Unit 3: Teaching History in French

Unit 3: Teaching History in French
Author: Johannes Müller, teacher of French and History at the Bertha-von-SuttnerGymnasium, Andernach, Germany.
Topic: The Industrial Revolution: the beginnings of industrialisation in Great Britain.
(Les débuts de l´industrialisation en Grande-Bretagne).
Class: Students in Secondary Education (age 14-15).
Previous Knowledge of L2: Students are in their fifth year of learning French.
Previous Knowledge of Subject: Students have had two and a half years of history.
Time allowed: Three lessons of forty-five minutes each.
General Objectives:
To enable the students to:
•
become aware that the human mind is able to find solutions for distress by new
inventions;
•
become aware that industrialisation and the consequent increase in productive capacity
were the basis for our material wealth;
•
recognise the disadvantages of increasing pollution.
Specific Subject Knowledge Objectives:
Students will:
•
be able to summarise, with the help of sources and text, the use of coal and coke, the use
of machines in the textile industry and the use of the steam-engine as the major
innovations of the Industrial Revolution;
•
•
be able to analyse statistics and label diagrams;
be able to find and describe terms and group them together in chronological order.
Specific Linguistic Objectives:
Students will be able to:
•
use vocabulary for describing statistics and diagrams;
•
distinguish between ‘découverte’, ‘invention’ and ‘innovation’;
•
find synonyms, group words together, find, group and describe terms.
Learning Process:
•
Definition of the Term “Industrial Revolution” and Lesson Planning:
Firstly, no distinction is made between the terms ‘Industrial Revolution’ and
‘Industrialisation’. The students will learn that the numerous utilisations of machines in the
textile industry and the use of coal as a new energy source were the decisive indicators for the
beginning of the industrialisation which spread all over Europe.
With the help of various sources, the students will find out that the Industrial Revolution was
not a sudden event, but a lengthy process that was characterised by simultaneous preindustrial and industrial production in various countries or even sometimes in the same place.
This is better understood by studying the map that shows Europe’s most important industrial
areas in the 19th century, and by appreciating the different meanings of the terms ‘discovery’,
‘invention’ and ‘innovation’.
The drawing and interpretation of a diagram, dealing with the extension of coal and steel
production in different European countries reveals that the growth of industry started
in Great Britain. However, Germany and France were not far behind and were even more
advanced in some instances.
The manifold reasons for the Industrial Revolution and why the favourable conditions
occurred mainly in England is not part of the first lesson. The French textbook that is
introduced in class does not cite sources that explain these issues. However, these questions
can be taken up later when the students are better informed.
•
Integration into the Curriculum:
As the students have two history lessons in French and one mother tongue (German) history
lesson per week, teachers agree on which historical topics are to be taught in which language.
If the L2 country is considered to have greater historical relevance to a given topic, (e.g.
socialist trends in the 19th Century), then these are allocated to the bilingual history lessons.1
Basically, those topics which involve a development, movement or change (e.g. military
conflicts, foundation of Empire, economic changes, etc.) are dealt with in French, whereas the
mother tongue history lessons tend to deal with topics involving political and social
structures, theoretical bases and the main characteristics of political ideologies. Of course, this
is only the case for students at this level (Mittelstufe)2.
•
Choice of Lesson Topics:
The Industrial Revolution is dealt with in ten lessons which cover the mechanisation of the
textile industry, the use of steam power in transport, the modernisation of agriculture and its
demographic and economic consequences and the rise of the middle and working classes with
its resulting social conflict. Social issues and attempts to solve them, particularly Marxism,
are dealt with in the mother-tongue history lessons, whereas industrial strife, such as the
miners' strike in northern France3, are examined in the bilingual lessons.
•
Selection and Preparation of Teaching Material:
Bilingual teachers of history and geography in our school use a French Histoire/Géographie
4
textbook from the very beginning, even though parts of it are far too demanding
linguistically for students in their first or second year of bilingual history lessons. However,
the French textbooks are very pleasing to the eye and therefore tend to increase the students'
interest in the subject more than if they constantly worked with photocopies and worksheets.
