unit 2 the new american

8/18/2019 Unit 2 the New American

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UNIT The New Americans

1UNIT 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 généralLe thème de ce chapitre, les nouveaux immigrants aux États-Unis, s’inscrit dans la notion « Espaces etéchanges ». La problématique à laquelle on apportera des éléments de réponse au fil des quatre doubles-pages 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’émis-sions 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 immigrantsapportent 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 DocumentsNotion :

• Espaces et échangesThème :Les nouveaux Américains : le « rêve américain » est-il

toujours vivant ?

Problématique :→ Quelles sont les aspirations des nouveaux

Américains ?

→ Destination, les États Unis→ pp. 34-35 A Nation of Nations

Radio Interviews, Personal stories

Documentary, Ellis Island

→ En quête d’une nouvelle vie→ pp. 36-37 “A shot at the American Dream”

NPR radio, “Immigrants hope their AmericanDream is not fading “

The “ Dream Act”

→ Une intégration réussie→ pp. 38-39 Chang Rae Lee, “I wasn’t unwelcomed”

Documentary, “Renewed hope”


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→ Le rêve américain : toujours vivant → pp. 40-41 Fareed Zacharia, “I still believe in the American Dream”

Stratégies pp. 44-45 Laundromat becomes an English classroom”

Culture file : Immigrant communities→ pp. 48-49 Eavan Bolan, The Emigrant Irish

Margaret Regan, The Death of Josseline

Entraînements et évaluations

Activités langagières Tâches d’entraînement Stratégies Évaluations finales

• Comprendre lespoints principaux d’uneexpérience personnelle• Comprendre les pointsclés dans un reportage

télévisé

Poser/répondre àdes questions sur uneexpérience personnelle

• Comprendre desinformations et desopinions dans un articlede presse• Comprendre les faitsprincipaux, l’identitédes personnages, leurs

actes et leurs motivationsdans des témoignagespersonnels et des texteslittéraires

Après quelquesrecherches, rédiger uneentrée pour un livret deprésentation du musée del’immigration à Ellis Island

→ p. 35

Faire un bref exposépour présenter etcommenter une photo

→ p. 37

Rechercher etéchanger des informationssur des personnalitésaméricaines d’origineétrangère

→ p. 39

Discuter la définitionde l’expression « le rêveaméricain » dans le butde rédiger un tweet

→ p. 41

Comprendreun monologue

→ pp. 44 - 45

Tâche 1 : Prendre part à un débatradiophonique sur lesnouveaux Américains

Tâche 2 :

Choisir un invité pourune émission télévisée

→ p. 46

Entraînement

Compréhensionde l’oral

→ p. 50

Évaluation

4 situations d’évaluation→ p. 47

Outils de la langue

Words Prononciation Grammaire

• Immigration

→

p. 35• Obstacles and Success

→ p. 35• Work → p. 36• Feelings → p. 36• Integration → p. 39• Achievements

→ p. 39• Can-do spirit → p. 41• Prosperity / Want → p. 41• Mots composés → p. 17

• Rythme et formes faibles à → p. 42et → p. 17

→ Précis de prononciation 7p p. 219

• Accentuation des mots composés → p. 42

→ Précis de prononciation 6p p. 219

• Terminaisons en -ion → p. 42→ Précis de prononciation 6

p

p. 218

• Want, would like, expect sb to…→ p. 43 et → p. 18

→ Précis grammatical 22g

p. 210

• When / If... → p. 43 et → p. 18→ Précis grammatical 20

g p. 208

Déroulement de la séquence : les supports et les différents parcours possiblesL’ensemble du parcours permet aux élèves d’explorer la thématique des « nouveaux Américains » en lien avecla notion « Espaces et échanges » et de s’entraîner à la réalisation des tâches finales dans les deux activitéslangagières plus spécifiquement visées. Cependant, conscients des contraintes horaires, nous proposonsdans le tableau ci-contre un parcours d’une durée maximale de 8 séances, évaluation comprise, qui touten permettant une exploration partielle mais substantielle de la thématique, les préparera également à latâche finale prévue pour l’activité dominante en compréhension de l’oral.


3/403UNIT The New Americans

Sont indiqués dans le tableau ci-dessous :

• en grisé, les supports et activités incontournables nécessaires à la réalisation de la tâche finale dansl’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 lamise 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 suiviesd’une mise en commun classe entière. Elles peuvent aussi être utilisées pour les cours d’approfondisse-ment en option.

Les activités sur la langue (Language Tools, manuel pp. 42-43) et sur les Stratégies (manuel pp. 44-45)seront menées à mesure de l’avancée dans le chapitre, en fonction des documents et des tâches choisispar 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 RecapMise à la disposition des élèves dans le Workbook → p. 19 ou sur le site www.didierpassword.fr.Cette fiche récapitulative permet d’effectuer une trace écrite (de préférence sous forme de notes) à l’issuedes différents Recaps et de faire la synthèse en fin de chapitre, de manière à se préparer activement àl’épreuve orale du baccalauréat :

• noter ce que l’on a appris,

• progresser dans la découverte de la problématique,


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• établir les liens avec la notion au programme etd’autres chapitres traitant la même notion.

Les élèves peuvent la remplir hors classe suite àl’étude de chaque double-page et elle peut être uti-lisée 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’en-traîner à la présentation orale de la notion. En effet,

les réponses aux questions des Recaps (voir lessuggestions dans les pages suivantes) permettentaux élèves de bâtir peu à peu leur prise de paroleen inscrivant le thème du chapitre dans la notionplus vaste d’« Espaces et échanges ». En fin d’étude,ils auront ainsi développé des idées sur lesquellesappuyer leur présentation.

Voir aussi Entraînement Expression orale,manuel p. 30.

PAGES INTRODUCTIVES Manuel pp. 32-33

Objectifs• Permettre aux élèves de rentrer dans la problé-matique du chapitre en illustrant ce que peut éven-tuellement recouvrir le titre : The new Americans.• Amener les élèves à s’interroger sur les consé-quences de l’immigration pour les pays et pour lesimmigrants eux-mêmes.

