échange). Compréhension satisfaisante.

402 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

B2 10 B2 10 Des détails signifi catifs du document Le candidat a saisi et relevé un nombre ont été relevés et restitués suffi sant de détails signifi catifs (relations conformément à sa logique interne. entre les interlocuteurs, tenants et Le contenu informatif a été compris, aboutissants, attitude des locuteurs, ton, ainsi que l’attitude du locuteur humour, points de vue, etc.). (ton, humour, points de vue, etc.). Compréhension fi ne. Compréhension fi ne. Note colonne A sur 10 Note colonne B sur 10 Appréciation : Corrigés et scripts

U7 The Queen’s Commonwealth Day Message, 14 March 2011 Mythes et héros Espaces et échanges Lieux et formes du pouvoir L’idée de progrès récit d’événements exposition de sentiments ou de souhaits reportage description exposition d’un point de vue débats / argumentation récit autobiographique analyse d’une situation ou d’un événement conversation bulletin d’information discours officiel Compte rendu en français La reine d’Angleterre, qui est à la tête du Commonwealth, centre son discours sur le rôle et l’avenir des femmes au sein de cette organisation. Elle rappelle que 26 millions des bébés qui naissent chaque année sont des filles : cela équivaut à une fille par seconde. Elles portent l’espoir de leurs parents, famille, communauté et aspirent à leur propre épanouis- sement. Le thème de cette année est de mettre en valeur le rôle primordial de la femme, quels que soient son pays d’origine et sa condition sociale. Les femmes sont les moteurs du changement, qu’elles soient mères, sœurs, professeurs, docteurs, artisans, actionnaires ou entrepreneurs. Elles jouent un rôle crucial dans la société, dans la mesure où elles permettent aux gens autour d’elles d’exploiter leur potentiel. Le but est d’offrir aux femmes plus d’occasions de réaliser leurs rêves à tous les âges de la vie. Il faut les aider à exprimer au mieux leurs compétences. > Script de l’enregistrement (CD 3, plage 1) In the Commonwealth, every year, 26 million girls are born; and this equates to one new baby girl arriving almost every second of every day. And every one of these births marks the start of a new life, a journey which begins with the hopes of parents, families and communities, and which is continued through the aspirations of those girls themselves. This year, the Com- monwealth celebrates the important role that women already play in every walk of life and in every Commonwealth country – from the richest to the poorest areas, across continents and oceans, from villages to places of international debate, in every culture and faith – recognising that women are “agents of change” in so many ways: as mothers and sisters, teachers and doctors, artists and craftspeople, smallholders and entrepreneurs, and as leaders of our societies, unleashing the potential of those around them. In all this work the commendable goal is to create a greater opportunity for women as children and adults to pursue their hopes and dreams, to attain their goals, and to make best use of their talents and knowledge.

CORRIGÉS ET GRILLES CECRL • 403 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

Grille de correction

Le candidat n’a pas compris le document, il n’est pas parvenu à identifier Hors cadre le sujet / thème du document.

Éléments Repérage des idées les plus simples : la reine d’Angleterre parle relevant du du rôle des femmes. niveau A1 Repérage du thème : les femmes jouent un rôle important dans le Commonwealth. Repérage d’éléments isolés/ de compréhension partielle : Éléments – nom de l’organisation : Commonwealth. relevant du – repérage de chiffres : 26 millions de filles naissent chaque année. niveau A2 – vocabulaire relatif aux relations familiales : mères, sœurs. – vocabulaire relatif aux métiers : professeurs docteurs, artistes, entrepreneurs.

Repérage de l’aire géographique / culturelle dans laquelle ils se situent : La reine d’Angleterre, à la tête du Commonwealth, prononce un discours officiel. Éléments Repérage des idées principales : relevant du – les femmes sont moteurs de changement et jouent un rôle crucial niveau B1 dans la société. – les femmes veulent réaliser leurs rêves. – il faut leur donner les moyens d’atteindre leurs buts.

Repérage des points de détails / des éléments de compréhension plus fine : – 26 millions de filles naissent chaque année = une fille par seconde. – les femmes portent de nombreux espoirs (parents, famille, communauté) et aspirent à leur propre épanouissement. Éléments – rôle primordial quels que soient leur pays d’origine et leur condition relevant du sociale. niveau B2 – repérage d’un lexique plus pointu : actionnaires et artisans. – les femmes permettent à leur entourage d’exploiter leur potentiel. Repérage de l’implicite/du point du vue : Ce discours souligne le rôle déterminant de la femme aujourd’hui dans les différents pays du Commonwealth.

U8 Marisol Ruelas’s story Mythes et héros Espaces et échanges Lieux et formes du pouvoir L’idée de progrès récit d’événements exposition de sentiments ou de souhaits reportage description exposition d’un point de vue débats / argumentation récit autobiographique analyse d’une situation ou d’un événement conversation bulletin d’information discours officiel

404 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

Compte rendu en français Enregistrement n° 1 Marisol est une jeune Américaine d’origine mexicaine qui évoque les raisons pour lesquelles les Mexicains s’expatrient. Elle parle aussi de sa propre expérience en tant qu’immigrée. Les raisons qui poussent les gens à émigrer sont nombreuses : l’éducation des enfants, le travail, la famille mais les perspectives économiques restent la raison principale. En fait, la plupart des Mexicains et des gens originaires d’Amérique latine qui viennent aux États-Unis sont les plus pauvres / démunis dans leur pays. Ils viennent de la campagne et sont souvent peu éduqués et ont peu de perspectives d’emploi. La plupart ne viennent aux États-Unis que pour quelques années. Ils veulent économiser suffisamment pour pouvoir retourner au Mexique. Ce qui ne signifie pas que tous les Mexicains qui émigrent sont pauvres et n’ont pas fait d’études. Les parents de la narratrice avaient tous deux fait des études universitaires, parlaient anglais et exerçaient des métiers qui donnaient à toute la famille un train de vie confortable / aisé. La famille vivait dans une grande ville, habitait une belle maison et la narratrice fréquentait une école privée. Cependant, ses parents ont décidé de retourner aux États-Unis. Les parents voulaient que la narratrice et sa sœur aient une vie meilleure qui leur offrirait plus d’opportunités / de perspectives d’avenir. Et la famille s’est installée en Californie, dans le comté d’Orange, à mi-chemin entre San Diego et Los Angeles. Enregistrement n° 2 Beaucoup d’immigrés trouvent un travail peu qualifié et donc faiblement rémunéré car ils n’ont pas de diplômes et ne parlent pas la langue du pays où ils ont émigré. Beaucoup « font la plonge » dans les restaurants, exercent le métier de jardinier, de gardien d’immeuble, sont femmes / hommes de ménage chez des particuliers ou dans des entreprises ou ramassent des fruits et des légumes dans les champs. De toute façon, quelles que soient les conditions de travail, les immigrés sont prêts à accepter le travail qu’on leur offre. Ils veulent économiser suffisamment pour pouvoir envoyer une partie de leurs salaires à leur famille au Mexique. Bien qu’il soit difficile de s’adapter à (la vie dans) un pays nouveau / étranger, les Mexicains ont plus de chance que la plupart des autres immigrés car nombre de leurs compatriotes vivent déjà en Californie. De plus, on y trouve des supermarchés mexicains, des panneaux écrits en espagnol et des services proposés en espagnol. Rencontrer des Mexicains qui vivent aux États-Unis depuis de nombreuses années sans avoir pour autant appris à parler anglais est chose assez courante, dans la mesure où les Mexicains se rassemblent et vivent dans des zones où l’on ne parle qu’espagnol. Grille de correction Le candidat n’a pas compris le document, il n’est pas parvenu à identifier Hors cadre le sujet / thème du document. Éléments Repérage des idées les plus simples : l’immigration mexicaine relevant du aux États-Unis. niveau A1 Repérage du thème : les types d’emplois, les raisons pour lesquelles ils s’installent en Californie. Éléments Repérage d’éléments isolés / de compréhension partielle : relevant du – noms de métier : dishwashers, gardeners, cleaning houses, picking fruit niveau A2 and vegetables. – nom de pays, État et langues : Mexico, USA, California, English, Spanish. – éléments isolés : supermarkets, salary, families.

