Sommaire
Séquence 10
Communication Civilisation Grammaire Lexique Phonologie Méthodologie Séance 1
Quiz sur le commerce triangulaire
Vérifier ses acquis
culturels Le commerce
triangulaire l’esclavage aux USA
Esclavage et servitude plantations- cultures voix passive Séance 2
Portrait de Jim Crow
Restituer ce que l’on a compris d’un document sonore Utiliser ses acquis pour décrire un document iconographique
Le personnage de
Jim Crow aux USA Used to V
Be used as use to/
in order to V
Séance 3 Dialogue grand- père et petit-fils
Restituer l’essentiel d’un document sonore à partir de notes
Restituer les informations spécifiques à partir d’un script
Les lois « Jim Crow » aux USA Martin Luther King
Would fréquentatif
Séance 4 Photographies : Ségrégation dans les lieux publics aux USA
L’histoire de Rudy Bridges
Décrire un document iconographique : ce que l’on voit, ce que l’on ressent Utiliser ses connaissances culturelles pour mieux comprendre un document iconographique
Ségrégation et discrimination aux USA dans les années 60 Ruby Bridges La déségrégation dans les écoles
Discrimination
L’école Appliquer la
méthodologie de description d’un document iconographique
Séance 5 Tableau de Normann Rockwell
Décrire un document iconographique : ce que l’on voit, ce que l’on ressent
Le peintre Normann Rockwell
« The problem we all live with »
Descrimination Expression du contraste
Le mot
« contrast » La prise de parole en continu Analyser un document iconographique
Séance 1
Je revois la thématique du commerce triangulaire et de l’esclavage aux États-Unis
Je revois la structure appropriée pour décrire la servitude
Step 1
Use what you have learnt about the Triangular Trade in the previous “séquence”:
Exercise 1
First recap what you know about The Atlantic slave trade:
Tick the right boxes (Several boxes can be ticked) 1-
Also known as:
r the Triangle Trade r the Triangular Trade r the African Trade, the Atlantic slave trade was the trading of
mostly
:r African people r Spanish people r European people, to the colonies of: r the New World r the Americas r South America that occurred in and around the Atlantic Ocean.
2- It lasted
from the
: r 16th r 15th r 18th centuryto the
: r 17th r 18th r 19th century3- Most enslaved people
were shipped from
:r Europe r North Africa r West Africa r Central Africa and
taken to
: r Africa r North America r South Americato work as unpaid slaves on
:r sugar plantations r coffee plantations r pepper plantations r tea plantations r cocoa plantations r cotton plantations,
r in gold and silver mines r in houses to work as servants.
4- Most contemporary historians
estimate that between
:r 2 million r 5 million r 9 million
and: r 5 million r 9 million r 2 million Africans arrived in the New World.
5- The slave-trade is sometimes called the Triangular Trade
and its
: r Middle Passage r Third Passage r Slave Passage whichultimately involved
:r two r three r four continents,
r two r three r four centuries and millions of people.
Check and correct.
Exercise 2
Match the words or expressions (in italics in the above exercise) with the appropriate synonym or equivalent.
also known as… finally, in the end
mostly placed on board a ship
it lasted mainly
enslaved people it persisted
shipped called…
ultimately held in slavery
Exercise 3
Now recap orally what you know about the Triangular Trade and slavery.
You can either:
- read the whole sentences from the above exercise aloud - make your own sentences.
Exercise 4
Tool box crops (récoltes)
(on) a plantation (dans une plantation) grow/grew/grown (cultiver, faire pousser) work hard
field (champs)
sugar cane (sucre de canne)
Look at the picture below and react:
Use what you know and describe the picture :
Tobacco, cotton and ………. were ……….. on farms called ………
This picture shows ……….
Step 2
Je revois la structure appropriée pour décrire la servitude.
Exercise 5
Read the following text:
80 % of all slaves shipped to the Americas were put to work on plantations. They worked long hours in the fields and were punished if they did not work hard enough.
Other slaves worked in the house as servants, or were used to do other jobs around the plantation.
Most slaves worked on plantations in the southern states.
Slaves were used on plantations for a variety of tasks: picking cotton, harvesting tobacco, working in the dairy, washing clothes, planting and harvesting rice, building railroads, carpentry, harvesting sugar cane, cooking, weaving, growing and harvesting coffee.