Analyse du document d’ouvertureUne couverture du célèbre magazine américain,Time. On y voit le visage en gros plan d’une femmeimaginaire créé entièrement par ordinateur, synthèsedes portraits des personnes d’origines diverses quifigurent à l’arrière-plan. Le caractère « mosaïque » (assemblage de parts disparates faisant un toutesthétiquement équilibré) de ce portrait ainsi que letitre et les sous-titres posent clairement le visage del’Amérique, société multiculturelle capable d’inté-grer ses immigrants. Le travail de synthèse del’ordinateur peut évoquer le melting pot, ce creusetqui façonne et « mélange » harmonieusement lesindividus dans la société où ils vivent.

On introduira ici du lexique tel que multiculturalsociety ; immigrants ; shaping the country ; mix ofraces and cultures.

Forme de travailCollective.

Suggestions de mise en œuvreÉtape 1Travail méthodologique sur la composition del’image. Attirer l’attention des élèves :

− dans un premier temps, sur l’arrière-plan et faireexpliciter ce qu’évoquent pour eux ces visages mul-tiples ;

− dans un second temps, sur le visage au premierplan et le texte. Les amener à remarquer que cettefemme est une création virtuelle.Faire émettre des hypothèses sur les différentsaspects du visage de la jeune femme. S’attarder ànouveau sur la composition de la photo pour faireémerger l’implicite :

→ Compare the background and the foreground: whatdo they symbolise?

Productions possibles :

• This is the cover of an American magazinecalled 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 multiculturalinvolve the diversity brought

by immigrants which has shaped/formed Ame-

rican 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, Afri-

can, 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 titreThe New Americans.


• This woman is the typical representation ofthe sort of descendant/offspring that is likely

to emerge in this multicultural society.

/…/



/…/• All the ethnic groups are mixed/melted in one

face with harmony: it is the perfect symbol/illus-

tration 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 mul-

ticultural society and depicts the fusion of different

nationalities, ethnicities and cultures.

Destination America Manuel pp. 34-35

1. 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 pour-ront remplir dans leur Workbook → p. 11 ou sur

www.didierpassword.fr., une introduction présen-tant quelques données historiques, telle que la date1965, qui a amené un changement considérable dansl’histoire de l’immigration américaine (cette date serareprise dans le quiz, question n°10), et différentesrubriques. Certaines de ces rubriques apparaissentsous forme de questions sur les différentes époqueset raisons de la venue aux États-Unis d’immigrantsde toutes origines.

• Des données statistiques

Le graphique n°1 « en barres » permet de réper-torier les différentes vagues d’immigration sur unepériode de cent ans. On peut faire les constatationssuivantes :

- les grandes vagues d’immigration du XXe sièclesont, en chiffres, à peu près équivalentes à cellesdu début du XXIe siècle, ce qui tend à montrerqu'aujourd'hui comme hier, les États-Unis sontune terre d’immigration ;- au début du XXe siècle, la quasi-totalité des

immigrants venait d’Europe ;- au début du XXIe siècle, la tendance s’est inver-sée : une très faible minorité d’immigrants estd’origine européenne. La plupart des arrivantsaujourd’hui viennent d’Amérique Latine et d’Asie ;- la période correspondant à la Seconde Guerremondiale enregistre l’immigration la plus faible,le système de quota de 1921-1924 ayant consi-dérablement ralenti les arrivées aux États-Unis ;- l’immigration repart dans les années 1960, cer-tainement grâce à l’abolition du “Quota System” par le président Lyndon Johnson ;

- de plus, l’abolition du “Chinese Exclusion Act” en1943 et la guerre du Vietnam entre 1964 et 1975ouvrent les portes au monde asiatique ;- tout au long du XXe siècle, les lois sur l’immigra-tion ont tantôt été favorables pour les immigrantsd’origine latino-américaine en raison des besoinsen main-d’oeuvre bon marché, et tantôt plutôtdrastiques pour limiter leur arrivée.

Le deuxième graphique en « camembert » insiste

davantage sur l’origine des immigrants : on pourraconstater qu’en 2010, environ la moitié des immi-grants étaient d’origine mexicaine et asiatique – laplus forte proportion concernant les Mexicains.

- les immigrants Mexicains et leurs descendantsconstituent de fait l’une des communautés lesplus importantes des États-Unis, et certainementl’un des groupes les plus influents. La proximitédes États-Unis par rapport à leur propre territoire(3200 km de frontières communes), l’image attrac-tive du « mode de vie US » ainsi que la situationéconomique 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 posses-sion de qualifications, a eu pour effet l’arrivée denombreux cadres et techniciens originaires d’Asie,notamment dans les domaines de la science etde la médecine. Par ailleurs, la fin de la guerredu Vietnam en 1975 a également entraîné unevague importante de réfugiés admis aux États-Unis pour raisons humanitaires et politiques. Lesimmigrants d’origine Asiatique se répartissentde manière à peu près équivalente entre ressor-tissants originaires de l’Inde, des Philippines etde la Chine, suivis de près par le Vietnam et laCorée du Sud.- le reste (Other ) regroupe entre autres le Canada,Cuba, des pays d’Amérique du Sud et quelquespays d’Afrique.

En cas d’étude à la maison• procéder à la phase d’anticipation, question1, classe entière,

• demander aux élèves de faire à la maison,le quiz correspondant à la question 2 et dese préparer à reformuler oralement ce qu’ilsont compris,• leur demander d’étudier les graphiques enprenant quelques notes, de manière à pouvoirles commenter en classe entière


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LexiquePas de difficulté majeure grâce aux nombreux motstransparents. Le mot pegged (sur la page d’accueilde Destination America, à la fin de l’introduction)peut être inféré en contexte, notamment avec lespourcentages.

Formes de travail1. individuelle ; 2. collective.

Accès au sens1. a. Attirer l’attention des élèves sur les titres : ANation of Nations - Destination America et les faireexpliciter.

b. Leur laisser quelques minutes pour prendreconnaissance du document en autonomie. Puisleur demander s’ils ont trouvé des réponses à leurs

questions. Mise en commun des premières réactionssous forme de notes. La vérification des réponsesaux questions pourra faire l’objet d’une préparationà la maison en faisant réaliser les activités pro-posées dans le Workbook → p. 10 ou sur le site

www.didierpassword.fr.


• The United States appears to be a nation of

immigrants. It was the first destination for

immigrants in the past, it is a favourite desti-

nation for immigrants today and it may still bethe 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 immigra-

tion policies from the past.

• It opened the door to a fresh wave of immi-

grants 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 consi-

dered as significant in history.

• The USA remains a nation of nations.

