UNIT 2 The New Americans

Transcription

1 UNIT 2 The New Americans Notion : Espaces et échanges Activité langagière dominante : compréhension de l oral Activité langagière associée : expression orale FINALITÉ ET ORGANISATION GÉNÉRALE DU PROJET Le thème général Le thème de ce chapitre, les nouveaux immigrants aux États-Unis, s inscrit dans la notion «Espaces et échanges». La problématique à laquelle on apportera des éléments de réponse au fil des quatre doublespages est la suivante : «Quelles sont les aspirations des nouveaux Américains?» Les documents proposés à l étude sont de nature variée : témoignages issus de reportages vidéo ou d émissions radiophoniques, extraits de romans et articles de journaux, graphiques Ils permettent : de comprendre que les États-Unis ont été et sont toujours une terre d immigration, de dresser plusieurs portraits de nouveaux arrivants aux aspirations différentes, de mesurer l impact de chaque immigrant sur la société américaine, de mieux comprendre l esprit américain. En fin de parcours Évaluation de l expression orale en interaction : tâche : prendre part à un débat radiophonique sur les nouveaux Américains. Évaluation de la compréhension de l oral : tâche : choisir un invité pour une émission télévisée. Évaluation dans les cinq activités langagières : compréhension d un témoignage expression orale autour de la notion «Espaces et échanges», en particulier sur ce que les immigrants apportent au nouveau pays dans lequel ils s installent, lecture et compréhension de plusieurs documents (extrait de roman et de documentaire) rédaction d une entrée de journal intime et d un dialogue argumentatif Parcours culturel Parcours culturel Notion : Espaces et échanges Thème : Les nouveaux Américains : le «rêve américain» est-il toujours vivant? Documents Problématique : Quelles sont les aspirations des nouveaux Américains? Destination, les États Unis pp A Nation of Nations Radio Interviews, Personal stories Documentary, Ellis Island En quête d une nouvelle vie pp A shot at the American Dream NPR radio, Immigrants hope their American Dream is not fading The Dream Act Une intégration réussie pp Chang Rae Lee, I wasn t unwelcomed Documentary, Renewed hope UNIT 2 The New Americans 1

2 Le rêve américain : toujours vivant pp Fareed Zacharia, I still believe in the American Dream Stratégies pp Laundromat becomes an English classroom Culture file : Immigrant communities pp Eavan Bolan, The Emigrant Irish Entraînements et évaluations Margaret Regan, The Death of Josseline Activités langagières Tâches d entraînement Stratégies Évaluations finales Comprendre les points principaux d une expérience personnelle Comprendre les points clés dans un reportage télévisé Poser/répondre à des questions sur une expérience personnelle Comprendre des informations et des opinions dans un article de presse Comprendre les faits principaux, l identité des personnages, leurs actes et leurs motivations dans des témoignages personnels et des textes littéraires Après quelques recherches, rédiger une entrée pour un livret de présentation du musée de l immigration à Ellis Island p. 35 Faire un bref exposé pour présenter et commenter une photo p. 37 Rechercher et échanger des informations sur des personnalités américaines d origine étrangère p. 39 Discuter la définition de l expression «le rêve américain» dans le but de rédiger un tweet p. 41 Comprendre un monologue pp Entraînement Compréhension de l oral p. 50 Tâche 1 : Prendre part à un débat radiophonique sur les nouveaux Américains Tâche 2 : Choisir un invité pour une émission télévisée p. 46 Évaluation 4 situations d évaluation p. 47 Outils de la langue Words Prononciation Grammaire Immigration p. 35 Rythme et formes faibles à p. 42 Want, would like, expect sb to Obstacles and Success p. 35 et p. 17 p. 43 et p. 18 Work p. 36 p Précis de prononciation 7 p. 219 g Précis grammatical 22 p. 210 Feelings p. 36 Integration p. 39 Accentuation des mots composés When / If... p. 43 et p. 18 Achievements p. 39 p. 42 g Précis grammatical 20 p. 208 p Précis de prononciation Can-do spirit p. 41 p. 219 Prosperity / Want p. 41 Mots composés p. 17 Terminaisons en -ion p. 42 p Précis de prononciation 6 p. 218 Déroulement de la séquence : les supports et les différents parcours possibles L ensemble du parcours permet aux élèves d explorer la thématique des «nouveaux Américains» en lien avec la notion «Espaces et échanges» et de s entraîner à la réalisation des tâches finales dans les deux activités langagières plus spécifiquement visées. Cependant, conscients des contraintes horaires, nous proposons dans le tableau ci-contre un parcours d une durée maximale de 8 séances, évaluation comprise, qui tout en permettant une exploration partielle mais substantielle de la thématique, les préparera également à la tâche finale prévue pour l activité dominante en compréhension de l oral. 2

3 Sont indiqués dans le tableau ci-dessous : en grisé, les supports et activités incontournables nécessaires à la réalisation de la tâche finale dans l activité langagière dominante du chapitre : Guest selection for a talk show. ce picto signale les documents que les élèves pourront étudier à la maison, en autonomie, avant la mise en commun en classe. en blanc, les autres supports et activités proposés que le professeur pourra choisir d étudier en fonction de sa classe et du temps dont il dispose. Ces activités peuvent être effectuées à la maison, par la classe entière ou un groupe d élèves, et suivies d une mise en commun classe entière. Elles peuvent aussi être utilisées pour les cours d approfondissement en option. Les activités sur la langue (Language Tools, manuel pp ) et sur les Stratégies (manuel pp ) seront menées à mesure de l avancée dans le chapitre, en fonction des documents et des tâches choisis par le professeur et des besoins des élèves. PAGES INTRODUCTIVES p. 32 Destination America A Nation of Nations p. 34 Personal stories p. 35 Recap p. 35 Training Task 1: A presentation leaflet p. 35 In search of a better life A shot at the American Dream p. 36 Immigrants hope their dream is not fading p. 36 The Dream Act p. 37 Recap p. 37 Training Task 2: Picture commentary p. 37 Successful integration I wasn t unwelcomed p. 38 Renewed hope p. 39 Recap p. 39 Training Task 3: Faces of America p. 39 Keeping the American Dream alive I still believe in the American Dream p. 40 Recap p. 41 Training Task 4: Tweeting the Dream p. 41 Language tools p. 42 Stratégies p. 44 Final Task 1: Take part in a radio programme about the New Americans p. 46 Final Task 2: Guest selection for a talk show p. 46 Évaluations p. 47 Fiche Recap Mise à la disposition des élèves dans le Workbook p. 19 ou sur le site Cette fiche récapitulative permet d effectuer une trace écrite (de préférence sous forme de notes) à l issue des différents Recaps et de faire la synthèse en fin de chapitre, de manière à se préparer activement à l épreuve orale du baccalauréat : noter ce que l on a appris, progresser dans la découverte de la problématique, UNIT 2 The New Americans 3

