Sequence n°5THE BLACK ISSUE

05/03/2010

CLASSE DE TERMINALE

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

SEANCE N°1TIMELINE

SEANCE N°1:Elaboration d’un TIMELINE

Objectif culturel dominant: The black issue

Objectifs lexicaux: front cover, back cover, an ad, to be considered

as, to be regarded as, a good, slaves, slavery, living conditions, popular, the toilets, the restroom, the bathroom, the loo, …

Objectif méthodologique: expression orale (game)

1776

Declaration of Independence

‘All men are created equal’

.. except the black slaves…

… considered as goods!

TOM

« Uncle Tom’s Cabin » is the most popular, influential and controversial book written by an American »

« President Lincoln (…) greeted Stowe as ‘the little lady’ who started the great civil war »

1861 1865

1865 : 13th Amendment freedom

1870: 15th Amendment fully-fledged citizens

KKK

Hate groupRacismTerrible living conditions

Up the Mississippi

Jazz, blues, Gospel

‘Go down, Moses’ L. Armstrong parallel with the biblical story of

Moses

KING

Black pastor and political leader

‘I have a dream’ freedom, equality, brotherhood…

Assassinated in 1968

WATCH and LISTEN (favourite passage?)

HOMEWORK

Learn the beginning of the Declaration of Independence

Learn your favourite passage in ‘I have a dream’

SEANCE N°2TIMELINE (the end)

XBlack political

leader

Separatism and violence … (quotation)

Integration

Assassinated in 1965

1965

Voting Rights Act

Lyndon B JOHNSON

Affirmative Action

KING

The facts

LA riots

Racism: still a burning issue…

OBAMAA huge

step ahead

Yes, he can… bridge the racial gap!

The New Hampshire Speech

HOMEWORK

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

SEANCE N°3MALCOLM X

OBJECTIFS

LEXICAUX: a movie, a film, a film-maker, a film-director, to be released, to be starring, to suffer from, a muslim, to cheer at, a jail, a murderer, a drunkard, to bear a grudge against, a baton, to be convincing, to be convinced, brotherhood, a speech, a speaker, an orator, the audience, the credits, a robber, a thief, an enslaver, a swine, to charge sb with, 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

DEROULEMENT DE LA SEANCE

1- Accueil et ‘news’ of the day2- Correction de l’exercice (song)3- Vérification orale4- ANTICIPATION sur le X:

X files X-rated film Malcolm X …

5- APPROCHE ACTIONNELLE du document:

TASKS while watching

Credits of the filmStars and Stripes on fire

violenceRodney King being beaten

violence

A violent speech (charge…)Violent musicCheers of the audience

6- Approche ACTIONNELLE de la phase d’approfondissement:

listen again and circle the accusations

production des énoncés qui figureront en trace écrite:

- He charges the whites with being murderers, which is true! (KKK)

- He accuses the whites of being robbers, which is true! (liberty)

- He blames the whites for being swine eaters and drunkards, which is true! (muslim!)

- He reproaches the whites with/for being enslavers, which is true! (slavery)

7- Découverte du document écrit + film

8- EXPLOITATION du document: en libérant de tt support, dialogue

en situation ‘réelle’ de conversation : MALCOLM X = a good orator????? (débat)

9- HOMEWORK: Read Malcolm X’s biography and

find the questions corresponding to the expressions underlined in the text.

SEANCE N°4MALCOLM X

(The end)

OBJECTIFSLEXICAUX: niggers, negroes, African- Americans, nightmare,

crime- rate, unemployment-rate, muslim, to be in jail, to be behind bars, to change one’s mind, 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)

DEROULEMENT DE LA SEANCE

1- Accueil et ‘news of the day’2- Correction ex (biographie of Malcolm X)

Mise en situation de dialogue3- Vérification orale sur Part I4- Phase de compréhension sur Part II

TACHE N°1 : Right or Wrong1- R 2- W They were forced to go to America.

LIVING CONDITIONS ON BOARD THE SLAVE SHIPS:

Overcrowded, lack of space, lack of intimacy, terrible smell, spreading diseases…

Chains, humiliation…. … Appalling living-conditions Lots of them died before reaching America! (20%)

Fin du Right or Wrong Give a title to this part4- TACHE N° 2: Circle the places

The cotton fields of Georgia The blacks used to word there as slaves!

The streets of Harlem, Detroit, Chicago The blacks live there (difficult living conditions)

Democracy has been baffled! (A. Lincoln’s definition)The American Dream Nightmare! Give a title to this part

5- Conclusion: Convinced?

No! ‘The pen is mightier than the sword’ : Ghandi, Mandela… Martin Luther King…

6- Homework: Relire le cours…

SEANCE N°5ACROSS THE LINES

(Découverte de la chanson)

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)

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 :

Mark what is different and correct: CHORUS

Across the linesWho would like to go?Over the bridge, under the paths That separates White people from Black peopleChoose your side and rush for your livesThis evening the riots startBack avenues of AmericaThey kill the nightmare of America

Fill in the blanks:First verse

Little black girl gets ………………..Ain’t ……………… reason whyNewspaper ………………..the story and

………… tempers fly…………….. day it starts a …………….………………. and …………….are drawnTwo black boys get …………….killed when

one ………..boy goes …………

Cross out what you don’t hear:

Second verse

Little black American girl gets assaultedNo one really knows her surnameLots of white people severely hurt and

angryShe’s the only one to blame

4- HOMEWORK:

Lire la biographie de Tracy Chapman and complete the ID.

SEANCE N°6ACROSS THE LINES

(Exploitation)

OBJECTIFS

LEXICAUX: one, twice, three times…, below the poverty line, unemployment rate, crime rate, a district, a borough, to choose sides, brotherhood, over=above, under= underneath=beneath=below, to dare to do sth, prevailing atmosphere, to rush, rush hour, a matter of life and death, to assault, a glimmer of hope, all the more...as, unbearable…

GRAMMATICAUX: Conditional and its meaning, ,

METHODOLOGIQUE: Expression orale + Compréhension écrite

CULTUREL: Bridging the racial gap

DEROULEMENT DE LA SEANCE

1- Accueil et ‘news of the day’2- CORRECTION interactive de la fiche ID3- APPROCHE ‘ACTIONNELLE’ des lyrics:

Trois consignes différentes :

PICK OUT ALL THE WORDS REFERRING TO…

SEPARATION

LINE: economic line -> poverty line, unemployment rate

social line -> crime rate, education, housi

SEPARATESSIDES: You have to choose either the black side or

the white side, but not both…

PICK OUT ALL THE WORDS REFERRING TO ..

CROSSING

ACROSS/ OVER

BRIDGE/ TRACKS

‘Who would dare to go?’ : CONDITIONAL=> hope

DARE=> dangerous

PICK OUT ALL THE WORDS REFERRING TO ..

VIOLENCEThroughout the song:

RUSH FOR YOUR LIVESRIOT (X2)KILL (X2)ASSAULTEDKNIVES AND GUNSHURT

CONCLUSION:

Optimistic or Pessimistic song?

On the face of it: pessimisticOn second thoughts: optimistic (MLK,

Malcolm X, T. Chapman, N. Mandela…)

Discussion finale sur l’efficacité d’une chanson ou d’un discours…

EVALUATION FORMATIVE ET NORMATIVE