A. WEBQUEST H Workbook → p. 10 ou sur lesite www.didierpassword.fr.

Corrigé :

1. Search the website www.pbs.org/destinationa-merica/ to find answers to the questions below:

WHEN DID THEY COME? − Number of Europeans who came to the US between1815 and 1915: 30 million Europeans.

− Dates:

Dates Reasons forimmigrating

1851 - 1860 Potato Famine

1861 - 1870 Land of Opportunity

1871 - 1880 Religious Freedom

1881 - 1890 The Age of Steam

1891 - 1900 Southern Italians

1901 - 1910 Russian pogroms

WHY DID THEY COME?

- Freedom to worship:A strong desire to create a new society in which theycould have a religious freedom.

- Freedom from oppression:America offered the opportunity to make a new lifein a land that valued Liberty.

- Freedom from want:Immigrants hoped to have a better quality of life witha plot of land which was for them a means to surviveand become prosperous.

- Freedom from fear:Escaping to America was not an option, it was amatter of life and death for some immigrants.

- Freedom to create: Immigrants collectively represented the singlegreatest transfer of talent the world had ever seen.

TAKE THE QUIZ

Activité à réaliser avec les élèves en salle multi-média ou à faire préparer à la maison en reportantles réponses dans le Workbook → p. 11 ou sur lafiche disponible sur le site www.didierpassword.fr.

Les réponses aux questions figurent sur le siteDestination America. La correction pourra se faire enéquipes en interaction. Un élève menant le quiz etposant les questions, le reste de la classe divisé endeux équipes concurrentes. Possibilité d’attribuerdes points pour les bonnes réponses mais aussipour la justification.

Corrigé

1. The correct answer is: b. A play with aRomeo and Juliet style plot.

The term “melting pot” came from a 1908 playby English writer Israel Zangwill. The melo-drama transposed the plot of Shakespeare’sRomeo and Juliet to New York City, with thestar-crossed lovers now from Russian Jewishand Russian Cossack backgrounds. In theplay’s climactic moment, the hero proclaims:

“Understand that America is God’s Crucible,the great Melting-Pot where all the racesof Europe are melting and reforming! A figfor your feuds and vendettas! Germans andFrenchmen, Irishmen and Englishmen, Jewsand Russians – into the Crucible with you all!God is making the American.”



2. The correct answer is: b. A nuclear chainreactionThe Manhattan Project: The rise of Fascism inItaly and Nazism in Germany led to a “brain-drain” from Europe in the 1930s, as scientists

– many of them Jews– immigrated to theUnited States to take up posts at Americanlaboratories and universities. Many of thesescientists participated in the Manhattan Pro-

ject –the effort to create an American atomicbomb. Italian Enrico Fermi was working atthe University of Chicago when he oversawthe first controlled nuclear chain reaction,which proved that an atomic bomb was apractical proposition. News was transmittedto the Manhattan Project’s leaders in a codedmessage “The Italian navigator has success-

fully landed in the New World.”3. The correct answer is: a. Land Boomers and Sooners: In the 1870s, railroadexecutives, real-estate speculators, andwould-be settlers—collectively known as“Boomers” – lobbied the government toallow non-Indians into unassigned land. In the1880s, federal laws undermined the Indians’right to the land they’d been promised. In1889, President Benjamin Harrison signedlegislation opening up two million acres ofIndian Territory to settlement, on a first come,

first served basis. At noon on April 22 of thatyear, some 50,000 Boomers raced into theterritory. Many of the 1889 Boomers, however,found that others had snuck in before April22 and staked out land claims. These “Soo-ners” as they were called gave Oklahoma itsnickname, the “Sooner State.”

4. The correct answer is: b. The MormonsIn 1827, Joseph Smith, of Palmyra in westernNew York State, announced that the angelMoroni had guided him to a buried set of gol-den plates engraved in “reformed Egyptian,”

which the 21-year-old Smith then translatedinto English with the aid of special glasses.According to Smith, the plates revealed thatancient Israelites had traveled to North Ame-rica thousands of years earlier. Further reve-lations led Smith to found a new sect in 1830,which became known as the Mormons, fromthe faith’s principal scripture, The Book ofMormon. Today, there are more than 2.5 millionMormons in America, and they comprise aboutthree-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 internalunrest, collapsed. Czar Nicholas II abdica-ted in March, and a provisional governmenttook over. In October, the Bolshevik (commu-nist) party seized power. The revolution was

followed by two years of bloody civil war as theBolsheviks successfully fought off challengesfrom the forces of several White (anticommu-nist) groups. The war, and the famine thatfollowed, claimed perhaps 2 million lives andcreated 1.5 million refugees, about 30,000 ofwhom settled in America before the immi-gration restrictions of the 1920s went intoeffect. One of those who was allowed outof the country was Allisa Rosenbaum, whomanaged to obtain a visa to visit relatives inAmerica in 1926 and never returned. Changingher name to Ayn Rand she later authored thehugely successful novels The Fountainhead (1943) and Atlas Shrugged (1957).

6. The correct answer is: b. Roger WilliamsA colony of a different kind was Rhode Island.

Founded in 1636 by Roger Williams, a ministerwho had been banished from Massachusettsbecause of his ideas on freedom of worship,it was the first colony to guarantee religioustolerance, and it provided a refuge for Qua-kers, Baptists, Jews and other non-Puritans.

7. The correct answer is: b. Cuban refugeesMariel and the Balseros: In April 1980, Castroannounced that any Cuban who wanted toleave the country could do so by way of theport of Mariel. Between April and October,when Castro closed the port, Cuban-Ameri-

cans brought 125,000 people to Florida fromMariel, many aboard small craft. Cubanscontinued to flee to America, many of themin ramshackle boats and rafts. An unknownnumber of these balseros (raft people) diedin the attempt. Before 1994, Cubans whoreached Florida were allowed to stay, butthat year the Clinton administration changedits policy in order to discourage the balseros.Over the next decade, balseros intercepted bythe Coast Guard were sent to camps at theU.S. Naval Base at Guantanamo Bay, Cuba.

8. The correct answer is: a. John LockeThe ideas of the English philosopher JohnLocke had a profound effect on the politicaldevelopment of the young United States. Inworks like Two Treatises of Government (1690),he rejected the prevailing view that rulersderived their authority from God, and thuswere entitled to unlimited power. Instead,Locke argued that all people possessed funda-mental rights to life, liberty, and property, andthat it was the government’s duty to protectthese rights – a concept Thomas Jefferson

expressed in the preamble to the Declarationof Independence more than three-quarters ofa century later: “We hold these truths to beself-evident, that all men are created equal,that they are endowed by their Creator withcertain unalienable rights, that among theseare life, liberty, and the pursuit of happiness.”