4 établir les liens avec la notion au programme et d autres chapitres traitant la même notion. Les élèves peuvent la remplir hors classe suite à l étude de chaque double-page et elle peut être utilisée pour le récapitulatif de début d heure suivante. Dans l optique de la préparation au baccalauréat, cette fiche servira de support aux élèves pour s entraîner à la présentation orale de la notion. En effet, les réponses aux questions des Recaps (voir les suggestions dans les pages suivantes) permettent aux élèves de bâtir peu à peu leur prise de parole en inscrivant le thème du chapitre dans la notion plus vaste d «Espaces et échanges». En fin d étude, ils auront ainsi développé des idées sur lesquelles appuyer leur présentation. Voir aussi Entraînement Expression orale, manuel p. 30. PAGES INTRODUCTIVES Manuel pp Objectifs Permettre aux élèves de rentrer dans la problématique du chapitre en illustrant ce que peut éventuellement recouvrir le titre : The new Americans. Amener les élèves à s interroger sur les conséquences de l immigration pour les pays et pour les immigrants eux-mêmes. Analyse du document d ouverture Une couverture du célèbre magazine américain, Time. On y voit le visage en gros plan d une femme imaginaire créé entièrement par ordinateur, synthèse des portraits des personnes d origines diverses qui figurent à l arrière-plan. Le caractère «mosaïque» (assemblage de parts disparates faisant un tout esthétiquement équilibré) de ce portrait ainsi que le titre et les sous-titres posent clairement le visage de l Amérique, société multiculturelle capable d intégrer ses immigrants. Le travail de synthèse de l ordinateur peut évoquer le melting pot, ce creuset qui façonne et «mélange» harmonieusement les individus dans la société où ils vivent. On introduira ici du lexique tel que multicultural society ; immigrants ; shaping the country ; mix of races and cultures. Forme de travail Collective. Suggestions de mise en œuvre Étape 1 Travail méthodologique sur la composition de l image. Attirer l attention des élèves : dans un premier temps, sur l arrière-plan et faire expliciter ce qu évoquent pour eux ces visages multiples ; dans un second temps, sur le visage au premier plan et le texte. Les amener à remarquer que cette femme est une création virtuelle. Faire émettre des hypothèses sur les différents aspects du visage de la jeune femme. S attarder à nouveau sur la composition de la photo pour faire émerger l implicite : Compare the background and the foreground: what do they symbolise? This is the cover of an American magazine called Time. Apparently, it is a special issue whose headline is The New Face of America. Judging from the headline, we can guess this document deals with immigration to the US nowadays. In the subtitle, the words immigrants, shaping and multicultural involve the diversity brought by immigrants which has shaped/formed American history and politics. In the background, we have a multitude/a large number of faces which all look different, men or women s faces with dark or fair hair and dark or fair skin All of them give the US its unique multicultural society. The focus of the photo is the portrait of a young woman who looks quite familiar and attractive. She has a placid smile. However if we take a closer look, we notice her features are quite ambiguous. In fact, it is a curious combination/mixing of Asian, African, Middle Eastern and Anglo-Saxon traits. We learn that this woman is not real. She was created by a computer by mixing/blending all the people from various geographical and cultural origins who live in the US. As the portrait is not a real one, we can wonder if such a blend of different races really exists. N.B. : les mots ou expressions soulignés peuvent résulter de l étoffement des productions au cours des échanges. Étape 2 : Faire le lien entre la couverture de Time et le titre The New Americans. This woman is the typical representation of the sort of descendant/offspring that is likely to emerge in this multicultural society. / / 4

5 / / All the ethnic groups are mixed/melted in one face with harmony: it is the perfect symbol/illustration of the melting pot where all the different cultures are mixed. This document perfectly illustrates the diversity of the American society: a changing society / a multicultural society and depicts the fusion of different nationalities, ethnicities and cultures. Destination America Manuel pp A Nation of Nations Manuel p. 34 Analyse des documents Une page d accueil du site Destination America incluant des photos, un quiz que les élèves pourront remplir dans leur Workbook p. 11 ou sur une introduction présentant quelques données historiques, telle que la date 1965, qui a amené un changement considérable dans l histoire de l immigration américaine (cette date sera reprise dans le quiz, question n 10), et différentes rubriques. Certaines de ces rubriques apparaissent sous forme de questions sur les différentes époques et raisons de la venue aux États-Unis d immigrants de toutes origines. Des données statistiques Le graphique n 1 «en barres» permet de répertorier les différentes vagues d immigration sur une période de cent ans. On peut faire les constatations suivantes : - les grandes vagues d immigration du XX e siècle sont, en chiffres, à peu près équivalentes à celles du début du XXI e siècle, ce qui tend à montrer qu'aujourd'hui comme hier, les États-Unis sont une terre d immigration ; - au début du XX e siècle, la quasi-totalité des immigrants venait d Europe ; - au début du XXI e siècle, la tendance s est inversée : une très faible minorité d immigrants est d origine européenne. La plupart des arrivants aujourd hui viennent d Amérique Latine et d Asie ; - la période correspondant à la Seconde Guerre mondiale enregistre l immigration la plus faible, le système de quota de ayant considérablement ralenti les arrivées aux États-Unis ; - l immigration repart dans les années 1960, certainement grâce à l abolition du Quota System par le président Lyndon Johnson ; - de plus, l abolition du Chinese Exclusion Act en 1943 et la guerre du Vietnam entre 1964 et 1975 ouvrent les portes au monde asiatique ; - tout au long du XX e siècle, les lois sur l immigration ont tantôt été favorables pour les immigrants d origine latino-américaine en raison des besoins en main-d oeuvre bon marché, et tantôt plutôt drastiques pour limiter leur arrivée. Le deuxième graphique en «camembert» insiste davantage sur l origine des immigrants : on pourra constater qu en 2010, environ la moitié des immigrants étaient d origine mexicaine et asiatique la plus forte proportion concernant les Mexicains. - les immigrants Mexicains et leurs descendants constituent de fait l une des communautés les plus importantes des États-Unis, et certainement l un des groupes les plus influents. La proximité des États-Unis par rapport à leur propre territoire (3200 km de frontières communes), l image attractive du «mode de vie US» ainsi que la situation économique du Mexique ont contribué à attirer de nombreux migrants Mexicains ; - en ce qui concerne les Asiatiques, la loi de 1965, en posant comme critère d admission la possession de qualifications, a eu pour effet l arrivée de nombreux cadres et techniciens originaires d Asie, notamment dans les domaines de la science et de la médecine. Par ailleurs, la fin de la guerre du Vietnam en 1975 a également entraîné une vague importante de réfugiés admis aux États- Unis pour raisons humanitaires et politiques. Les immigrants d origine Asiatique se répartissent de manière à peu près équivalente entre ressortissants originaires de l Inde, des Philippines et de la Chine, suivis de près par le Vietnam et la Corée du Sud. - le reste (Other) regroupe entre autres le Canada, Cuba, des pays d Amérique du Sud et quelques pays d Afrique. En cas d étude à la maison procéder à la phase d anticipation, question 1, classe entière, demander aux élèves de faire à la maison, le quiz correspondant à la question 2 et de se préparer à reformuler oralement ce qu ils ont compris, leur demander d étudier les graphiques en prenant quelques notes, de manière à pouvoir les commenter en classe entière UNIT 2 The New Americans 5

6 Lexique Pas de difficulté majeure grâce aux nombreux mots transparents. Le mot pegged (sur la page d accueil de Destination America, à la fin de l introduction) peut être inféré en contexte, notamment avec les pourcentages. Formes de travail 1. individuelle ; 2. collective. Accès au sens 1. a. Attirer l attention des élèves sur les titres : A Nation of Nations - Destination America et les faire expliciter. b. Leur laisser quelques minutes pour prendre connaissance du document en autonomie. Puis leur demander s ils ont trouvé des réponses à leurs questions. Mise en commun des premières réactions sous forme de notes. La vérification des réponses aux questions pourra faire l objet d une préparation à la maison en faisant réaliser les activités proposées dans le Workbook p. 10 ou sur le site The United States appears to be a nation of immigrants. It was the first destination for immigrants in the past, it is a favourite destination for immigrants today and it may still be the destination number 1 in the future. The 1965 Act certainly played a major role in the immigration history. It marked a radical break from the immigration policies from the past. It opened the door to a fresh wave of immigrants whose entry was formely/previously limited or refused/denied/not allowed. Today s immigrants arrive from all parts of the world. The first decade of the 21st century rivals/ competes the first decade of the 20th century with nearly equal percentages that can be considered as significant in history. The USA remains a nation of nations. A. WEBQUEST H Workbook p. 10 ou sur le site Corrigé : 1. Search the website to find answers to the questions below: WHEN DID THEY COME? Number of Europeans who came to the US between 1815 and 1915: 30 million Europeans. Dates: Dates Reasons for immigrating Potato Famine Land of Opportunity Religious Freedom The Age of Steam Southern Italians Russian pogroms WHY DID THEY COME? - Freedom to worship: A strong desire to create a new society in which they could have a religious freedom. - Freedom from oppression: America offered the opportunity to make a new life in a land that valued Liberty. - Freedom from want: Immigrants hoped to have a better quality of life with a plot of land which was for them a means to survive and become prosperous. - Freedom from fear: Escaping to America was not an option, it was a matter of life and death for some immigrants. - Freedom to create: Immigrants collectively represented the single greatest transfer of talent the world had ever seen. TAKE THE QUIZ Activité à réaliser avec les élèves en salle multimédia ou à faire préparer à la maison en reportant les réponses dans le Workbook p. 11 ou sur la fiche disponible sur le site Les réponses aux questions figurent sur le site Destination America. La correction pourra se faire en équipes en interaction. Un élève menant le quiz et posant les questions, le reste de la classe divisé en deux équipes concurrentes. Possibilité d attribuer des points pour les bonnes réponses mais aussi pour la justification. Corrigé 1. The correct answer is: b. A play with a Romeo and Juliet style plot. The term melting pot came from a 1908 play by English writer Israel Zangwill. The melodrama transposed the plot of Shakespeare s Romeo and Juliet to New York City, with the star-crossed lovers now from Russian Jewish and Russian Cossack backgrounds. In the play s climactic moment, the hero proclaims: Understand that America is God s Crucible, the great Melting-Pot where all the races of Europe are melting and reforming! A fig for your feuds and vendettas! Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians into the Crucible with you all! God is making the American. 6