1- Here are a few words that may be useful to understand the text:
a) pick: cueillir b) harvest: récolter c) the dairy: la laiterie d) rice: riz
e) railroads: voies ferrées f) weave: tisser
2- Find the English equivalent in the text of the following expressions:
a) Ils étaient utilisés : ...
b) Ils travaillaient de longues heures : ...
c) Ils étaient punis : ...
d) Ils travaillaient comme domestiques : ...
e) On les mettait au travail dans les plantations : ...
3- Focus on the following sentence:
Slaves were put to work on plantations.
a) What is the name of the verbal form that is used in this sentence (were put):
...
b) Look for its French translation in the above exercise and write it down:
...
c) What personal pronoun is used in French?
...
d) In English can you see any difference between the underlined expressions?
- They were put to work on plantations.
- Slaves were punished if they did not work enough.
- They were used as servants.
- Slaves were used on plantations.
Your answer: ...
e) Who ‘put the slaves to work’? ...
f) Are they mentioned in the above sentences? r yes r no
g) Why? Why not? ...
h) Any idea? ...
Tu as reconnu la voix passive dans les phrases ci-dessus.
Tu sais que lorsque l’on emploie le passif l’expression de l’agent de l’action peut ne pas être ressentie comme nécessaire, car son identité est évidente ou représente peu d’intérêt.
Dans la phrase : Slaves were put to work, l’agent n’est pas mentionné car il est évident.
Ce sont les ……… qui mettaient au travail les esclaves.
On sait parfaitement qui employait les esclaves dans les plantations.
Recopie à nouveau la traduction en français de la phrase : slaves were put to work on plantations.
……… ...
Tu as remarqué le recours au pronom personnel « on ».
En français, on utilise « on » car on ne définit pas de qui il s’agit.
- Slaves were put to work k on mettait les esclaves au travail.
- Slaves were used as servants k ……… ...
- They were used on plantations k ……… ...
- They were punished if they did not work hard enough k ...
Lorsque le complément d’agent est nécessaire, on l’introduit par by : Rappelle-toi l’histoire d’Olaudah (séquence 9 – séance 7)
Olaudah was very well treated by the sea Captain, who allowed the sailors on board the ship to teach him to read and to write.
(Olaudah était très bien traité par le capitaine du
bateau, qui autorisait les marins à lui apprendre à lire et à écrire.)Exercise 6
Translate into English the following sentences.
1- On vendit Olaudah à un autre marchand d’esclaves.
...
2- On n’attacha (chain) pas Olaudah comme les hommes et femmes parce qu’il était jeune (en raison de sa jeunesse).
...
3- On l’autorisa à s’asseoir sur le pont (deck) le jour, mais pas la nuit.
...
4- On emmena Olaudah dans une grande plantation.
...
5- On fouettait (whip k whipped) les esclaves qui ne voulaient pas obéir.
...
Check and correct.
Get ready for the next lesson : Learn the new words or expressions Revise the passive voice
Talk about the slaves’ living conditions (in general and on plantations.)
Séance 2
Je découvre le personnage Jim Crow
Je m’entraîne à comprendre un document sonore Je revois différentes expressions avec le verbe ‘use’
Step 3
Have you learnt the new words and expressions from lesson 1?
r yes, I have r No, I haven’t Have you revised the passive voice?
r yes, I have r No, I haven’t
Have you worked on an oral presentation of the slaves’ living conditions on plantations?
r yes, I have r No, I haven’t
Exercise 7
Do you know what the following words or expressions mean?
Match the French words or expressions with the appropriate English translations.
a character habillé de haillons
a palm tree un personnage
made up as un palmier
wear blackface makeup noirci au bouchon de liège brûlé darkened with burnt cork porter un maquillage noir
dressed in rags maquillé/grimé en
Exercise 8
Jim Crow
original print (1822)
Describe the picture.
This picture shows a ...
It is probably located ...
as (because) we can see ...in the foreground.
The character ...
(physical appearance/clothes) ...
He makes me think of ...
Check and correct.
Step 4
Exercise 9
1- In a few minutes, you are going to listen to a conversation.
- What was the topic of the previous lesson (séance 1)? ...
- The conversation will deal with that topic, so what words do you expect to hear?
k Write them down before listening to the dialogue.
...
...
...
...
...
