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Holiday Assignment

accéder au film Blackkklansman (Spike LEE)

Tuesday, April 6th

Devant l'incapacité technique à mener les cours visio, veuillez trouver ci-dessous les activités pour cours distanciel autonome.

COURS DISTANCIEL 1 - document pdf

(Rom-Coms for Everyone / manuel p.51)

fichier audio (cf le doc pdf pour les questions)

BLACK WIDOW - new trailer!


Once again, Colin is rewarded on this page, this time along with his sketching buddy, Thibault.

Dans le cadre de l'activité TEACH ME SOMETHING, voici ce que nous ont proposé Colin & Thibault:


Colin's Video Report on NOMOPHOBIA

NB: j'ai 3 groupes de 1ères, donc j'omets ici volontairement les dates, pour que personne ne soit perdu, selon la classe de 1ère.





Lesson 1

Please scroll down to have the proper order of the lessons 

(il faut descendre la page pour avoir l'ordre correct des leçons, leçon 1, leçon 2, etc. elles sont identifiées par couleurs différentes)


DEVOIRS à faire pour la rentrée de janvier 2021:

1eres 4/5 : fiche film à rendre le lundi 4 janvier

1eres 2/3 : fiche film à rendre le mardi 5 janvier

1eres 8: fiche film à rendre le mardi 5 janvier

aucun délai,retard ne sera toléré!

1/ devoir écrit à rendre sur feuille > FICHE SUR LE FILM "Far From Heaven" vu en classe

les questions sont sur le document PDF joint FAR FROM HEAVEN

attention à me rendre en temps et en heure ce devoir

le film est toujours disponible grâce au lien précédemment fourni


2/ il y aura un devoir sur table le 2nd cours de la semaine, une expression écrite liée à la séquence que nous venons de finir


ps: je ferai aussi peu de temps après la rentrée une compréhension orale (donc facile, donc pas besoin de réviser, donc note aisément haute)

pps: je reste disponible pour toutes vos questions

Axe: Territory & Memory (territories & memories)

The African American Experience

in America 


Film pour la fiche à rendre:

FAR FROM HEAVEN (2002) written and directed by Todd HAYNES

lien pour le film

LESSON 7 : (toutes mes classes ont fait la leçon 7; les 1eres 2 et 3 feront cette leçon jeudi 3 décembre après-midi)

Norman Rockwell :

From Ideal Americana to Real America

COURSE MATERIAL (=supports utilisés pendant la leçon)

IMAGES : Covers from the Saturday Evening Post

« The Runaway », « The Shiner », « After The Prom », « Going and Coming »

Faire l’effort de commenter à voix haute les images (décrire/analyser/interpréter) en utilisant les outils du manuel pp.279/280 à apprendre pour aujourd’hui

VIDEO : Norman Rockwell Museum « Murder in Mississippi » voir ci dessous

IMAGES : « Murder in Mississippi » / Study

IMAGES : murder & memory, Emmett Till

Archives 1955 / Klan DC 1920s / Today (pic 1 / pic 2)

Americana refers to all the « things » typical of America ; Americana broadly tell the story of America, Americana are the culture, the civilization, the symbols, the history of America. Americana is a term often used in Literature to refer to pieces written about the specificity of America.

Norman Rockwell has painted his all life about American themes, but he evolved. When he worked for the Saturday Evening Post, he depicted an America people wished to remember but wasn’t necessarily reality. He felt to change his vision when he decided to move to Look magazine ; he looked at things with a more realistic approach (not talking here about this « hyperrealistic » painting technique).

Rockwell published 323 original covers for The Saturday Evening Post over 47 years, from 1916 to 1963, when he left for LOOK Magazine.

His covers showed his love for America, and American stories in people’s lives, at various ages. (cf the covers).


The commonplaces of America are to me the richest subjects in art. Boys battling flies on vacant lots; little girls playing jacks on the front steps; old men plodding home at twilight―all these things arouse feeling in me.

— Norman Rockwell


In his S.E.P. years, he acknowledged the way he thought and painted, he explained his relation to the « reality » he liked to depict :

The view of life I communicate in my pictures excludes the sordid and ugly. I paint life as I would like it to be.

– Norman Rockwell (1960)


But, after his wife died, he started a slow process of looking at thing in a new light. He could go on painting the same subjects, the same happy America, he couldn’t focus on the American Dream anymore.

More, he couldn’t stand the racist limitations of the editing policy of the S.E.P. (for instance, at the Post, he was forced to portray people of color in service/industry jobs only).

The Civil Rights Era and the pictures on TV and in the newspapers gave him a motivation to paint differently.

