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Corrigés des Fiches vidéo
Unit 1 – Origins of a festival
I. Get ready
1. a) - Plymouth Plantation: it was the second permanent English colony (after Jamestown,
created in 1607) in North America and the first permanent English settlement in New
England. It was founded by a group of English Separatists who wanted to flee religious
persecution and to find a place where they could worship as they saw fit. They later came to
be known as the Pilgrim Fathers. They arrived from Plymouth, England aboard the
Mayflower in 1620. This place holds a special part in American history as it is closely linked
to the history of Thanksgiving.
- Wampanoag tribe: it is a Native American tribe who lived in today‟s south eastern
Massachusetts where the Pilgrim Fathers landed in 1620. They met and befriended them.
2. corn : maïs ; lobster : homard ; goose : oie ; turkey : dinde ; pumpkin : citrouille/potiron
II. Watch the video without the sound
3. The Pilgrims + Wampanoag tribe
4. Plymouth, Massachusetts
5. Planting, fishing and hunting + 3-day feast
6. goose, codfish, corn, lobster but no turkey
III. Watch the video (image + sound)
7. The Pilgrims / Wampanoag tribe / Plymouth, Massachusetts / planting, fishing and
hunting / goose, codfish, corn, lobster but no turkey / Number : half the pilgrims died
Seasons: winter, autumn / Date : 1621
8. The Pilgrims landed in North America in November 1620 in a place they called Plymouth
(located in the modern state of Massachusetts). The first winter they spent there was dreadful:
half their people died. Fortunately, the Natives from the neighboring Wampanoag tribe helped
them to survive in their new environment as they taught them about planting, fishing and
hunting. The following autumn (in 1621), the crops were plentiful enough to feed the Pilgrims
through the winter. Therefore, they organized a three-day feast to thank God for their
bountiful harvest and they invited the Wampanoag tribe to join them. The Pilgrims and the
Native Americans dined on roasted goose, codfish, lobster and corn, but probably not on
turkey, which is still a staple of today‟s Thanksgiving dinner.
This celebration is viewed as a milestone in American history as it is deemed to be the very
first Thanksgiving.
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Unit 2 – Mary Quant
I. Watch the video without the sound
1. a. She is Mary Quant, a fashion designer.
b. She is drawing/designing clothes.
c. She is a tall and thin woman in her late twenties, early thirties. She is wearing a rather short
black dress that she may have designed. Her eyes are heavily made-up/underlined with black
liner (doe-eyes were quite fashionable at the time). She wears her hair in a short bob.
2. a. in a factory
b. We can first see a woman (a seamstress?) discussing with Mary Quant one of her designs,
and then a man presenting/displaying her creations to prospective buyers in order to sell
them. Then, we get a glimpse of what was going on in the factory, with the workers busy
drawing patterns, cutting material, and trying on the clothes on dummies under the
supervision of a man. Finally, models present the clothes in a fashion show.
3. The catwalk show reveals the fashionable/trendy creations Mary Quant designed. She set
a new trend in women‟s fashion with her mini-skirts and her rather masculine pants.
II. Watch the video with the sound
► Part 1
4. b.
Mary Quant
A young woman/artist who
turned designs into clothes
People’s wishes
Young girls longed for
something completely
different
Changes
She changed the dress ideas and
the outlook on clothes of the
new generation throughout the
western world
►Part 2
5. - The machine used to cut the fabric which has been layered so as to save time.
- The numerous plastic patterns hanging from racks or displayed on huge tables.
6.
Success
instant success
one woman export drive
demand pouring in for clothes
Mass production
creations turned over to technicians so as to
manufacture the designs in volume
7. Her creations became instantly successful/ instantly caught on and women in the western
world wanted to wear them. Consequently, Mary Quant had to export her clothes (mainly in
the US and in Europe). As the demand for clothes kept pouring in, she had to turn her
creations over to technicians in order to have them mass-produced and to supply the stores
worldwide.
►Part 3
8. a. Autumn - spring
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b. Britain / Milan – Minneapolis / Europe - America
c. - (more than) 50: the number of countries where women wanted to wear Mary Quant‟s
creations
- 2 million: the amount of money made/earned from the previous year‟s sales in the US
alone.
9. a. True: Autumn fashions were shown in spring.
b. True: She insisted on short skirts.
c. True: Girls in Milan demanded what Britain already had.
d. True: It was particularly profitable in the US where the sales topped two million dollars +
the exports caught up rapidly in Europe.
►Part 4
10. owe - brain (ici, intelligence) - drive (dynamisme, énergie)
11. They wanted to look appealing and to let fashion have its fling.
12. She gave a new look to a new generation thanks to her flair/her creative designs.
Action!
This report is about an iconic figure of the fashion industry in the 1960s, namely Mary Quant.
It emphasizes how this young British fashion designer deeply revolutionized women‟s
fashion with her creations, and particularly with her short skirts. She set a new trend with
them and marked a turning point in the history of fashion. In the 1960s, she was a young
and creative artist who longed for something entirely different just as the rest of the young
girls worldwide did. She set about changing the dress ideas and the outlook on clothes. Her
creations immediately caught on not only in Great Britain but in the rest of the world as well:
girls in Milan or Minneapolis wanted to wear her clothes. Consequently, she soon needed to
produce her clothes on a much larger scale so as to meet an ever increasing demand. Thus,
she turned her creations over to technicians who had them mass-produced in manufactures.
Fashion became an industry and clothes consumer goods. Exports boosted sales which in
return made her business quite prosperous/profitable. Mary Quant understood what young
girls wanted and thanks to her imagination and drive she succeeded in setting a new trend,
thus giving a new look to a new generation, a look that has lived on over the years.
Objectif Bac
 Myth and heroes:
- Mary Quant as an iconic figure in the history of fashion  she was a creative and
imaginative young designer.
- She created a new look for a new generation of young women in the 1960s thanks to her
creations, particularly her miniskirts.
 The idea of progress:
- She was a trendsetter  she revolutionized women‟s fashion in the 1960s by shortening
their skirts.
