1 Anglais Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Introduction L’ouverture de la Cité nationale de l’histoire de l’immigration est une occasion de réfléchir à la crise du modèle républicain d’intégration et de s’interroger sur les ressorts des politiques publiques mises en place depuis un siècle. Dans ce dossier, qui fait écho au numéro 936 de la revue TDC, « L’immigration en France », les élèves vont être amenés à visiter Ellis Island, l'île où des centaines de milliers d'immigrants arrivèrent de toute l'Europe entre la fin du XIXe siècle et le milieu du XXe siècle, île aujourd’hui transformée en musée de l'immigration. Les documents supports des séquences pédagogiques sont exceptionnels : ce sont des photos prises par Augustus Frederick Sherman, employé sur Ellis Island et photographe amateur, destinées à recenser les multiples nationalités qui pénétraient chaque jour sur le sol américain. Elles sont extraites de la future exposition temporaire à la CNHI, « Augustus F. Sherman : Ellis Island Portraits 1905-1920 ». Voir aussi sur ce thème : les revues TDC n°936 « L’immigration en France » Dans cette séquence pédagogique, on se familiarise avec Ellis Island et Angel Island, deux importants lieux de passage pour des millions d’immigrés à la recherche d’une vie meilleure aux États-Unis. On y apprend à commenter des photographies d’époque et à faire une étude comparative de ces deux lieux qui différaient en bien des points. SOMMAIRE Objectifs – Supports ............................................................................................... 2 Scénario pédagogique …….................................................................................... 4 Fiches Élèves et Fiches Corrigés .......................................................................... 12 À propos .................................................................................................................. 35 ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 2 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Objectifs – Supports Objectifs Culturels • Découvrir et comparer les deux îles d’Ellis Island et Angel Island où étaient accueillis les différents immigrés à leur arrivée aux États-Unis. • Accueil des immigrés au XIXe siècle au XXe siècle. Communicatifs • Compréhension orale : document vidéo. • Compréhension écrite : compréhension sélective (lecture rapide en vue d’une recherche d’informations). • Expression orale : description de photographies. Langagiers • Lexique : adjectifs de nationalité. • Grammaire : o Auxiliaires modaux de probabilité. o be likely to. o adjectifs possessifs dans les descriptions. o le superlatif (the younger / the youngest). ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 3 Documents supports Document 1 : traducteur en ligne www.online-translator.com/ Document 2 : histoire de Ellis Island http://www.ellisisland.org/ Cliquer sur Ellis Island puis sur Ellis Island History. Document 3 : diverses photos de Ellis Island. http://www.ellisisland.org/ Cliquer sur Ellis Island puis sur Photo Albums. Document 4 : Angel Island History http://www.aiisf.org/ Cliquer sur History Document 5 : National Angel Island Day http://www.whitehouse.gov/ Saisir les termes National Angel Island Day. Document 6 : United States Immigration Station, Angel Island http://en.wikipedia.org/wiki/Main_Page Saisir les termes United States Immigration Station, Angel Island. Document 7 : Angel Island www.kqed.org/ Saisir les termes « Angel Island Immigration Station Foundation » puis cliquer sur « Watch video ». ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 4 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Scénario pédagogique Les Objectifs énoncés sont ancrés sur les recommandations du Cadre européen commun de référence pour les langues (CECRL, Conseil de l’Europe, 2001) : o Culturels/Interculturels (cf. chapitre V, 1. Compétences générales : savoir, aptitudes et savoir-faire, savoir être et savoir apprendre) o Communicatifs : activités de communication langagière et stratégies, capacités traitées (cf. chapitre IV) o Langagiers : compétences linguistiques, sociolinguistiques et pragmatiques (cf. chapitre V, 2. Compétences spécifiques) Les Documents supports constituent autant de types de « textes » authentiques permettant de travailler les objectifs (cf. chapitre IV). 