ANGL immigration college - reseau-canope.fr · Le document ci-dessous est une lettre d’un émigré polonais aux États-Unis qui écrit à sa sœur restée au pays

ANGLAIS – COLLÈGE / B1 – IMMIGRATION © 2010 – SCÉRÉN – CNDP

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Anglais Disciplines associées : histoire – géographie Collège / B1

Dossier pédagogiqueImmigrationImmigration

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, lieu de passage important pour des millions d’immigrés à la recherche d’une vie meilleure aux États-Unis. On y apprend à commenter des photographies d’époque, à comprendre des informations écrites sur le sujet avant de s’interroger sur l’immigration dans le monde à l’époque actuelle.

SOMMAIRE

Objectifs – Supports ..................................................................................................... 2 Scénario pédagogique ……........................................................................................... 4 Fiches Élèves et Fiches Corrigés ............................................................................... 10 À propos ....................................................................................................................... 23


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Objectifs – Supports

Objectifs

Culturels • 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, aujourd’hui transformée en musée de l’immigration, est devenue le symbole de l’exil universel.

• État des lieux de l’immigration dans le monde (enquête récente).

Communicatifs

• Compréhension écrite : o Comprendre un court texte informatif sur l’immigration. o Comprendre une lettre.

• Expression écrite : o Ecriture d’une lettre (tâche finale).

• Expression orale :

o Commenter une photographie d’époque.

o Débat (tâche finale).

Langagiers • Lexique : exil, exode, racines, pauvreté, persécutions, dépaysement, intégration,

nouveau départ.

• Grammaire : o Le comparatif o Le superlatif o Les chiffres

• Expressions de l’interdiction • Expression de l’obligation • Expression de la probabilité ; • Expression de la comparaison (comparaisons qualitatives et quantitatives),

Documents supports Les documents supports sont intégrés aux Fiches Élève.


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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, on introduit le thème de Ellis Island à travers une photo d’époque puis on aborde de courts documents écrits sur le thème de l’immigration aux USA. Un vidéoprojecteur ou un rétroprojecteur sont utiles pour présenter les documents à la classe. Activité 1 : Anticipation La séquence débute avec une phase d’anticipation à partir de la photo d’Augustus F. Sherman, photographe officiel d’Ellis Island entre 1905 et 1920. La photo est montrée en classe entière ou les élèves travaillent de manière individualisée à l’aide la Fiche Élève 1.


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Hungarian Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. La photographie, qui permet d’introduire Ellis Island, représente une mère et ses quatre filles venues de Hongrie ; le titre laconique de la photo (Hungarians) rappelle le regard clinique et froid qu’un officiel de l’immigration se devait d’avoir sur les nouveaux arrivants aspirant à l’immigration. Le cliché constitue un bon déclencheur de parole : le professeur peut interroger les élèves sur l’époque à laquelle ils situeraient la scène, l’origine de cette famille, l’endroit où elle a été photographiée. Attirer leur attention sur les tenues vestimentaires et l’absence de père : peut-être la femme et ses filles vont-elles le rejoindre ? – The photo was taken a long time ago, perhaps at the beginning of the 20th century. – These people may be/are perhaps immigrants. – They are leaving/have left their country because they were poor/persecuted / because of their religion (Jewish). – They may join their husband/father who already lives in the US/who’s come/emigrated to the US before. Les élèves sont mis en situation de demande de vocabulaire sur l’immigration : to escape, to start a new life, discrimination, to be discriminated against, integration, alien, hostility, foreigners, minority, Jews, Jewish, pogrom, undocumented immigrants, etc.


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Activité 2 Compréhension écrite/expression écrite Le travail est organisé autour de trois courts documents écrits qui sont reliés thématiquement (Fiche Élève 2 et Fiche Élève 3) Le premier document est divisé en deux parties, qui sont traitées en compréhension écrite dans la Fiche Élève 1. La première partie résume l’histoire d’Ellis Island et invite les élèves à chercher plus loin. La deuxième est un extrait des symboles que les inspecteurs d’Ellis Island inscrivaient à la craie au dos des vêtements des émigrants. Ces signes, cabalistiques pour les nouveaux arrivants qui avaient déjà beaucoup payé de leur personne, aggravaient leur angoisse d’être refoulés et renvoyés dans leur pays d’origine. Le document est traité en compréhension écrite ; néanmoins, les deux parties sont propices à un échange oral en amont ou en aval de l’activité selon le choix pédagogique du professeur. Distribuer ou projeter le document ci-dessous en entier ou par fragments : on peut laisser les élèves réagir oralement dans un premier temps, notamment pour identifier chacune des parties.