7 2. The correct answer is: b. A nuclear chain reaction The Manhattan Project: The rise of Fascism in Italy and Nazism in Germany led to a braindrain from Europe in the 1930s, as scientists many of them Jews immigrated to the United States to take up posts at American laboratories and universities. Many of these scientists participated in the Manhattan Project the effort to create an American atomic bomb. Italian Enrico Fermi was working at the University of Chicago when he oversaw the first controlled nuclear chain reaction, which proved that an atomic bomb was a practical proposition. News was transmitted to the Manhattan Project s leaders in a coded message The Italian navigator has successfully landed in the New World. 3. The correct answer is: a. Land Boomers and Sooners: In the 1870s, railroad executives, real-estate speculators, and would-be settlers collectively known as Boomers lobbied the government to allow non-indians into unassigned land. In the 1880s, federal laws undermined the Indians right to the land they d been promised. In 1889, President Benjamin Harrison signed legislation opening up two million acres of Indian Territory to settlement, on a first come, first served basis. At noon on April 22 of that year, some 50,000 Boomers raced into the territory. Many of the 1889 Boomers, however, found that others had snuck in before April 22 and staked out land claims. These Sooners as they were called gave Oklahoma its nickname, the Sooner State. 4. The correct answer is: b. The Mormons In 1827, Joseph Smith, of Palmyra in western New York State, announced that the angel Moroni had guided him to a buried set of golden plates engraved in reformed Egyptian, which the 21-year-old Smith then translated into English with the aid of special glasses. According to Smith, the plates revealed that ancient Israelites had traveled to North America thousands of years earlier. Further revelations led Smith to found a new sect in 1830, which became known as the Mormons, from the faith s principal scripture, The Book of Mormon. Today, there are more than 2.5 million Mormons in America, and they comprise about three-quarters of the population of Utah. 5. The correct answer is: c. Ayn Rand In the spring of 1917, Russia s government, battered in World War I and beset by internal unrest, collapsed. Czar Nicholas II abdicated in March, and a provisional government took over. In October, the Bolshevik (communist) party seized power. The revolution was followed by two years of bloody civil war as the Bolsheviks successfully fought off challenges from the forces of several White (anticommunist) groups. The war, and the famine that followed, claimed perhaps 2 million lives and created 1.5 million refugees, about 30,000 of whom settled in America before the immigration restrictions of the 1920s went into effect. One of those who was allowed out of the country was Allisa Rosenbaum, who managed to obtain a visa to visit relatives in America in 1926 and never returned. Changing her name to Ayn Rand she later authored the hugely successful novels The Fountainhead (1943) and Atlas Shrugged (1957). 6. The correct answer is: b. Roger Williams A colony of a different kind was Rhode Island. Founded in 1636 by Roger Williams, a minister who had been banished from Massachusetts because of his ideas on freedom of worship, it was the first colony to guarantee religious tolerance, and it provided a refuge for Quakers, Baptists, Jews and other non-puritans. 7. The correct answer is: b. Cuban refugees Mariel and the Balseros: In April 1980, Castro announced that any Cuban who wanted to leave the country could do so by way of the port of Mariel. Between April and October, when Castro closed the port, Cuban-Americans brought 125,000 people to Florida from Mariel, many aboard small craft. Cubans continued to flee to America, many of them in ramshackle boats and rafts. An unknown number of these balseros (raft people) died in the attempt. Before 1994, Cubans who reached Florida were allowed to stay, but that year the Clinton administration changed its policy in order to discourage the balseros. Over the next decade, balseros intercepted by the Coast Guard were sent to camps at the U.S. Naval Base at Guantanamo Bay, Cuba. 8. The correct answer is: a. John Locke The ideas of the English philosopher John Locke had a profound effect on the political development of the young United States. In works like Two Treatises of Government (1690), he rejected the prevailing view that rulers derived their authority from God, and thus were entitled to unlimited power. Instead, Locke argued that all people possessed fundamental rights to life, liberty, and property, and that it was the government s duty to protect these rights a concept Thomas Jefferson expressed in the preamble to the Declaration of Independence more than three-quarters of a century later: We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness. UNIT 2 The New Americans 7

8 9. The correct answer is: c. Elizabeth Cady Stanton Most historians date the start of the struggle for women s suffrage in the United States to 1848, when Lucretia Mott and Elizabeth Cady Stanton organized a conference at Seneca Falls, New York. Out of this meeting came a wide-ranging Declaration of Principles that included legal equality for women and men, as well as suffrage. The aftermath of the Civil War split the small movement. In 1869 Congress passed the Fifteenth Amendment, which guaranteed the right to vote to the newly freed slaves, but it applied only to men. The National Woman Suffrage Association (NWSA), led by Stanton and Susan B. Anthony, argued against ratification of the amendment unless it guaranteed women the vote, too. 10. The correct answer is: c. Koreans The first Korean immigrants to the United States were about 7,000 young men who came to Hawaii in as laborers on the islands sugarcane plantations. Korean immigration rose in the early 1960s, when special legislation gave work permits to South Korean doctors and nurses. Thanks to the 1965 reforms, which came about the same time that the South Korean government eased restrictions on emigration, a big wave of immigration began in By 1980, about 350,000 Koreans had settled in America, rising to 800,000 in 1990 and 1.1 million in the early 21st century. Today, 90 percent of Korean-Americans are post-1965 arrivals or their children. 3. On amènera les élèves à découvrir ou à se remémorer les données factuelles concernant l immigration Américaine (son histoire, les politiques d immigration menées dans le passé et la situation actuelle). On insistera sur 1965, une date clé dans l histoire de l immigration, et on pourra peut-être l opposer à the historic high of 15% in 1910 et au Quota System de Amener les élèves à faire le lien entre les différentes données chiffrées et les deux schémas (dates et origines). Commencer par la pratique des chiffres, des dates et des nationalités. Faire comparer les deux graphiques. S appuyer sur la phrase-exemple donnée pour le second chart. The first document shows the different waves of immigration from the beginning of the XX th century to the beginning of the XXI st century. At first sight, we can notice that the beginnings of the two centuries are quite similar in terms of numbers. However, if we take a closer look, we notice that the origins of the immigrants are different. At the beginning of the XX th century, the majority/the greater number of people came from Europe whereas today they mainly come from Asia and Latin America. If we observe the second chart, we are given more details about immigrants from Asia and Latin America: in fact, immigrants from Latin America is mainly come from Mexico and Asian immigrants is mostly come from the Philippines, China and India, a few more coming from Vietnam and South Korea. The Quota System from slowed down immigration but its repeal in 1965, as seen before, brought considerable/significant change in the history of immigration. We notice/observe that since the 1960s, the number of immigrants has kept increasing. Today, immigration has reached an unprecedented number / today the number of immigrants is bigger than ever making the USA the first destination to start a new life. 2. Personal Stories Manuel p. 35 CD1 Élève Piste 8 Analyse des documents Deux enregistrements de témoignages d immigrantes venues aux États-Unis pour des raisons tout à fait différentes : une jeune femme d origine Taïwanaise venue par ambition professionnelle mais qui a du mal à s adapter à la vie New-Yorkaise d une part, et une femme d origine iranienne, réfugiée politique. Elle aussi a rencontré des difficultés mais se sent progressivement mieux intégrée bien que son pays natal lui manque. Les photos sont les portraits de ces deux jeunes femmes. Transcription du document audio fang-yi Sheu - 00:10 to 02:00 Fang-yi Sheu always loved to dance / but the island of taïwan was too small for her ambitions // she wanted to dance on the world stage / which meant she had to leave her uncomprehending parents behind / and take her chances in new york city // the art of departure chronicles her life / living as a star of the martha graham dance company // if not for dancing / would you ever have come to the united states // no / I am a dancer / who dances in new / / 8