2 étapes pouvant correspondre à 2 séances de cours Étape 1 Objectif et dispositif préconisé Au cours de cette étape, les élèves sont invités à commenter des photographies d’époques. Un vidéoprojecteur sera utile pour afficher les photos à la classe. Activité 1 Les photos de Sherman Les photos ci-dessous ont été prises à Ellis Island par un employé qui était aussi photographe amateur. Les portraits sont d’une grande beauté et permettent de mettre des visages sur les chiffres de l’immigration : les immigrants, qui fixent le photographe, sont habillés de costumes traditionnels. En les observant, on imagine mieux le choc que devait représenter pour eux l’arrivée dans un nouveau pays. En fonction du travail effectué en amont sur l’immigration aux États-Unis, la séquence commence par une discussion sur le rôle de l’immigration dans la formation du pays. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 5 Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 6 Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 7 Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 8 Expression orale Les élèves consultent les cinq photos de Sherman et en discutent collectivement. Ce travail peut se faire en classe entière, mais il est également possible, selon les effectifs, de constituer cinq groupes, chaque groupe travaillant alors sur une photo (Fiche Élève 1 - Fiche Élève 2 - Fiche Élève 3 - Fiche Élève 4 - Fiche Élève 5) qu’il a ensuite pour tâche de présenter aux autres élèves (prise de parole en continu relativement courte, deux minutes par groupe environ). Si les élèves ont besoin de vocabulaire (bijoux, habits), les inciter à consulter le site www.online-translator.com/ (Document 1) afin qu’ils soient plus autonomes. Quand ils présentent les photos, on peut les inviter à utiliser le tableau pour y inscrire ce lexique. Le temps de préparation doit être court (environ cinq minutes). Critères à utiliser pour la prise de parole (par groupe ou en classe entière) : – les élèves doivent prévoir une partie descriptive suivie d’une partie interprétative où ils expriment leurs impressions et réactions ; – pour la description, insister sur l’utilisation de l’adjectif possessif en anglais (précieux pour les exercices de version) ; – pour la partie interprétative, les encourager à modaliser leur discours (modaux de probabilité, be likely to). Avant la présentation, rappeler aux élèves le changement d’accent tonique entre photograph et photographer. Indiquer que le terme snapshot peut également être utilisé. Au fur et à mesure des présentations, insister sur the youngest / the younger. Pendant que les groupes passent, les élèves prennent des notes (nationalités, intérêt particulier, vocabulaire). Cette prise de notes, qui permet de garder une trace du travail conduit sur les photos, reste « libre » : chacun inscrit ce qui lui semble le plus intéressant ou frappant. Pistes de réponse Photo 1: Ruthenian woman Description: The woman is sitting on a chair. She has a scarf around her head, a broad belt around her waist. She wears a waistcoat, a large blouse with flowers and several jewels: she has a long necklace around her neck and earrings on her ears. Her eyes must be light blue or green. Interpretation: Looking at her complexion, we can notice that she is quite sun-tanned. She must be used to working outdoors. She may have worked in the fields when she was in her home country, before leaving to the US. She is likely to belong to the working class, and must have fled her country to escape poverty and misery, like most immigrants. She is staring at the photographer and looks quite determined and strong-willed. She seems to be alone. She may have left without any relative. She has chosen to wear her Sunday best for the portrait, but also to go to the US: this is a great adventure, and however poor she may be, she intends to make her best to be well-considered. She wears traditional clothes. Photo 2: Italian woman Description: la même que la précédente pour la position, les habits et les bijoux (ajouter headdress, rings et brooch). Elle louche légèrement : she has a slight squint. Interpretation : We can see that she has quite strong hands, as if she were used to working with her hands. She must have had a manual job or worked on a farm back home. Like the previous portrait, this is a woman on her own. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 9 Photo 3: Protestant women from Zuid-Beveland, province of Zeeland, the Netherlands Description: The two women are also dressed in a traditional way, with a typical lace headdress. The woman on the right has a baby on her lap, but it is moving, that is why the photo is blurred. This woman is the younger of the two. We can see her weddingring, so she must have come with her family. Interpretation: Contrary to the first two snapshots, this one is a group portrait (a conversation piece !). It conveys an impression of strength and solidarity, and reinforces the solitary aspect of the other photos. We can imagine how close and helpful to each other these women must have been upon arriving. Photo 