- Fashion became an industry where clothes started to be mass-produced and exported
worldwide like any other consumer good. Fashion became part and parcel of the consumer
society.
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Unit 4 – Progress
I. Watch Part 1
1. pioneered - immune - donor - stream - quarantine
2. a. scientists - medicine - treating - genetic - disease - healthy - genes - patients - therapy immune system - hospital - doctor - sick
b.
Job/Occupation
He is a scientist.
Achievements
He pioneered the biggest revolution in modern
medicine, treating genetic disease by inserting
healthy genes into patients.
3.
Age
4 years old
Problem
She had a faulty gene.
Her immune system didn‟t work
properly.
It‟s a disease called ADA deficiency.
Consequences
- She never left the house except to
go to the hospital or to the doctor.
- She was kept „in quarantine‟
because she was constantly sick.
4. gene therapy
5. The first part is about a scientist, French Anderson, who was the first to invent a new
technique to cure a little girl who was constantly sick because one of her genes was deficient.
This technique is called „gene therapy.‟
II. Watch Part 2
6. The process consists of extracting blood from the patient and taking a healthy gene from a
donor, which is put into the patient‟s cell in the lab. Then the healthy cells are re-injected in
the patient.
III. Watch Part 3
7. a. whole family - flu - first - playing - Ashi - parents - believe - sick - bed - immunedeficient - child - up - playing
b. We understand that the „gene therapy‟ technique cured Ashi since, six months later, when
all of her family was sick with the flu and had to stay in bed, she was unexpectedly the first
one to recover. They could not believe their eyes: their child who used to be immune-deficient
and constantly sick was playing around while they were still convalescing!
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Unit 6 – A King in New York
I. Get ready
1. - salle d‟audience : courtroom
- être à la barre : to take the witness box (GB) / stand (US)
- enquête : investigation
- enquêteur : an investigator
- témoigner : testify
- témoin : witness
- interroger : question
- prêter serment : swear
- président (jury / comité) : the chairman
2. The scene takes place / is set in a courtroom. A witness is facing the chairman who has just
asked him to take the witness stand. The witness is here to testify for or against someone who
is suspected of a crime after an investigation. An investigator is questioning him. The witness
is first asked to swear to tell the truth and only the truth.
II. Watch Part 1
3. The scene takes place in a courtroom.
4. a. The Congressional Committee of the Investigation of Un-American Activity asks
questions in order to expose communism in all branches of American institutions.
b. Scientists, educators, churchmen, writers and actors have been questioned before.
5. The courtroom may be filmed so that the investigation can be recorded and seen on
television by millions of viewers. This ensures that the investigative process is open and that
justice can be seen to be done. This is a televised programme.
III. Watch Part 2
6. James Durkin is a schoolteacher. He was a member of the Communist Party in 1940 and
resigned in 1950.
7. The committee wants to know whether Mr. and Mrs. Macabee are members of the
Communist Party.
IV. Watch Part 3
8. He is expected to give names of other party members.
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9.
Refusal
Reasons given
Consequences
To give information about “It is against my conscience He is charged with contempt
other party members
to give names or to inform on of congress
other people.”
10. The little boy may be Mr. and Mrs. Macabee‟s son, and he is crying because the chairman
has just cited his father for contempt. He understands his parents are in trouble and is worried
about what might happen to them.
V. Watch Part 4
11. The interrogators want the child to give the names of his parents‟ friends.
12. They were sentenced for two years but the committee recommended a suspended
sentence, so now they‟re free.
13. Since the boy was urged to cooperate and give the names that the investigators expected,
he prevented his parents from being condemned. The boy was talked into betraying his
parents‟ friends.
14. This film is extremely biased as we can see that they use a child to give names and
denounce people who might be members of the Communist Party. This must be meant to
shock the viewers and to expose what techniques committees resorted to in order to get
information. What is more, the fact that the programme is televised turns the ordeal of the
people in the witness stand into mere entertainment.
Objectif Bac
 Locations and Forms of Power:
In these extracts, the congressional committee is in power and those accused are helpless
when facing the questions of that power. They look as if they had already been condemned /
sentenced / tried, and that their only option is to admit / confess their guilt; power is
unbalanced as they cannot defend themselves. Besides, the authorities exert their power on a
child – who represents innocence and uncorrupted mind – in order to get the information they
are after. This scene is typical of the situation which happened in America in the Sixties when
the government was fighting against communism during the Cold War, being convinced that
all communist members were spies and traitors. Their power lay in abusive and manipulative
methods to accuse / indict / charge suspected and often innocent people.
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Unit 7 – Rise and fall of the British Empire (fiche 01)
I. Get ready
1. imperialism - greed - supremacy - Empress - bull elephant - trade
2. She was a British monarch and she reigned from 1837 to 1901, the longest reign in British
history. Her reign saw the expansion and prosperity of the British Empire and it was marked
by deep industrial, political and cultural changes.
3. a. Canada, the US, the UK, Australia, New Zealand, India, South Africa, Pakistan, Kenya,
Nigeria among many others.
b. Pink
II. Watch the video
4. a. They are all members of the Commonwealth.
b. Some seem to come from former British colonies which are now part of the
Commonwealth, such as Jamaica and India, and they explain that arriving in London was a
shock. Some are British and used to live in British colonies (for example the woman
explaining that a cheetah was watching her play tennis when she was young or the man
referring to a bull elephant). The man at the end is British but he now lives in Australia.
5. b.
British Empire
- It lasted 500 years
- It was mainly about trade and making money
- It was at the origin of the Commonwealth
- It is compared to a super power such as the US today
Queen Victoria
- Living symbol of the Empire
- Empress of India
- Her name was given to places all over the world
People
They all belong to the Commonwealth  share a lot of history
Products and goods imported
Tea, sugar, spices and gold
Commonwealth
- A group of 53 former British colonies + the UK
- Headed by the Queen
- Mix of different cultures
Culture shock
- London with its red buses
- A cup of tea and two biscuits
- Chimneys
- Hand-painted porcelain
- The prospect of a better life
Negative comments
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- Imperialism at its worst, it was about greed, power and white supremacy.