He realized that at the Post, he portrayed an idealized status quo ; he was the official painter of the American Dream, but now, the news gave him delusions. He eventually had doubts about his own worldview, he gained a social consciousness.

He would use his pervasive presence in white middle class suburban neighborhood to convey a more serious message, even though, by moving to Look and more political issues, he lost many fans. But his willingness to explore racial issues and bias was stronger, despite the fact that he started making waves after years of social consensus.


MURDER IN MISSISSIPPI / to illustrate a series of articles called « Southern Justice »

After The Problem We All Live With in 1964, he went on with this grim reality of a racist America with his painting Murder in Mississippi in 1965.

Analysing the painting.

Watch the VIDEO (from the Norman Rockwell Museum)

Rockwell switched from this visual storytelling technique to a more news related way of painting for this painting.


Representing news events through art gave Rockwell the ability to say things. His art made his America more real. He left ideal Americana to embrace a grimmer America but without abandoning his hope that things could change.


Conclusion :

The murder of Emmett Till (and the Rosa Parks incident) started the Civil Rights movement in 1955.

What has changed ?

Pictures of racist people in front of the sign commemorating the lynching of the young boy.

Art is not Reality, and yet, it may give us a way to look deeper into reality, to have sharper connection to feelings, to emotions. We remember Rockwell’s paintings : our memory is more vivid than History.

Painting Tour : Murder in Mississippi (1965)

LESSON 6: (toutes mes classes ont fait la leçon 6 )

Norman Rockwell

a painter promoting Civil Rights & Freedom

[méthodologie] Description, Interpretation & Analysis


NB : consulter, apprendre, réviser les termes et structures des pages 279 et 280 dans votre manuel LET’S MEET UP 1ere ; p.279 = ANALYSER UNE IMAGE ; p.280 = ANALYSER UN TABLEAU (il faut maîtriser ces outils)


Description et analyse des 4 tableaux « Four Freedoms » [1943] (à l’aide de la feuille de travail donnée à faire pour aujourd’hui)


Description et analyse de « The Problem We All Live With » [1963] (à l’aide de la feuille de travail donnée à faire pour aujourd’hui)


Remédiation = feuille « The Four Freedoms Speech » [1941]


Remédiation = audio « Who was Ruby Bridges ? » [1960] + worksheet


A faire pour le cours d’après :

Pour ceux qui sont « en retard » sur la progression des leçons > SE METTRE A JOUR !

Let’s Meet Up 1ere, p.279 = ANALYSER UNE IMAGE ; p.280 = ANALYSER UN TABLEAU



FDR, Rockwell & Freedom(s)

WORKSHEET (feuille de travail)

*Faire le Brainstorming (A / Get Ready) avec vos connaissances

*Regarder la vidéo et faire B/ 1. Watch the first 3’20’’ of the video :

remplir le tableau avec les informations

*Lire l’article joint : article_rockwell_fdr

Remplir le tableau avec les informations manquantes

*Faire le verso de la Worksheet

Activités C/ (utiliser les images en couleurs fournies)

écouter l'interview :

Activité D/ (utiliser l’image fournie en couleurs)

Norman Rockwell's Four Freedoms

(pour l'activité, regarder les premières 3'20'')


LESSON 4 (donnée à toutes mes classes de 1ères)

Reading : The Black Male Experience, from the C-Suite to the Street

Course Material :

[=supports pour la leçon]

TEXTE Article : Bernard J. Tyson, Newsweek, September 12th, 2014


Annexes :

To see the reality of rich black men being the target of stereotyping

VIDEO 1 Man Threatens to Call Cops on Black Gym-Goers in Minneapolis

TEXTE Declaration of Independence, July 4th, 1776.


Going Further :

To understand the reality of a Black community, beyond money and social status :

VIDEO 2 Why Are There Still So Few Black CEOs?

Black professionals comprise 1% of the executives running America’s top 500 companies

Video 1 abstract :

These Black gym-goers were confronted by a white man who threatened to call the police on them for rightfully using their building’s private gym in Minneapolis, Minnesota.

What happened ?

a white man confronted a group of Black men using a private gym, even though the men were tenants who belonged in the building in Minneapolis. The incident occurred at a private gym in a shared office space building in Minneapolis, Minnesota. The white man, identified as Tom Austin, is a venture capitalist and managing partner of the F2 Intelligence Group. He has reportedly lost his lease since footage of the confrontation went viral. The group of Black men said that they’ve rented office space in the building for more than a year and a half.


Questions (from the worksheet)

1/ About the author

*Job title ?

The author is an important man, a « top executive » (l.1), a « C.E.O. » (l.30).

*Ethnic Group ?