9 / / york / but I don t know how to enjoy life in new york // I don t know what life means to me in new york // in new york / the only thing I do is dance / happy and sad / I fight with myself every day // dance and life will never be in one place / no matter where I choose to stay / I will never feel complete / because both of them are my dreams // you had to move to new york / to become a professional modern dancer / do you think modern dance will flourish in taïwan / to the point that future taïwanese dancers will have / plenty of opportunities in their homeland // I want to believe that yes / it will one day / it may take time / but one day/ I believe// I see/ do you think your nostalgia / as you put it / for taïwan / has any effect on your dancing/ perhaps as fuel for your emotions // yes / I am that kind of person // I don t know how to express myself / except through my body / through dance / but I still miss home very much // if I can wish anything / I d wish for dance and life / to be in one place // would you encourage other artists to move to new york to pursue their dreams // no / but I will encourage them to follow their hearts and their dreams / don t give up too easily // Farah Naficy - 02:06 to 04:10 ferdows naficy and her two daughters / mahnaz and farah / became independent women in america // when ferdows decided to emigrate to the us / she opened the door for her daughters to later join her in california // after so many years in the united states / does it finally feel like home / or will that designation always belong to iran the country of your birth and childhood // as a teenager growing up in the united states in the early 1960s / I sort of felt an outsider and longed for a sense of belonging // my brother on the other hand / felt immediately at home when he came here and / has always taken great pride in being an iranian-american / when I returned to iran for a visit in 1968 / I quickly felt at home / and the visit had an enormous influence on my later decision to return to iran to live // when I returned to the us in 1982, this time as a political exile / I gained new respect for the democratic institutions of this country / and in time / I felt more like home / but the call of my birthplace is always there // do you feel more like an immigrant / or an exile / in america // I have lived my life in the us in two parts / growing up / I lived the life of an immigrant / my mother having brought us here so many years before // she took enormous pride in being an iranian-american and / took her citizenship very seriously / she instilled this pride in us as well / but /I always felt / / / / / somewhat apart from my peers // I longed for a place that felt more like home / I followed that call / and returned to iran on the eve of the revolution / after almost four years living there / I returned / this time as a political exile / though / well /I feel more at home now / than when I first came /there is a part of me that will always feel in exile / whether in the us or in iran // Lexique et phonologie Pas de difficultés majeures, les différentes personnes parlent clairement et le lexique utilisé est simple. À l issue de l étude de ce document, on pourra entraîner les élèves avec l activité des Language Tools Stress on compound nouns, manuel p. 42, afin de les préparer à la production orale. Formes de travail 1. collective ; 2. individuelle ; 3. exploitation en groupes. Accès au sens 1. Phase d anticipation à mener rapidement. Laisser venir les différentes propositions et au besoin, attirer l attention des élèves sur le titre, les photos et les noms des personnages, ce qui permettra de remettre en mémoire et en «oreille» le contenu lexical : achieve - exile - immigrants - hostility - discrimination - birthplace - homeland. Where do you come from? What s your native country? What s your homeland? Do you miss your native country, are you homesick? Why did you come to the US? Did you want to start from scratch? Did you meet any difficulties? Did you find any obstacles to your integration? Were the people hostile or welcoming? What dream did you want to fulfil/to achieve? 2. Première écoute du document dans son intégralité pour trouver des réponses aux questions soulevées. En cas de difficulté Selon la classe, si les élèves ont encore des difficultés à prendre des notes pendant l écoute en début d année, faire d abord écouter l enregistrement jusqu à la fin du premier témoignage, puis faire écouter la deuxième partie en ménageant éventuellement un court instant de prise de notes en fin d écoute de chaque partie. Si les élèves sont à l aise, on pourra procéder à la prise de notes pendant l écoute, modalité à laquelle il est bon de les entraîner en vue de l épreuve du baccalauréat. UNIT 2 The New Americans 9

10 3. a. En deux sous-groupes : deuxième et éventuellement troisième écoute du document. Chaque sous-groupe se focalise sur l un des aspects développés en prenant des notes au fur et à mesure de l écoute. b. Échanges au sein de chaque sous-groupe avant présentation à l autre groupe. Fang-Yi Sheu comes from Taïwan / is Taïwanese whereas Farah Naficy comes from Iran / is from Iranian origin. Both of them moved to the US but for different reasons. Taïwan is an island off the Eastern Coast of China. Iran, formely known as Persia, and now officially known as the Islamic Republic of Iran, is a country in the Middle-East. Fang-Yi Sheu was very eager to succeed as a dancer / her ambition drove her to emigrate to New York. In fact, she s a dancer but she wanted to become a professional modern dancer. That s why she moved to New York, she hoped to fulfil her dream. Farah Naficy followed/joined her mother who wanted more independence, to the US and settled in California. However, she didn t stay there. Farah returned to Iran when she was an adult. In 1982, she had to flee/escape/ run away from her native country. She became a refugee/an exile. / / / / Fang-Yi Sheu feels happy and sad. She misses her homeland very much. She feels homesick. She thinks she can t be completely happy in New York although dancing is her dream/her passion. She feels she doesn t live in New York. She s only here for her job. She wishes dance and life to be in one place. Farah Naficy has mixed feelings towards her new country. When she was a teenager, she didn t feel integrated but she felt proud to be an Iranian-American. She felt like an immigrant/a foreigner. No wonder she felt at home in Iran where she had come for a visit in Yet, when she returned to the US to flee the new political regime, she felt more at home. She felt more respectful for the democratic institutions / She showed more respect towards this democratic country. Though she has realized how democratic the USA was, she thinks she ll never feel completely at home in this country. N.B. : les mots ou expressions soulignés peuvent résulter de l étoffement des productions au cours des échanges. c. La trace écrite pourra se faire à l aide des ID cards proposées dans le Workbook p. 12 ou sur le site Deux élèves seront chargés de résumer les échanges qui auront eu lieu au cours de cette activité lorsque tout le monde aura rempli son ID card. Country of origin: Taïwan Place of residence in the US: New York Job: dancer Reasons for emigrating: to become a professional modern dancer / to have a better career / to have a better job opportunity / take her chance in New York City Family s feelings: didn t understand her decision Feelings: - for her native country: homesick / misses her native country / it s her life - for the USA: happy and sad happy because dancing is her dream and sad because she feels homesick Hopes for the future: wishes dance and life to be in one place / wishes Taïwanese people to have good job opportunities in Taïwan / hopes dance will flourish there. Other information: would encourage artists to follow their dreams 10

