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1
Anglais
Dossier pédagogique
Disciplines associées : histoire –
géographie
Immigration
Collège / B1
Immigration
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
ANGLAIS – COLLÈGE / B1 – IMMIGRATION
© 2010 – SCÉRÉN – CNDP
2
Anglais
Immigration
géographie
Immigration
Collège / B1
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.
3
Anglais
géographie
Immigration
Immigration
Collège / B1
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.
4
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.
5
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.
6
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
7
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
8
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
9
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).
10
NOM
PRÉNOM
CLASSE
Anglais
DATE
géographie
Immigration
Collège / B1
Immigration
Fiche Élève 1
Describe the photo :
Hungarian
11
Anglais
Immigration
géographie
Immigration
Collège / B1
Fiche Corrigé 1
Describe the photo.
Hungarian
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.
12
NOM
PRÉNOM
CLASSE
Anglais
DATE
géographie
Immigration
Collège / B1
Immigration
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 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
asked 29 questions.
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
EC
eye problems
F
face
FT
feet
H
heart
N
neck
S
senility
13
X
(X)
disease
B
black
SI
special inquiry
WOP
without papers
Exercise 1
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
14
Anglais
Immigration
géographie
Immigration
Collège / B1
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 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
asked 29 questions.
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
EC
eye problems
F
face
FT
feet
H
heart
N
neck
S
senility
X
(X)
disease
15
B
black
SI
special inquiry
WOP
without papers
Exercise 1
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
maladie mentale
suspectée
(X)
disease
signes évidents de
maladie mentale
B
Black
Noir
SI
special inquiry
enquête spéciale
16
WOP
without papers
sans papiers
Exercise 3
Ellis Island is part of New York City, USA.
It was the place where millions of immigrants were processed.
Today it is an immigration museum.
About 20 million immigrants.
They came from all over Europe.
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.
They were inspected and asked questions.
Because many were rejected and it was terrible for them.
17
NOM
PRÉNOM
CLASSE
Anglais
DATE
géographie
Immigration
Collège / B1
Immigration
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. [ ]
18
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).
19
Anglais
géographie
Immigration
Immigration
Collège / B1
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. [ ]
20
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)
21
NOM
PRÉNOM
CLASSE
Anglais
DATE
géographie
Immigration
Collège / B1
Immigration
Fiche Élève 4
Read the figures and comment.
75% in 28 countries
33% live in Europe.
22
Anglais
géographie
Immigration
Collège / B1
Immigration
Fiche Corrigé 4
Read the figures and comment.
75% in 28 countries
33% live in Europe.
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.
23
Anglais
Immigration
géographie
Immigration
Collège / B1
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.

Télécharger le dossier pédagogique complet

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