4: Hungarian family Description: A woman and her four daughters look alike. All of them wear scarves (with a knot on the throat) and chequered dresses. The children must be between two and eight years old. The youngest girl is sitting on her mother’s lap, the oldest wears a dress which looks too tight. All of them are striking a pose. Interpretation: This family portrait is all the more striking as there are only girls. The mother looks proud of her daughters, and must be happy of the future awaiting them. They symbolise the hope for a better life, especially for girls. The dress of the oldest daughter shows that she has grown up very quickly, maybe between the day when her mother started sewing nice dresses for the journey and the day when they eventually arrived in New York after a very long journey. What is also striking is the father’s absence. Different possibilities : (using modals) he may be dead, he may have stayed in Hungary (very unlikely); he may have come to America before his family, who are now joining him; or he may just not be on the photo because he stayed in the men’s quarters (and yet, there are other photos with both mother and father). Photo 5: Russian German family Description: A whole family with eight children. All boys are dressed alike holding caps in their hands/ lined up in order of height. The daughter looks like her mother (with an apron). She looks quite sad. Contrary to most immigrants on Sherman’s photos, the father does not look at the photographer. He bows his head. Interpretation: What is striking is the number of children. The journey must have been difficult to organise, and the father’s expression may reveal how worried he is about his family’s future. The sons’ faces reveal different personalities (shy, bold, cheeky, sensitive…). We may imagine different possible futures for them. The daughter’s expression suggests a hard life, where a girl has to take care of her brothers and help her mother with the chores. The paper on the father’s jacket may be there to say he has been allowed to enter America. The black wall behind them reinforces the unity of the family. The father is the tallest one, and reaches the limit. His position enhances his responsibility. They all rely on him. On peut ensuite passer à une mise en commun. All the portraits reveal the modest origins of most immigrants and at the same time their determination and pride at being here. Women have put on their jewels, which must represent their riches. They are all wearing their Sunday bests to create the best possible impression (and maybe also because they could not bring too much luggage). We can feel that their future is at stake: the photos immortalize a critical moment of their lives; this is why they look so serious. The fact that some of them wear traditional clothes puts forward the importance of their origins; thus, we realize how difficult it must have been for them to adapt to a completely different lifestyle. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 10 Activité 2 Nationalités Les élèves remplissent le tableau (Fiche Élève 6) qui permet de revoir les adjectifs de nationalité. Ce travail peut se faire à la maison. Insister sur l’importance de la majuscule. Remarque : cette liste n’est évidemment pas exhaustive. Elle peut être complétée en fonction des documents déjà travaillés en classe. Étape 2 Objectif et dispositif préconisé Au cours de cette étape, les élèves sont invités à établir des comparaisons entre Ellis Island et Angel Island. Activité 3 Ellis Island et Angel Island Tableau comparatif Les élèves remplissent un tableau comparatif des deux îles qui servaient à examiner les immigrants à leur arrivée en Amérique. Ellis Island est connue, mais son pendant à l’Ouest l’est moins : Angel Island concernait en premier lieu les immigrants asiatiques, notamment les Chinois, puis les Japonais. Les élèves doivent faire une lecture rapide des documents, à la recherche d’informations précises sur une des deux îles. La mise en commun donne lieu à un travail de questions/réponses. Les élèves consultent différents sites internet à la recherche d’informations sur ces deux îles. Voir Documents 4/5/6. Selon le niveau de la classe, de diviser les élèves en deux groupes, chacun étudiant une seule île pour mettre ensuite les informations en commun à l’oral, avec un jeu de questions / réponses. Une fois le tableau rempli, les élèves peuvent comparer le sort des immigrants sur les deux îles. The living conditions seemed to be even more difficult on Angel Island than they were on Ellis Island: Asian people were not welcome, and the authorities did not try to make their stay easier. Activité 4 Vidéo sur Angel Island (Fiche Élève 7) Le