- Total world domination
- Slaves!
Countries
54
India
Jamaica
Australia
England
Action!
1. With this video we come to understand that the British Empire was perceived quite
negatively by those who lived under its yoke. For five hundred years, this superpower was
mainly about making as much money as possible through the trade of tea, sugar, spices and
gold, regardless of the welfare of the local populations. In that respect we are reminded that it
largely owed its prosperity to slavery. One man even goes as far as comparing it to total world
domination and imperialism at its worst.
The Commonwealth was born out of the British Empire (or rather what was left of it after its
fall). It is a group of 54 countries which includes former British colonies and the mainland,
that is to say the UK. It is headed by the Queen. After the fall of the Empire, some countries
realized that they shared a lot of history and had a special relationship because of their past.
All the people in the video belong to the Commonwealth. It seems that the director intended
to make us aware of the diversity of the people and of the mix of cultures within the
Commonwealth.
2. Being part of the Commonwealth seems to be a rather exciting and enriching experience as
we get to meet and interact with people from so many different countries. It must feel like
being part of a giant „rainbow nation‟, where different cultures and communities live side by
side and mix in total respect.
Besides, it seems to be quite easy to travel within the Commonwealth and to settle in a
country which we think will hold better prospects.
Objectif Bac
 Locations and Forms of Power:
- The British Empire = imperialism at its worst  a total domination over its colonies.
- The British Empire = prosperity of the mainland at the expense of its colonies (slavery)
 Spaces and Exchanges:
- The Commonwealth as a giant „rainbow nation‟ where different cultures and communities
live side by side and interact in total respect  cultural exchanges with no domination by one
culture over the others.
- The migratory fluxes within the Commonwealth for people in search of a better life (from
India or Jamaica to England, or from England to Australia for example).
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Unit 7 – Horrible stories (fiche 02)
I. Watch the video
1.
a. To take over other countries/lands so as to build an empire abroad and become really
powerful.
b. Humphrey Gilbert found a new land which he called Newfoundland, it marked the
beginning of the construction of the British Empire, even if the trip eventually turned out to be
a failure.
c. d. The British crossed the Atlantic again and went all the way to Canada and the Caribbean,
which they claimed along with the eastern coast of America.
In Stuart times the British colonies decided to declare independence, which they won after a
war against the British.
e. So where did the British try their luck after that?
They tried their luck in Australia (which was discovered by Captain Cook) and in Asia as
well, where they founded the East India Company.
f. The East India Company was an Asia-based British trading company which sold biscuits
and tea among other things. It became quite successful/profitable and expanded quickly, so
much so that it managed to take over entire countries.
g. The British troops won the war against Napoleon‟s army. As a result Britain obtained a few
more countries as a war prize out of their victory over the French.
h. People there resented being ruled by the East India Company and they rebelled. However,
their rebellion was crushed by the British army and Britain gained control of India. Thus,
Queen Victoria became Empress of India.
i. Britain went to war a couple of times there against the Dutch (the Boer Wars) and succeeded
in gaining control over of few more countries along the way.
j. - by WW1: A third of all Africans were ruled by the British Empire.
- after WW1: As Britain had won the war, they took over many more countries as a war prize.
Thus, a tiny island ran a third of the planet!
II. Watch the video once more
2. a. Britannia was the Latin name for Great Britain when it was under the Roman rule. It also
refers to the female personification of the island by a martial goddess with a trident, a shield
and a Centurion‟s helmet. She came to represent the British power and unity, especially after
the 1707 Act of Union between England and Scotland.
b. This symbol is used here in order to represent the domination and the tight control Britain
used to have over an important part of the world (just as the Romans did in their own time).
The martial goddess can be seen as the personification of the power of its army, which was
instrumental in building and strengthening its empire.
3. a. The tone of the video is quite informal and humorous (and ironic at times).
b. First, the presenter is disguised as a caricatured historian, and he presents the history of the
British Empire as a weather forecast. Secondly, there are some funny animations included in
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the video. The presenter sounds excited and he resorts to onomatopoeias (such as Ta Da,
Haha, Arghhh, mmm yummy), puns (Empress/impress) and exclamatory sentences
(Everything is going awfully well! It‟s a disaster!, Naughty, Naughty!).
Action!
As early as the sixteenth century, Britain decided to expand its frontiers by conquering new
lands and by taking control of newly discovered territories. Thus, the British expansion started
in 1583 when Humphrey Gilbert set foot on a new land which he called Newfoundland and
claimed for England. But the Empire really began in Stuart times, when the British claimed
possession of Canada, the Caribbean and the eastern coast of America. There some colonies
were founded but they declared their independence, which they won after a victorious war
against the British army. The British then decided to try their luck eastward in Australia
(discovered a few years before by Captain Cook) and in some parts of Asia through a business
venture called the East India Company. It soon became extremely successful and profitable
and expanded to the point of controlling entire countries. Meanwhile, in Europe the British
troops defeated Napoleon‟s forces and won a few more countries as a war prize. In India,
resentment against the East India Company grew more and more bitter, and led to a rebellion
that was crushed by the British army. Thus, India became part of the Empire and Queen
Victoria Empress of India. Elsewhere, after a victorious war (the second Boer War) against
the Dutch in South Africa, Britain managed to expand its rule to yet more countries in the
region. Consequently, by 1914 a third of the Africans were ruled by the British and after
WW1, which they won, the British could claim they ran a third of the planet.
Objectif Bac
 Locations and Forms of Power:
- The domination of Britain over its colonies where they imposed their rule and crushed
rebellions.
- Wars as a means to take and/or keep control of a country (India + Boer Wars in South
Africa)
- Exploration and conquest of new territories: Newfoundland by Humphrey Gilbert and
Australia by Captain Cook.
 Spaces and Exchanges:
- The conquest of new spaces/territories  Britain expanding its frontiers westward and
eastward with its colonial empire.
- The relationship between Britain and its colonies: an economic and political yoke (ex: East
India Company controlling entire countries + Queen Victoria becoming Empress of India
after the British army crushed a rebellion)  A one-way relationship?