2- Now listen to the dialogue between two people.
k While listening, tick the words from above (part 1) you actually heard k Write down important words you have identified:
...
...
...
...
...
Exercise 10
Now answer the questions: Tick the boxes.
1- Who are the two people talking?
r father and son r uncle and nephew r grandfather and grandson 2- About their origins (ethnicity):
They are :
r African Americans (citizens of the United States descending from West African slaves) r White Americans (“Caucasian Americans”)
r Asian Americans (Americans of Asian descent)
r Native Americans (indigenous peoples from North America) r Native Hawaiians
r Hispanic /Latino Americans
3- About the context:
r The conversation started after a documentary they had just watched on TV r It all started with an object that belonged to one of the two protagonists r It started out of the blue (it came from nowhere, it was unexpected) 4- The names of two famous people are mentioned at the end of the dialogue.
Write their names down.
Person # 1: ...
Person # 2: ...
Check and correct.
Exercise 11
Now listen to the following extracts.
You will have to justify your answers
1- Extract # 1: Who are the two people talking?
Justify your answer by picking out one word, which is repeated twice (two times):
………
How does the character called Willy sound?
r rather young r middle-aged r rather old So what can you assume?
………
2- Extract # 2: About their origins (ethnicity):
Justify your answer by picking out the right words or expressions.
………
………
3- Extract # 3: About the context:
Justify your answer by picking out the right words or expressions.
………
………
Check and correct. Read the transcript of the extracts you heard.
Step 5
Exercise 12
About JIM CROW :
Listen to the following extract, which deals with the character of Jim Crow.
1- After listening, you will have to answer the following questions:
a) Where did the character of Jim Crow appear for the first time?
b) When did it appear?
c) Who was Jim Crow?
d) Why did this minor character become so important in the history of the United States?
k Take notes:
………
………
………
………
………
k Then write your answers down (in full sentences if you can):
a) ………...…
b) ………...……
c) ………...……
d) ………...……
Exercise 13
Check your answers by listening to the following extracts.
Question a: Where did the character of Jim Crow appear for the first time?
Listen.
Pick out the name of the state mentioned: ...
Listen to the extract several times if necessary.
Question b: When did the character of Jim Crow appear?
Listen.
Pick out the date mentioned: ...
Listen to the extract several times if necessary.
Question c: Who was Jim Crow?
Listen.
Pick out the relevant words or expressions: ...
Listen to the extracts several times if necessary.
Question d: Why did this minor character start to become important in the history of the United States?
Listen.
Pick out the relevant words or expressions: ...
Listen to the extracts several times if necessary.
Check and correct by reading the transcript of the extracts you have heard.
Exercise 14
Read the transcript of the following extract:
Jim Crow used to be (1) a character in an old song, a long long time ago. It came from a song in a minstrel show in the 1830s, when grandpa’s ancestors were still used (1) as slaves.
A white comedian from Virginia, called ‘Daddy’ Rice, used (3) the character of Jim Crow to make fun of black people.
He wore blackface makeup to resemble an African-American. He gained success around the country imitating how African-Americans sang and danced.
Jim Crow soon came to be used as (4) an insult against black people. And it came to stand for segregation and discrimination against African-Americans.
That was in the late 19th century.
Focus on the underlined words (1-4).
They all have a verb in common: ...
Which expression, among those underlined, expresses the idea that something stopped in the past and is not usually the case now? ...
Which verb means ‘utiliser’ in the above text? ...
Which expression means ‘être utilisé’? ...
Les différentes expressions avec le verbe USE : Used to bv :
k Jim Crow used to be a character...: Jim Crow était jadis un personnage... (qui n’a plus cours maintenant)
Use… as (Be used as) :
k They were used as slaves.(Ils étaient utilisés comme esclaves/ On les utilisait comme esclaves >> voir séance 1) Il s’agit d’une forme passive. Use… to /in order to:
k Daddy Rice used the character of Jim Crow to/in order to make fun of black people.
(D Rice utilisa le personnage de Jim Crow pour se moquer des noirs)
.j e retiens
Get ready for the next lesson : Learn the new words or expressions Revise the different expressions with USE
Talk about Jim Crow (Use the transcript from exercise 14.)