He’s African American. (« a black man » l.10 , « the black male experience is my reality » l.30) ( « as Americans » l.7)

We can surmise that he’s a successful Black man, who’s probably gone to College, makes quite a lot of money and maybe lives a life of luxury.

2/ Comparison in the 1st paragraph

He’s comparing himself to « a black man who’s working in a retail or food-service job » (l.2-3), which can seem strange at first, since he’s a wealthy executive.

Why is the author comparing his situation to that of a low-paid person, a less fortunate man ?

Because, according to the author when he looks back to his personal experiences, race supersedes social status, the color of your skin is more important than the money you make, the suit you’re wearing, the expensive car you may own, etc.

There’s a Black experience (opposed to a White experience, that is not called « white », but rather « normal »), that’s why he writes that you cannot really understand what the experience is, if you are not black.

There’s a Black community (« commonality » in the text).

He means that his identity is racial, then national : first he’s black, then he’s American. (think about the hyphenated term African-American)

3/ Four Examples


Upscale store he was watched/followed Black people are thieves, they steal in stores

Fine restaurants he’s explained the rules on tips Black people are not smart

Store his ID is checked for a purchase Black people are not creditworthy

Need to verify for credit card use

Street as he jogged, people seemed afraid Black people are dangerous (criminals)


The issue with this article is that, even today, even in 2014, RACE creates a community within the National community (the USA).

The author is belongs to « the C-suite » (C for Chief), he’s a powerful, rich executive, and he’s Black : he’s made it, he’s successful, he’s achieved what one might call the American Dream. And yet, a part of this so-called Dream seems unreachable. He doesn’t fully belong. At least, he doesn’t feel like he belongs.

That’s why he’s quoting, in the last paragraph, the Declaration of Independence (l.32-33)

The American Dream originated within the words written by the Founding Fathers (like Thomas Jefferson, Benjamin Franklin, who helped « create » the United States and wrote the Declaration of Independence in 1776).

Quote from the Declaration of Independence

« We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. »

Decades after the Civil Rights Movement led to laws banning workplace discrimination, progress has hit a ceiling.

It doesn’t mean there was no progress.

It means that there still is a problem within the American People.

Not many Black men are CEOs. Out of the chief executive running America’s top 500 companies, just 1% (that is 4 persons) are Black.

Among all US companies with 100 or more employees, Black people hold just 3% of executive or senior-level roles.

The final question is :

Do Black and White people have the same opportunities today ?

Do they live the same life ?

Has the civil rights fights from the past created a wall between communities ?

Is the different past for Whites and Blacks contributing to create a different present experience ?

Once, James Baldwin debated William Buckley in Cambridge. The topic of the debate was : « Has the American Dream been achieved at the expense of the American Negro ? »

That was in 1965…

What has changed in nearly 50 years ?...

LESSON 3 : "Jim Crow Country? Rosedale"

cette leçon a été donnée aux Premières 2/3/4/5 et 8,

elle corrige le Quiz Jim Crow et aborde le cas Rosedale (vidéo)


-corrigé du quiz (extrapolation des connaissances)

-fiche "timeline Jim Crow Era"

-video : "Rosedale" (ci-dessous) [recap]


à faire : lire l'article donné et répondre aux questions (ne pas faire le WRITING mais apprendre le vocabulaire fourni)

ROSEDALE ( a New York Times Video)


(cette leçon a été donnée à toutes mes classes, c'est celle qui fait directement suite au visionnage des 17 premières minutes du doc "I'm not your negro" et corrige la fiche de visionnage)

issue : is the English language the shared territory for Whites and Blacks?

-reprise et correction questions sur le documentaire "I'm not your negro"

-explicitation "Vocabulary & Racism" (fiche: rapper Talib KWELI)

-Countee Cullen's poem on Baltimore and the N word

the Harlem Renaissance

a black urban consciousness

flowering of the arts

“At the beginning of the 20th century, black people were believed to have no history or culture,” said scholar Howard Dodson Jr. For many Americans, the Harlem Renaissance was the first clue that they were wrong.

Language / Racism

Countee Cullen's words : African inheritance/Acceptance of the (white) English culture

“Negro Poets, dependent as they are on the English language, may have more to gain from the rich background of English and American Poetry, than from any […] yearnings towards an African inheritance.”