- War prizes: countries exchanging colonies as a result of a victory or defeat in a war (ex:
Napoleonic Wars, the Boer Wars, WW1).
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Unit 7 – Empire’s children (fiche 03)
I. Watch the video about Shobna Gulati
1. We can hear four voices: a male voiceover at first, then Shobna Gulati‟s mother‟s and her
interviewer‟s voices, and finally Shobna Gulati‟s voice as voiceover.
2. - Did people think you were British or Indian?
- Before you came here, were you proud to be part of the British Empire?
3.
Education
Habits
Impact on her personality
- English-speaking schools
Tea at 4 p.m.
- English in many ways
- English history
- Feel the Empire in her 
- The Tudors and the Stuarts
intrigue
- Indian History - later
4. This still shows that Shobna Gulati‟s mother has become English in some ways, as we can
notice that tea has been served on the coffee table, and we know that she takes tea at 4 p.m.
every day, which is a British habit. However, the decoration of her living room (the curtains,
the cushions, the carpet, the furniture) is quite reminiscent of the decoration of Indian houses.
We understand that she has not severed the ties that link her to her native country and culture.
She seems to have a double culture.
5. Retrace her parents‟steps -> Bombay/west coast/ India
Action!
Shobna‟s mother grew up in India but she attended English-speaking schools where she learnt
much about English history, for instance about the Tudors and the Stuarts. Surprisingly, she
was taught Indian history much later. At the time she was really proud of belonging to the
British Empire. Then, she and her husband moved to England where they adapted easily to
their new environment. She even became chair of her local Rotary Club! Her daughter thinks
she has become English in many ways. For example, she always takes tea at 4 pm. However,
she can still feel the influence of the Empire in her mother, as the decoration of her house
attests.
II. Watch the video about Adrian Lester
► Part 1
6.
Nationality?
Profession?
British
actor
►Part 2
Meeting Point Tle - Corrigés des Fiches vidéo
Origins?
Jamaican
Place he is going to?
to his grandfather‟s in
Jamaica.
Reasons?
in order to assess
the impact of the
island‟s history
on his life
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7. a. We can see a series of black and white drawings representing scenes of daily life in
Jamaica at the time of the slavery.
b. We can see some soldiers aboard boats, some black slaves and some white planters/slaveowners.
c. The slaves are working in sugar cane fields, cutting and harvesting the sugar canes. The
working conditions look rather rough/tough/appalling/dreadful.
d. A slave merchant - A slave
After having been brought to Jamaica from Africa on a slave ship, the slave is going to be
sold/auctioned to a white slave-owner so as to work on his plantation. He is likely to become
a field slave and to plough the land from sunup to sundown/from dawn till dusk for his
master.
8. b. It is the date when slavery was abolished and slaves were emancipated in Jamaica.
c.
Historical period
Advantages
Origin of the population today
From 1655 to 1834
Jamaica was one of
They descend from the slaves that
(slavery under British
Britain‟s most valuable
were once brought from Africa to
rule)
assets thanks to slavery.
Jamaica and traded as commodity.
Its thriving economy relied
mainly on the sugar trade.
► Part 3
9. b. He acknowledges that had Jamaica not been a British colony and had slavery not been
enforced there, he would not be who he is today. Even if it was not a pleasant one, the history
of his island is part and parcel of his identity.
Action!
Today most Jamaicans descend from the slaves that were once brought from Africa on slave
ships to be sold to the British planters who lived on the island (it was a Spanish colony at first
and then it became a British possession in 1655). The slaves were made to work from sunup
to sundown on the sugar cane plantations of their white masters. The working conditions were
absolutely appalling/dreadful. This free/unpaid labor force largely contributed to the
prosperity of Britain, whose thriving economy mainly relied on the sugar trade at the time. In
1834 slavery was abolished and the slaves were emancipated/went free. Today, some
Jamaicans acknowledge that the history of the island, which was not a pleasant one, has
impacted their lives. One Jamaican man even goes as far as saying that had Jamaica not been
part of the British Empire, he would not be the person he is today. The history of the island is
part and parcel of his identity.
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Unit 8 – Of Hope and Justice
I. Get ready
1. - Group A: It is referred to as the „Lawrence Textile Strike’: it was a strike of immigrant
workers who protested against a pay cut. The movement spread rapidly. This strike was also
called the "Bread and Roses" strike, or, "The Strike for Three Loaves". Women strikers were
particularly active and chanted the slogan „We want bread and roses too‟.
- Group B: Justice for Janitors (JfJ) is a social movement organization that fights for the
rights of janitors (caretakers and cleaners) across the US and Canada. The official strike of
Janitors for Justice in Los Angeles began on April 3, 1990 when they marched and held
demonstrations for 3 weeks. The Los Angeles strike was significant because it triggered off a
nationwide campaign in 2000. They vindicated higher wages for all janitors and better
working conditions.
2. Both strikes / campaigns are social movements aiming at making the workers‟ conditions
better. They both show people and especially women struggling to maintain a decent standard
of living. The image of „bread and roses‟ is very symbolical: „bread‟ for material needs / food
for the bodies, but also „roses‟ for spiritual needs / the claim for respect, recognition and
dignity.
II. Watch Part 1
3. They are marching, walking on the streets through the city. They are demonstrating holding
placards/banners and shouting slogans.
4. buckets (seaux) - banners - brooms (balais) - megaphones
5. Justice for Janitors 2000 / Family Health Care / Reinstate „+ name of a person‟ Now
(Dolores, Juan, Maya, Ruben, Ella…) / Decent Wages.
6. a. - „We want justice! Now!‟ in English
- „¡Sí, se puede!‟ in Spanish
b. „Yes, it is possible" or, roughly, "Yes, it can be done‟ / „Yes, we/you can‟
Complément : Sí, se puede is the motto of the United Farm Workers. In 1972, during Cesar
Chavez's 24 day fast in Phoenix, Arizona, he and UFW's co-founder, Dolores Huerta, came up
with the slogan.