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/…/

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 dan-

cing/ 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 inamerica // 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 aniranian-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 revo-

lution / 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 phonologiePas de difficultés majeures, les différentes per-sonnes parlent clairement et le lexique utilisé estsimple. À l’issue de l’étude de ce document, onpourra entraîner les élèves avec l’activité des Lan-guage Tools Stress on compound nouns, manuelp. 42, afin de les préparer à la production orale.

Formes de travail1. collective ; 2. individuelle ; 3. exploitation engroupes.

Accès au sens1. Phase d’anticipation à mener rapidement. Lais-ser venir les différentes propositions et au besoin,attirer l’attention des élèves sur le titre, les photoset les noms des personnages, ce qui permettra deremettre en mémoire et en « oreille » le contenulexical : achieve - exile - immigrants - hostility - dis-

crimination - 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 diffi -

culties?

• 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 intégralitépour trouver des réponses aux questions soulevées.

En cas de difficulté…• Selon la classe, si les élèves ont encore desdifficultés à prendre des notes pendant l’écouteen début d’année, faire d’abord écouter l’enre-gistrement jusqu’à la fin du premier témoi-

gnage, puis faire écouter la deuxième partie enménageant éventuellement un court instant deprise de notes en fin d’écoute de chaque partie.• Si les élèves sont à l’aise, on pourra pro-céder à la prise de notes pendant l’écoute,modalité à laquelle il est bon de les entraîneren vue de l’épreuve du baccalauréat.


10/40



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, brotherwho 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 diffi culties toadjust 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 mettreen place la réflexion grammaticale propre à cettedouble-page, à savoir les structures Want, wouldlike, expect sb to… qui posent souvent problème auxélèves. On pourra mener les activtés proposées dansle manuel, p. 43, et dans le Workbook → p. 18.

RecapÀ faire directement à la suite de l’étude des docu-ments de la double-page. Partir des exemples abor-dés ou éventuellement en trouver d’autres. Sinon,possibilité de poser le Recap comme consigne d’unetâche à préparer à la maison en vue du contrôle oralde la séance suivante. Reporter les réponses dansla 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 3Cette tâche donnera aux élèves l’occasion de réinves-tir ce qu’ils viennent d’apprendre tout en enrichissantle parcours culturel grâce au visionnage de la vidéo3 Ellis Island Immigration Museum.

On peut y voir des images du début XXe siècle et entendreles témoignages d’une immigrante suédoise, d’un visi-teur du Family Center et de l’un des responsables dumusée, Steve Briganti. Le montage d’extraits proposépermet de mieux cerner l’importance d’Ellis Islandet de prendre conscience du nombre considérabled’immigrants venus de toute l’Europe pour différentesraisons au cours de plusieurs décennies. Faire vision-ner l’ensemble de la vidéo afin que les élèves puissentprendre des notes. Les images d’époque permettentde se faire une idée de la classe sociale des différentsimmigrants et des conditions dans lesquelles ils arri-vaient aux État-Unis.


12/4012

Séquençage du document vidéo :

Time code Images Soundtrack

Part 1From 00:50to 01 : 40

• Statue of Liberty + immi-grants landing on Ellis Island• Steve Briganti, Statue of

Liberty Ellis Island Foundation• Photo of Ellis Island

this was the dream // this was the reality // ellis island wasgateway and gateway // millions of american lives beganhere // war began again here // more than one hundredmillion citizens of the united states can trace their ancestryhere / to an immigrant who landed at ellis island // what bravepioneers / they were // what it must have been like for them //

Part 2From 02:07to 03:19

Part 3From 21:15to 22:32

• Portraits of immigrants +Steve Briganti

• Ellis Island• Birgitta Fichter, SwedishImmigrant, 1924

• Family History Center

• A visitor of the History familycentre.

• Family History Centre

I don’t think if you’ve got ellis island ancestry / you go out there and not hear the voices of these people / as theyarrived to find a new life for themselves // many museumsdisplay 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 betterlife // and they helped make america a better country // since

the year 1600/60 million people have come to the unitedstates / fully one fifth of that number / 12 million came in a

little more than 30 years / between 1892 and 1924 / and theycame to the ellis island immigration station // ellis island ispretty symbolic of the populating of america // it wasn’t theonly place that people came to / but it was clearly the largestplace / the site of the largest human migration history centerin the world // in 1922, / there was a turkish family / mother /father / three daughters and two sons / were like a millionchristians living in turkey / they were like the mayflowerpilgrims / who came to america to escape religiouspersecutions //more than half of all living americans can trace familyroutes 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 familyimmigration history center /at the ellis island immigrationmuseum is where that knowledge lies // people come to

the record center because they want to know about thepeople who came before them // perhaps they understand

themselves // we want to connect with something // wewant to connect with something that is important to us // and

the most important thing / the most of us are families // he22 million people who came to the port of new york between1892 and 1924/ are listed there //

their names/ and a lot more information filled the ships’

manifests’ lists of passengers / which are the underlyingproofs and evidence of the millions who came // I think it’swonderful that people can come here and find their heritage/and find people that they knew/they know and love and theirhistory // there are public records / and you simply need tocome 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 diffé-rents 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’écoutesur la page du Workbook → p. 13.Comme il s’agit d’un premier entraînement à la COon pourra, en amont, travailler les pages StratégiesComprendre un monologue, manuel pp. 46-47.

b. Échange en binômes au sein de chaque groupe.

2. Group Work: laisser aux élèves le temps de lamise en commun afin qu’ils puissent compléter la

section choisie de leur brochure dans le workbook.



Historical andGeographical Data

The Immigrants The Family History Centre

• Millions of Americans came through Ellis Island.• Today, more than 100 millionAmerican citizens have ancestorswho came through Ellis Island.• Ellis Island > more than amuseum: it is History.• Since the year 1600, 60 millionpeople have come to the US.

Pioneers• They came to America to start anew life, a better life. This life beganat Ellis Island.• The immigrants came fromeverywhere: cities, towns,villages…> helped build America.

