2. ARTICULATION DE LA SEQUENCE SEANCES 1 et 2: mise en place d’un ‘timeline’ SEANCES 3 et 4: Malcolm X SEANCES 5 et 6: Tracy Chapman + Evaluation finale
4. SEANCE N°1:Elaboration d’un TIMELINE Objectif culturel dominant: The black issue Objectifs lexicaux: front cover, back cover, an ad, to beconsidered as, to beregarded as, a good, slaves, slavery, living conditions, popular, the toilets, the restroom, the bathroom, the loo, … Objectif méthodologique: expression orale (game)
5. 1776 Declaration of Independence ‘All men are createdequal’ .. except the black slaves…
7. TOM « UncleTom’sCabin » is the mostpopular, influential and controversial book written by an American » « President Lincoln (…) greetedStowe as ‘the little lady’ whostarted the great civil war »
10. Up the Mississippi Jazz, blues, Gospel ‘Go down, Moses’ L. Armstrong parallelwith the biblical story of Moses
11. KING Black pastor and political leader ‘I have a dream’ freedom, equality, brotherhood… Assassinated in 1968 WATCH and LISTEN (favourite passage?)
12. HOMEWORK Learn the beginning of the Declaration of Independence Learnyourfavourite passage in ‘I have a dream’
21. OBJECTIFS LEXICAUX: a movie, a film, a film-maker, a film-director, to bereleased, to bestarring, to sufferfrom, a muslim, to cheerat, a jail, a murderer, a drunkard, to bear a grudgeagainst, a baton, to beconvincing, to beconvinced, brotherhood, a speech, a speaker, an orator, the audience, the credits, a robber, a thief, an enslaver, a swine, to charge sbwith, to accuse sb of, to blame, to reproach, a proof… GRAMMATICAUX: both … and, neither… nor, which … NOTIONNEL: Le REPROCHE (to blame … for, to reproach … with/ for, to accuse … of, to charge … with) METHODOLOGIQUE: Compréhension Orale + Expression Orale
22. DEROULEMENT DE LA SEANCE 1- Accueil et ‘news’ of the day 2- Correction de l’exercice (song) 3- Vérification orale 4- ANTICIPATION sur le X: X files X-rated film Malcolm X … 5- APPROCHE ACTIONNELLE du document:
23. TASKS whilewatching Credits of the film Stars and Stripes on fire violence Rodney King beingbeaten violence A violent speech (charge…) Violent music Cheers of the audience
24.
25. He accuses the whitesofbeingrobbers, whichistrue! (liberty)
26. He blames the whitesforbeingswineeaters and drunkards, whichistrue! (muslim!)
29. OBJECTIFS LEXICAUX: niggers, negroes, African- Americans, nightmare, crime- rate, unemployment-rate, muslim, to be in jail, to bebehind bars, to change one’smind, the hold,appalling living conditions, lack of, intimacy, death-rate, nightmare GRAMMATICAUX:used to + V (react), before + Ving METHODOLOGIQUE: Compréhension orale + Expression orale CULTUREL: living conditions of blacks (slavery/ in the 60s)
30. DEROULEMENT DE LA SEANCE 1- Accueil et ‘news of the day’ 2- Correction ex (biographie of Malcolm X) Mise en situation de dialogue 3- Vérification orale sur Part I 4- Phase de compréhension sur Part II TACHE N°1 : Right or Wrong 1- R 2- W Theywereforced to go to America.
31. LIVING CONDITIONS ON BOARD THE SLAVE SHIPS: Overcrowded, lack of space, lack of intimacy, terrible smell, spreadingdiseases…
33. Fin du Right or Wrong Give a title to this part 4- TACHE N° 2: Circle the places The cottonfields of Georgia The blacks used to wordthere as slaves! The streets of Harlem, Detroit, Chicago The blacks live there (difficult living conditions) Democracy has been baffled! (A. Lincoln’sdefinition) The American Dream Nightmare! Give a title to this part
34. 5- Conclusion: Convinced? No! ‘The penismightierthan the sword’ : Ghandi, Mandela… Martin Luther King… 6- Homework: Relire le cours…
36. OBJECTIFS LEXICAUX: a line, a frontier, a border, to dare to do sth, to dare do sth, a track, a path, under, below, underneath, beneath, over, above, to rush, rush hour, tonight, a riot, to assault, to print, weapons, blind, hurt, wounded, injured, blame… GRAMMATICAUX: Grande quantité (many..), METHODOLOGIQUE: Compréhension orale CULTUREL: (Re)découverte de Tracy Chapman (+ guns in the US)
37. DEROULEMENT DE LA SEANCE 1- Accueil et ‘news of the day’ 2- ANTICIPATION (à partir des premières notes) Présentation de T. Chapman à partir des connaissances des élèves. 3- APPROCHE ‘ACTIONNELLE’ des lyrics: Trois consignes différentes :
38. Mark whatisdifferent and correct: CHORUS Across the lines Whowouldlike to go? Over the bridge, under the paths That separates White people from Black people Chooseyourside and rush for yourlives This evening the riotsstart Back avenues of America Theykill the nightmare of America
39. Fill in the blanks: First verse Little black girl gets ……………….. Ain’t ……………… reasonwhy Newspaper ………………..the story and ………… tempersfly …………….. dayitstarts a ……………. ………………. and …………….are drawn Two black boys get …………….killedwhen one ………..boy goes …………
40. Cross out whatyoudon’thear: Second verse Little black American girl getsassaulted No one reallyknowshersurname Lots of white people severelyhurt and angry She’s the only one to blame
41. 4- HOMEWORK: Lire la biographie de Tracy Chapman and complete the ID.
43. OBJECTIFS LEXICAUX: one, twice, three times…, below the poverty line, unemployment rate, crime rate, a district, a borough, to choosesides, brotherhood, over=above, under= underneath=beneath=below, to dare to do sth, prevailingatmosphere, to rush, rush hour, a matter of life and death, to assault, a glimmer of hope, all the more...as, unbearable… GRAMMATICAUX:Conditional and itsmeaning, , METHODOLOGIQUE: Expression orale + Compréhension écrite CULTUREL: Bridging the racial gap
44. DEROULEMENT DE LA SEANCE 1- Accueil et ‘news of the day’ 2- CORRECTION interactive de la fiche ID 3- APPROCHE ‘ACTIONNELLE’ des lyrics: Trois consignes différentes :
45. PICK OUT ALL THE WORDS REFERRING TO… SEPARATION LINE: economic line -> poverty line, unemployment rate social line -> crime rate, education, housi SEPARATES SIDES: You have to chooseeither the black side or the white side, but not both…
46.
47. PICK OUT ALL THE WORDS REFERRING TO .. VIOLENCE Throughout the song: RUSH FOR YOUR LIVES RIOT (X2) KILL (X2) ASSAULTED KNIVES AND GUNS HURT