7. From their names and from the language used we may assert that most of the demonstrators
come from Latin America / South America / Mexico…
8. He is inviting her to dinner.
9. They are close friends; we can see that Maya is beaming with joy when Sam invites her.
They look both excited.
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Recap 1
Men and women of apparent Latin origin are shouting and marching in the streets
brandishing, for some, their brooms and buckets – a reminder of their jobs as janitors – or
placards, for others…Their demands are clearly written. They want their rights to be
respected / they stand for their rights: they want decent wages, they want family health care
and they want some precise people (like Ruben, Maya, Dolores…) to get their jobs back. In
the middle of this boisterous demonstration, Sam takes time to invite Maya to dinner / While
they are demonstrating Sam seizes the opportunity to give Maya a date…
III Watch Part 2
10. They are in front of a building ready to get in the hall.
11. The music sounds lively, loud, rhythmic. The pattern is reminiscent of a march which is
much in keeping with the pace of a demonstration and the group dynamics.
12. a. All right / OK / Listen up / Today / great day / janitors / building / let / owners / know /
continue / get / jobs / back / Right.
b.
Opponent (adversaire)
Type of day?
Demand
great day
owners in this building
get the janitors‟ job back
13. In the past few months the demonstrators…
- were insulted
- were fired from their work
- went through financial crisis with their families
- were threatened of deportation
- split up with their friends because of betrayal
14. They are fighting for… / they want…
- Health Care
- respect / work
- bread / roses
- beautiful / things / life
15. a.
Date
Place
Number
People
Fight against
Type of conflict
Ending
1912
Lawrence, Massachusetts.
10 000
immigrant workers, mostly women
poverty wages
violent and long dispute
they won
b. Through that historical event Sam is showing that their own movement is totally legitimate
and he wants them to feel entitled to follow the same road. He wishes they could feel proud of
those who paved the way…and of their own action. And above all it is a positive example of
decisive and efficient action.
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16. “You know when you get roses? When you stop begging…and you organize…and you
form a labor movement that is strong enough to compete against these powerful companies
that are controlling our lives.”
Recap 2
a) In the speech Sam is delivering he urges all the demonstrators to be all together, to
fight for their rights, unite to defend and preserve their work, families, and welfare. Now that
they have walked out they have to get organized to improve their working conditions / to
restore people’s dignity. They will resume work only if / provided the employers make a
real move. In other words he is advising them to think about unionism and activism. Trade
unions are powerful enough to make their voice heard.
b) The extract, and certainly the entire film raise the problem of the Latino workers‟
struggle in the US. It sheds light on the plight of those eking out a living in a foreign and
sometimes hostile land. It is about the debunking of the myth of the American Dream
where everyone would have equal opportunities and rights…That is why Sam‟s goal, who is a
committed activist, is to lead a manoeuvre against the Mexicans‟ employers and he has
become the janitors‟ mouthpiece / spokesman. He will give them incentives to vindicate
their rights / to stand up for their rights.
Ken Loach‟s intention is to raise political and social awareness about ordinary human dignity
in the face of corporate power and indifference.
Unit 10 – New energy?
I. Watch Part 1 without the sound
1. a. The scene is probably set in a small African village. There are little thatched huts in the
foreground. It is a very rural landscape.
b. The family are not very well-off but they can fend for themselves. They are farmers who
grow their own corn and make a living out of it. They probably all live under the same roof
and the hut must be quite cramped. They certainly lead a simple life and look happy that way.
2. Black family:
- tin plates for the children
- large cooking pot for the mother
- ears of corn, a staple food for the family.
White man:
- 4-wheel-drive truck
- state-of-the-art biofuel converter
- helmet with a logo on it representing the earth with a big capital S printed below.
3. The cartoon may be about food. It could be about the food shortage problems in Africa or
in the developing countries. It could also be about the soaring prices of staple foods all over
the world.
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II. Now watch Part 1 with the sound
4. “What‟s for dinner, mom?”
5. a. The man is taking the cooking pot away from the children. He is depriving the children
of their favourite meal: delicious ears of corn. This is the reason why they are frowning while
staring at their empty plates. They are also looking at the few coins the man left on the table.
b. The children look quite puzzled. They do not seem to understand what has just been
happening. Their mum had whetted their appetite / made their mouth water and now the corn
is gone! Besides, they may never have seen money before and do not know how to use it.
6. need corn / make diesel
7. The white man’s intentions: He believes that bio-fuels are “the wave of the future” so he
pretends to be concerned about green issues. He is convinced that fossil fuels are to be
replaced by greener fuels. That‟s why he intends to buy the mother‟s crop of corn.
What are the results? The white man converts the ears of corn into bio-diesel. We are struck
to see that the whole cooking pot is needed to produce a single drop of bio-diesel.
8. In fact, as soon as the man buys and converts the corn, he drives off hurriedly. That‟s
because he has many more suppliers to see and no time to waste. Time is money for that
greedy man, who will certainly make big profits thanks to bio-fuels.
III. Watch Part 2
9. a. A fridge / refrigerator is the new element in the house.
b. Coke and fish fingers.
c. These elements certainly represent progress for the family. Before the fridge was bought by
their mother, the children were certainly craving for chilled soft drinks and highly-processed
food / junk food. Besides, they will be proud to be one of the first families in the village to
own a refrigerator. They will be envied by the other villagers and regarded as a modern
family.
10. What is the woman accused of? The woman is accused of adding to global warming.
Since her new fridge consumes electricity, she is blamed for adding to carbon dioxide
emissions in the atmosphere.
What is she forced to do? She is handed an emissions tax invoice so she is forced to pay a
$2,000 tax on the CO2 emissions produced by her new domestic appliance. This is a huge
amount of money which she can‟t afford.
11. When the woman decides to grow corn on a larger scale, the white man is angry. He
finally puts up a tariff wall to protect the corn markets in the West. Actually, he accuses her of
creating unfair competition with the European and American farmers. Indeed, the labour force
in the West is much more expensive than in Africa, so many Western farmers might lose their
jobs because their corn would not be competitive enough.
Action!
This cartoon is highly satirical. The cartoonist draws our attention to a topical issue, namely
the side effects of globalization and the new environmental laws on the developing countries.