•
Techniques for Gradually Increasing Accessibility to the Book:
Due to the students’ relatively low level of language when they start bilingual lessons (i.e.
after two years of L2), teaching activities at the beginning are predominately concerned with
discussing and describing pictures and maps that appear in the book. Many texts are
computer-scanned and adapted linguistically with the teacher adding simple synoyms for
verbs and nouns or, very occasionally, vocabulary lists. Another method, again with the help
of a scanner, involves making cloze texts from a text in the book. After reading the original
text for comparison, students then fill in the gaps using words that the teacher wants them to
focus on. The French Histoire textbooks are reasonably suited to this technique because,
unlike in the German history books, the most important names and events are highlighted in
bold. This draws the students' attention to key parts of the text which, however, are often
particularly challenging linguistically, as they normally contain a summary of the contents of
the surrounding text. By focusing on these sections in cloze texts or in texts where the
language itself has been adapted, the teacher is able to make more difficult language more
accessible to the keen students.
It is then somewhat easier for students in their third year of bilingual lessons (after four years
of French), to understand the original texts in the book without help from the teacher. As a
result, more preparatory homework tasks can be set.
•
Using the Foreign Language in the Classroom:
In the Rhineland-Palatinate guidelines, bilingual teaching is clearly defined as subject
teaching, which means that knowledge of the historical content is assessed, not the
(grammatical) knowledge of the foreign language.
However, much emphasis is placed on the students' knowledge of specialist vocabulary
which has been dealt with in previous lessons and must be learnt. Students must also be able
to present facts appropriately in the target language.
During the first few years, students are encouraged to develop these skills by means of texts
displayed on the board or part sentences containing different verbs, perhaps in the infinitive
form or already conjugated.
A frequent homework task is a written summary of the main outcomes of the lesson.
When working in groups, students are allowed to speak German with one another. In order to
work independently on a text from the book, they are even requested to overcome language
problems by pooling their "world knowledge".
It is my opinion and also that of my colleagues that language errors are corrected far too often
in language classes. It is therefore our declared intention to give priority to message over
accuracy so that the subject discourse in the lesson is not detracted from by too many
corrections by the teacher, even if these only take the form of repeating the correct word or
phrase. Specific subject-related language is an exception to this rule.
French is spoken in the (Year 9) classroom as much as possible. However, use of German is
briefly allowed to deal with certain problematic situations, which could similarly arise in
mother-tongue history classes. This is frequently necessary in order to save time when dealing
with students' conceptual errors e.g. "Can a constitutional monarchy be a democracy?"
Révolution industrielle
Page 110, Lines 1 –
8.
(Lesson 1, Stage 3).
Page 111,
Document
3. (Lesson
1, Stage
6).
Page of French history textbook, adapted for German students.
Lines 9 – 20.
(Lesson 1, Stage 4).
Histoire Géographie 4e,
Editions Nathan , 1993,
p. 110-111.
•
•
•
Vocabulary/Knowledge: 'anciennes et nouvelles sources
d´énergie' : 'charbon de terre'. (Lesson 1).
Synonyms: 'actionner'. (Lesson 1).
Chronological development of inventions in the textile
industry. (Lesson 2).
•
•
•
•
Discovery of coke and description of process. (Lesson 2).
Map of "Pays noirs": make a list, find on the map. (Lesson 1,
homework).
Statistics: Draw a graph. (Lesson 1, homework).
New machines and the subsequent use of iron in the textile
industry contribute to the expansion of heavy industry. (Lesson
3).
Révolution industrielle
STAGE
TEACHER
ACTIVITY
1.
Introducing
the term
'Révolution'.
(Originally a
term used in
astrology, later
having political
meaning.)
Question and answer session.