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Part A. Read the text and answer the questions Ellis Island is part of New York City. It is the place where 12 to 20 millions immigrants to the United States were processed from 1892 to 1954. The selection process followed a certain number of strict rules. Only the wealthy immigrants who had travelled first class were automatically accepted. Now Ellis Island is a museum devoted to the history of immigration. The journey to Ellis Island The journey lasted for months. The conditions on board could be very hard, except for first- and second-class travellers. Most immigrants spent all their savings to buy their passage to America. The processing On arrival, immigrants had to pass a certain number of tests. They were asked 29 questions. They also went through a six-second physical examination. The authorities used inspection symbols which they wrote on the immigrants’ clothes with a piece of chalk. The immigrants were afraid of these symbols: they meant they would be examined by a doctor who could decide to send them back to the country they had fled. This is why Ellis Island was called the “Island of Tears”. Part B. Medical symbols. Here are some of the medical symbols with their equivalents.

EC eye problems

F face

FT feet

H heart

N neck

S senility

X suspected mental defect

(X) definite signs of mental disease

Other inspection symbols

B black

SI special inquiry

WOP without papers


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Exercise 1 Find the corresponding English words in Part A. 1. trier 2. règles 3. aisé 4. voyage 5. économies 6. subir 7. craie 8. fuir 9. larme Exercise 2 Give the French translation of the symbols in Part b. Exercise 3 Read parts A and B. Answer the questions. 1. Where is Ellis Island? 2. What happened there between 1892 and 1954? 3. What is Ellis Island today? 4. How many immigrants went through Ellis Island? 5. Where did they come from? 6. Give details about the journey. 7. What happened to them when they arrived? 8. Why was Ellis Island also called the “Island of Tears”? Puis, distribuer la fiche, qui peut être traitée individuellement, en groupes ou collectivement. Le document ci-dessous est une lettre d’un émigré polonais aux États-Unis qui écrit à sa sœur restée au pays. Il sera traité en compréhension écrite et doit déboucher sur la production d’une lettre. Distribuer ou projeter le document. Commencer par demander une identification du type d’écrit, puis distribuer la Fiche Élève 3. June 27, 1906 Dear Sister, … As to the work, I am working in the same factory, and brother also is working in the same factory, where he was working formerly. And as to our country, brother says he will not return, because there is nothing to return for . . . He has no property there, and it is better for him in America, because in our country he could not even earn enough for a loaf of bread. And I also do not know whether I shall return or not. If I can return then perhaps I shall return some day or other, and if not I don’t mind, because I do ten times better in America than in Poland. I do


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better today than brother, because I am alone. I will tell you about myself, how I am doing in America. I have not yet experienced poverty in America; on the contrary, I am my brother’s support. But I am tired of walking about unmarried. I’m waiting to get more money, I still fear poverty. God Bless you all! A.R. On procède ensuite à la correction de la fiche. Étape 2 Objectif et dispositif préconisé Au cours de cette étape, on élargit le thème à l’immigration dans le monde aujourd’hui. Activité 3 Document chiffré Après une réactivation en début de séance, les élèves sont invités à s’intéresser à l’état de l’immigration dans le monde d’aujourd’hui. Le document ci-dessous se présente comme une liste de données statistiques à partir de laquelle les élèves vont rédiger un paragraphe comportant les verbes increase, double, settle, live. Le distribuer (Fiche Élève 4) ou le projeter. Worldwide Immigrants Statistics 2006: 191 million immigrants in the world 1956: 94 million immigrants 115 million in developed countries 75% in 28 countries 20% in the US alone =13% of the US population 33% live in Europe. 95 million are women. Commentaire possible : From 1956 to 2006, the number of immigrants around the world doubled. Today there are 191 million immigrants, half of them being women. They mostly settle in developed countries, making up 13% of the population in the US, for example. The rest lives in Europe where they account for 20% of the population. The number of immigrants is still increasing. Activité 4 Citation et débat Les élèves sont ensuite invités à réfléchir aux difficultés et obstacles rencontrés par les immigrés dans les pays d’accueil : People emigrate from one country to another for a variety of reasons. Some are forced to move, because of conflicts or to escape persecution and prejudices, while others choose to emigrate because the economic conditions in their country are very poor. It is always a very difficult experience to immigrate and it is an act of courage. La phrase sert de point de départ à une réflexion sur l’immigration : demander aux