CORRIGÉS ET GRILLES CECRL • 405 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

Repérage de l’aire géographique / culturelle dans laquelle ils se situent : les flux migratoires entre le Mexique et les USA et les raisons de leur implantation en Californie. Éléments Repérage des idées principales : relevant du – accès à des emplois subalternes. niveau B1 – les immigrés économisent pour envoyer de l’argent à leur famille au Mexique. – il y a déjà beaucoup de Mexicains en Californie. – on y parle espagnol.

Repérage des points de détails / des éléments de compréhension plus fine : – obstacles rencontrés (barrière de la langue, manque de diplômes, d’où l’accès à des emplois subalternes et mal payés). Éléments – mots plus difficiles à repérer : janitors, factories. relevant du – les immigrés sont prêts à accepter tous types d’emplois. niveau B2 – élément facilitateur de l’intégration des Mexicains en Californie : population parlant espagnol et services en espagnol. – il n’est pas rare de rencontrer des immigrés qui maîtrisent mal l’anglais après de nombreuses années passées aux États-Unis, parce qu’ils vivent dans un environnement hispanophone.

> Script de l’enregistrement n° 1 (CD 3, plage 2) There are many reasons why people decide to immigrate to a new country: education, jobs, family but of course, the main reason is economic opportunity. The reality is that most Mexi- cans and Latin Americans who come to the United States are the poorest in their countries. They are often from the rural areas and have had little or no education and / or limited job opportunities. Most of them come with the intention of staying for a few years, save, and return to Mexico. However, this does not mean that all Mexicans who decide to come to the United States are poor and uneducated. My parents both went to university, spoke English, and had jobs that gave us a comfortable lifestyle. We lived in a large city, had a nice house, and I attended a private school. I cannot say exactly why my parents decided to return to the United States, but I can say that part of the reason was because they wanted my sister and me to have a better life and more opportunities. We settled in Orange County in California, halfway between San Diego and Los Angeles. > Script de l’enregistrement n° 2 (CD 3, plage 3) Because of the language barrier and lack of education, many people usually find low-skilled, low-paying jobs. Many end up working as dishwashers, gardeners, janitors, cleaning houses, factories, picking fruits and vegetables in fields, although in general if people are offered a job, they take it, no matter what conditions. Most people live economically because they send a large portion of their salary back to their families in Mexico. Although it is not easy to become accustomed to life in a new country, Mexicans in California tend to be luckier than most because there are so many living there already. There are Mexican supermarkets, signs and services available in Spanish. It is not uncommon to find people who have been living in the United States for many years and still don’t speak English because they live in primarily Spanish-speaking areas.

406 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

U9 Ed on county prisons Mythes et héros Espaces et échanges Lieux et formes du pouvoir L’idée de progrès récit d’événements exposition de sentiments ou de souhaits reportage description exposition d’un point de vue débats / argumentation récit autobiographique analyse d’une situation ou d’un événement conversation bulletin d’information discours officiel Compte rendu en français Cette prison compte de 1 150 à 1 300 détenus, dont 250 femmes environ. C’est une des plus grandes prisons de comté de l’État de Pennsylvanie. Il y a aussi des adolescents de 15-16 ans détenus pour des actes graves qui ont entraîné une comparution en tant qu’adultes. Ils sont à l’écart des autres prisonniers pour que rien ne leur arrive et qu’ils se sentent en sécurité. Quand les condamnés arrivent à la prison on les évalue, puis on leur attribue une cellule en fonction des crimes commis. Grille de correction Le candidat n’a pas compris le document, il n’est pas parvenu à identifier Hors cadre le sujet / thème du document. Éléments relevant du Repérage des idées les plus simples : une prison aux États-Unis. niveau A1 Repérage du thème : les détenus dans une prison américaine. Éléments Repérage d’éléments isolés / de compréhension partielle : relevant du - nom de l’État : Pennsylvanie. niveau A2 - repérage de chiffres : 1 150 à 1 300 détenus dont 250 femmes. Les plus jeunes ont 15-16 ans.

Repérage de l’aire géographique / culturelle dans laquelle ils se situent : Ed décrit l’organisation de la prison. Les détenus sont séparés en fonction du sexe, de l’âge et du crime commis. Éléments Repérage des idées principales : – une des plus grandes prisons de l’État. relevant du – les délinquants juvéniles incarcérés ont commis des crimes graves niveau B1 et ont été jugés comme des adultes. – le secteur des jeunes prisonniers est à l’écart des autres détenus. – les détenus sont évalués à leur arrivée et sont ensuite mis dans des cellules en fonction du crime commis.

Repérage des points de détails/ des éléments de compréhension plus fine : – Ed travaille pour cette prison (gardien) ; our prison. – les détenus, surtout les jeunes, peuvent subir des violences de la part Éléments des autres ; nobody’s going to harm them. – dans une même cellule, on ne met que des prisonniers de même relevant du dangerosité ou ayant commis des crimes de même gravité. niveau B2 Repérage de l’implicite / du point du vue : – dès l’âge de 15 ans, certains adolescents peuvent commettre des crimes assez graves pour être condamnés comme des adultes. – l’accent est mis sur la protection des détenus mineurs. Le rôle de la prison est de les protéger et de les rassurer ; they should feel like they’re safe.

CORRIGÉS ET GRILLES CECRL • 407 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

> Script de l’enregistrement (CD 3, plage 4) Ed: Our prison holds approximately 1,150 to maybe 1,300 folks in there, which is, for a county facil- ity, one of the bigger ones in Pennsylvania. About 250 are female inmates, that we house there. Woman: Do you have juveniles as well? Ed : Yes, we have juveniles. If the crime is serious enough and they’re charged as an adult, we have as young as 15 and 16 year olds that are in that prison. And, so they’re in a, pretty much a separate area, they’re not in a general population so they’re protected from other inmates. They should feel like they’re safe and nobody’s going to harm them, either, in there. Woman: And how are the cells organized? Ed : Well… when everybody comes in they’re evaluated. So a lot of times they’ll be segregated by their crimes.

SPEAKING INTERACTION MANUEL & P. 188-189

Corrigés et scripts

1 b. James sides with Meek who thinks drastic measures must be taken to help beggars and homeless people. Charity alone can’t help them survive. Most of these people have extenuating circumstances, they can’t be held responsible for their plight. They come from deprived areas, are unskilled, and they can’t make ends meet. That’s the reason why we should help them overcome all these obstacles. Unlike James, Harriet thinks that the government shouldn’t be blamed, many of these people are fully responsible for the situation they are in. They both agree on the idea that we can’t remain indifferent to their appalling situation and must do something to help them. c. Tournures utilisées pour : – demander le point de vue : What did you think about... • About what? – demander davantage d’informations : Are you saying that... – manifester sa surprise, son agacement: You must be joking! – donner son opinion: It seems to me that... • Well, I guess • I would rather... – exprimer son accord : Yes, you’re right • Well, you have a point • that’s for sure – exprimer son désaccord : I’m no so sure about that. • I don’t think that • but • It’s unacceptable – marquer son hésitation avec des gap fillers : Hmm • Umm, well • actually • you know > Script de l’enregistrement (MP3 n°44) Harriet: Hey, did you see the graffiti that someone painted on the wall next to the train station? James: Yeah, I saw it. I’m pretty sure that Meek did it. You know—the street artist from Australia. H: Uh, let’s see—Meek. No, I don’t think I’ve ever heard of him. Who is he? J: Well, he takes after Banksy a bit I guess you could say. His work has been gaining popularity since 2003. From the looks of this piece he seems to be concerned about social welfare. What did you think about his graffiti? H: Umm, well… Actually, I didn’t pay much attention to it at first, but then just today, I stopped to look at it. You know, it’s quite clever in a way, with the play on words and all. J: Yes, you’re right. It looks like Meek wants to change the way we treat the homeless and