• A section of the Ellis IslandMuseum.• People come to this sectionbecause they want to know about

their ancestors, their heritage.• The 22 million passengers whocame to New York Harbour between1892 and 1924 are listed in theRecord Centre.

• 12 million immigrants in a littlemore than 30 years between 1892and 1924.• Ellis Island: a symbolic place as faras immigration is concerned.

• Largely contributed to thepopulation growth of America.

• They came for different reasons:for example, Christian families livingin Turkey came to escape religiouspersecution.

• You just have to come with theperson’s name and start yourexploration.• It took five years to create thedatabase and it cost 22,5 million

dollars.• Possible to have access todocuments such as the ships’manifests or the passengers’ lists.

In search of a better life Manuel pp. 36-37

1. “A shot at the American Dream” Manuel p. 36

Analyse des documentsIl s’agit de deux posts de personnes d’origines dif-férentes qui se sont installées aux États-Unis. Ellesracontent leur arrivée et les raisons pour lesquelleselles ont décidé d’émigrer. La structure même destémoignages facilitera les repérages et l’accès ausens :− date d’arrivée aux Étas-Unis,

− raisons de l’immigration,− situation actuelle, − espérances pour l’avenir.

En cas d'étude à la maisonDemander aux élèves…

• de noter les éléments de réponse aux ques-tions 1 et 2,

• d’être prêts à les reformuler oralement et àrépondre aux questions éventuelles de leurscamarades.

LexiqueAucune difficulté lexicale. Lexique simple et courantsauf le titre du document, “A shot at the Americandream” , que l’on pourra faire expliciter à la fin.

Formes de travailAnticipation collective ;1. individuelle ; 2. collective.

Accès au sensÉtape d’anticipation : dans un premier temps, créerl’attente en faisant réagir les élèves à la source desdeux textes et à l’origine des deux personnes : faireanticiper 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 auxÉtats-Unis. Faire vérifier les hypothèses à la lecture.


• These documents are two comments postedon 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 communcollective.


14/4014


• 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 diffi cult for Kayla at first.

• The whole family settled in Brooklyn which

is a tough/diffi cult borough of New York. Kayla

was shocked/bewildered.

• As a child, she probably didn’t speak the lan-

guage 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 univer-

sity 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 pré-parer la mise en commun des informations. Sousforme de notes, écrire les récapitulations des élèvesau tableau. On pourra encourager les élèves à fairedes 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 opportu-

nity 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 – P

i s te 9

CD 1 Élève

Analyse des documentsExtrait d’une émission de radio de la NPR (NationalPublic Radio) du 8 Avril 2009. Il se compose d’une

interview de deux immigrants d’origines differentes :Martin Matoda originaire de Bulgarie et Nick Injoworiginaire du Kenya. Ils témoignent de leur expé-rience et nous font partager leur perception du rêveaméricain.

La photo nous montre un jeune homme, visiblementsur le point de passer un entretien d’embauche.

Transcription du document audio

millions of immigrants have come to this coun-

try 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 sto-

ries 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 aca-

demically oriented / rather than practical / and

that’s why people from all over the world / they

want to come here and study / and get a hands-

on 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 tal-king 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

/…/



/…/

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 com-panies 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 phonologiePas de difficultés lexicales ou phonologiques. Ledébit est suffisamment clair pour que les élèvescomprennent sans mal le sens global. Le termeaccountant pourra être inféré par le contexte, notam-ment avec economics et social science, sinon ledonner.

Formes de travail1. individuelle ; 2. 3. et 4. collectives.

En amont de l’accès au sens du document audio, onpourra proposer aux élèves l’exercice de prononcia-tion Rythm and weak forms, manuel p. 42, et dansle Workbook → p. 34. L’alternance entre formesaccentuées et formes non accentuées posent souventproblème aux élèves qui ont du mal à dissocier lesdifférents groupes de sens.

Accès au sens :

1. Phase d’anticipation à mener rapidement à partirdu titre et de la photo. Immigrants - American Dreamet la photo permettent d’anticiper sur le contenu dudocument.


• 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 inté-gralité. Donner un temps court (1 min) à l’issue del’écoute pour que les élèves notent individuellementce qu’ils ont retenu, puis mise en commun en classe.Accepter les mots isolés, les noter au tableau et enfin 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 reasonsfor coming.


• The first immigrant is called Martin Matoda.

He is of Bulgarian origin / He comes from Bul-

garia / 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, faireémettre des hypothèses> What do they sound like? Puis troisième écoute.Vérifier les hypothèses > Listen once more, this timeconcentrate on their feelings and check your answers.


16/4016


• 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 fad-

ing / 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’ilsrassemblent leurs idées ; possibilité de travailler enbinômes. Puis mise en commun en classe.

En cas de difficultéPour faciliter l’accès au sens, il est possiblede faire écouter tout ou partie du documentune dernière fois avec prise de notes. Miseen 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 dif-

ferent. 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 documentsPhoto de la manifestation du 20 avril 2004 à CapitolHill, Washington D.C. Plus de 300 étudiants, certainsvenant d’aussi loin que la Californie, étaient présentsce jour-là. Tous avaient revêtu le costume de lacérémonie des diplômes afin de protester contre leuravenir incertain et leur probable exclusion du pays.Au premier plan, Nelly Rodriguez, étudiante d’originelatino-américaine. Ces étudiants sans papiers sont

arrivés enfants aux États-Unis et espèrent, grâceau 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 étéprésentée une première fois au Congrès le 1er août2001, suivies de différentes versions en 2005, 2007 et2009 mais n’ont jamais abouti. Si elle était votée, cetteloi garantirait la résidence légale à un certain nombred’illégaux arrivés aux États-Unis enfants, y ayant vécudepuis au moins cinq ans et désireux et capables decontinuer leurs études.

LexiqueLe document est facile d’accès. Le mot mock peutêtre inféré après lecture du texte grâce au contexte.Stage – ceremony + date: April 20, 2004.

Forme de travailCollective.

Accès au sens1. et 2. Donner 3 minutes aux élèves pour prendreconnaissance du document et mémoriser le plusd’informations possible. Possibilité d’une deuxièmelecture pour répondre à la consigne 2.


• This photo shows a students’ demonstration

that took place in Washington D.C. on CapitolHill in April 2004.

• At first, we may think it is a graduation cere-

mony 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 ori-

gin. 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 identitypapers.

• 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.