11 Country of origin: Iran Place of residence in the US: California at first Job: / Reasons for emigrating: political exile Family s feelings: mother who is proud to be American, brother who adapted easily Feelings: - for her native country: it s her birthplace. Feels like home. - for the USA:mixed feelings: first, felt as an outsider / had difficulties to adjust to her new country. On her second stay, felt more at home. Hopes for the future: / Other information: came to the US twice: first, to join her mother, secondly, as a political refugee. À l issue de ce travail, il est possible de mettre en place la réflexion grammaticale propre à cette double-page, à savoir les structures Want, would like, expect sb to qui posent souvent problème aux élèves. On pourra mener les activtés proposées dans le manuel, p. 43, et dans le Workbook p. 18. Recap À faire directement à la suite de l étude des documents de la double-page. Partir des exemples abordés ou éventuellement en trouver d autres. Sinon, possibilité de poser le Recap comme consigne d une tâche à préparer à la maison en vue du contrôle oral de la séance suivante. Reporter les réponses dans la fiche Recap du Workbook p. 19. Productions possible : The US is a country of hopes. Immigrants hope to have a better career/ better job opportunities, a better life, a better education. / / / / They know they will not be persecuted. They can find asylum/shelter. They expect to fulfil their dreams. Training Task 1: A Presentation leaflet DVD Vidéo 3 Cette tâche donnera aux élèves l occasion de réinvestir ce qu ils viennent d apprendre tout en enrichissant le parcours culturel grâce au visionnage de la vidéo 3 Ellis Island Immigration Museum. On peut y voir des images du début XX e siècle et entendre les témoignages d une immigrante suédoise, d un visiteur du Family Center et de l un des responsables du musée, Steve Briganti. Le montage d extraits proposé permet de mieux cerner l importance d Ellis Island et de prendre conscience du nombre considérable d immigrants venus de toute l Europe pour différentes raisons au cours de plusieurs décennies. Faire visionner l ensemble de la vidéo afin que les élèves puissent prendre des notes. Les images d époque permettent de se faire une idée de la classe sociale des différents immigrants et des conditions dans lesquelles ils arrivaient aux État-Unis. UNIT 2 The New Americans 11

12 Séquençage du document vidéo : Time code Images Soundtrack Part 1 From 00:50 to 01 : 40 Part 2 From 02:07 to 03:19 Part 3 From 21:15 to 22:32 Statue of Liberty + immigrants landing on Ellis Island Steve Briganti, Statue of Liberty Ellis Island Foundation Photo of Ellis Island Portraits of immigrants + Steve Briganti Ellis Island Birgitta Fichter, Swedish Immigrant, 1924 Family History Center A visitor of the History family centre. Family History Centre this was the dream // this was the reality // ellis island was gateway and gateway // millions of american lives began here // war began again here // more than one hundred million citizens of the united states can trace their ancestry here / to an immigrant who landed at ellis island // what brave pioneers / they were // what it must have been like for them // I don t think if you ve got ellis island ancestry / you go out there and not hear the voices of these people / as they arrived to find a new life for themselves // many museums display history / but ellis island museum is history // they came by the millions / from ten thousands cities and towns and villages and ghettos // people looking for a better life // and they helped make america a better country // since the year 1600/60 million people have come to the united states / fully one fifth of that number / 12 million came in a little more than 30 years / between 1892 and 1924 / and they came to the ellis island immigration station // ellis island is pretty symbolic of the populating of america // it wasn t the only place that people came to / but it was clearly the largest place / the site of the largest human migration history center in the world // in 1922, / there was a turkish family / mother / father / three daughters and two sons / were like a million christians living in turkey / they were like the mayflower pilgrims / who came to america to escape religious persecutions // more than half of all living americans can trace family routes back to ellis island // it s important for / you know / it s important for my children to know / for my grandchildren to grow and know what we came to // the american family immigration history center /at the ellis island immigration museum is where that knowledge lies // people come to the record center because they want to know about the people who came before them // perhaps they understand themselves // we want to connect with something // we want to connect with something that is important to us // and the most important thing / the most of us are families // he 22 million people who came to the port of new york between 1892 and 1924/ are listed there // their names/ and a lot more information filled the ships manifests lists of passengers / which are the underlying proofs and evidence of the millions who came // I think it s wonderful that people can come here and find their heritage/ and find people that they knew/they know and love and their history // there are public records / and you simply need to come with that person s name / and go into your exploration // it took us five years to create the database. and cost about twenty-two and a half million dollars // 1. a. La classe sera séparée en trois groupes différents correspondant aux trois sections du leaflet, avec des objectifs d écoute différenciés. Les prises de notes sont possibles au fur et à mesure de l écoute sur la page du Workbook p. 13. Comme il s agit d un premier entraînement à la CO on pourra, en amont, travailler les pages Stratégies Comprendre un monologue, manuel pp b. Échange en binômes au sein de chaque groupe. 2. Group Work: laisser aux élèves le temps de la mise en commun afin qu ils puissent compléter la section choisie de leur brochure dans le workbook. 12

13 Historical and Geographical Data Millions of Americans came through Ellis Island. Today, more than 100 million American citizens have ancestors who came through Ellis Island. Ellis Island > more than a museum: it is History. Since the year 1600, 60 million people have come to the US. The Immigrants Pioneers They came to America to start a new life, a better life. This life began at Ellis Island. The immigrants came from everywhere: cities, towns, villages > helped build America. The Family History Centre A section of the Ellis Island Museum. People come to this section because they want to know about their ancestors, their heritage. The 22 million passengers who came to New York Harbour between 1892 and 1924 are listed in the Record Centre. 12 million immigrants in a little more than 30 years between 1892 and Ellis Island: a symbolic place as far as immigration is concerned. Largely contributed to the population growth of America. They came for different reasons: for example, Christian families living in Turkey came to escape religious persecution. You just have to come with the person s name and start your exploration. It took five years to create the database and it cost 22,5 million dollars. Possible to have access to documents such as the ships manifests or the passengers lists. In search of a better life Manuel pp A shot at the American Dream Manuel p. 36 Analyse des documents Il s agit de deux posts de personnes d origines différentes qui se sont installées aux États-Unis. Elles racontent leur arrivée et les raisons pour lesquelles elles ont décidé d émigrer. La structure même des témoignages facilitera les repérages et l accès au sens : date d arrivée aux Étas-Unis, raisons de l immigration, situation actuelle, espérances pour l avenir. En cas d'étude à la maison Demander aux élèves de noter les éléments de réponse aux questions 1 et 2, d être prêts à les reformuler oralement et à répondre aux questions éventuelles de leurs camarades. Lexique Aucune difficulté lexicale. Lexique simple et courant sauf le titre du document, A shot at the American dream, que l on pourra faire expliciter à la fin. Formes de travail Anticipation collective ;1. individuelle ; 2. collective. Accès au sens Étape d anticipation : dans un premier temps, créer l attente en faisant réagir les élèves à la source des deux textes et à l origine des deux personnes : faire anticiper le type de support, le type de discours (blog = expérience personnelle publiée sur internet) et le propos éventuel. Étant donné le pays d origine, faire émettre des hypothèses quant à la venue aux États-Unis. Faire vérifier les hypothèses à la lecture. These documents are two comments posted on the internet. The writers come from different countries. Perhaps they write to tell about their arrival in the US and their experience there. The title A shot at the American dream suggests the writers will certainly talk about their hopes in their new country. They certainly have great hopes for the future. 1. Lecture et travail individuels. Mise en commun collective. UNIT 2 The New Americans 13