408 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

beggars. He knows that we need to change the system more than we need to give a few coins to the poor. H: I’m not so sure about that. J: About what? H: Well, about changing the system. It seems to me like people often blame “the system,” i.e. “the government” for what are really their own problems. You know? Many of the people that are homeless are drug addicts and alcoholics. That’s the reason they’re homeless, their lifestyle choices mean that they can’t find jobs. J: You must be joking! Most of the time, it’s not totally their fault. Some of these people grew up in single parent homes, or worse yet, in foster homes without any parents at all. Many of them never got a proper education and then never found a job or only found poorly-paid jobs. So, it’s not all their fault. H: Are you saying that they’re not at all free to make their own choices in life? That “the system” is totally at fault? That doesn’t seem to take into account the poor choices that they made. Nobody forced them to start taking drugs or to become alcoholics. J : Well, you have a point. They’re not only victims of society, but still, they haven’t been given the same opportunities that you and I have. We have an obligation to help them. H: But there are many charities that can help them. I prefer to give money directly to charities than expect a government program to fix the problem. J: Well, perhaps Meek would agree with you there. I don’t think that he necessarily cares whether the change comes from the government, or from private organizations, but he recognizes that something needs to change. It’s unacceptable to have so many homeless people living out in the cold while we sit comfortably at home by our fires. H: Well, one thing’s for sure: we all need to work together to solve this problem so that the homeless and beggars aren’t living and dying in the street. > Script de l’enregistrement (MP3 n°45) Man: What do you think about giving money directly to beggars? Woman: Well, I do give them some money from time to time. But now I think of it, most of the times it’s been to women. I feel like they’re the most vulnerable, and so I give them money on occasion. Man: Do you think that direct donations to beggars are more helpful than those you make to charities? Woman: Yes and no. You know, if you give somebody a couple of pounds, they can go to McDonald’s and buy lunch. But in the long run, I don’t know, probably it’s more effective to give money to charities. “It’s better to teach a man to fish than to give him one” as they say. > Script de l’enregistrement (MP3 n°46) NBA Players’ Salaries to Rise Next Season Man: Hey dude, did you read in the newspaper that NBA players will probably get paid even more on average next season? Woman: Yeah, I read that article yesterday. It’s incredible, isn’t it? I believe that the average salary is already somewhere around 5.5 million dollars per season. That’s more than I can ever imagine making in my whole life. I think the minimum salary is somewhere around $500,000. That’s still really good, don’t you think?

CORRIGÉS ET GRILLES CECRL • 409 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

Man: Yeah, that’s like three times what I make. You know, it makes me wonder if the players aren’t getting paid too much. I mean, honestly, what do they even really do? They practise a little bit during the week, and then they play a game for two hours in front of several thousand people on the weekend. Should they get paid more than teachers or doctors for example, who put in long hours and sacrifice much of their lives for the public good? Woman: That’s a great point Chris, you’re right that perhaps we should pay teachers, doctors, and other public servants more. But does that mean that NBA players have to be paid less? Who ought to control their salaries? Man: Man, I dunno, I just feel like it’s not fair that they get paid that much. Maybe the government should put a cap on how much they should get paid. That might make things more equal. Woman: Well, it’s none of the government business! It’s certainly true that the players do get paid a lot, but do you realize how hard they’ve worked to get to where they’re at? They’ve been self-disciplined for years and years, they work out for hours and hours every day, they watch their diets carefully, so I don’t have a problem with what they earn. Besides, did you know that some NBA players give a lot of money to charities? Man: Hmm, that’s a good point. I guess maybe it’s OK that they earn what they do. But I still can’t believe they’re going to raise their salaries.

FICHIER PÉDAGOGIQUE & P. 389-391

N.B. : vous trouverez l’ensemble des corrigés sur le site compagnon. Productions possibles (Unit 11, Subject A)

Father: Hi son, how was football practice today? Boy: Umm... yeah. It was OK. Mother: What’s wrong sweetie? You seem a little upset. Boy: Coach made me stay back after practice. Father: Why’s that? Were you messing around? Boy: No! He said he wanted to talk to me about my future. Mother: Well, what did he say? Boy: He said that I have a lot of potential to become a great football player, maybe even a professional, but that I need to change a few things if I’m going to stand out from the crowd. He said that I should go on a strict diet. Mother: A diet?! Why, that’s ridiculous! You’re the healthiest boy in your whole year! Boy: I know that I’m healthy, but coach said that if I change certain things, like eating less fat and more protein, I’ll gain muscle quicker and perform better. Father: I don’t see how that could hurt. Mother: What are you talking about Steve? Our son is a teenage boy, he’s still growing and he needs a balanced diet! Boy: I don’t mind so much about that, I could give it a try and see if it helps. Although I won’t give up eating sweets! But... Father: Yes?

410 • CORRIGÉS ET GRILLES CECRL FICHES D’ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

Boy: He said that the thing that would make the most difference to my chances of making it as a footballer would be taking... Mother: Taking what? Steroids? Boy: I’m not really sure, he just said “performance-enhancing drugs”, I think there are lots of different types. But I don’t feel comfortable about it... Mother: Well I’m not surprised! It’s very dangerous! I can’t believe that coach! What kind of sick person would tell a teenage boy that he needs to take performance-enhancing drugs? Steroids are illegal, for a start! I don’t want you getting in trouble with the law! Father: I agree that it’s a step too far. Performance-enhancing drugs can have a lot of nasty side effects on your body and your mind. People who take them often get very aggressive, I don’t want that to happen to you. Boy: Wow, I didn’t even know that. I didn’t want to do it because it’s cheating. You can get in a lot of trouble for taking performance-enhancing drugs, even the level I play at. If I failed a drugs test and got banned like Linford Christie did, I’d be devastated. Father: I’m glad you talked to us about this, son. I’m calling the school about that idiotic coach.

WRITING MANUEL & P. 232-233

Production possible

Dear Editor, Just yesterday I was flipping through your magazine, when I came across a shocking picture. It portrays an elderly woman, cloaked in a US flag. This picture was taken following the devastation of hurricane Katrina, who flooded the Golf Coast and drowned over 80% of the New Orleans mainland. This hurricane has taken over 1,000 lives and numerous others are now without home. This is precisely why I am writing this letter to you. I believe that the reaction and response to this life jolting storm has been weak and poorly directed. I will take the example of New Orleans, for it paints the most accurate picture of the situation. There was more than sufficient time to evacuate a large majority, if not all of the population from this city, prior to the hurricane. Important information was passed through the ranks that action was needed. Though there was a feeble attempt to move those from this god forsaken city, it was not enough. However, this is not the worst part. The most disappointing, is how disgraceful the response has been in the aftermath of the tragedy by the United States government. Hundreds and hundreds have been living on the street for weeks now. They have no food, no water and no shelter. The government has said publicly that they are doing everything they can to help those in need. Yet, these people are clearly not benefitting from this so called “help”. I find the image in the magazine fairly ironic. For this old woman is receiving nothing from the country whose flag she has wrapped around her. I would say that most Americans are extremely proud to represent the country to which they were born. However Mr. Editor, I must say that in this hour, I do not feel that emotion. I would go so far as to say that I am disgusted. We must help these people and we must do it now. Yours sincerely,

CORRIGÉS ET GRILLES CECRL • 411 FICHES D'ÉVALUATION SOMMATIVE&CORRIGÉS ET GRILLES CECRL

FICHIER PÉDAGOGIQUE & P. 391

N.B. : vous trouverez l’ensemble des corrigés sur le site compagnon. Proposition de corrigé (Unit 13)

This month has gone by so fast – I can’t believe it’s over already. When I first arrived, I was immediately given a tour of several homes. I was so impressed by the work that has already been done by the foundation. In case of a future flood, the houses are all being built atop stilts so as to protect them in the case of rapidly rising water. They all have solar panels and are top-of-the-line in terms of energy efficiency. They are all slightly different, but I love how many of them have a large wrap-around porch, an emblematic Southern architectural feature. When I wasn’t helping on the construction sites, I got to visit the area. I happened to be here during Mardi Gras and was blown away by the festivities, even though I’ve been told it’s still not quite as remarkable as it was pre-Katrina. I was fortunate enough to become close to several local people who told me their own, personal, devastating stories from Katrina. The tragedies they experienced really touched me and I so greatly admire their bravery in the face of disaster. They tell me that the community really isn’t the same any more: though many people have come back to rebuild their lives here after years away, countless others have permanently settled elsewhere in the United States. In the youth hostel I stayed in, I made friends with other young volunteers from around the world. Some of them were helping clean up the coast and protect endangered species. We ate (and even attempted to cook!) scrumptious local dishes like jambalaya, shrimp gumbo and oxtail soup. After dinner, we would go out to local jazz clubs and listen to music late into the night. It was always a bit hard when the alarm clock would ring bright and early the following morning letting us know it was time to go back to the construction site!