Séance 3
Je découvre les lois ‘Jim Crow’ aux États-Unis Je revois l’expression ‘used to’
Step 6
Exercise 15
Recap what you have learnt about the character called Jim Crow, thanks to Willy’s grandpa:
Write sentences, using the following elements.
character old song the 1830s ‘Daddy’ Rice Virginia make fun blackface makeup imitate an insult segregation discrimination the late 19th century ...
...
...
...
...
...
Exercise 16
The Jim Crow Laws: Read the transcript of the dialogue from the previous lesson.
Grandpa: Jim Crow…The term eventually came to mean a “Negro”, Sonny. Do you know anything about the “Jim Crow” laws?
Willy: No, Grandpa….Tell me all about those laws….
Grandpa: Well….Hmmmm….the Jim Crow laws were passed in the late 1800s by the legislatures of the Southern states. They deprived African Americans of their civil rights and defined blacks as inferior. Negroes gradually lost their jobs, which they gained after the Civil War. Blacks were even denied the right to vote.
Willy: How unfair!
Grandpa: Yeah, it was actually, it really was…. You know, what happened was: after the Civil War, which ended in 1865, about 4 million slaves were freed by the Thirteenth Amendment, which abolished slavery in the United States.
So many former slaves, like my ancestors, left the rural areas to live in towns and cities.
Willy: Yes, Grandpa, I see…..
Grandpa: ….and blacks and whites often rode the same buses together; they would eat in the same restaurants, and they’d use the same public facilities, like drinking fountains. But the white southerners you know, they couldn’t control these new communities the same way they had been able to control the blacks on
plantations, for instance…
Willy: White people were frightened, right?
Grandpa: Yes, they were! By 1914, every southern state had passed laws that created two separate societies: one black, the other white. Ironically there was a set phrase that described systems of segregation: ‘Separate, but equal’! Blacks and whites could not ride the same sections of buses, nor sit in the same waiting rooms, use the same washrooms, eat in the same restaurants, nor sit in the same theaters. Black pupils weren’t allowed to attend the same schools as the whites.
Signs were put up to separate facilities saying “whites only” and “coloured” or
“Negroes”. They appeared everywhere on parks, toilets, waiting rooms, theaters, and water fountains. Newspaper and magazine writers began to refer to blacks as ‘niggers’, ‘coons’, and ‘darkies’.Our society remained totally segregated….
until the 1970s…..
Willy: I can’t believe that Grandpa! When I think of Barak Obama’s election…..
Grandpa: I know how you feel my boy…..With Barak Obama’s election as president of the United States, Dr King’s dream has come true….
Willy: You mean the famous speech he made in Washington, ‘I Have a Dream’?
Grandpa: Yes my boy, I can still hear Martin Luther King’s unique voice claiming
‘Free at last….’
Willy: And I can hear Obama’s voice telling the world ‘Yes, we can’!
Fill in the chart with information from the transcript.
The JIM CROW laws
Dates When the laws were passed:
...
When segregation ended:
...
Other name given to ‘Jim Crow laws’
Location
Examples of Jim Crow laws - - - - - - - - -
Origin of Jim Crow laws: after the civil war Date
Number of slaves freed
Reference in the american constitution
Reaction of white southerners
Grammaire
Relis les phrases suivantes, extraites du script :
Blacks and whites often rode the same buses together ; they would eat in the same restaurants, and they’d use the same public facilities, like drinking fountains.
1- Quelle forme verbale indique une habitude passée (revois séquence 7, séance 5) ? ...
2- Quelle en est la forme contractée ?
...
Check and correct.
Exercise 17
Relis le script du dialogue entre Willy et son grand-père et écris d’autres phrases, avec cette forme (Utilise la forme pleine, car il s’agit d’un travail écrit).
Ex : After the Civil War, in Southern states, black people would ride on separate buses.
1- ………
2- ………
3- ………
4- ………
5- ………
le coin des curieux
Read about the prominent leader of the Civil Rights Movement, Dr Martin Luther King.
Martin Luther King en 1965 (1929-1968)
©Ullstein Bild/Roger-Viollet Cote Inv.ULL-00074935 n°36699-2
Dr. Martin Luther King, Jr. was born in Atlanta, Georgia in the United States in 1929. At that time in America, black people didn’t have equal rights with white people. Black people had to sit in the back of buses. The schools were segregated and there were even separate public restrooms for black people and white people. Black people’s lives were not a bed of roses.