Document 7 est une vidéo présentant Angel Island. On y explique l’importance des poèmes, à travers des témoignages intéressants d’anciens immigrants ou petits-enfants d’immigrants. Les élèves répondent à des questions précises par un travail de compréhension orale sur la vidéo (voir Fiche Élève 3). Avant l’écoute, un court travail préparatoire sur la prononciation (et éventuellement le sens) de certains mots est conseillé. Le document vidéo dure douze minutes, ce qui peut paraître long. En fait, la clarté de la langue facilite la compréhension. La fiche de travail peut être ramassée et évaluée, ou donner lieu à une mise en commun à l’oral. La dernière question permet, lors de la correction, de revoir les différentes expressions du but : aim at / the aim is to / to do / for s.o. to…/ purpose, goal, aim… ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 11 Prolongements possibles Les photos de ce dossier www.cbsnews.com/ Saisir les termes « Snapshots Of A Transforming Nation » Les poèmes retrouvés sur les murs de Angel Island www.kqed.org/ Saisir les termes « The Poetry of Angel Island » Ellis Island De nombreux textes littéraires abordent le sujet dans les manuels. À ceux-ci, on peut ajouter : http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1707012/?page=1 Un article sur la naturalisation des femmes. http://www.archives.gov/publications/prologue/1998/summer/women-and-naturalization2.html ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 12 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 1 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 13 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Fiche Corrigé 1 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Description: The woman is sitting on a chair. She has a scarf around her head, a broad belt around her waist. She wears a waistcoat, a large blouse with flowers and several jewels: she has a long necklace around her neck and earrings on her ears. Her eyes must be light blue or green. Interpretation: Looking at her complexion, we can notice that she is quite sun-tanned. She must be used to working outdoors. She may have worked in the fields when she was in her home country, before leaving to the US. She is likely to belong to the working class, and must have fled her country to escape poverty and misery, like most immigrants. She is staring at the photographer and looks quite determined and strong-willed. She seems to be alone. She may have left without any relative. She has chosen to wear her Sunday best for the portrait, but also to go to the US: this is a great adventure, and however poor she may be, she intends to make her best to be well-considered. She wears traditional clothes. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 14 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 2 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 15 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Fiche Corrigé 2 Take a good look at this photo and describe it to another group. Italian woman Description: The woman is sitting on a chair. She has a headdress on her head, a broad belt around her waist and a long necklace around her neck, rings, a brooch and earrings on her ears. Her eyes must be light blue or green.She has a slight squint. Interpretation : We can see that she has quite strong hands, as if she were used to working with her hands. She must have had a manual job or worked on a farm back home. Like the previous portrait, this is a woman on her own. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 16 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 3 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 17 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Fiche Corrigé 3 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Protestant women from Zuid-Beveland, province of Zeeland, the Netherlands Description: The two women are also dressed in a traditional way, with a typical lace headdress. The woman on the right has a baby on her lap, but it is moving, that is why the photo is blurred. This woman is the younger of the two. We can see her weddingring, so she must have come with her family. Interpretation: Contrary to the first two snapshots, this one is a group portrait (a conversation piece !). It conveys an impression of strength and solidarity, and reinforces the solitary aspect of the other photos. We can imagine how close and helpful to each other these women must have been upon arriving. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 18 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 4 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 19 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Fiche Corrigé 4 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Description: A woman and her four daughters look alike. All of them wear scarves (with a knot on the throat) and chequered dresses. The children must be between two and eight years old. The youngest girl is sitting on her mother’s lap, the oldest wears a dress which looks too tight. All of them are striking a pose. Interpretation: This family portrait is all the more striking as there are only girls. The mother looks proud of her daughters, and must be happy of the future awaiting them. They symbolise the hope for a better life, especially for girls. The dress of the oldest daughter shows that she has grown up very quickly, maybe between the day when her mother started sewing nice dresses for the journey and the day when they eventually arrived in New York after a very long journey. What is also striking is the father’s absence. Different possibilities : (using modals) he may be dead, he may have stayed in Hungary (very unlikely); he may have come to America before his family, who are now joining him; or he may just not be on the photo because he stayed in the men’s quarters (and yet, there are other photos with both mother and father). ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 20 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 5 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 21 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Fiche Corrigé 5 Take a good look at this photo and describe it to another group. Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Russian German family Description: A whole family with eight children. All boys are dressed alike holding caps in their hands/ lined up in order of height. The daughter looks like her mother (with an apron). She looks quite sad. Contrary to most immigrants on Sherman’s photos, the father does not look at the photographer. He bows his head. Interpretation: What is striking is the number of children. The journey must have been difficult to organise, and the father’s expression may reveal how worried he is about his family’s future. The sons’ faces reveal different personalities (shy, bold, cheeky, sensitive…). We may imagine different possible futures for them. The daughter’s expression suggests a hard life, where a girl has to take care of her brothers and help her mother with the chores. The paper on the father’s jacket may be there to say he has been allowed to enter America. The black wall behind them reinforces the unity of the family. The father is the tallest one, and reaches the limit. His position enhances his responsibility. They all rely on him. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 22 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 6 Documents montrés ou distribués par l’enseignant : Complete the grid. Country Adjective Noun, singular Noun, plural Africa African An African The Africans Algeria An Algerian America An American Australian Belgian The Australians A Belgian A Canadian Chinese A Chinese A Dane England The Danish English Europe France The Canadians The Europeans French German Greece The Germans A Greek Hungary The Hungarians Irish The Irish Italian An Italian Japanese A Japanese Dutch A Dutchman Morocco The Moroccans Polish ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND The Poles © 2010 – SCÉRÉN – CNDP 23 Scotland The Scots Spain The Spanish/Spaniards A Swede Vietnamese A Vietnamese Tunisian Wales The Swedes The Tunisians A Welshman ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 24 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Corrigé 6 Complete the grid. Country Adjective Noun, singular Noun, plural Africa African An African The Africans Algeria Algerian An Algerian The Algerians America American An American The Americans Australia Australian An Australian The Australians Belgium Belgian A Belgian The Belgians Canada Canadian A Canadian The Canadians China Chinese A Chinese The Chinese Denmark Danish A Dane The Danish England English An Englishman The English Europe European A European The Europeans France French A Frenchman The French Germany German A German The Germans Greece Greek A Greek The Greeks Hungary Hungarian A Hungarian The Hungarians Ireland Irish An Irishman The Irish Italy Italian An Italian The Italians Japan Japanese A Japanese The Japanese The Netherlands Dutch A Dutchman The Dutch Morocco Moroccan A Moroccan The Moroccans ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 25 Poland Polish A Pole The Poles Scotland Scottish A Scot The Scots Spain Spanish A Spaniard The Spanish/Spaniards Sweden Swedish A Swede The Swedes Vietnam Vietnamese A Vietnamese The Vietnamese Tunisia Tunisian A Tunisian The Tunisians Wales Welsh A Welshman The Welsh ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 26 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 7 Web quest: complete the following grid, looking for information about the two islands on the following websites. 