412 • CORRIGÉS ET GRILLES CECRL Méthodologie (Corrigés du manuel)

Rédiger un texte MANUEL & P. 234-237

1. Déterminer la nature de la tâche à accomplir

1. g, h 2. c, d, g, h, i 3. a, e, h 4. c, e, g, i 5. a, f 6. c, d, g, i 7. c, e, g, h, i 8. a, (b), f 9. b, f 2. Écrire une lettre

a.b. L’enfant connaît bien Liz Graham : Dear Liz • Take care • Lots of love • All the best • Kindest regards Il ne connaît que son nom de famille : Dear Mrs. Graham • Best regards Il ne connaît pas son nom : Dear Madam • Yours sincerely • Yours faithfully c. Style formel : Yours faithfully • Yours sincerely • Best regards Style informel : Take care • Lots of love • All the best • Kindest regards d. L’adresse de l’expéditeur sera notée en haut à droite et la date en dessous. e. Pour signer, on écrit son nom et on signe en dessous. 3. Rédiger un dialogue

1 a. Manière de parler : whispered • shouted • snapped back Type d’intervention : heard • interrupted • ventured • begged Indications sur les sentiments des personnages : asked impatiently • asked angrily b. En anglais, il n’y a pas de tirets en début de phrase. On ouvre les guillemets chaque fois qu’une personne parle et on les referme dès qu’elle a fini de parler. Les verbes introducteurs ne sont donc pas entre guillemets. c. she whispered = murmura-t-elle • she begged = supplia-t-elle On remarque qu’en anglais, le sujet et le verbe ne sont pas inversés. d. hésiter = hesitate, stammer répondre = reply, snap back, explain demander une explication = inquire déclarer = add, declare, tell parler doucement = sigh parler fort = scream, shout s’exclamer = exclaim inciter à faire = implore, insist, warn, suggest avouer = confess, admit

MÉTHODOLOGIE • 413 MÉTHODOLOGIE

2 She dialed Paul’s number. “Paul Smith speaking…” she heard him say. It was a bit of a shock to hear his voice after so long, but she was happy. “I never stopped thinking…” she whispered. “Who’s on the phone?” Paul asked slowly. “It that… you?” he asked in disbelief. “I have so much to tell you, so much to explain,” she spat out nervously. “I told you I wanted nothing to do with you, why did you call me?” he asked with a twitch of anger in his voice. “Please Paul, give me a chance to make it up to you,” she said. “Why should I give you anything at all?” he shot back. “Because I’ve changed, I’ve had so much time to think. I know what you felt; I know it’s still there.” He sighed and she waited on with hope in her heart. The silence seemed to last forever. “Alright, if what you say is true, then we can have a talk,” he said. An overwhelming happiness filled her heart; she was going to see him again. 4. Écrire un récit

1 a. Il s’agit d’un jeune homme né aux Philippines et envoyé en Californie afin qu’il ait une vie meilleure. b. Le temps utilisé est le prétérit. c. examining it. d. HAD + participe passé “I’d never seen” e. One August morning • nearly two decades ago • one day

2 I walked out of the D.M.V. shocked and confused. What did she mean when she said my green card was fake? I rode my bike home and my grandma was sitting on the porch. I had a million different thoughts and emotions running through my head. I approached her and the only thing I could utter was “How did I get into the United States?” My grandma looked at me in confusion. “What do you mean?” she asked. “Your uncle brought you here, surely you remember that.” “Grandma,” I said, “I know my green card is fake, what does all this mean?” My grandma’s face went white. I could tell that she knew the answer to my questions. “I think it’s time we had a talk,” she said in a slow and sad voice. She went on to explain everything to me. How my mother had begged her to take me. How she had pleaded that I deserved a better life. My grandma had finally accepted but the United States government was quite strict. They had to have my uncle sneak me into the country. It all makes so much sense now. All these years I had always been told to stay away from official paper work. How my grandma had always been as vague and short as possible at such places as hospitals. I felt cheated and dirty. I felt that I did not belong in the land that I had come to love. So began my life as an illegal immigrant. 5. Rédiger un essai argumentatif

1 Introduction : b., c., d., e., f., h., i., j., l. Conclusion : a., g., k., l., m.

2 b. vert = 5. • jaune = 2. • bleu clair = 7. • rose = 4. • violet = 1. • orange = 6. • bleu = 3.

3 Organiser ses idées = In other words… / To put it differently… / Or even… / Up to a certain point… / to some extent…/ To what extent…? / To start / To begin with / Secondly / Thirdly/ Finally

414 • MÉTHODOLOGIE MÉTHODOLOGIE

Donner des exemples = For instance… / … such as… Donner son opinion = I am in favour of… / I fully agree with… / I cannot agree with… / I am against… / In my opinion / As far as I am concerned… Relier ses idées = provided / as / since / furthermore

Comprendre un message oral MANUEL & P. 238-239

1. Faire des hypothèses et les vérifier

> Script de l’enregistrement (MP3 n°47) : Why do you have a gap year? Woman: Why do you have a gap year? Boy: I believe that a gap year is an amazing opportunity that should be, that should be taken by more people; it gives you the chance to get out into the world, to put yourself in a situation that is completely outside of your own, and to er, I dunno, to see, to see, er, to get a different view on things that you might have never, you might never have known. I believe my situation is a little different because I’ve been taking French since I was 5 years old, so when I arrived here, I was already decently fluent and I think that’s an advantage. Woman: What is your worst memory so far? Boy: I’d say that one night I couldn’t sleep, and I couldn’t think about anything besides my family and just wanting my friends and going back to my life, and there are some moments where it gets hard, but I think that’s part of the experience. Woman: Why did you take a year off in the first place? Boy: Well, it has part to do with my dad and part to do with my outlook on life. My dad did an exchange year following his time at high school. He went to Mexico for a year. When my dad had talked about his time in Mexico, it just sounded like something that was right up my alley; just the idea of getting out there and putting, getting out into the, discovering the unknown I guess; it’s just like the experience of it all is just really what interested me. a. – Dans cet enregistrement, il peut s’agir d’une expérience extraordinaire vécue entre amis (amazing - experience - friends). Ils ont peut-être eu l’occasion de découvrir le monde et ont décidé d’échanger leurs souvenirs (opportunity - discover - world - exchange - memories). – Je ne suis pas d’accord, car les deux mots gap year me rappellent une tradition dans les pays anglophones : des jeunes font une pause dans leurs études et ont la chance de faire l’expérience d’une année à l’étranger. Ils quittent leurs familles, rencontrent de nouveaux amis et reviennent dans leur pays avec des souvenirs incroyables du monde entier. Cette année à l’étranger offre beaucoup d’avantages ; en effet, on peut revenir bilingue et avoir une vision du monde différente (gap - year - people - opportunity - experience - families - friends - amazing - memories - world - advantages - fluent - different). b. – Deux personnes parlent, l’une pose des questions et l’autre y répond. – Le thème principal porte sur les avantages et les inconvénients de passer une année à l’étranger, et les raisons pour lesquelles certains jeunes font ce choix. c. Why do you have a gap year? What is your worst memory so far? Why did you take a year off in the first place?

MÉTHODOLOGIE • 415 MÉTHODOLOGIE d. • Si prise de notes en anglais :

the interviewer - the interviewee - family - friends - the interviewee’s Personnes dad Lieux “here” = France - Mexico Époques ou Since I was 5 years old - following his time at high school - for a year périodes de vie Actions ou Dad went to Mexico - did and exchange year and stayed with a host activités family

amazing opportunity - a chance to get out into the Positives world - a situation that is completely different from your own - to get a different view on things Impressions I couldn’t think about anything besides my family and Négatives just wanting my friends and going back to my life - There are some moments where it gets hard.