English language > source of racism AND source of pride, sense of belonging

travail à faire : fiche JIM CROW + quiz 

LESSON 1 (cette leçon a été donnée en classe à tous mes groupes de 1ères)


James Baldwin

Vocabulary & Racism (evolution of the terms referring to Blacks)

Beginning of the Documentary

Worksheet for the movie

To access the movie : I AM NOT YOUR NEGRO


Fall Break Homework

1/ apprendre les verbes irréguliers ci-dessous (don’t cry, those verbs are the easiest ones…)


2/ expression orale en continu en anglais (envoi par mail)

(entre 1 minute 30 et 2 minutes 30 max) avec les consignes suivantes :


Choisir une chanson, une musique, un morceau, un poème que vous appréciez particulièrement (in English of course !) ; donner vos raisons (et ne dites pas « parce que… » ou « pourquoi pas », il faut savoir justifier ses goûts) qui vous attachent à ces mots, à cette chanson ; donner les informations (auteur, compositeur, chanteur, etc.) ; citer (donc savoir citer) quelques vers de cette chanson ou de ce poème.


Il convient de m’envoyer par mail, [email protected], votre expression orale, avant vendredi 30 octobre minuit ; si, ô râge, ô désespoir !, vous subissiez des aléas technologiques ou passiez vos vacances hors de toute civilisation, soyez en mesure de me fournir impérativement un fichier audio le jour de la rentrée (clé usb). Aucune excuse possible, sinon un mot circonstancié parental, auquel cas vous feriez votre présentation orale en live devant la classe.


Le mail doit (à l’écrit )contenir le nom de l’auteur et le texte cité dans votre oral.


Vous devez recevoir un accusé de réception de ma part. Si pas d’accusé, ça signifie que je n’ai pas votre mail.



The Ideology Behind Accents

A full recap of my classes

access the recap

Not a fully written account of my lessons

Barely the bones you have to put the flesh back on (which will happen if and only IF you have paid enough attention)


the Disney Profiling Video

the Stephen Colbert Report (watch from 6'40")

Pour aller plus loin, voir ci-dessous:

Food for Thought:

Article to remind you to be proud of your accent as a language learner:


Article to read to know more about the Cartoon Villains'accents:

access the article


The Ideology Behind Accents (axe diversité & inclusion)


Linguistic Profiling

as studied and explained by Stanford Professor John BAUGH


What’s the origin of Profiling ?

>Racial Profiling ? an illegal practice / a discriminatory practice by law enforcement / condemned by the US Constitution (which guarantees : equality / freedom of all under the law)

Racial Profiling is based on perceived race, ethnicity, national origin, or religion…

It’s nicknamed « driving while black or brown »

Police officers make assumptions and draw conclusions, based on what they SEE.

IMAGE (« sounds black ») notepad of a real estate agent

An awareness campaign > Fair Housing

VIDEO (commercial, same campaign)

What’s the official definition of linguistic profiling ?

It occurs when a person is denied access to otherwise available goods or services by phone, sight unseen, based exclusively on the sound of the voice. It’s a form of discrimination.

How old is linguistic profiling ?

VIDEO : West Side Story « America Song »

Rhymes are : terrace apartment / get rid of your accent

PuertoRicans are discriminated against, they are denied the American Dream, because of the way they sound.

TEXT : The Book of Judges (BIBLE) 12 :6

Ephraites were killed because of their pronunciation


they said, "All right, say 'Shibboleth.'" If he said, "Sibboleth," because he could not pronounce the word correctly, they seized him and killed him at the fords of the Jordan. Forty-two thousand Ephraimites were killed at that time.


VIDEO : a report on John Baugh’s groundbreaking studies

>RACE, CLASS, and ACCENT are intrisically connected.

R.I.P. R.B.G.

LESSON 3 : vocabulary / grammar

Etude de la langue (worksheet)


The Ideology Behind Accents

New York Times article > EVERYONE HAS AN ACCENT

+ recap on Mr.Diaz's Video (LESSON 1 RECAP)

+ "rules of sentence stress"

Première Séquence



Opening SlideShow (Présentation Powerpoint)

video "Would you like to buy a hamburger?" (the infamous French Accent?)

Nabokov speaking (LISTEN)

Rules of Pronunciation (PRACTICE)

Video : Mr H. Diaz (the nonsense of accent reduction)

Article à lire (en cherchant les mots / savoir donner la problématique en anglais):



[Worksheet for Mr Diaz Video]


Class 1 & 2


The Proust Questionnaire

how to unveil (or not) your personality

télécharger le questionnaire

le corrigé


Programme des épreuves du bac


Fiche individuelle d'information à remplir



James Baldwin (1924-1987)

A Song That I've discovered.


Thanks to C.B.


Alvvays / Dreams Tonite

In the News (so that you fully understand the importance of the "so called accents":

The Accent of

Prince George

Princess Charlotte speaks Queen’s English but George and Louis have more unusual accents



To hear, below, the brilliance and music of Nabokovian English words