/…/



/…/

• 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 depréparation qui peut être faite soit à la maison, soiten salle multimédia. On pourra indiquer aux élèvesle numéro de Time du 25 juin 2012, dont la couver-

ture titre « We are Americans… just not legally » etqui rapporte des témoignages personnels de jeunessans papiers de toutes origines qui ont décidé de se« dénoncer » (« coming out ») afin de forcer l’admi-nistration fédérale à agir. Les données ci-dessouspourront 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, 2009.

This original legislation was proposed to pro-

vide millions of immigrant children who gra-

duate 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.

www.dreamact2009t.org

RecapActivité orale qui se base sur les documents étudiés.On pourra donner ce travail à la maison et repor-ter 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 leWorkbook,

• d’être prêts à reformuler leurs réponsesoralement.


• Immigrants may find it diffi cult 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 depor-tation / 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 productionorale nécessitant une phase de recherche horsclasse. Possibilité de faire faire les questions 1 et2 à la maison.

1. et 2. Insister pour que les élèves ne prennenten note que des mots isolés pour leurs commen-taires.

3. La troisième question se fera en classe. Cette acti-vité d’expression orale permettra un entraînementsupplémentaire à la prise de parole. S’assurer queles élèves travaillent à partir de notes succinctes etles encourager à faire des comparaisons. Possibilitépour les élèves d’enregistrer la préparation de leurprise de parole.

Les données ci-dessous pourront nourrir les pro-ductions d’élèves.

Notes culturelles

• American Gothic is an iconic painting by

Grant Wood, in the collection of the Art Insti-

tute of Chicago. Wood’s inspiration came from

a cottage designed in the Gothic Revival style

with a distinctive upper window and a deci-

sion 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 modeledby the artist’s dentist and sister. The woman

is dressed in a colonial print apron mimicking

XIXth century American and the couple are in

the traditional roles of men and women, the

man’s pitchfork symbolizing hard labor, and

/…/


18/4018

/…/

the flowers over the woman’s right shoulder sug-

gesting domesticity. It is one of the most familiar

images in XXth 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 2005.

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 Ame-

rican Gothic, by Grant Wood in 1930.

• Instead of the two typical XIXth century immi-

grants, we see people of Mexican origin. It sug-

gests the typical XIXst

century immigrants arefrom 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, repre-

senting 19th 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. 38-39

1. “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 detous ages, qui visiblement entretiennent de bonsrapports.

• Extrait d’un roman de Chang Rae Lee, GestureLife, publié en 1999. Fils dún psychiatre coréen dunord réfugié à Séoul, Chang Rae Lee a trois ans en1968 quand sa famille immigre aux États-Unis. Rienne semblait destiner Chang Rae Lee à l´écriture :il commence sa vie professionnelle en tant qu’ana-lyste financier à Wall Street après avoir étudié àlÚniversité de Yale. Sa vocation d´écrivain ne serévèle qu’à la mort de sa mère. Il sínstalle alors

en Oregon où il participe à des ateliers d´écriture.Et surtout il rencontre son mentor, le poète GarrettHongo, 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. Désor-mais septuagénaire à la retraite, il semble couler des

jours paisibles dans sa banlieue cossue. Il vit dansune vaste demeure de style néo-Tudor avec jardinet piscine dallée. Il semble avoir gagné l’estime deses voisins.Le titre et l’introduction du passage nous dépeignentdirectement le personnage principal : le narrateur,d’origine Asiatique, qui semble être apprécié dansson voisinage.

Éléments de sens de l’extrait :

• Installation du narrateur dans cette banlieue cos-sue : living thirty-odd years in the same place / I’velived here as long as any / here, fifty minutes north ofthe 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’appré-cie : 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 / thesmall but unequalled pleasure that comes with being



familiar sight to the eyes / I alone rate the blusterygreeting, the special salutation / my name, both oddand delightful to people

• Le sentiment du narrateur : I deeply appreciate / Isomehow enjoy an almost Oriental veneration

• Le fait qu’à son arrivée, les choses étaient diffé-

rentes : It wasn’t always so / In my first years, thingswere a bit different / few people seemed to notice me

LexiqueL’ensemble du texte ne comporte pas de difficultésmajeures même si certains mots seront difficilesà comprendre pour les élèves, mais tous ne sontpas nécessaires. De plus, un travail d’inférence estproposé dans le Workbook → p. 15.

Formes de travail

1. individuelle puis collective ; 2. en groupes ; 3.collective.

Accès au sens1. a. Anticipation avec le titre du passage et l’intro-duction. Cette introduction peut amener aisémentles élèves à supposer que le texte parle de la vied’un immigrant d’origine asiatique, installé auxÉtats-Unis. Le titre suggère que son intégration aété 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 prised’indices spécifiques qui fait suite à la questionprécédente : les informations concernant la vie dunarrateur 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 indiffer-

ent. But after some years – 30 years – peopleseem 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 com-

munity.

2. La classe sera divisée en deux groupes et pourrautiliser le Workbook → p. 14-15. Afin de matériali-ser les recherches, les élèves devront surligner lesinformations trouvées :

− le premier groupe s’attachera à découvrir ce quiconcerne 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 laquelleil s’est installé, des détails sur la ville de Bedley Runà ce moment-là ainsi que l’attitude de la populationà son égard.

En cas de difficulté…On pourra demander aux élèves d'utiliserle guidage plus serré qui se trouve dans leWorkbook → p. 15.

Help– Focus on what people say to the narratorand what they do for him:“When I buy my paper each morning, the newss-tand owner wil say…” (l. 28-29)“And the young, bushy-eyebrowed woman at thedeli, […] always reaches over the refrigeratedglass counter and waves her plump hands andsays...” (l. 32-33)“She winks at me and makes sure to preparemy turkey breast sandwich herself” (l. 37-38)“Folding an extra wedge of pickle into the but-

cher paper...” (l. 39)> It is a friendly attitude.

– Look out for words expressing the narra-tor’s feelings in this passage.deeply appreciate (l. 21) / enjoy (l. 23) / vene-ration (l. 24) / …> The narrator is proud and flattered to berecognized and appreciated.

Help

– Focus on the passage (l. 59-64):“I suppose it was because Bedleyville was still

Bedleyville then, and not yet Bedley Run” > The adverbs indicate the town was aboutto change its name.