• Si prise de notes en français :

une personne qui pose les questions - une personne qui y répond - Personnes la famille - les amis - le père Lieux here = France - Mexique Époques ou depuis que j’ai 5 ans - après ses années au lycée - pendant un an périodes de vie Actions ou mon père est allé au Mexique - a participé à un échange pendant activités un an, ce qui lui a permis de découvrir l’inconnu

occasion extraordinaire - une chance de découvrir le Positives monde - une situation complètement extérieure à la nôtre - avoir une vision des choses différente Impressions Je ne pensais à rien d’autre qu’à ma famille et mes Négatives amis, je voulais reprendre ma vie d’avant. – Il y a des moments où cela devient difficile. e. Le jeune homme interrogé parle de son expérience à l’étranger. Il explique que c’est l’expérience de son père au Mexique qui lui a donné l’idée de faire une pause d’un an dans ses études. Étant donné qu’il parlait déjà très bien français, car il apprend cette langue depuis qu’il a cinq ans, cela a été moins difficile pour lui de s’intégrer en France. D’après lui, cette expérience est très positive, car on a l’occasion de découvrir le monde et de s’immerger dans une situation complètement extérieure à la nôtre. On repart en ayant une vision différente des choses. Néanmoins, il ajoute que certains moments peuvent s’avérer

416 • MÉTHODOLOGIE MÉTHODOLOGIE

plus difficiles, car il pensait à sa famille et à ses amis qui lui manquaient, et il avait parfois envie de reprendre sa vie d’avant. Dans l’ensemble, il semble conseiller cette expérience qui offre de nombreux avantages. 2. Comprendre dans le détail

> Script de l’enregistrement (MP3 n°48) : Do you feel passionate about something? Woman: What my passion is, is completely related to Canada, and my passion is nature and being in nature. It’s something that I took for granted as a child, because I’ve always had it. I was really privileged in my youth because my family has always had a cottage on a lake. From the time I was 3 years old, we spent all of our weekends all year around, even by minus 30°C in winter, all of our weekends, were at the cottage. It’s about 1h30, 2 hours, north-east of Toronto, and all of my youth was spent, playing in the water, water skiing, canoeing, sailing, making bowls with the clay coming from the bottom of the lake, finding snakes and snails, and fish, and frogs, and things to play with, and running around barefoot the forest, so that is the thing that I realized only after about seven years living in France, I realized to what extent I was actually nostalgic for the nature in Canada. It wasn’t even my family that I was nostalgic for, because we know that we love each other, and we were raised to be autonomous people. However, the nature, the whole aspect of this place that I invested a lot of time and energy into building was predominant for me. So, that place has a lot of memories, and is very, very important to me and it’s definitely my big passion. a. – Deux mots clés : passion - nature

Vegetation / Indoor / Impressions / Moments Landscape Outdoor activities Feelings pristine environ- swimming, hiking, childhood, youth, amazing, exciting, ment, scenery, riding a bike, adulthood, every breathtaking, forest, ocean, horse-riding, day, in the morning, relaxing, thrilling, beach, countryside, surfing, running, in the afternoon, feel at peace, lake, mountain hang-gliding, skiing, at night, during the feel nostalgic, water-skiing, week, at weekends, feel privileged, sailing in winter, be one with nature in summer

– Une autre catégorie possible est animals (snakes, snails, frogs, fish). b. – Canada • Toronto • north-east • 3 • 30 • 1h30 • 2h • 7 – Mots porteurs : passion • Canada • nature • child • privileged • youth • family cottage • lake • weekends • winter • north-east • Toronto • water • water skiing • canoeing • sailing • bowls • bottom • lake • snakes • snails • fish • frogs • barefoot • forest • seven years • France • nostalgic • Canada • family • autonomous people • time • energy • predominant • place • memories • important • big passion

MÉTHODOLOGIE • 417 MÉTHODOLOGIE c. – By the time I was 3 years old • minus 30°C in winter • 1h30 and 2h : approximate time from the cottage to Toronto • 7 years : time she has been living in France – child - youth - bowls - clay - snakes - snails - bare

Title My passion is nature. By the time I was three years old • after 7 years living When? in France Building cottage Landscape lake • forest Where? Distance 1h30, 2h from Toronto Temperature / minus 30°C in winter Season Sports water skiing • canoeing • sailing playing in the water • making bowls with the clay Activities? Games coming from the bottom of the lake • finding snakes and snails, and fish, and frogs, and things to play with Others running around barefoot the forest Feelings? privileged • nostalgic • love each other d. – Sentiments exprimés : feel passionate • be privileged • nostalgic • love each other & la nostalgie • la passion • le sentiment d’être privilégiée • l’amour qu’elle porte à sa famille – Ton utilisé : nostalgique et enthousiaste 3. Restituer le message a. Cet enregistrement est un entretien entre deux personnes, l’une demande à l’autre si elle a une passion, si elle est passionnée par quelque chose. Cet enregistrement pourrait également s’intituler « Mon enfance insouciante au Canada » ou « La nostalgie de la nature canadienne ». b. Une femme raconte son enfance à Toronto, au Canada. Depuis qu’elle a trois ans, elle était constamment à jouer dehors, car ses parents avaient une petite maison près d’un lac, où elle passait tous les weekends même par moins trente degrés. Elle se rappelle les nombreux moments où elle allait jouer dehors, faire du canoë, des jeux d’eaux, fabriquer des bols en poterie avec la terre du lac, ou encore jouer avec les animaux qu’elle trouvait et courir pieds nus dans la forêt avoisinante. Elle se rend compte, après sept ans passés en France, à quel point la nature canadienne lui manque. Sur un ton nostalgique mais enthousiaste, elle relate son enfance insouciante en parfaite harmonie avec la nature. Elle ajoute que ce n’est pas d’être loin de sa famille qui est le plus difficile, car elle sait qu’ils s’aiment, mais ce contact qu’elle avait avec la nature et qu’elle ne peut retrouver en France. Elle conclut donc en disant que la petite maison de son enfance est un endroit très important pour elle, car elle en garde de nombreux souvenirs et cela représente une réelle passion pour elle.

418 • MÉTHODOLOGIE FICHE PHOTOCOPIABLE&1 • PRÉPARATION À L’ÉPREUVE ÉCRITE

SSujetujet 1 MANUEL & P. 250-251

COMPRÉHENSION DE L’ÉCRIT : Read the text and answer the following questions on a separate sheet of paper.

A. His name is…

LV1/LV2 (B1)

1 a) Give as much information as you can about Lacy (full name, job). b) How old is Peter? c) True or false? Justify with one sentence from the text. – Lacy heard what was going on at school on television. T F – Lacy and Peter get on well. T F – Lacy was confronted with a scene of chaos upon her arrival at school. T F 2 Pick out the adjectives that best describe Lacy’s feelings when arriving at school. calm anxious confused indifferent stunned reassured desperate horrified panic-stricken 3 Who is responsible for the tragedy? Quote one key sentence from the text. 4 True or False? Justify with one sentence from the text. When she heard the news she was stunned. T F 5 “There must be some mistake, please let there be a mistake...” (l. 37) Rephrase in one sentence.

LV1 (B2)

6 How do people react when Lacy mentions her son’s name? (30 words)

B. Do We Blame the Columbine Parents?

LV1/LV2 (B1)

1 What event is referred to? (where? when?) 2 In the text find the equivalents of the following words or phrases (indicate the lines). a) get rid of b) groups c) feel responsible for d) lodge a complaint against somebody e) indifferent 3 True or false? Justify with one sentence from the text. a) When the journalist heard the news she only thought of the victims’ parents. T F b) The journalist sympathizes with the victims’ parents only. T F c) American public opinion blamed the murderers’ parents for the tragedy. T F Fiche photocopiable - © Hatier 2012 Fiche

FICHES PHOTOCOPIABLES • 419 FICHE PHOTOCOPIABLE&1 • PRÉPARATION À L’ÉPREUVE ÉCRITE

4 Pick out elements at the end of the article showing the journalist was prejudiced at the beginning of her inquiry. 15 a) What did the journalist discover at the end? Quote the text. b) Rephrase in one sentence.