He intends to make the viewers aware of an acute problem. Despite all the white man‟s good
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intentions, he ends up hurting the African family. The end of the cartoon leaves no doubt: the
life of this African family is at stake. If many African farmers start growing corn intensively
they will abandon their traditional way of life and lose their subsistence crops for ever. They
will no longer produce the staple foods they need and will have to buy them at higher prices.
That‟s why they will dig their own graves!
Objectif Bac
 Locations and Forms of Power: This video illustrates the notion of Locations and Forms
of power because it deals with the North / South relationships, namely the relationships
between the developed and the developing world. It seems that the Western world‟s economic
power still has the upper hand on the less economically advanced countries. In this video, the
white man is clearly money-oriented and tries to take advantage of the situation. The name of
his company (“Save the Planet”) is only a pretext to make more money, to exploit the black
family in a most shocking and ruthless way. Indeed, the protection of the environment has
become big business today.
 Spaces and Exchanges: The video also illustrates the notion of Spaces and Exchanges
because it alludes to globalization. The grain market (wheat, corn, etc.) is global and subject
to the variations of supply and demand in the stock market. If the demand for grain is high
and the supply is low, prices are likely to soar all over the world. The people who suffer the
most are those living in the South.
Unit 11 – Dream, believe, achieve
I. Get ready
1.
People on a pitch:
players, captain, coach, referee (arbitre), medic, substitute (remplaçant), prop (pillier)
Famous rugby competitions:
- The Rugby World Cup
- The Six Nations Championship (England, France, Ireland, Italy, Scotland, Wales)
- The Rugby Championship (Argentina, Australia, New Zealand and South Africa)
Actions:
push, kick, throw, run, jump, score a try (essai), drop, shoulder (donner un coup d‟épaule)
Players’ qualities:
agile, strong, fast, athletic, muscular, competitive, energetic, powerful, courageous, daring,
fair, respectful, aggressive, brutal
Viewers’ reactions:
enthusiastic, admiring, thrilled, passionate, supportive, overexcited
Disabled athletes’ personality:
positive, impressive, determined, iron-willed, bold, resolute, obstinate, persevering, teamspirited, selfless, in control
2. b. The main character in Mad Max is Max Rockatansky, he is the top pursuit man in the
MFP (Main Force Patrol). A violent gang is causing chaos and kills his wife and son,
provoking Max to seek revenge. His main weapons are his anger and his high-speed car
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which he adapts to become faster and more powerful. The fights are extremely brutal and we
often see vehicles smashing into each other.
II. Watch Part 1
3. a. I‟ve been out in clubs / I‟ve been all over the place // It‟s good to see you out / Am I
supposed to be in a closet?
b.
Places where the young man has been
Place where people expect disabled to stay
in clubs - all over the place
in a closet
4. a. What I can do people probably don‟t think I can do.
b. Cook - drive - dumbest - store - load - groceries - car - need - help - back
c.
What he can do
What people offer to do
Man’s reactions
cook - drive - load groceries
in his car
help
does not need help to get
back in his car
5. “hit me”
6. a. People would rather disabled people stayed in a closet, they feel ill-at-ease with them
because they arouse pity and sympathy. They mean to be cautious and helpful, but are often
considered insulting and dumb.
b. Disabled people want to be treated on an equal footing, they want people to overcome their
prejudices and act as if they were equals. They do not want to be considered inferior beings.
III. Watch Part 2
7. a. Canada
b. murderball
c. „gladiator‟ - „a battling machine‟ - „Mad Max wheelchair‟ - „withstand knocking the living
daylights out of each other‟
8. a. majority - broken - necks - rods - plates - screws - misconception - Quadriplegic - move arms - impairment - four limbs - higher - break - neck - less - mobility
b.
Part of the body
Consequences
Movements
broken neck
Quadriplegic
impairment on four limbs
Meeting Point Tle - Corrigés des Fiches vidéo
the higher you break your
neck, the less mobility you
have
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c. Andy was in a car accident. “The car hit a tree and made the car flip, and when it flipped,
the roof came down on my head, and I became an „Incomplete C-6 Quadriplegic‟.”
d. Points corresponding to the player‟s mobility.
Action!
1. Murderball is the equivalent of rugby for quadriplegic players and its name was coined in
Canada. The wheelchairs are adapted and turned into something like gladiatorial chariots, or
„Mad Max‟-style machines. They ensure the players‟ protection in a sport that can seem pretty
violent and ruthless.
2. Disabled people object to being considered inferior. They blame people for not considering
them on an equal footing. They resent people who would rather they stayed in a closet,
because they want to live their lives as normally as they can. They do not seek to arouse pity
or sympathy, but are frequently confronted with these sentiments from able-bodied people.
3. Physically impaired people want to show that they are iron-willed and do not require
anyone‟s compassion. They demonstrate this by competing in events – or even carrying out
everyday tasks – in which they need to pluck up the courage to overcome their deficiency.
They succeed because of their stamina / energy and because they are determined to achieve
the same goals as their able-bodied counterparts / fellows.
4. To my mind, the example of these people is stunning / amazing / stunning / dumbfounding,
their ability to overcome their physical constraints is awe-inspiring. What is most impressive
is the fact that they embody the fighting spirit and never show signs of weakness or self-pity.
In my opinion, this document makes me reconsider the way we see disabled people. It makes
us aware that they should be regarded as equals / put on an equal footing. They have pluck
and prove to be daring / bold in everything they do and they inspire us to approach the
challenges we are faced with in similar ways.
Objectif Bac
 The idea of Progress: In the past, people who suffered severe injuries would have been
confined to their homes without hope of achieving awe-inspiring acts. However, thanks to
medical progress and technological breakthroughs, they are no longer left in a closet. Now,
they enjoy unprecedented freedom; they drive, go shopping and even compete in physically
demanding sports.
 Myths and Heroes: What is more, thanks to their strong will and determination, the
disabled men presented in this video can legitimately be seen as heroes. This challenges the
traditional notion of the hero as someone who is physically flawless. Here, their ability to
overcome their physical impairment and handicap is in itself an act of heroism. To my mind
athletes can be considered modern heroes.