Martin Luther King, Jr. was a minister in the Baptist Church. He fought against racial segregation. He wanted equal rights for all people. But he didn’t use violence in his fight. He asked people to fight peacefully. For example, he asked black people to ride in the front of buses1. On August 28, 1963 more than 200,000 people went to Washington D.C. to listen to him speak and ask the government to change unfair laws. There he delivered his famous speech, ‘I Have a Dream’.
Because of Martin Luther King, Jr., many laws began to change in the United States. But many white people disagreed with him and his ways. In 1968, Martin Luther King, Jr. was assassinated by a white man.
Every year on the third Monday of January, Americans remember Martin Luther King, Jr. They remember how much America has changed.
1- For further reading, google : Rosa Parks, the black woman who refused to give up her seat on a bus to make room for a white passenger in Montgomery, Alabama -1955
Séance 4
Je découvre le personnage de Ruby Bridges et son histoire
Step 7
Exercise 18
Use what you have learnt in the previous lessons:
Describe the following picture and comment on it. Don’t forget to talk about the historical context!
A washbasin
Segregated Water Fountains Elliott Erwitt [1950]
© Magnum Photos
1- Describe it you can use the word mentioned above as a help!
I can see...
2- What does it make you think of? Why?
(À quoi cela te fait-il penser ? Pourquoi ?)
Example of an answer: It makes me think of ……… because ……….It makes me think of...
3- What does it make you feel like? Why? (Quel sentiment cela éveille-t-il en toi? Pourquoi ?) Example of answer: It makes me feel unconfortable because I don’t understand why there
are two washbasins.
It makes me feel...
Step 8
Exercise 19
Read the following statements. Do you think these sentences are true or false?
Tick the boxes.
1- A six-year-old girl can make a crowd of 100 people be silent.
r True r False
2- A six-year-old can be in a classroom without other children.
r True r False
3- There was a time when black children were walked to school by police officers.
r True r False Help
A crowd: a large number of people without ≠ with
be walked to school: être conduit(e) à l’école
Exercise 20
Now look at the following pictures.
©AP/SIPA PRESS
Describe what you can see and say what you assume these pictures show.
k Follow the same steps as in exercise 18!
a) I can see….
b) It makes me think of…
c) It makes me feel…
Read the statements from exercise 19 once again:
What else can you add? Make suppositions.
………...……….
...
...
Exercise 21
Look at this second picture. Read the caption (la légende).
©AP/SIPA PRESS
U.S Deputy Marshals escort six-year-old Ruby Bridges from William Frantz Elementary School in New Orleans, Louisiana, in 1960.
Tick the boxes.
1- Where is Louisiana located in the United States?
r in the North r in the West r in the South r in the East 2- What was the historical context in that part of the U.S.A. in the 1960s? (Tick one or
several boxes).
r There were still racial tensions
r Some public schools were forced to desegregate r Integration was still illegal
3- Why do you think young Ruby had to be escorted to school by US marshals?
………
Check and correct by reading an extract of Ruby Bridges’ story, told by herself:
A federal judge decreed that Monday, November 14, 1960 would be the day black children in New Orleans would go to school with white children. There were six of us chosen to integrate the city’s public school system. Two decided to stay in their old schools. The other three were assigned to another school, McDonough.
I would be going to William Frantz alone.
People shouted and shook their fist when we got out of the car.
A young white woman met us inside the building. She smiled at me. “Good morning, Ruby,” she said. “Welcome, I’m your new teacher, Mrs. Henry.” She seemed nice, but I wasn’t sure how to feel about her. I’d never been taught by a white teacher before.
Mrs. Henry took my mother and me to her second-floor classroom. All the desks were empty and she asked me to choose a seat. I picked one up front, and Mrs. Henry started teaching me the letters of the alphabet.
Exercise 22
Answer the questions (write full sentences).
1- Why is the date Monday, November 14, 1960, important in the history of black people and the United States?
………
k
Quote the words from the text that justify your answer
………
2- How many children were concerned?
………
3- Was it their own decision?
………
k
Quote the words from the text that justify your answer
………
4- Who was supposed to integrate William Frantz school?
………
5- People’s reaction: quote 2 examples
- .……….…………
- .……….………
6- Who was Mrs Henry?
………
k
Quote the words from the text that justify your answer
………
7- Mrs Henry: pick out words that characterize her.