LV1 (B2)

6 List the common points between the article and the extract from the novel.

EXPRESSION ÉCRITE : Choose ONE of these two subjects.

1 A journalist interviews a parent who has just found his/her child alive. Imagine the dialogue. (300 words) 2 In your opinion what may explain Peter’s act? (250 words) Fiche photocopiable - © Hatier 2012 Fiche

420 • FICHES PHOTOCOPIABLES FICHE PHOTOCOPIABLE&2 • PRÉPARATION À L’ÉPREUVE ÉCRITE

SSujetujet 2 : GGoo EEast,ast, YYoungoung MManan MANUEL & P. 252-253

COMPRÉHENSION DE L’ÉCRIT : Read the text and answer the following questions on a separate sheet of paper.

LV1/LV2 (B1)

1 Fill in the main character’s identity card at the beginning of the text. –Where? (town? State?) – Age? – Academic results? – Dominant feeling? 2 True or false? Justify your answer with one sentence from the text. a) He first identified with the people who demonstrated against the economic crisis. T F b) He decided to join them. T F c) He regrets his decision. T F 3 a) When did he make his decision? b) Where did he go? c) What job did he find? d) How long has he been there? 4 True or false? Justify your answer with one sentence from the text. He feels homesick. T F 5 List the advantages of his decision. Quote key elements. 6 What are the natives’ main qualities? 7 Pick out two elements from the text underlining that the young man’s host country’s economy is booming. 8 “Demand for native English speakers is white-hot.” (l. 24) Rephrase in one sentence. 9 Find the narrator’s two main criticisms. Include elements from the text in your answer. (30-35 words) 10 “We live in grim times, but fortune favors the bold.” (l. 39) Choose the correct answers. a) Life is tough but people must take risks. b) Life is awful and the situation is desperate. c) Where there’s a will there’s a way. (Quand on veut, on peut.) d) Even if there is an economic crisis, you can succeed if you try hard.

LV1 (B2)

11 What shows the narrator has a balanced view of his host country? Use three examples from the text to justify your answer. (40 words)

EXPRESSION ÉCRITE

Would you be ready to leave your native country and work abroad? Why? Why not? (300 words) Fiche photocopiable - © Hatier 2012 Fiche

FICHES PHOTOCOPIABLES • 421 FICHE PHOTOCOPIABLE&3 • PRÉPARATION À L’ÉPREUVE ÉCRITE

SSujetujet 3 : a cchangehange ooff hhearteart MANUEL & P. 254-255

COMPRÉHENSION DE L’ÉCRIT : Read the text and answer the following questions on a separate sheet of paper.

LV1/LV2 (B1)

1 In what country is the story set? Justify by quoting at least one element from the text.

2 a) Who are the characters involved in the passage? Give their full names when possible. b) How are they related to the main character in the passage?

The turning point in the main character’s life

3 What happened to the main character?

4 List the four main events that took place when he was in hospital.

5 In your own words say what the main character is told at the end of the first part of the passage (l. 33-38). (15 words)

The main character’s plans

6 True or false? Justify your answer with one quotation from the text. The main character has decided to give up his job. T F 7 What has he planned to do? (15 words)

8 Where did he get the money from? Include elements from the text in your answer.

9 What other objects did he need to reach his goal? Quote one sentence.à

10 “... he began to pace out a pitch, while hundreds of young children stood staring at him.” (l. 67-68) Explain the children’s reaction in your own words. (30 words)

11 What role did Stoffel play in this community? (30 words)

LV1 (B2)

12 In your own words, explain the political context of the story. (40 words)

13 Explain what the others’ “past mistakes” (l. 59-63) were. (40-50 words)

14 What accounts for (explains) the main character’s new behaviour? (35-40 words)

15 To what extent does the photo illustrate the main theme of the text? (30 words)

EXPRESSION ÉCRITE

Stoffel has just died. You are a journalist and you write an article about his life, his

Fiche photocopiable - © Hatier 2012 Fiche achievements and the impact he had on the community he worked with. (300 words)

422 • FICHES PHOTOCOPIABLES FICHE PHOTOCOPIABLE&4 • PRÉPARATION À L’ÉPREUVE ÉCRITE

SSujetujet 4 : rrevelationevelation MANUEL & P. 256-257

COMPRÉHENSION DE L’ÉCRIT : Read the text and answer the following questions on a separate sheet of paper.

LV1/LV2 (B1) The opening scene

1 Who are the characters present in the scene? What is the main character’s name? How are the characters related to each other? 2 Where and when (what time of day) does the scene take place? 3 What are the characters doing? Social backgrounds

4 What social class do the parents belong to? Find two quotes in the text. 5 True or false? Justify your answer by quoting one sentence. a) The young woman is educated. T F b) She feels close (proche) to her parents. T F c) She graduated two years ago. T F Graduation day

6 When she remembers that day, how does the young woman feel? Quote one sentence. 7 List the four rituals that are typical of a Graduation Day at Oxford. Quote the text. 8 True or false? Quote two sentences. She had forgotten to send her parents an invitation. T F 9 Compare the young woman’s Graduation Day with that of her friends. Find three differences and justify by quoting from the text. (30 words) The visit

10 a) What do we learn about the young woman’s physical condition? Rephrase in one sentence. b) Why has she come to see her mother?

LV1 (B2) The parents and education

11 What did education mean to the parents? Quote one key sentence. 12 What did they do to make their daughter succeed? a) Quote the text. b) Rephrase the sentence. Fiche photocopiable - © Hatier 2012 Fiche

FICHES PHOTOCOPIABLES • 423 FICHE PHOTOCOPIABLE&4 • PRÉPARATION À L’ÉPREUVE ÉCRITE

13 “... she had, now, almost nothing in common with them at all.” (l. 14-15) Using elements from the text, explain the quotation focusing on marital status, appearances and ideals / values in life. 14 What does the young woman realize at the end of the text?

EXPRESSION ÉCRITE : Choose ONE of these four subjects.

1 During her stay, Britt finds her old diary and reads the entry she had made about her graduation day. Write that page. (300 words) 2 Describe a time when you lied about something. How did this make you feel? (300 words) 3 To what extent do you agree with this quote: “Education is power”? (300 words) 4 Is telling the truth always the best option? (300 words) Fiche photocopiable - © Hatier 2012 Fiche

424 • FICHES PHOTOCOPIABLES FICHE PHOTOCOPIABLE • 1&CORRIGÉS

SSujetujet 1

& A. His name is… MANUEL P. 250

LV1/LV2 (B1) 1 a) Her full name is Lacy Houghton. She is a nurse (a midwife) (lines 6 and 10). (2 points) b) We do not know Peter’s exact age, but he must be a teenager / in his teens: he goes to school, is old enough to “take out the trash” (l. 7), has a gun (l. 29-30). (1 point) c) – False. “She took off at a dead run, holding the blankets that the local radio announcers had urged people to bring for the shock victims.” (l. 2-3) – False. “The last conversation she had had with Peter had been an argument.” (l. 5) – True. Several possible answers: “Nothing Lacy had seen in nursing school or in her work at a hospital prepared her for the sight she faced when she turned the corner.”(l. 10-11) + “shattered glass, fire engines, smoke. Blood, sobbing, sirens.”(l. 12) + “a sea of confusion.” (l. 13) (3 points) 2 anxious, confused, stunned, desperate, horrified, panic-stricken (3 points) 3 Lacy’s son, Peter, is responsible for the tragedy: “He’s the one who’s shooting.” (l. 29-30). (2 points) 4 True. “Everything around Lacy slowed—the pulse of the ambulances, the pace of the running students, the round sounds that fell from the lips of this girl.” (l. 31-32) (2 points) 5 Please tell me this is a mistake. • There’s got to be a mistake. • There’s bound to be a mistake. • Please God, tell me it’s not true! Autres énoncés possibles : She is dismayed, it is a nightmare for her. • She has been told / realizes her son is the murderer, a serial killer, she is in a state of shock. • She realizes her own son is responsible for the bloodbath / bloodshed, this barbaric act. • It is an excruciating moment, a turning point. She is aghast / astounded. (3 points)