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élèves d’énumérer les raisons pour lesquelles immigrer est difficile (par groupes de deux puis en classe entière pour une mise en commun). Pistes de discussion : – It is always difficult/painful to break away from the country you were born in / from your roots, culture and family. – Adapting to a new culture/language/lifestyle is not easy. – Settling down means finding a place to stay and a job. This can be very difficult in western countries. – Getting documents is often very difficult. – A lot of immigrants are illegal and work for low salaries/wages in sweatshops. – Immigrants are victims of discrimination. Prolongements possibles Exposition Sherman http://www.histoire-immigration.fr/ Saisir les mots Exposition Sherman La séquence pourra être prolongée par la visite de l’exposition « Augustus F. Sherman : Ellis Island Portraits 1905-1920 », qui s’est tenue du 29 octobre 2007 au 24 décembre 2007 à la Cité nationale de l’histoire de l’immigration (Palais de la Porte Dorée, à Paris). Des informations intéressantes et d’autres documents pourront être consultés sur le site du musée. L’immigration dans le monde www.globalissues.org/ Cliquer sur « Racism », puis « Immigration ». La deuxième question traitée est « Why Do People Emigrate? ». Le musée de l’immigration d’Ellis Island www.ellisisland.com/ L’histoire d’une famille polonaise http://historymatters.gmu.edu/ Saisir les termes « A family corresponds » Correspondance entre une famille émigrée au début du XXe siècle et les siens restés en Pologne. Films De nombreux films apportent un éclairage intéressant sur l’immigration passée et présente aux États-Unis et en Grande-Bretagne. Ces films ou des extraits de ces films peuvent servir de support à des exposés oraux d’élèves de troisième, surtout en langue renforcée. On citera par exemple : – America America, d’Elia Kazan, 1963 (USA) ; – Bread and Roses, de Ken Loach, 2000 (USA) ; – Dirty Pretty Things, de Stephen Frears, 2002 (GB) ; – Golden Door, de Emanuele Crialese, 2007 (Italy + USA).


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NOM PRÉNOM CLASSE DATE



Fiche Élève 1 Describe the photo :

Hungarian Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum

and the Aperture Foundation.


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Fiche Corrigé 1

Describe the photo.

Hungarian Courtesy the Statue of Liberty National Monument, the Ellis Island Immigration Museum and the Aperture Foundation. Proposition de phrases : – The photo was taken a long time ago, perhaps at the beginning of the 20th century. – These people may be/are perhaps immigrants. – They are leaving/have left their country because they were poor/persecuted / because of their religion (Jewish). – They may join their husband/father who already lives in the US/who’s come/emigrated to the US before . Useful vocabulary : to escape, to start a new life, discrimination, to be discriminated against, integration, alien, hostility, foreigners, minority, Jews, Jewish, pogrom, undocumented immigrants, etc.


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Fiche Élève 2

Part A Read the text and answer the questions Ellis Island is part of New York City. It is the place where 12 to 20 millions immigrants to the United States were processed from 1892 to 1954. The selection process followed a certain number of strict rules. Only the wealthy immigrants who had travelled first class were automatically accepted. Now Ellis Island is a museum devoted to the history of immigration.

The journey to Ellis Island The journey lasted for months. The conditions on board could be very hard, except for first- and second-class travellers. Most immigrants spent all their savings to buy their passage to America.

The processing On arrival, immigrants had to pass a certain number of tests. They were asked 29 questions. They also went through a six-second physical examination. The authorities used inspection symbols which they wrote on the immigrants’ clothes with a piece of chalk. The immigrants were afraid of these symbols: they meant they would be examined by a doctor who could decide to send them back to the country they had fled. This is why Ellis Island was called the “Island of Tears”.