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Unit 12 – Macbeth (by Philip Casson and by Jack Gold)
I. Watch the videos
1. LM = Lady Macbeth ; MB = Macbeth
Version 1 (P. Casson)
Staging:
- dark, austere, contrast
- Costumes
between the black outfits and
the white, pale faces
Version 2 (J. Gold)
- MB in a knight‟s outfit, LM
with a beige dress, looking
majestic with a train
-
Lights
- darkness, no light
- moonlight + the room is lit
-
Use of space
- narrow space
- the room is big enough to place
a bed
- LM and MB: enthusiastic,
proud, LM is besides herself
with joy, she sounds
manipulative and he seems
compliant
- LM: admiring, enthusiastic,
manipulative
MB: cautious, suspicious
Acting:
- Tone of voice
-
Gestures
- in an embrace, kissing each
other, faces are very close
- in an embrace, kissing, then far
apart, then kissing again, then
MB pushes LM away
-
Movements in the
room
- LM rushing towards MB,
then both remain in an
embrace
- LM on a bed, MB entering and
coming towards her, then going
back to the other end of the room,
LM going after him, then back on
the bed
- medium shot of LM
followed by close-up of LM
and MB
- high angle shot taken from
behind MB, medium-shot when
kissing, close-up on MB / LM /
MB, back to medium shot, then
full shot, ends on a medium shot
on the bed
Sound
- silence + characters‟ voices
and sighs
- characters‟ voices, no
background noises
Personal impressions
In this scene, we get a feeling
of a very intense, personal
moment. The filming lets us
think we are prying into a
deeply private exchange
We are under the impression that
the characters‟ movements reflect
their emotional state: LM is
trying to manipulate her husband
so lies on the bed provocatively;
MB is pushing her away as a sign
of his reluctance to participate in
her plot.
Filming:
- Angle shots
-
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II. Compare the scenes
2. In the first still, Macbeth stares directly into his wife‟s eyes, indicating his complicity; he
literally sees eye to eye with her. His face is relaxed and there is no sign of anxiety.
In the second still, Macbeth is turning his back on his wife. He is frowning and thus shows his
anxiety and uncertainty about Lady Macbeth‟s scheme. What is more, there is a physical
distance between them which strengthens their different viewpoints whereas, in the first still,
their unity is underlined by the closeness of their faces.
3. In my opinion, the first version is far more successful in conveying the power Lady
Macbeth exerts over her husband in so far as Macbeth shows no hesitation in complying with
her. The dramatic darkness surrounding the characters, reinforced by their dark garments,
indicates the gravity of the scheme they are plotting. Moreover, the close-up on their faces
and Lady Macbeth‟s whispering in her husband‟s ear highlight how intensely personal this
moment is for them. // I don‟t share your point of view. As far as I am concerned, the second
version shows best the evil and manipulative side of Lady Macbeth. Indeed, the more she
explains her plan, the more animated she becomes and the more troubled her husband
appears. She demonstrates what a power-thirsty woman she is, and her behaviour contrasts
sharply with Macbeth‟s cowardice and lack of pluck / nerve. Furthermore, the staging adds to
the overall impression: Macbeth is constantly moving away from her like a hunted animal, but
Lady Macbeth does not give up the chase and keeps running after him.
Unit 15 – The myth of the cowboy (fiche 01)
I. Watch Part 1
1. a. Close up of a soldier being shot ● Soldiers fighting in a battle ● Men setting a building
on fire and looting ● Building blowing up ● A whole town on fire at night ● Cattle herds on
the prairie ● ($5) bank notes ● Close up of a steam locomotive and the carriages behind it. ●
Satellite map of the South of the USA (from the tip of Florida to Texas) ● Red routes heading
North on the map ● Cowboys galloping on the prairie
b. The beginning of the video may be about a conflict in the United States.
Judging by the steam locomotive, the conflict must have taken place in the end of the
nineteenth century. It could be about the Civil War. The video could also deal with cowboys
and the Wild West. The red routes on the map probably refer to an important population shift
from Texas to the North and the Mid-West.
2. a. Dates: 1865, by 1868
Numbers: six million (cattle), four (dollars a head), forty (a head), one thousand miles.
Historical/Major event: The Civil War
Regions, States, places: the Eastern Seaboard, Texas, Kansas, the East, America, Wild West
Innovation: the railroad
Stressed words: stripped resources, booming population, need food, four dollars, back East,
forty.
b. When? Where? => 1865 Cities on the Eastern Seaboard
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Historical event: The Civil War
People’s needs? Food
Problems faced? 6 million cattle roam wild in Texas
Means of transport? Railroad
Problem? It hasn‟t reached Texas. 1,000 miles of Wild West between cattle and the railroad
II. Watch Part 2
3. a. Percentage: 60% (of the South‟s population)
Regions: the South, West
States: Texas, Nebraska, Kansas
Towns: Abilene, Witchita, Dodge City.
b. Who? the South‟s population
Where to? Heading West
Reasons why? Searching a new life/job
Action!
Cowboys were a new kind of adventurer. They played a major role in the westward expansion
of new US territories. They originated after the Civil War (1861-1865) with the need to drive
huge cattle herds from Texas to Kansas where railroads had spread from the East. Cowboys
were usually sons of farmers who were driven by a strong individual spirit and they also loved
to challenge authority. Cowboys lived rough on the prairie, slept in the open year in and year
out, and were in harmony with nature. Their two inseparable friends were their horse and their
guns.
Objectif Bac
 The notion of Spaces and Exchanges: This video certainly illustrates the notion of Spaces
and Exchanges in so far as the West is often referred to as Wild and one immediately
associates the West with big open spaces. The massive population shift from the Eastern
Seaboard to the West may also illustrate the notion of Exchanges. Among numerous types of
exchanges, there were undoubtedly many goods and commodities exchanges. This video
focuses on one aspect of the fledgling food industry in the US and particularly on the birth of
the meat industry, where livestock was transported by train from Kansas to be processed and
distributed to the rest of the country.