LV1 (B2) 6 People feel horrified when she mentions her son’s name. They indirectly consider her responsible for everything. Nobody wishes to help her, they just shrink back and leave her desperately alone. (30 words) Autres énoncés possibles : She can feel hatred. She is considered a monster, people are prejudiced against her. She feels she is alone / ostracized. They want to keep away from her. People shudder with horror, flinch / shrink back. She is held responsible for the crime. It’s as if she had committed the crime herself. (5 points)

B. Do We Blame the Columbine Parents? MANUEL & P. 251

LV1/LV2 (B1) 1 The article refers to the tragedy that occurred in Columbine High School, in Littleton, Colorado, on April 20, 1999, when two students shot dead twelve other students and one teacher, and injured dozens of other students. (3 points)

CORRIGÉS • 425 FICHE PHOTOCOPIABLES • 1 ET 2&CORRIGÉS

2 a) shake (l. 1) b) sets (l. 8) c) layer guilt over grief (l. 12) d) file a lawsuit against somebody (l. 16) e) careless (l. 22) (2.5 points) 3 a) True.“I felt for the parents.” (l. 5) b) False.“Most of all I thought about two sets of parents — the Harrises and the Klebolds — who learned [...] that their children were killers.” (l. 8-10) c) True. “polls showed 85 percent of Americans held the parents responsible for the shooters’ acts” (l. 15-16). (1.5 points) 4 “I had gone looking for proof that these things happen to parents who are careless at best and callous or complicit at worst” (l. 21-22). This sentence clearly indicates that the journalist had a precise idea of what kind of elements she was looking for. He / She felt pretty sure that this had been possible because the parents had not cared for their children properly, had not been caring enough, or had not given them proper education. (3 points) 5 a) He / She discovered that the killers’ parents were just like any other parents: “and what I found, instead, were parents who were doing what any parents might do.” (l. 22-23) (1 point) b) What I found made me realize these parents were just ordinary parents, and I was wrong. (3 points)

LV1 (B2) 6 In both texts, we are made to see the situation from the shooters’ parents’ point of view, which is rather unusual. We are given an insight into what it must have felt like to realize how wrong these parents must have been about their children, and how devastating it must have been to realize that their whole world had instantly collapsed forever. In both cases, the shooters’ parents were totally unaware of what was going on in their children’s minds, which is why they had not foreseen anything of the sort. (5 points)

Total au niveau de B1 = 30 points Total au niveau de B2 = 40 points

SSujetujet 2 : GGoo EEast,ast, YYoungoung MManan MANUEL & P. 252-253

LV1/LV2 (B1) 1 – Where? (town? State?) The USA, near Greenwich, Connecticut – Age? early 20s – Academic results? overeducated with a series of non-performing degrees from New York University and Columbia – Dominant feeling? Frustrated (because he felt stuck in a dead-end job). (0.5 x 6 = 3 points) 2 a) True. “When I saw the Occupy Wall Street protesters on TV [...] I saw myself.” (l. 3-4) b) False. “To the occupiers and their sympathizers, I say vote — not with the ballot, but with your feet [...] leave America.” (l. 6-8) c) False. “It was the best decision I ever made.” (l. 9) (3 points) 3 a) He made his decision in February 2011.

426 • CORRIGÉS FICHES PHOTOCOPIABLES • 2 ET 3&CORRIGÉS

b) He went to Beijing, China. c) He found a job as a teacher of American culture and English at Tsinghua University. d) He has been there for eleven months now, nearly one year. (4 points) 4 False. “I feel that China is my second home.” (l. 13) (1 point) 5 Fulfilling work, manageable workload, time to travel (l. 14-15), new friends (l. 15), outstanding food (l. 16), enriching experience (l. 18). (6 points) 6 The natives are patient, courteous and hospitable (l. 19). (3 points) 7 “Job prospects are abundant.”(l. 22). “The effects of the Great Recession of 2008 [...] barely scratched China.”(l. 22-23). (2 points) 8 There is huge demand for native English-speaking people. / Native English speakers are desperately needed in China. (2 points) 9 The narrator first criticizes China for clearly rejecting western-like democratic values, and secondly for not reducing the huge pollution level that can be observed on a daily basis, particularly in Beijing. (4.5 points) 10 Life is tough but people must take risks. / Where there’s a will there’s a way. / Even if there is an economic crisis, you can succeed if you try hard. (1.5 points)

LV1 (B2) 11 The narrator criticizes China’s unequivocal rejection of democracy, yet admits that both citizens and the media have more freedom than one might think. Moreover, he is aware of the underrating of every day’s pollution over Beijing and the lack of food safety. (10 points)

Total au niveau de B1 = 30 points Total au niveau de B2 = 40 points

SSujetujet 3 : a cchangehange ooff hhearteart MANUEL & P. 254-255

LV1/LV2 (B1) 1 The text is set in South Africa, which is indicated by several elements: two characters have Afrikaner names, the main character goes to Crossroads, which is a township near Johan- nesburg, and the separation between Blacks and Whites is a clear reference to apartheid (see the episode about the privilege reserved for Whites at the bank). (4 points) 2 a) The characters involved are Stoffel van den Berg, Inga van den Berg, Martinus de Jong, the surgeon, the driver and his wife, the General Manager, children and teenagers. (0.5 x 8 = 4 points) b) Inga is Stoffel’s wife, the other driver was driving the car which crashed with Stoffel’s, and his wife is the one who agreed to save Stoffel’s life, the surgeon operated on him. Martinus de Jong is both a friend and a colleague of Stoffel’s, the General Manager is Stoffel’s boss, the children and teenagers are township inhabitants he meets after leaving hospital. (0.5 x 7 = 3.5 points)

CORRIGÉS • 427 FICHE PHOTOCOPIABLE • 3&CORRIGÉS

3 The main character had a severe car crash which almost killed him but killed the other driver. (1.5 points) 4 First, the other driver died soon after arriving in hospital, then Stoffel’s own heart stopped beating for a while. Thirdly, the other driver’s heart proved to be compatible with his, and lastly the other driver’s wife agreed to give Stoffel her husband’s heart, even though the two men had different skin colours. (4 points) 5 He barely has three or four years to live because he has been too badly injured. (3 points) 6 True. “‘I shall not be returning to the bank,’ Stoffel said quietly.” (l. 43) + “You will be receiving my resignation in the next few days.” (l. 43-44) + “I have other plans.” (l. 46) (2 points) 7 He has planned to do some social work in the township with children and teenagers. / He has planned to devote the rest of his life to black children and teenagers / to doing his best to improve black people’s living conditions in the township. Stoffel felt so grateful to the black man that he decided to devote all his time and energy to helping needy / deprived children by teaching them English. (3 points) 8 He got the money from the bank, more precisely from his life insurance (l. 49) and also from the surplus in the sports fund (l. 56). (3 points) 9 “I’ll start by buying some second-hand books, old rugby balls and cricket bats.” (l. 52) (2 points) 10 The children were quite skeptical when they saw him organizing things in their township. They could not believe that a white man cared for them and wanted to help them in this way. / On seeing him the children were astonished / amazed / stunned / dumbfounded / taken aback / startled. They didn’t expect to see a white person in their area. That’s why they were aloof. They were not used to seeing whites. They wondered what he was doing there. They were suspicious, distrustful and diffident. (5 points) 11 Stoffel acted like a teacher and a social worker, giving children some sort of school education, using sports rules to show them how to behave and live together without becoming delinquents. Moreover, some of them helped Stoffel to create a sports pitch in recognition of what he was doing for them. Autres énoncés possibles : He was dedicated, committed. He did his best / his utmost to help destitute people. He wanted to find a way out of poverty, to deter them from committing crimes, to fight against illiteracy, unemployment, juvenile delinquency. He wanted to contribute to the improvement of their living conditions. He managed to achieve his goal, to fulfil his dream. He talked black children out of being criminals and getting involved in drugs. He was willing to devote the rest of his life to a challenging cause. (5 points)