Part B Medical symbols Here are some of the medical symbols with their equivalents.

EC eye problems

F face

FT feet

H heart

N neck

S senility


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B black

SI special inquiry

WOP without papers

Exercise 1 Find the corresponding English words in Part A. 1. trier 2. règles 3. aisé 4. voyage 5. économies 6. subir 7. craie 8. fuir 9. larme Exercise 2 Give the French translation of the symbols in Part b. Exercise 3

Read parts A and B. Answer the questions. 1. Where is Ellis Island? 2. What happened there between 1892 and 1954? 3. What is Ellis Island today? 4. How many immigrants went through Ellis Island? 5. Where did they come from? 6. Give details about the journey. 7. What happened to them when they arrived? 8. Why was Ellis Island also called the “Island of Tears”?


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Fiche Corrigé 2

Part A Read the text and answer the questions Ellis Island is part of New York City. It is the place where 12 to 20 millions immigrants to the United States were processed from 1892 to 1954. The selection process followed a certain number of strict rules. Only the wealthy immigrants who had travelled first class were automatically accepted. Now Ellis Island is a museum devoted to the history of immigration. The journey to Ellis Island The journey lasted for months. The conditions on board could be very hard, except for first- and second-class travellers. Most immigrants spent all their savings to buy their passage to America. The processing On arrival, immigrants had to pass a certain number of tests. They were asked 29 questions. They also went through a six-second physical examination. The authorities used inspection symbols which they wrote on the immigrants’ clothes with a piece of chalk. The immigrants were afraid of these symbols: they meant they would be examined by a doctor who could decide to send them back to the country they had fled. This is why Ellis Island was called the “Island of Tears”. Part B Medical symbols Here are some of the medical symbols with their equivalents.

EC eye problems

F face

FT feet

H heart

N neck

S senility




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B black

SI special inquiry

WOP without papers

Exercise 1 Find the corresponding English words in Part A. 1. Trier process 2. Règles rules 3. aisé wealthy 4. voyage journey 5. économies savings 6. subir went through 7. craie chalk 8. fuir fled 9. Larme tear Exercise 2 Give the French translation of the symbols in part B.

EC eye problems Problèmes d’yeux

F Face visage

FT Feet pieds

H Heart cœur

N Neck cou

S Senility sénilité

X suspected mental defect maladie mentale suspectée


signes évidents de maladie mentale


B Black Noir

SI special inquiry enquête spéciale


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WOP without papers sans papiers Exercise 3

Read parts A and B. Answer the questions. 1. Where is Ellis Island? Ellis Island is part of New York City, USA. 2. What happened there between 1892 and 1954? It was the place where millions of immigrants were processed. 3. What is Ellis Island today? Today it is an immigration museum. 4. How many immigrants went through Ellis Island? About 20 million immigrants. 5. Where did they come from? They came from all over Europe. 6. Give details about the journey. The journey lasted for months. The conditions on board could be very hard, except for first- and second-class travellers. Most immigrants spent all their savings to buy their passage to America. 7. What happened to them when they arrived? They were inspected and asked questions. 8. Why was Ellis Island also called the “Island of Tears”? Because many were rejected and it was terrible for them.


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Fiche Élève 3 Read the document and answer the questions June 27, 1906 Dear Sister, … As to the work, I am working in the same factory, and brother also is working in the same factory, where he was working formerly. And as to our country, brother says he will not return, because there is nothing to return for . . . He has no property there, and it is better for him in America, because in our country he could not even earn enough for a loaf of bread. And I also do not know whether I shall return or not. If I can return then perhaps I shall return some day or other, and if not I don’t mind, because I do ten times better in America than in Poland. I do better today than brother, because I am alone. I will tell you about myself, how I am doing in America. I have not yet experienced poverty in America; on the contrary, I am my brother’s support. But I am tired of walking about unmarried. I’m waiting to get more money, I still fear poverty. God Bless you all! A.R. Exercise 1 Answer the questions. Read the letter and tick the right answer. 1. The letter is written: a. by a man to his sister. [ ] b. by a woman to her sister. [ ] c. by two brothers to their sister. [ ] 2. A.R. is from: a. Poland. [ ] b. Hungary. [ ] c. We don’t know. [ ]