1. Ellis Island http://www.ellisisland.org/ Click on Ellis Island then on Ellis Island History. Photos of Ellis Island. http://www.ellisisland.org/ Clcik on Ellis Island then on Photo Albums. 2. Angel Island Angel Island History http://www.aiisf.org/ Click on History National Angel Island Day http://www.whitehouse.gov/ Type in the words National Angel Island Day. United States Immigration Station, Angel Island http://en.wikipedia.org/wiki/Main_Page Type in the words United States Immigration Station, Angel Island. ELLIS ISLAND ANGEL ISLAND Place Dates Nickname(s) Nb of immigrants Percentage of immigrants sent back Nationalities ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 27 Historical context Examinations Average stay Who evaded detention? General conditions After the center closed down & today ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 28 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Corrigé 7 Web quest: complete the following grid, looking for information about the two islands on the following websites. 1. Ellis Island http://www.ellisisland.org/ Click on Ellis Island then on Ellis Island History. Photos of Ellis Island. http://www.ellisisland.org/ Clcik on Ellis Island then on Photo Albums. 2. Angel Island Angel Island History http://www.aiisf.org/ Click on History National Angel Island Day http://www.whitehouse.gov/ Type in the words National Angel Island Day. United States Immigration Station, Angel Island http://en.wikipedia.org/wiki/Main_Page Type in the words United States Immigration Station, Angel Island. ELLIS ISLAND ANGEL ISLAND Place New York harbour San Francisco’s North Bay Dates 1892-1954 1901-1940 Nickname(s) “Island of Tears” “Ellis Island of the West”, “Guardian of the Western Gate” Nb of immigrants Over 12 million Between 175,000 and 300,000 ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 29 Percentage of immigrants sent back About 2% 11 to 30% Nationalities Europeans: Scandinavians (Swedes, Danes, Norwegians..), Irishmen, Russians, Hungarians, Italians… Chinese, Russians, Japanese, Australians, NewZealanders, Canadians, Central and South Americans, Mexicans… Historical context Castle Garden closed down for being ill-equipped Implementing the Chinese Exclusion Act Examinations – “six-second physicals”: medical examinations – 29 questions – Medical examinations – Questioning to check “paper sons” Average stay – 3 to 5 hours if – 3 weeks everything (paper & – up to two years health) is OK – several months if necessary Who evaded detention? – first and secondclass passengers (inspection onboard) – Europeans – first and secondclass citizens General conditions – dormitories – big hall – huge dining rooms – men separated from women – dormitories – locked up 24 hours a day – barely edible food After the center closed down & today – Detention centre for enemy merchant seamen – Training center for the Coast Guards – Now, museum – WWII prisoner of war processing center – Now, state park and museum (closed for renovation) ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 30 NOM PRÉNOM CLASSE Anglais DATE Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 Fiche Élève 8 I. Pronunciation Go to http://www.m-w.com/. Listen to the pronunciation (and check the meaning if necessary) of the following words. Repeat these words aloud. wall – carving – history – law – Japan – shaky – bare – strengthen – healing – barbed wires II. Video Go to http://www.kqed.org/. www.kqed.org/ Type in the words « Angel Island Immigration Station Foundation » then click on « Watch video ». Watch the video and answer the questions. 1. Introduction Write down some of the characters’ impressions. 1. 2. 3. 4. 2. History 1. What is on the walls? 2. What happened in 1970? 3. How is Angel Island qualified? 4. Mr Weiss’s feeling: 5. Language on the walls: 3. About Dale Ching 1. Information: 2. Ironic name for arrival: 4. Poems Pick up words or phrases about the immigrants’ hardship. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 31 5. Chinese exclusion 1. 1848: Consequence: 2. 1882: 6. Comparison Ellis Island / Angel Island 1. Main differences: 2. Hard conditions: 3. What shocks the woman about her father’s records? 7. About the place 1. Mr Weiss’s achievement: 2. Different actions: 3. Decay: 4. What did the immigrants carve for? 5. What do the poems express? 