LV1 (B2)

12 The story is set at the time of apartheid, when Blacks and Whites were strictly separated in South Africa; any kind of interaction was just unconceivable and all aspects of social life were strictly codified according to skin colour. (40 words) (5 points) 13 The others realized that they had been utterly prejudiced against black people and that they had been wrong. Indeed, we can suppose that in other circumstances they would no longer have considered Stoffel white since he had received a black person’s heart. But now they knew that it made no difference. (51 words) (6 points) 14 He knows his life is about to end, so this puts things into a totally different perspective and makes him want to do something really useful. Furthermore, the driver’s wife’s generosity makes him realize that values have nothing to do with colour. (42 words) (5 points)

428 • CORRIGÉS FICHES PHOTOCOPIABLES • 3 ET 4&CORRIGÉS

15 These two different coloured hands in the shape of a heart vividly depict Stoffel’s new lease of life – a black heart in a white body, two colours for a single human being. (32 words) (4 points)

Total au niveau de B1 = 40 points Total au niveau de B2 = 60 points

SSujetujet 4 : rrevelationevelation MANUEL & P. 256-257

LV1/LV2 (B1) 1 The two characters present at the beginning of this passage are Britt, a young woman, and her mother. (3 points) 2 The scene takes place in Britt’s parents’ home in the morning: Britt’s mother asks her if she has slept well (l. 1) + “On the point of confessing that she had had the worst night of her life” (l. 2) (2 points) 3 Britt is having breakfast (“sipping her tea”, l. 16) while her mother is lighting a fire (l. 44-48). The mother is kneeling in her dressing gown trying to light a fire while the girl is looking at her, remembering her graduation day (and drinking tea). (2 points) 4 The parents belong to the working class. “poky suburban life”, (l. 8) + “had scrimped and saved to give her the best opportunities they could” (l. 11-12) + “She was ashamed of them” (l. 27) + She thought her parents will not be well-dressed at her graduation: “the idea of her father in an ill-fitting suit […] was too much to face.” (l. 28-30) (3 points) 5 a) True. “She had gone to grammar school and on to Oxford.” (l. 12-13). b) False.“She had, now, almost nothing in common with them at all.”(l. 14-15). c) False.“twelve years” (l. 17) (3 points) 6 On remembering Degree Day at Oxford she feels crushed by shame: “Another memory, deep and repressed, sprang up bringing with it a sick feeling of shame which even twelve years hadn’t managed to blot out.”(l. 16-18) (2 points) 7 On Degree Day, students are expected to wear the traditional mortar board and gown and follow everyone into the Sheldonian Theatre. In this splendid place, they collect their degree from the Vice-Chancellor and then have their photo taken as a souvenir for their parents. (4 points) 8 False. “So she had put them off, telling them she would be on holiday for Degree Day and would collect hers by post.” (l. 31-32) + “She had been too embarrassed to invite them.” (l. 37) (2 points) 9 Contrary to her friends she was alone and she did not have the traditional photo taken. Besides, she saw her graduation day ruined by the sight of another student from her old Grammar School who had come with her parents. On seeing them she felt both ashamed and afraid that her parents might discover her lie. “So she had put them off” (l. 31) + “she had gone cold and sweaty [...] discover the truth” (l. 35-37) + “ She looked at the empty man- telpiece this morning, where their only child’s graduation photo should have proudly stood” (l. 38-40). She feels ashamed, she can’t help feeling guilty and remorseful / she has pangs of remorse, qualms of conscience: she realizes she has deprived her parents of an opportunity to feel proud of her / of a glorious day. She wishes she had invited them to the ceremony

CORRIGÉS • 429 FICHE PHOTOCOPIABLE • 4&CORRIGÉS

instead of lying to them. She has betrayed her parents. She has been ungrateful to them. (5 points) 10 a) Britt is expecting a child. / Britt is pregnant. (2 points) b) She must have come to see her mother because she feels depressed, maybe even desperate because she is alone. Maybe the prospect of becoming a single mother is more than she can take and she needs to be advised and comforted. (2 points)

LV1 (B2) 11 Education meant a lot to Britt’s parents, the opportunity to climb the social ladder. “Her parents, always believing that education was power” (l. 10): her parents believed education was a way out of poverty, a means of escaping a deprived area, of climbing the rungs of the social ladder, a chance of improving one’s living conditions / of changing classes. (2 points) 12 a) They had made sacrifices: “[They] had scrimped and saved to give her the best opportunities they could.” (l. 11-12). (1 point) b) This sentence means that they had saved every single penny they could to allow their daughter to go as far as possible in her studies. (2 points) 13 Her parents still lived a very simple life, in the same old suburban house, wearing cheap clothes. But they found that life quite satisfactory, they stuck together and loved each other, they were happy with what they had and wanted nothing more. Contrary to them, she wore expensive clothes, was extremely ambitious and individualistic. She believed she could only rely on herself to reach her goals and was proud of owing her success to no one but herself. (3 points) 14 At the end of the text she realizes that she has gone wrong, that her parents have much more to be proud of or happy with than her, that she is all alone and that her social success is of no value now that she is expecting a child and is all by herself. She becomes aware that her ideals in life are not likely to bring her happiness, that she has made a mistake / wrong choices. Whereas she used to despise / look down on her parents’ way of life, she has come to realize they live in happiness and harmony unlike her. She has been mistaken in believing that self-reliance, individualism and personal merit are the only way to success and happiness. She now realizes that solidarity, and the moral support of a community / family are essential / key values. She has given too much importance to academic achievement, she has been individualistic, narrow-minded, selfish, self-centred, poles apart with them. (2 points)

Total au niveau de B1 = 30 points Total au niveau de B2 = 40 points

430 • CORRIGÉSFICHES PHOTOCOPIABLES Crédits photos p. 357 : © Vodafone New Zealand/Colenso BBDO, Auckland p. 358 h : The evolution of communication : © Mike Keefe, Cagle Cartoons - 03/27/09 p. 358 b : Facebook Privacy : © Mike Keefe, Cagle Cartoons - 05/25/2010 p. 359 : © Campus Advocacy Network/Dong Wang p. 372 : © Canary Pete/ www.CartoonStock.com –sdan297 p. 373 h : © Cardow, The Ottawa Citizen/Cagle Cartoons 11/18/2011 p. 373 b : © Peter C. Vey/The Cartoon Bank/Condé Nast Publications Inc. # 8542959 p. 374 : ARP Selection / Collection Christophe L p. 375 : Self portrait with Rita, 1922. Washington D.C., National Portrait Gallery Smithsonian Institution : © Photo Nat. Portrait Gall. Smithsonian/Art Resource/Scala, Florence © Adagp ; Paris 2012 p. 376 h : © 1st for Women/Black River Football Club, Johannesburg p. 376 b : © Guto Dias/ www.CartoonStock.com –Raun9 p. 390 : Olympics Science Doping Drugs Podium Medal Beijing, China : © 2012 CartoonArts International/The New York Times Syndicate, Cartoon by BAS p. 391 gauche : Vivien Leigh as Lady Macbeth, 1955. Photo by AngusMcBean © Royal Shakespeare Company p. 391 milieu : Nisian Hughes/Stone/Getty Images p. 391 droite : © Roland Petermann/www.kunsterniert.ch

Crédits textes p. 360 : © 2012 The Newsweek/Daily Beast Company LLC p. 374 : The Times They Are A-Changin’, Bob Dylan © Sony/ATV p. 377-378 : Meet the “twiblings”: The baby brother and sister born from two different wombs © Daily Mail online 5/01/2011 p. 380 : Excerpt from Living in the Maniototo by Janet Frame. Copyright © 1979, Janet Frame, used by permission of The Wylie Agency (UK) Limited. p. 381 haut : Archives New Zealand. © Crown Copyright 2012 p. 384-385 : The Book of Daniel, 1971. Reprinted by permission of International Creative Management, Inc. © 1971, by E.L. Doctorow

CRÉDITS • 431