- .……….………
- .……….………
- .……….………
Are they rather…? r positive ones r negative ones
So what can you infer about Mrs Henry’s personality? Make suppositions/hypotheses.
- .……….………
- .……….………
8- Ruby’s reaction: how does she feel in front of Mrs Henry?
………
k
Quote the words from the text that justify your answer
………
9- The classroom: What is it like?
………
Check and correct
le coin des curieux
Do you want to know more about Ruby?
k Visit her site: http://www.rubybridges.com Do you want to learn more about desegregation?
k Visit wikipedia.org and type ‘desegregation’.
Séance 5
Je revois la méthodologie pour présenter et analyser un document iconographique (visuel)
Je découvre le tableau d’un célèbre peintre américain
Step 9
Exercise 23
Say what you know about Ruby Bridges: who was she? What happened to her? Why was that event so important in the history of black people?
k Feel free to revise the previous lessons! You might want to take notes, in order not to forget anything. In that case, take down only key words, don’t write full sentences.
Méthodologie
Tu as appris tout au long de l’année à prendre la parole en continu.
Toutes les stratégies et techniques nécessaires à la prise de parole en continu t’ont été expliquées en séquences 7 et 8.
Si tu as un doute ou si tu ne te souviens plus très bien, revois les séquences concernées.
Ready to speak about Ruby?
Give it a try!
Exercise 24
Look at the following document very carefully.
1- Describe it
The following words may help you!
– a cartoon
(un dessin humoristique)
...– a painting
(une peinture)
– an advertisement / an advert / an ad
(Une publicité)
/ a full page advertisement...– a photograph / A photo / A snapshot / A shot of...
– a strip cartoon / A comic strip ...
(Une bande dessinée)
. – a drawing(Un dessin)
...A pleated skirt a suit sneakers
socks an armband an outfit (une tenue)
I can see...
2- What does it make you think of? Why?
(À quoi cela te fait-il penser ? Pourquoi ?) Example of an answer: It makes me think of
………because
……….I makes me think of...
3- What does it make you feel like? Why?
(Quel sentiment cela éveille-t-il en toi ? Pourquoi ?) Example of an answer: It makes me feel
………..………because
………...…….I makes me feel...
Your History teacher asked you to choose a photograph or a painting, which could illustrate an article about ‘School Segregation in the US in the 1950s’ on the Internet website ‘Civil Rights for Kids’.
(Ton professeur d’Histoire t’a demandé de choisir une photo ou un tableau pour illustrer un article sur “La ségrégation dans les écoles américaines dans les années 50” sur un site internet : « Des Droits Civiques pour les enfants ».)
As you liked the painting, showing Ruby being escorted to school by U.S. marshalls very much, you have decided to talk your teacher into choosing it to incorporate the website.
(Comme tu as beaucoup aimé le tableau représentant Ruby, escortée jusqu’à son école par des
policiers, tu as décidé de convaincre ton professeur de le choisir pour illustrer le site.)
But you know your classmates really want their own illustrations to be picked out!
(Mais tu sais bien que tes camarades de classe veulent vraiment que leurs propres illustrations soient choisies !)
You really want to convince your teacher your painting is the best choice.
First you have to make sure you understood it very well.
(Tu veux vraiment convaincre ton professeur que ton tableau est le meilleur choix. Tu dois tout d’abord t’assurer d’avoir bien compris le tableau.)
Before you start, read the following advice and tick the elements that apply to the painting you want to analyze.
Méthodologie
How to analyze a document
Identify the nature of the document:
This document is a ...
It is ...
– a cartoon
(un dessin humoristique)
drawn by ...– a painting
(une peinture)
painted by ...– an advertisement / an advert / an ad
(une publicité)
/ a full page advertisement ...– a photograph / a photo / A snapshot / A shot of ...
– a strip cartoon / a comic strip... (une bande dessinée).
– a drawing
(un dessin)
drawn by(dessiné par)
...Recap what you can already say about the nature of this document.
Identify its origin:
r The document dates from the 1940s/the 1960s ...
r It is a shot from a film entitled ..., directed by ..., starring ...,set in ...
r It was drawn by ... / painted by ... / taken by ... / made by ...
a painter / a photographer / a cartoonist / an advertiser Recap what you can say about the origin of your document.