14 Kayla is from Cuban origin whereas Miguel is from Mexico. Both arrived in New York a few years ago. Kayla followed her parents (who probably fled political persecution). We easily imagine she was a child/a little girl when she arrived. It was difficult for Kayla at first. The whole family settled in Brooklyn which is a tough/difficult borough of New York. Kayla was shocked/bewildered. As a child, she probably didn t speak the language very well. Today, she has adjusted to/adapted to her new country and she sounds completely happy. She probably made friends and adapted to her American school. Today, she feels American and doesn t want to go back. Miguel arrived in the US to graduate / to pass a degree / to get a diploma. He was probably older than Kayla since he came to go to University. American universities are well-reputed: Miguel knows if he graduates there, he will have a better job / he will be better-paid. Today, he is studying in a prestigious university and at the same time, working part-time to pay for his fees, which means he certainly comes fom a poor background. 2. Laisser quelques minutes aux élèves pour préparer la mise en commun des informations. Sous forme de notes, écrire les récapitulations des élèves au tableau. On pourra encourager les élèves à faire des comparaisons. Both Kayla and Miguel fulfilled their dreams though in a different way: - Kayla adjusted to her new country, - she is proud to be American/an American citizen, - she seems pleased to live in New York although it is not what she had imagined at first, - Miguel is studying in a prestigious American University (perhaps an Ivy League University): he will find a job that will meet his expectations / if he does, we can be sure he will succeed in his future career / he will have good job offers I hope I will have a shot at the mythical American Dream means that through his work, he hopes to succeed, have a good job opportunity and improve his life. In both cases, they have fulfilled their dreams in the way that they have succeeded in their pursuit of happiness. Both of them seem hopeful for the future / optimistic. 2. Immigrants hope their American Dream is not fading Manuel p. 36 Piste 9 CD 1 Élève Analyse des documents Extrait d une émission de radio de la NPR (National Public Radio) du 8 Avril Il se compose d une interview de deux immigrants d origines differentes : Martin Matoda originaire de Bulgarie et Nick Injow originaire du Kenya. Ils témoignent de leur expérience et nous font partager leur perception du rêve américain. La photo nous montre un jeune homme, visiblement sur le point de passer un entretien d embauche. Transcription du document audio millions of immigrants have come to this country in search of their own american dream / it s often rewarding / but rarely easy/ it s even tougher when the entire country is going through hard times so / here are stories of immigrants in their own words // / / / / my name is martin matoda / I m from bulgaria // after graduating high school / I decided I was looking for a better education and a better life / the education system in bulgaria / it s very different from what it is here // it s more academically oriented / rather than practical / and that s why people from all over the world / they want to come here and study / and get a handson experience // and then maybe get a couple of years of real work experience after they get their degree // I finished my mba degree this last may / and I was very confident in the beginning that I ll get a job fairly easily with / given that I ve a master s degree / and in the beginning / I was talking to recruiters / but as the economy get worse / I started to hear less and less / back after I send the resume / and at some point / I didn t hear anything // my name is nick injow // I was born / / 14

15 / / and raised in nairobi kenya // and I came to the united states / I ve been here 10 years / I m a trained accountant / I joined an accountant firm / went to college in the united kingdom // and I studied / I majored in economics and social sciences // when I returned to my country / kenya / back in the late 1990s / there were no opportunities because / the political system had run down the economy // then the opportunity to come to america just surfaced / everybody was very excited / you could not describe / what it is / to be in this land / and experience all the opportunities / we were told about since we were babies // I had two brothers and one sister / living in baltimore / and they thought / that I could go back into the corporate world / I entered the corporate world and I worked / with a number of companies for about four years /doing accounting work and / I experienced the fear of losing my job / that fear became reality because / I lost a good professional job three times / and no / I m not disappointed because / every pitfall / I as an immigrant see that there is / added opportunity to be something different // so I decided I am going to work for myself / I ve been self-contracting for about six seven years now / the american dream is still very much alive / because I think the dream exists in our minds / and in our hearts // Lexique et phonologie Pas de difficultés lexicales ou phonologiques. Le débit est suffisamment clair pour que les élèves comprennent sans mal le sens global. Le terme accountant pourra être inféré par le contexte, notamment avec economics et social science, sinon le donner. Formes de travail 1. individuelle ; et 4. collectives. En amont de l accès au sens du document audio, on pourra proposer aux élèves l exercice de prononciation Rythm and weak forms, manuel p. 42, et dans le Workbook p. 34. L alternance entre formes accentuées et formes non accentuées posent souvent problème aux élèves qui ont du mal à dissocier les différents groupes de sens. Accès au sens : 1. Phase d anticipation à mener rapidement à partir du titre et de la photo. Immigrants - American Dream et la photo permettent d anticiper sur le contenu du document. The words immigrants, hope and American Dream suggest that this programme is about immigrants in the US and their hopes for the future. American Dream suggests a better life for the future. However hope is not fading indicates they think their dream is not disappearing / is still alive. On the photo, we see a man, certainly waiting for a job interview. So, from the title and the photo we guess the immigrants may have doubts about their future jobs. Maybe they fear they might not find a good job and so not have a shot at the American Dream. 2. Première écoute du document dans son intégralité. Donner un temps court (1 min) à l issue de l écoute pour que les élèves notent individuellement ce qu ils ont retenu, puis mise en commun en classe. Accepter les mots isolés, les noter au tableau et en fin de collecte, faire émettre des hypothèses de sens. I heard different people speaking, three I think. Two of them have foreign accents, so they must be immigants coming to America. I guess both of them are talking about their lives in the US. One of them has the American accent so he must be the journalist leading the interview. 3. Deuxième écoute : > Focus on the people s origins and their reasons for coming. The first immigrant is called Martin Matoda. He is of Bulgarian origin / He comes from Bulgaria / from Eastern Europe. He came to the US to study / to have a better education / to go to University / to graduate in order to have a better life / a well-paid job. The second immigrant is called Nick Injows and he comes from Nairobi in Kenya / he is of Kenyan origin. He came to the USA to find a job since there were no job opportunities in his native country. That s why he joined his sisters and brothers who were living in Baltimore. Avant de procéder à une troisième écoute, faire émettre des hypothèses > What do they sound like? Puis troisième écoute. Vérifier les hypothèses > Listen once more, this time concentrate on their feelings and check your answers. UNIT 2 The New Americans 15

16 At first, Martin was hopeful for the future since he got his MBA. He was confident he would find a good job with his degree. Yet, with the economical crisis / he suffered from the economical crisis, he didn t find any jobs / he didn t manage to find a job. He had no news from recruiters even if he had a good résumé/cv. At that point, we can be sure Martin feels rather disillusioned and disappointed. He certainly thinks his job opportunity is fading / He fears he might not have a shot at the American Dream. Nick was at first really excited to come to the US. He had always been told what a wonderful country the US is / that the US is the land of opportunities. In fact, he did find a job but he lost his job three times / he was made redundant / he was laid off three times. Yet, he didn t feel disappointed / discouraged / hopeless / helpless / downhearted. After that, he decided to work for himself. He thinks being in the US is a good opportunity even if he had bad experiences. 4. Laisser un temps court aux élèves afin qu ils rassemblent leurs idées ; possibilité de travailler en binômes. Puis mise en commun en classe. En cas de difficulté Pour faciliter l accès au sens, il est possible de faire écouter tout ou partie du document une dernière fois avec prise de notes. Mise en commun des informations. For Martin, the American Dream was the opportunity to get a good education, to get a degree, to have access to a good job and so to earn a living and improve his living conditions. As he was not able to get a good steady job / achieve his goals, he feels frustrated. For Nick, the American Dream is slightly different. Although he also came to have a good job, he is conscious being in the US is a real asset. What he experienced was on the whole rather positive. He is hopeful for the future because he strongly believes the dream is in his mind and his heart. 3. The Dream Act Manuel p. 37 Analyse des documents Photo de la manifestation du 20 avril 2004 à Capitol Hill, Washington D.C. Plus de 300 étudiants, certains venant d aussi loin que la Californie, étaient présents ce jour-là. Tous avaient revêtu le costume de la cérémonie des diplômes afin de protester contre leur avenir incertain et leur probable exclusion du pays. Au premier plan, Nelly Rodriguez, étudiante d origine latino-américaine. Ces étudiants sans papiers sont arrivés enfants aux États-Unis et espèrent, grâce au Dream Act, obtenir un titre de résidence légale. Le Dream Act est un acronyme pour Development, Relief and Education for Alien Minors. Cette loi a été présentée une première fois au Congrès le 1 er août 2001, suivies de différentes versions en 2005, 2007 et 2009 mais n ont jamais abouti. Si elle était votée, cette loi garantirait la résidence légale à un certain nombre d illégaux arrivés aux États-Unis enfants, y ayant vécu depuis au moins cinq ans et désireux et capables de continuer leurs études. Lexique Le document est facile d accès. Le mot mock peut être inféré après lecture du texte grâce au contexte. Stage ceremony + date: April 20, Forme de travail Collective. Accès au sens 1. et 2. Donner 3 minutes aux élèves pour prendre connaissance du document et mémoriser le plus d informations possible. Possibilité d une deuxième lecture pour répondre à la consigne 2. This photo shows a students demonstration that took place in Washington D.C. on Capitol Hill in April At first, we may think it is a graduation ceremony but if we take a closer look, we notice that the students don t look cheerful. On the contrary, they look rather sad and worried. In the foreground, we see Nelly Rodriguez, a student who is certainly from Latino origin. She s holding a sign reading Now What? meaning she doesn t know what will happen in the future. The text suggests that these students are undocumented/illegal / don t have any identity papers. They are not American citizens. I suppose they fear for their future / they fear they might be deported / be sent back to their native countries. / / 16