6. Poem: what metaphor is used? 8. Dale Ching and conclusion 1. His “happy day”: 2. Aims of the place now: ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 32 Anglais Dossier pédagogique Disciplines associées : histoire – géographie Lycée / B1-B2 Ellis Island et Angel Island Ellis Island and Angel Island Fiche Corrigé 8 I. Pronunciation Go to http://www.m-w.com/. Listen to the pronunciation (and check the meaning if necessary) of the following words. Repeat these words aloud. wall /wɔːl/ /wɑːl/ – carving /ˈkɑː.vɪŋ/ /ˈkɑːr-/ – history /ˈhɪs.tər.i/ /-t ̬ɚ-/ – law /lɔː/ /lɑː/ – Japan /dʒəˈpæn/ – shaky /ˈʃeɪki/ – bare /beə/ – strengthen /ˈstreŋθən/ – healing /hiːlɪŋ/ – barbed wires /bɑːbdˈwaɪə/ II. Video Go to http://www.kqed.org/. www.kqed.org/ Type in the words « Angel Island Immigration Station Foundation » then click on « Watch video ». Watch the video and answer the questions. 1. Introduction Write down some of the characters’ impressions. 1. “It’s one thing to read about the history of a place like this in a book, and it’s a completely different experience to see the history on the walls.” 2. “It’s a place, it’s a site, you can touch it, you can feel it, you can smell it.” 3. “I didn’t know that they were detained here, and I just can’t imagine how they must have felt.” 4. “These walls do talk and they tell us what the experience was of the Americansto-be here and what they had to go through.” 2. History 1. What is on the walls? Carvings. 2. What happened in 1970? Alexander Weiss, the park ranger, rediscovered the place. 3. How is Angel Island qualified? “sad, but important place in American history” 4. Mr Weiss’s feeling: He was impressed. “Wow” 5. Language on the walls: mostly Chinese ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 33 3. About Dale Ching 1. Information: former detainee (1947) On Angel Island for 3 and a half months, aged 16. Father born in America. 2. Ironic name for arrival: “Welcome party” waiting for them. Families split up. Loneliness. Barbed wires. 4. Poems Pick up words or phrases about the immigrants’ hardship. Hard, resentment, poverty, imprisoned, victim of aggression, desperate, feeling guilty, sob, tears taste bitter. 5. Chinese exclusion 1. 1848: Consequence: Gold Rush after discovery of gold in California. More and more people arrived. Consequence: fear of competition for jobs / Limitation of immigration for nonwhites. 2. 1882: Chinese Exclusion Act, a law aiming to prevent Chinese immigrants from entering the US. 6. Comparison Ellis Island / Angel Island 1. Main differences: Ellis Island “symbol of welcome to immigrants” – Angel Island has a “sadder story to tell”. ElIis Island: a few hours most of the time – Angel Island: several days or weeks. 2. Hard conditions: Immigrants locked up. Hard questions. Unknown language. Feeling “left out” as a “race”. 3. What shocks the woman about her father’s records? Shaky handwriting when signing the records after each session. It “caught her in her gut”. 7. About the place 1. Mr Weiss’s achievement: He managed to prevent the demolition of the camp. Now, preservation as a “National historical landmark”. 2. Different actions: Taking photos / spreading the word (word-of-mouth) / class visits / encouraging lobbies. 3. Decay: Carvings painted over by the government. Need to strengthen the wood before removing the paint. Originally, carvings on bare wood. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 34 4. What did the immigrants carve for? They carved because “they wanted their stories to be told.” 5. What do the poems express? Expression of the emotional state of the people. No other way of expressing themselves. 6. Poem: what metaphor is used? The immigrant is compared to a fish in a net. Angel Island as the “lonely island”. 8. Dale Ching and conclusion 1. His “happy day”: Day when he was accepted. His name was called and they said “freedom”. 2. Aims of the place now: Understand the place / avoid repeating the same mistakes as a nation / place of healing / inform future generations. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP 35 Anglais Dossier pédagogique Ellis Island et Angel Island Ellis Island and Angel Island Disciplines associées : histoire – géographie Lycée / B1-B2 À propos Conception et réalisation : Marie-Line Périllat-Mercerot et Claude Renucci (CNDP) Intégration : Sylvain Bretaudeau Secrétariat de rédaction : Pascale Langlois Auteure : Catherine Vinçon, académie de Versailles Crédits photos : Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Nous remercions particulièrement le musée d’Ellis Island pour l’autorisation d’utiliser ces photos, ainsi que Ute Sperrfechter à la Cité nationale de l'histoire de l'immigration pour son aide dans ce dossier. ANGLAIS – COLLÈGE / A2-B1 – ELLIS ISLAND ET ANGEL ISLAND © 2010 – SCÉRÉN – CNDP
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