– “though desperately wanting to be.” (l. 61) àbut/however desperately wanting to be.> I suppose it was because Bedleyville wasstill Bedleyville then, and not yet Bedley Run,however/but it desperately wanted to be calledBedley Run.“tax” is very close to “taxe” in French > anynewcomer was seen as beneficial for the cityin terms of population and tax paying.

census refers to the number of inhabitantsin the city.– Conclude > When he arrived, the narratorthought people were indifferent and were notinterested in him. However, he realized peoplesaw newcomers as beneficial for the city.


20/4020

Un temps de travail sera attribué aux groupes avantla mise en commun. Le questionnement sera pri-vilégié si des informations données n’ont pas étécomprises. Enfin, un élève devra rapporter les infor-mations prises en notes lorsque les exposés desgroupes 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 smileor 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 segre-

gation still prevailed and most of the black

community lived in ghettos or in specific geo-

graphical areas.

/…/

/…/

• The Chinese because they lived in enclaves of

their own (“Chinatowns”) that had been created

in the 19th 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 diffe-

rently. He reckoned American people would

see him as an intruder

• Although the narrator expected to be discri-

minated 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’élèveà exposer des idées, voire exprimer son accord ouson désaccord sur l’interprétation de ses camarades.

La préparation à cette question pourra donnerlieu 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 suc-

cessful 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 documentIl s’agit d’un documentaire sur la communauté viet-namienne de San Diego et plus particulièrement surle boom des salons de manucure tenus par des Viet-namiens, car ce travail ne nécessite pas de connaitreparfaitement la langue et n’exige pas de qualificationsspécifiques. Certains de ces immigrants se trouvaientà 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 arrivéeaux États-Unis et envoya sa propre manucure ensei-gner les rudiments du métier aux femmes.

La fin de la guerre du Vietnam et le départ des Amé-ricains en 1975 précipita l’exode de la population etdes vagues successives de réfugiés arrivèrent surle sol américain. Les Vietnamiens arrivés aux États-

Unis après 1978 étaient en général jeunes (60 % étantdes enfants), pour beaucoup originaires du milieurural et peu instruits. Très peu parlaient une langueétrangère (anglais ou français). Ce bas niveau d’ins-truction n’a pas manqué de poser certains problèmesconcernant la reconversion professionnelle, l’adap-tation et l’intégration de ces réfugiés dans la sociétéaméricaine, difficultés que n’avaient pas rencontréesla première vague d’immigrants vietnamiens, compo-

sée de civils et militaires appartenant pour la plupartaux classes dirigeantes et aux milieux aisés (cadres,hauts fonctionnaires, officiers supérieurs, banquiers,industriels, intellectuels, ingénieurs, médecins, den-tistes, pharmaciens, juristes, riches commerçants,etc.). À ces catégories, il faut ajouter des employésde l’ambassade ou d’entreprises américaines ainsique les membres de leurs familles.



On pourra visionner l’ensemble du documentaire sur : http://www.video.google.com/ Full Focus : San Diego’sVietnamese 6-9-05

Séquençage de la video

Time code Images Elements of the soundtrack

From thebeginningto 01:06

Gloria Penner, KPBS PublicAffairs Director, presenting the show

“Good evening, I’m Gloria Penner. It’s been 30 years since Saigonfell to communists, Vietnam, causing tens of thousands of refugees to flee their homeland and with 40,000 settled in San Diego. Today the Vietnamese community here numbers more than 60,000 with the medium-aged Vietnamese Americans heading 30.Many are too young to remember the old country, for the others,

the emotional upheaval of leaving their homeland and adapting to life in America is still fresh”.

From 01:21to 02:11

Gloria Penner talking

A beauty salon, Vietnamesewomen polishing nails

Prof. Linda Vo. UC IrvineAsian-American studies

“How do all people who have lost virtually everything managed to rebuild their spirit and their livelihood. We’ll begin with anexcerpt of the documentary by independent producer JudyHammond. It tells little known stories about a business that

gave many Vietnamese refugees renewed hope.”This is a nail salon, a new neighbourhood, especially if you livein the South West of the US and three times out of four, you’llfind the Vietnamese immigrants hard at work.“that’s an economic niche for many Vietnamese Americanwomen. Because you can start business with little moneydown, with very limited skills and limited education and limitedEnglish language and ability”.

From 05:06to the end 05:18

Nail salon and beautyexhibition

In the decade since, nails have become big business, it’s a6-billion-dollar-a-year industry which Vietnamese run alonemaking at least a third of the market nationally.

LexiqueLes images du salon de beauté permettent de com-prendre nail et nail salon. Du point de vue strictementphonologique, pas de problème majeur quant à lacompréhension du document. Il faudra prévoir 2 ou3 écoutes. Les chiffres peuvent apporter une aidesupplémentaire.

Formes de travail

1. individuelle puis collective ; 2. collective.

Accès au sensPhase d’anticipation avec l’image et le titre.


• The scene takes place in a beauty salon, cer-

tainly in San Diego, California, according to

the title.

• We see Asian women, hard at work, and jud-

ging from the title, we understand they are

of Vietnamese origin. They are doing other women’s nails.

1. Lors du visionnement, le professeur mettra l’ac-cent sur la nature du document proposé et insisterasur l’importance de l’image, étape préalable à laconstruction du sens.


• We learn that because of the end of the Viet-

nam war / the departure of American troops

from Saïgon, in 1975 / X years ago, tens of thou-

sands of Vietnamese people left / fled / escaped

from their native country to seek refuge in the

US. They had lost everything. They had no

choice but to rebuild their lives.

• 40,000 of them settled in San Diego.

• Today, the community numbers more than

60,000 people.

• A lot of Vietnamese-American women found

renewed hope in an unexpected business: nail

salons.

• That job was perfect for them: they could

start with little money, they didn’t need a

high education, they didn’t need to be fluent

in English and they didn’t need a lot of quali-

fications/skills.

• Today, it is a six-billion dollars industry per

year, mainly run by Vietnamese people.

2. Laisser quelques minutes de réflexion indivi-duelle pour préparer la prise de parole. Il est pos-sible de visionner une nouvelle fois le document defaçon partielle (fin du document à partir du salonde beauté).


22/4022


• Apparently, most Vietnamese-American

women had the opportunity to find a job quickly.

This job was the key to their integration.

• This job helped them rebuild their lives and

gave them new hopes for the future.• Vietnamese-Americans did so well that nails

have become a very important business, produ-

cing six billion dollars a year, which can be seen

as a successful integration.