17 / / They are demonstrating. They want people to know about their situation and they expect the bill the Dream Act to be voted. They would like to become American citizens in order to study in the USA and take their exams and graduate. These citizens are fighting for their status. They want to become legal students to have the right to live in the country they have known since their childhood / for so many years. They would like to take part in the American society and life. 3. Webquest Cette tâche nécessite une phase de recherche et de préparation qui peut être faite soit à la maison, soit en salle multimédia. On pourra indiquer aux élèves le numéro de Time du 25 juin 2012, dont la couverture titre «We are Americans just not legally» et qui rapporte des témoignages personnels de jeunes sans papiers de toutes origines qui ont décidé de se «dénoncer» («coming out») afin de forcer l administration fédérale à agir. Les données ci-dessous pourront nourrir les productions d élèves : Note culturelle The original Bill called the Development, Relief and Education for Alien Minors Act (the Dream Act), is a long anticipated Immigration Bill which was just introduced in the US Congress (both Senate and House) on March 26, This original legislation was proposed to provide millions of immigrant children who graduate from US High Schools the opportunity to receive US Residency (a Green Card ) after so many years of being left in the shadows by State and federal laws. The new legislation will provide immigration benefits to those who arrived in the United-States as children, before the age of 16 and who have been residing in the US continuously for at least five years prior to the Bill being enacted into law. The Dream Act failed to pass in 2009 and even though Senator Reid brought it up to the floor twice : the first time, pre-midterm election 2010 where it died with a defense authorization bill ; and the second, in December 2010, when it fell five votes short of passing. Recently, in 2011, Democrats in both the House and Senate re-introduced the Dream Act. Both bills (House Bill and Senate Bill) continue to await Congregational action. Recap Activité orale qui se base sur les documents étudiés. On pourra donner ce travail à la maison et reporter les réponses dans la fiche Recap du Workbook p. 19. En cas d étude à la maison Demander aux élèves de noter les éléments de réponse dans le Workbook, d être prêts à reformuler leurs réponses oralement. Immigrants may find it difficult to adjust to their new country. It may be hard to enrol at a university since the fees are very expensive. It s not always easy to find a job because some people are prejudiced against immigrants. When you are undocumented, you fear deportation / being expelled from the country. You can t have any plans for the future / your future is uncertain. Training task 2: Picture commentary Cette tâche d entraînement vise une production orale nécessitant une phase de recherche hors classe. Possibilité de faire faire les questions 1 et 2 à la maison. 1. et 2. Insister pour que les élèves ne prennent en note que des mots isolés pour leurs commentaires. 3. La troisième question se fera en classe. Cette activité d expression orale permettra un entraînement supplémentaire à la prise de parole. S assurer que les élèves travaillent à partir de notes succinctes et les encourager à faire des comparaisons. Possibilité pour les élèves d enregistrer la préparation de leur prise de parole. Les données ci-dessous pourront nourrir les productions d élèves. Notes culturelles American Gothic is an iconic painting by Grant Wood, in the collection of the Art Institute of Chicago. Wood s inspiration came from a cottage designed in the Gothic Revival style with a distinctive upper window and a decision to paint the house along with the kind of people I fancied should live in that house. The painting shows a farmer standing beside his spinster daughter. The figures were modeled by the artist s dentist and sister. The woman is dressed in a colonial print apron mimicking XIX th century American and the couple are in the traditional roles of men and women, the man s pitchfork symbolizing hard labor, and / / UNIT 2 The New Americans 17

18 / / the flowers over the woman s right shoulder suggesting domesticity. It is one of the most familiar images in XX th century American art, and one of the most parodied artworks within American popular culture. Santiago Forero is a Colombian artist that has been working in Photography, Video and New Media for the past ten years. He attended Pontificia Universidad Javeriana in Bogotá where he got his B.F.A in Visual Arts in After moving to Austin, Texas, he received his M.F.A. in Studio Art with a concentration in Photography from The University of Texas at Austin in 2010 and the Artist of the Year in Photography Award by the Austin Visual Arts Association the same year. Ces informations pourront être retrouvées sur le site en.wikipedia.org/wiki/american_gothic A parody of the original iconic painting American Gothic, by Grant Wood in Instead of the two typical XIX th century immigrants, we see people of Mexican origin. It suggests the typical XIX st century immigrants are from Mexican origin. Instead of a pitchfork, the man on the photo is holding a tool and has dirty hands: he is not a farmer anymore, he has become a builder which is also hard labour. His wife has a feather duster in her pocket: she must be a housekeeper, the kind of menial jobs usually done by unskilled workers when they settle in the US. The house has changed. It is a bright blue colour, typical of many houses in Mexico. By caricaturing the famous painting, representing 19 th century typical Americans, Santiago Forero wants us to realize / wants to stress / emphasize the importance of the Mexican- Americans today. It reveals that immigrants of Mexican origin must be influential in the American social, political and economical life. Successful integration Manuel pp I wasn t unwelcomed Manuel p. 38 Analyse des documents La photo nous montre un quartier résidentiel d une banlieue Américaine et un groupe de personnes de tous ages, qui visiblement entretiennent de bons rapports. Extrait d un roman de Chang Rae Lee, Gesture Life, publié en Fils d un psychiatre coréen du nord réfugié à Séoul, Chang Rae Lee a trois ans en 1968 quand sa famille immigre aux États-Unis. Rien ne semblait destiner Chang Rae Lee à l écriture : il commence sa vie professionnelle en tant qu analyste financier à Wall Street après avoir étudié à l Université de Yale. Sa vocation d écrivain ne se révèle qu à la mort de sa mère. Il s installe alors en Oregon où il participe à des ateliers d écriture. Et surtout il rencontre son mentor, le poète Garrett Hongo, auquel Gesture Life est dédié. Le narrateur et héros du roman, le «docteur» Franklin Hata est un Japonais d origine coréenne ; il s est établi dans une bourgade du New Jersey, Bedley Run, au début des années soixante. Désormais septuagénaire à la retraite, il semble couler des jours paisibles dans sa banlieue cossue. Il vit dans une vaste demeure de style néo-tudor avec jardin et piscine dallée. Il semble avoir gagné l estime de ses voisins. Le titre et l introduction du passage nous dépeignent directement le personnage principal : le narrateur, d origine Asiatique, qui semble être apprécié dans son voisinage. Éléments de sens de l extrait : Installation du narrateur dans cette banlieue cossue : living thirty-odd years in the same place / I ve lived here as long as any / here, fifty minutes north of the city / a picturesque town. L âge du narrateur : living thirty-odd years in the same place / as an elder / silver hair. Le fait que tout le monde le connaisse et l apprécie : people know me here / everyone here knows perfectly who I am / Whenever I step into a shop, someone will say Hey, it s good Doc Hata / How are yous and Hellos / gradual and accruing recognition / the small but unequalled pleasure that comes with being 18

