This document outlines a lesson plan covering the topic of black issues in America. It includes 6 class sessions focusing on developing a timeline of major events, exploring the lives and speeches of Malcolm X and Martin Luther King Jr., and analyzing the song "Across the Lines" by Tracy Chapman. The lessons aim to build students' cultural knowledge of racism in America while targeting vocabulary and grammar objectives. Students will listen to speeches, watch clips from films, and complete comprehension and discussion activities to critically engage with issues of racial inequality, violence and the fight for civil rights.

1. Sequence n°5 THE BLACK ISSUE 05/03/2010 CLASSE DE TERMINALE

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

3. SEANCE N°1 TIMELINE

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…

6. … considered as goods!

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 »

8. 1861  1865 1865 : 13th Amendment  freedom 1870: 15th Amendment  fully-fledgedcitizens

9. KKK Hate group Racism Terrible living conditions

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’

13. SEANCE N°2 TIMELINE (the end)

14. X Black political leader Separatism and violence … (quotation) Integration Assassinated in 1965

15. 1965 VotingRightsAct Lyndon B JOHNSON Affirmative Action

16. KING The facts LA riots Racism: still a burning issue…

17. OBAMA A hugestepahead Yes, hecan… bridge the racial gap! The New Hampshire Speech

19. HOMEWORK Listen to the end of the song on UTUBE and fill in the blanks.

20. SEANCE N°3 MALCOLM X

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

25. He accuses the whitesofbeingrobbers, whichistrue! (liberty)

26. He blames the whitesforbeingswineeaters and drunkards, whichistrue! (muslim!)

28. SEANCE N°4 MALCOLM X (The end)

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…

32. Chains, humiliation…. … Appalling living-conditions  Lots of themdiedbeforereachingAmerica! (20%)

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…

35. SEANCE N°5 ACROSS THE LINES (Découverte de la chanson)

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.

42. SEANCE N°6 ACROSS THE LINES (Exploitation)

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…

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

49. On second thoughts: optimistic (MLK, Malcolm X, T. Chapman, N. Mandela…)