Analyze its composition:
To begin with (pour commencer), I’ll briefly describe the layout (Organisation) of the document:
r It consists of .../ It is composed of ... / It is made up of ...
r It shows ... / It represents ... / in this ..., we are shown ...
r The scene takes place in ... /may have taken place in...
r It is seen...
– from a distance
(Vu de loin)
– from above(De dessus)
– from below(Par en dessous)
– from the rear(De derrière)
r It is a close-up
(Un gros plan)
onr At the top of the page
(En haut)
... / at the bottom of the painting(En bas)
, we can see...r In the foreground
(Premier plan)
…. / in the background(Arrière plan / Second plan)
, we can see...r In the top right-hand corner / In the top left-hand corner
(En haut à droite / En haut à gauche)
.r To the right hand side / To the left hand side ... there is ...
r In the middle, between, behind, in front of, to the right, to the left, above, under.
Recap what you can say about the layout of the document.
The characters:
r There is one ... there are 2,3 ... characters
r Age : The girl/woman /the man is about 12 ...40 ...
...The men are probably in their forties
(dans les 40 ans)
/ in their mid-forties / in their late forties(proche de la cinquantaine)
...r Clothes/accessories: the girl ... is wearing .../ is dressed in white/blue/ ... whereas
(tandis que)
the men ... are wearing…r Objects hold: The girl has got/is holding ... in her left/right hand
r Activity: The girl is walking behind/following/running after/... is being ...
(p. passé
by ...Recap what you can say about the characters present in your document.
Exercise 25
Now focus on the following elements of the painting. Answer the questions.
1- The little girl Who is she?
Write down her name: ...
What happened to her and how old was she? ...
2- The tomato
Why is it on the ground?
Because someone has probably ………..….. It has been thrown and splattered (éclaboussé) against the wall because ………..…..
Why should people have acted that way? Maybe because they r approved of the girl’s Ving
r disapproved of the girl’s …./ they were full of……./ because of the colour of……./
To protest against…..
3- The word on the wall
What word can you see scrawled
(griffonné)
on the wall? ………..What sort of term is it? (tick several boxes)
r a pejorative term r a positive term r a slur
(insulte)
r a racist insult to black peopleWhy should people have written such a word on the wall?
It was written by people who ………
4- The four men
– Who are they? ...
– What are they doing? ...
– Why are they around the little girl? ...
– Where are they going? ...
– Why can’t we see their faces, do you think?
– Because the artist, Norman Rockwell, wanted us to focus on:
r the tomato
r the little girl, as the central character or focus of the painting r the girl’s dress
5- The contrasts (Tick the boxes or fill in the blanks)
When we view the painting, our eyes are immediately drawn to:
– the young girl because her dress, socks and sneakers are
r dark ...r bright ………. (colour), which provides a strong contrast to the ………. of her skin.
– the colours of the marshals’ skin and ……….. which provide r little contrast r a strong contrast to the young girl, consequently blend
(se fondent)
r more r less with the background.– the bright ………….(colour) of the tomato splattered against the wall which provides a r strong ...r little contrast to the colour of the wall.
– the bright ………….(colour) of the marshals’ armbands contrasts with the r muted
(adoucie)
r bright colour of their clothes and skin tones.The contrast r captures our attention r suggests danger
r creates a weak emotional content r creates a strong emotional content.
The marshals’ faces are r included r not included in the painting and only the girl’s body is r fully visible r invisible, which increases our sense of emotional connection with r the girl r the marshals.
O
To express contrast:The colour of the girl’s dress provides a strong contrast to the colour of her skin.
The colour of the marshals’ armbands contrasts with the colour of their clothes.
To express the effects of contrast:
– The colours of the marshals’ skin contrast to the girl and consequently blend more with the background.
– The contrast captures our attention.
– It suggests danger/fear/hate…
– It creates a strong emotional content.
– The contrast increases our sense of emotional connection with the girl.
Phonologie
O
à l’accentuation du mot contrast.Le nom contrast est accentué sur la 1re syllabe : [‘contrast] tandis que le verbe est accentué sur la seconde syllabe : [con’trast]
Rappelle-toi :
There is a contrast between …..
The colours contrast with the background.
Give a title to this painting: ...
Now you feel ready to answer your teacher’s questions on the painting.
Keep your fingers crossed until she finally makes her decision!
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
...