19 familiar sight to the eyes / I alone rate the blustery greeting, the special salutation / my name, both odd and delightful to people Le sentiment du narrateur : I deeply appreciate / I somehow enjoy an almost Oriental veneration Le fait qu à son arrivée, les choses étaient différentes : It wasn t always so / In my first years, things were a bit different / few people seemed to notice me Lexique L ensemble du texte ne comporte pas de difficultés majeures même si certains mots seront difficiles à comprendre pour les élèves, mais tous ne sont pas nécessaires. De plus, un travail d inférence est proposé dans le Workbook p. 15. Formes de travail 1. individuelle puis collective ; 2. en groupes ; 3. collective. Accès au sens 1. a. Anticipation avec le titre du passage et l introduction. Cette introduction peut amener aisément les élèves à supposer que le texte parle de la vie d un immigrant d origine asiatique, installé aux États-Unis. Le titre suggère que son intégration a été réussie. The main character must be the narrator who is of Asian origin / who comes from Asia. Has settled, not far from New York City suggests he has immigrated to the US. The title suggests he managed to integrate quite successfully in his new country. Judging from the title and the introduction, I imagine the text is about the narrator s life and feelings in his new country. b. Lecture silencieuse axée sur une première prise d indices spécifiques qui fait suite à la question précédente : les informations concernant la vie du narrateur ainsi que les sentiments qu il éprouve. The text decribes the narrator s daily routine in Bedley Run, the little town where he has settled. When he arrived no one / a few people seemed to notice him / people seemed rather indifferent. But after some years 30 years people seem to appreciate and respect him. Wherever he goes, he is greeted by the local population. The narrator enjoys this recognition / enjoys being accepted and is glad to blend in the community. 2. La classe sera divisée en deux groupes et pourra utiliser le Workbook p Afin de matérialiser les recherches, les élèves devront surligner les informations trouvées : le premier groupe s attachera à découvrir ce qui concerne la routine du narrateur ainsi que l attitude des gens à son égard, le deuxième groupe se concentrera sur tout ce qui concerne l arrivée du narrateur : l époque à laquelle il s est installé, des détails sur la ville de Bedley Run à ce moment-là ainsi que l attitude de la population à son égard. En cas de difficulté On pourra demander aux élèves d'utiliser le guidage plus serré qui se trouve dans le Workbook p. 15. Help Focus on what people say to the narrator and what they do for him: When I buy my paper each morning, the newsstand owner wil say (l ) And the young, bushy-eyebrowed woman at the deli, [ ] always reaches over the refrigerated glass counter and waves her plump hands and says... (l ) She winks at me and makes sure to prepare my turkey breast sandwich herself (l ) Folding an extra wedge of pickle into the butcher paper... (l. 39) > It is a friendly attitude. Look out for words expressing the narrator s feelings in this passage. deeply appreciate (l. 21) / enjoy (l. 23) / veneration (l. 24) / > The narrator is proud and flattered to be recognized and appreciated. Help Focus on the passage (l ): I suppose it was because Bedleyville was still Bedleyville then, and not yet Bedley Run > The adverbs indicate the town was about to change its name. though desperately wanting to be. (l. 61) à but/however desperately wanting to be. > I suppose it was because Bedleyville was still Bedleyville then, and not yet Bedley Run, however/but it desperately wanted to be called Bedley Run. tax is very close to taxe in French > any newcomer was seen as beneficial for the city in terms of population and tax paying. census refers to the number of inhabitants in the city. Conclude > When he arrived, the narrator thought people were indifferent and were not interested in him. However, he realized people saw newcomers as beneficial for the city. UNIT 2 The New Americans 19

20 Un temps de travail sera attribué aux groupes avant la mise en commun. Le questionnement sera privilégié si des informations données n ont pas été comprises. Enfin, un élève devra rapporter les informations prises en notes lorsque les exposés des groupes auront été faits. We learn that the narrator has adapted to the local life of his town: he goes shopping in the town, he buys his newspaper everyday, he buys a sandwich at the deli for lunch. Whenever he enters a shop, he is greeted by the locals who have a friendly attitude towards him. They seem to appreciate him. They want him to know they appreciate him: the lady at the Deli makes sure to prepare his sandwich herself. The narrator is delighted with these ways of greeting / acknowledging him with a simple smile or a quick hello. He arrived in Bedley Run, at that time called Bedleyville, in 1963, thirty years ago. At that time, people did not seem to be interested in newcomers. New people were seen as a means of developing the city and bringing money to the country. Bedley Run, then called Bedleyville seemed to live together / to live in harmony apart from the black and the Chinese communities. The narrator took short trips in the country and noticed that people seemed to live together without problems. Only the Blacks and the Chinese in urban areas lived apart. Black people because in the 1960s segregation still prevailed and most of the black community lived in ghettos or in specific geographical areas. / / / / The Chinese because they lived in enclaves of their own ( Chinatowns ) that had been created in the 19 th century and still resented the 1943 Chinese Exclusion Act. Perhaps he noticed that the Chinese did not want to mix because of the way they had been treated. So he thought he would not be treated differently. He reckoned American people would see him as an intruder Although the narrator expected to be discriminated against rejected / ostracized, people were interested in him and made him feel he was not unwelcomed. 3. Il s agit ici d une discussion sur l évolution de la situation du narrateur. Ce travail doit inciter l élève à exposer des idées, voire exprimer son accord ou son désaccord sur l interprétation de ses camarades. La préparation à cette question pourra donner lieu à un travail à la maison. When the narrator settled in Bedley Run, people didn t seem to be interested in him although they told him he wasn t unwelcomed. They have gradually learnt to know him and to appreciate him. The first sentence is in capital letters because it shows how important it is for the narrator to be recognised. He is proud to be accepted / acknowledged / to belong to the place. It shows his integration was a success. For him, recognition is necessary for a successful integration. He is thankful/grateful to the local people for accepting / adopting / integrating him. 2. Renewed hope Manuel p. 39 DVD Vidéo 4 Analyse du document Il s agit d un documentaire sur la communauté vietnamienne de San Diego et plus particulièrement sur le boom des salons de manucure tenus par des Vietnamiens, car ce travail ne nécessite pas de connaitre parfaitement la langue et n exige pas de qualifications spécifiques. Certains de ces immigrants se trouvaient à l origine dans des camps de réfugiés au Vietnam. L actrice Tippi Hedren, qui visita plusieurs fois l un de ces camps, décida d aider les réfugiés à leur arrivée aux États-Unis et envoya sa propre manucure enseigner les rudiments du métier aux femmes. La fin de la guerre du Vietnam et le départ des Américains en 1975 précipita l exode de la population et des vagues successives de réfugiés arrivèrent sur le sol américain. Les Vietnamiens arrivés aux États- Unis après 1978 étaient en général jeunes (60 % étant des enfants), pour beaucoup originaires du milieu rural et peu instruits. Très peu parlaient une langue étrangère (anglais ou français). Ce bas niveau d instruction n a pas manqué de poser certains problèmes concernant la reconversion professionnelle, l adaptation et l intégration de ces réfugiés dans la société américaine, difficultés que n avaient pas rencontrées la première vague d immigrants vietnamiens, composée de civils et militaires appartenant pour la plupart aux classes dirigeantes et aux milieux aisés (cadres, hauts fonctionnaires, officiers supérieurs, banquiers, industriels, intellectuels, ingénieurs, médecins, dentistes, pharmaciens, juristes, riches commerçants, etc.). À ces catégories, il faut ajouter des employés de l ambassade ou d entreprises américaines ainsi que les membres de leurs familles. 20