RecapProductions possibles :

• People can feel integrated thanks to a job that

can give them a new life and new hopes.

• Integrating a country can mean speaking the

language fluently.

• People can feel integrated because they are

accepted by the population / because people

know them and they are greeted with affection.

/…/

/…/

• People can also feel integrated because they

have managed to mix/blend in the community.

Training Task 3: Faces of AmericaCette tâche d’entraînement vise une production oralenécessitant une préparation.

1. La première phase de recherche se fait soit horsclasse, soit en salle multimédia. Diviser la classeen trois groupes. Compléter les ID cards dans leWorkbook → p.15.

2. La deuxième partie se fera en classe avec unemise en commun des informations. Afin de promou-voir une prise de parole collective et ordonnée, leprofesseur pourra distribuer la parole comme suit :

− le groupe 1 pose des questions au groupe 2,

− ensuite, le groupe 2 pose des questions au groupe3,

− enfin le groupe 3 pose des questions au groupe 1.

À la fin des échanges, un ou plusieurs élèves réca-pituleront les informations prises en notes dansles ID cards.

Andrew Carnegie’s biography

Personal details

Date/Place of Birth:November 25, 1835– Dunfermline, Fife,Scotland.

Arrival in the US:moved to Allegheny(poor area) –Pennsylvania with hisparents in 1848.

Life (childhood, schooling, memorable events, etc.)• First job in 1848 at the age of 13, as a bobbin boy(he changed spools of thread) in a cotton mill /worked 12 hours a day, 6 days a week in a Pittsburgcotton factory for $1.20 a week.hard worker / was by turn a telegraph messengerboy, a secretary / telegraph operator for thePennsylvania Railroad Company / became thesuperintendent of the Pittsburgh Division: vital to hislater success.• The railroads: the rst big businesses in America/ the Pennsylvania: one of the largest of them all.Carnegie: learned much about management and costcontrol during these years. Built Pittsburgh’s CarnegieSteel Company / later merged with several othercompanies to create U.S. Steel. Led the enormousexpansion of the American steel industry.• With his fortune: turned to philanthropy. A passionfor reading: gave most of his money to establishmany libraries, schools, and universities in theUnited States, the United Kingdom, Canada andother countries, as well as a pension fund for formeremployees.• Often regarded as the second-richest man inhistory after John D. Rockefeller and one of the mostimportant philantropist of his era. Often referred toas a true “rags to riches” story.• Died on August 11, 1919, in Lenox, Massachusettsof bronchial pneumonia.

Family background:First son of William Carnegie – a linen weaverand local leader of the Chartists (who soughtto improve the conditions of working-class lifein Great Britain), and of Margaret Carnegie –daughter of Thomas Morrison – a shoemakerand political and social reformer.Andrew’s father wanted to escape starvation /had to borrow money to migrate. There,fatherfound a job in a cotton mill / the mother earnedher living by binding shoes.



Salma Hayek’s biography

Personal details

Date/Place of Birth:September 2, 1966

- Coatzacoalcos,Veracruz, Mexico

Arrival in the US:moved to LosAngeles, California,in 1991.

Life (childhood, schooling, memorable events, etc.)• Sent to the Academy of the Sacred Heart in GrandCoteau, Louisiana, at the age of twelve / diagnosedwith dyslexia / attended college in Mexico City :

studied International Relations at the UniversidadIberoamericana.• At the age of 23: landed the title role in Teresa (1989), a successful Mexican telenovela / made hera star in Mexico.• Moved to Los Angeles, California, in 1991 to studyacting under Stella Adler / had limited fluency inEnglish – attributed to her suffering from dyslexia.• In 1995, given a starring role opposite AntonioBanderas in Desperado. Received an Academy Awardnomination for Best Actress for her role as Frida

Kahlo in the lm Frida, released in 2002.• Spokesperson for Avon cosmetics since February2004.• On September 21, 2007, gave birth to daughterValentina Paloma Pinault in Los Angeles. In 2009,married French billionaire and CEO François-HenriPinault.• In 2011, launched her own line of cosmetics,skincare and haircare products called Nuance bySalma Hayek.• Also an activist in the awareness campaign on

violence against women and discrimination againstimmigrants.

Family background:mother: opera singer and talent scout ofSpanish ancestry / father: oil company executiveof Lebanese ancestry

• Salma means “safe’ in Arabic” / was raised ina wealthy, devoutly Roman Catholic family

Jerry Yang’s biography

Personal details

Date/Place of Birth:November 6, 1968 inTapeï, Taïwan.

Arrival in the US:moved to San Jose,California at theage of ten with hismother and youngerbrother / father diedwhen Jerry was two.

Life (childhood, schooling, memorable events, etc.)Life: graduated from Sierramont Middle School andPiedmont Hills High School in San Jose / earneda Bachelor of Science and a Master of Science inelectrical engineering from Stanford University, April

1994, co-created an Internet website called “Jerryand Dave’s Guide to the World Wide Web” with DavidFilo, consisting of a directory of other websites / wasrenamed “Yahoo!” (an exclamation). Yahoo! becamevery popular.Yang and Filo realized the business potential / co-founded Yahoo! Inc. in April 1997.In 1999: named to the MIT Technology ReviewTR100 as one of the top 100 innovators in the worldunder the age of 35.married to Akiko Yamazaki, a Japanese woman who

was raised in Costa Rica.February 2007, Jerry Yang and his wife gave US$75million to Stanford University.Today: currently on the Board of Directors of theAsian Pacic Fund, and Cisco / also on the StanfordUniversity Board of Trustees.

Family background:mother: an English teacher. Yet, Jerry only knewone English word: shoe, on his arrival / becamefluent in 3 years / was placed in an Advanced

Placement English class.


24/4024

Keeping the American Dream alive Manuel pp. 40-41

“I still believe in the American Dream”

Analyse du documentCe document est un article publié le 21 Octobre2010 dans le magazine américain Time. Son auteur,le journaliste Fareed Zacharia, compte parmi lesintellectuels les plus influents dans les médias amé-ricains. Il analyse ici l’évolution du rêve américainen se référant à sa propre expérience.

• Années 70 : les USA connaissent une période deprospérité et de stabilité politique en dépit de la criseéconomique mondiale et d’un malaise politique inté-rieur ; comparée à l’Inde, c’est une démocratie riche ;

• Années 200