 The notion of Myth and Heroes: Cowboys have become a myth today. They are still
regarded as heroes because they played such a major role in shaping the country‟s economy.
That‟s why this video illustrates the notion of Myth and Heroes perfectly. Of course, the
cinema industry and Hollywood have largely contributed to the building up of the myth, with
the release of hundreds of Western movies (Westerns) from the 1950s onwards. Besides, the
myth of the Frontier, moving westward day after day, along with the brave Frontiersmen is
inseparable from cowboys.
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Unit 15 – Dances with wolves (fiche 02)
I. Focus on the sounds
1. a. There are two sorts of music in the extract.
b. (first) melancholic and (then) dramatic and stressful
c. wind ● horse neighing ● people screaming ● objects thrown away ● people crying
d. It seems that there are two very distinct moments in the scene. First, the music is quiet and
melancholic. We can hear the wind as well as the sounds of frogs and crickets. Then, the
situation seems to change dramatically. There is a lot of tension and we can hear people
screaming and objects being thrown away. The music is also quite stressful. The scene must
be reaching a climax.
2. a. We can hear 5 or 6 different voices
b. Christine, (mother), Willy, John
c. Christine is repeated many times.
d. Anxiety, shock, fear and terror.
3. a. “Get the kids, (get them in the house)” ; “Christine, where are you?” ; “Stay right where
you are” ; “Who is it, Willy?” ; “They look like Pawnee. (Your father and my father are
talking to them)” ; “What do they want?” ; “Get out of here!” ; “Run Christine, run!”
b. Questions: “Christine, where are you?”; “Who is it, Willy?”; “What do they want?”
Orders: “Get the kids, get them in the house!”; Stay right where you are!” ; “Get out of
here!”
c. The action probably takes place on a farm (we can hear hens and horses). Adults‟ and
children‟s voices can be heard. They may belong to the same family and could be pioneers in
the Wild West. A very unexpected event must be happening. Judging by the different noises,
the dramatic music in the second part and the tone of voice used by the adults, the pioneers
must be under Pawnee attack. They must be terrified. The white pioneers do not want the
Pawnees to stay on their property. The attack must be quite brutal and the Pawnees certainly
make use of their bows and arrows to kill some (if not all) of the farmers.
I. Watch the video
4. The scene is a flashback.
5. This extract focuses on two families of pioneers and their young children.
A little girl called Christine is with her friend Willy. Christine‟s father must be John.
They are farmers. They use a cart drawn by horses. These farmers probably toil very hard.
Their work must be extremely strenuous and their living conditions very harsh.
6. The family was enjoying a meal outside. The table was laid under the shade of a tree. They
must have been celebrating somebody‟s birthday or the end of the harvest because the piano
had been taken out from the house. A beautiful white tablecloth was used for this special
occasion. Everyone was sitting comfortably and enjoying this moment of recreation.
7. Each of them belongs to a different family. They are hiding on the roof a nearby shack.
They are watching the whole scene from above.
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8. a. One of the pioneers pointed to the place where the Pawnees come from. He told them to
go home, to get out of here. b. A hatchet and arrows c. The weapons belong to the Pawnees.
9. a. Christine‟s mother. She looks terrified.
b. When we become aware that this woman is extremely anxious for her daughter‟s safety, we
realise that something terrible is about to happen.
10. Suspense and tension increase gradually until the brutal murder of both families.
First of all, the woman who remembers the scene is in tears. So, the viewers expect a tragic
outcome from the start.
Besides, we can see the Pawnees riding their horses and getting closer. We can‟t help being
surprised by their sudden arrival. The family‟s reaction is very alarming too. The adults rise
and immediately order the children to go back to the house. The viewers are placed in the
same position as the two children who are hiding and watching the scene from above. Finally,
the dramatic and stressful music plays a very important role in the building up of suspense.
Action!
This extract is mainly a flashback. We first see Stands with a Fist, the white, adopted daughter
of the Sioux tribe‟s medicine man Kicking Bird. She is an adult, alone in nature, and
suddenly remembers a traumatic event. She recollects when she was a child living with her
white family on their way west in the Prairie. The scene focuses on a quiet moment at the
pioneers‟ camp base. People are laughing, children playing, toddlers running after the
chicken. All is fine, when suddenly four Pawnee warriors are seen on horseback approaching
the settlers‟ wagons. Suspense and tension mount. While the Pawnee are apparently asking
the white men for water, food, or supplies, the mother orders her older son and daughter to
hide. Then, because of the settlers‟ refusal and rude dismissal, one Pawnee gets furious and
attacks the men… Everything goes very quickly and we understand that the whole family will
be killed except for the little girl, Christine, who has managed to run away.
The extract ends with a close-up of Stands with a Fist (who has been crying).
The life of the pioneers on the frontier was extraordinarily harsh. They lived in a wild,
unspoilt and deserted place. They were used to living to living outdoors in the wilderness.
They always dreaded an attack and were constantly on the alert. They feared they might be
attacked, their house might be set on fire, their family might be killed. They knew their lives
were at stake. They had to contend with social isolation. Indeed, very little entertainment was
possible. They had to be healthy, tough, active, dynamic, energetic, muscular, self-reliant/
self-sufficient, to fend for themselves, to be resourceful, determined and energetic.
This extract is used in a double page (Manuel de l‟élève, page 220-221) dealing with the fear
Indians could inspire in some parts of the Wild West in the 19th century. Because of some
tribes‟ growing threats, settlers had to leave if they wanted to survive (that is the idea which is
developed in the text present in this double page). The scene here epitomizes the West‟s
ruggedness and violence.
The relations between the Indians and the pioneers were often conflictual. Beginning in the
1850s, when large numbers of whites first streamed into the West, the Indians faced serious
threats to their cultural survival. Pioneers moving west invaded and encroached upon the
Indians‟ hunting and fishing grounds and cultivated land. The newcomers, hungry for land
and profits, could not tolerate the Indian tribes that were scattered all over the land. Clashes
between natives and whites were inevitable and often violent.
Meeting Point Tle - Corrigés des Fiches vidéo