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3. A.R. has got: a. a wife working with him in a factory. [ ] b. a brother working with him in an office. [ ] c. a brother working in the same factory. [ ] 4. A.R. earns: a. less money than his brother because he is younger. [ ] b. more money than his brother because he works more. [ ] c. more money than his brother because he isn’t married. [ ] 5. A.R.: a. is married. [ ] b. is getting married soon. [ ] c. wants to get married. [ ] III. Exercise 2 Compare life in A.R.’s country and his life in America. Use comparative forms. Write at least two sentences. IV. Exercise 3 You are A.R.’s sister. Answer his letter. (80 words minimum).


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Fiche Corrigé 3 Read the document and answer the questions June 27, 1906 Dear Sister, … As to the work, I am working in the same factory, and brother also is working in the same factory, where he was working formerly. And as to our country, brother says he will not return, because there is nothing to return for . . . He has no property there, and it is better for him in America, because in our country he could not even earn enough for a loaf of bread. And I also do not know whether I shall return or not. If I can return then perhaps I shall return some day or other, and if not I don’t mind, because I do ten times better in America than in Poland. I do better today than brother, because I am alone. I will tell you about myself, how I am doing in America. I have not yet experienced poverty in America; on the contrary, I am my brother’s support. But I am tired of walking about unmarried. I’m waiting to get more money, I still fear poverty. God Bless you all! A.R. Exercise 1 Answer the questions. Read the letter and tick the right answer. 1. The letter is written: a. by a man to his sister. [x] b. by a woman to her sister. [ ] c. by two brothers to their sister. [ ] 2. A.R. is from: a. Poland. [ ] b. Hungary. [ ] c. We don’t know. [ ]


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3. A.R. has got: a. a wife working with him in a factory. [ ] b. a brother working with him in an office. [ ] c. a brother working in the same factory. [X] 4. A.R. earns: a. less money than his brother because he is younger. [ ] b. more money than his brother because he works more. [ ] c. more money than his brother because he isn’t married. [X] 5. A.R.: a. is married. [ ] b. is getting married soon. [ ] c. wants to get married. [X] III. Exercise 2 Compare life in A.R.’s country and his life in America. Use comparative forms. Write at least two sentences. A.R.’s life in the US is much better than what it was in Poland. He earns more money than in Poland where buying a piece of bread was difficult. Life in the US is much easier than in Poland, but he is waiting to earn more money before getting married. IV. Exercise 3 You are A.R.’s sister. Answer his letter. (80 words minimum) October 5, 1906 Dear brother, I received your letter yesterday. It took more than three months to arrive! The situation here is getting worse; our family has almost nothing left. Fortunately our sister Rachel has found a new job in Warsaw. She will be a doctor’s secretary and will start next week. She is planning to save money for our passage to America. I heard that it would not be too difficult for us because you and Simon already work there. We envy you and your new life in America. We hope to join you soon. Sarah (89 words)


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Fiche Élève 4

Read the figures and comment. Worldwide Immigrants Statistics 2006: 191 million immigrants in the world 1956: 94 million immigrants 115 million in developed countries 75% in 28 countries 20% in the US alone =13% of the US population 33% live in Europe. 95 million are women.


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Fiche Corrigé 4 Read the figures and comment. Worldwide Immigrants Statistics 2006: 191 million immigrants in the world 1956: 94 million immigrants 115 million in developed countries 75% in 28 countries 20% in the US alone =13% of the US population 33% live in Europe. 95 million are women. From 1956 to 2006, the number of immigrants around the world doubled. Today there are 191 million immigrants, half of them being women. They mostly settle in developed countries, making up 13% of the population in the US, for example. The rest lives in Europe where they account for 20% of the population. The number of immigrants is still increasing.


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À propos

Conception et réalisation : Marie-Line Périllat-Mercerot et Claude Renucci (CNDP) Intégration : Sylvain Bretaudeau

Secrétariat de rédaction : Pascale Langlois

Auteure : Marie-Hélène Fougeron, académie de Paris

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.