1. Teacher (T) asks students (S)
if they remember Nicolaus
Copernicus, reminds them of the
title of his book and and uses this
to make the Latin root of the term
'revolution' explicit.
T : "Vous vous rappelez de
Nicolas Copernic?"
"Le titre de son livre est: 'De
revolutionibus orbium coelestium'". "‘Revolvere’ c’est
'tourner', de là le terme
‘Révolution’".
2. T asks S if they know any other
revolutions and elicits further
information.
"Vous connaissez une autre
révolution?"
3. T asks S if they have heard of
the neolithic revolution."Vous
connaissez ‘la Révolution
néolithique’ ?" T elicits more
information from S.
4. T then introduces the term
‘Industrial Revolution’ and asks S
what they imagine this was.
“Il y avait aussi une 'Révolution
STUDENT ACTIVITY
1. Students (S) listen and respond
appropriately, referring to
Copernicus’ theory of the solar
system :
"Le système géocentrique /
héliocentrique."
“La terre tourne autour du soleil.”
MATERIALS AND
RESOURCES
LANGUAGE
SUPPORT
•
•
Board :
"La Révolution …
p.ex.
§
politique 1789
§
néolithique
5000 av.JC
‘le système géocentrique
/ héliocentrique’,
‘tourner autour de …’,
‘une révolution: un
changement complet’.
§
§
2. S may well suggest the French
Revolution. "La Révolution
française 1789."
3. S explain that man became
sedentary. "L’ homme devient
sédentaire."
4. S respond with suggestions.
E.g. "On a inventé des machines."
industrielle".
The following
vocabulary is to be
written on the board:
Vocabulary is to be
revised:
‘devenir sédentaire',
‘cultiver du blé’,
‘élever du bêtail’,
‘utiliser des machines’.
Révolution industrielle
2.
Distinguishing
between the
terms
‘découverte’,
‘invention’ and
‘innovation’.
industrielle' – comment l’
imaginez- vous?"
5. T clarifies the topic area to be
handled. "On va étudier les
origines de la Révolution
industrielle."
1. T says that they are going to
explain the difference between
the terms ‘discovery’, ‘invention’
and ‘innovation’.
"Nous allons expliquer la
différence entre ‘découverte’,
‘invention’ et ‘innovation’."
2. T writes the terms to be
explained on the board (either
randomly or as a list) and in
another group, perhaps at the
bottom, the words ‘known’,
unknown’, ‘does not exist’ and
‘exists’. T asks a volunteer to
match up the different terms by
drawing arrows. "Relie les termes
par des flèches".
3. T explains that an 'innovation'
is the systematic application of an
'invention'. "Une innovation, c´est
l´application systématique d´ une
invention."
1-2. S comes to the board and
connects the terms and words by
drawing arrows.
I.e. :
'découverte' > 'inconnue', 'existe'.
'invention' > 'inconnue', 'n´existe
pas'.
•
§
Board :
‘inconnue’, ‘connue’,
‘n´existe pas’,
‘existe’;
§ ‘découverte’
‘invention’
‘innovation’.
•
The following
vocabulary is written
on the board :
‘inventer’, ‘découvrir’,
‘faire une invention’,
‘une découverte’, ‘une
innovation’,
‘appliquer une
invention’.
Révolution industrielle
1. T distributes Student
3.
Worksheet 1 : Leçon 1, Consignes
Examining
energy sources. and asks S to skim lines 1 – 8 of
the first paragraph on page 110 of
the book.
"Survolez les lignes 1 – 8 du Ier
paragraphe. (Livre page 110.)"
2. T asks S to discuss the terms
that they find with their
neighbour. "Discute avec le
voisin les termes retrouvés."
3. T gathers feedback from whole
class, writing the terms S have
found on the board and
emphasising adjectives.
4. T asks students to write results
in their exercise books.
"Copiez les résultats dans vos
cahiers."
4.
Examining the
role of coal.
1. T reminds S of lignite which
is mined in the region
between Cologne and Aachen.
"La lignite est exploitée dans la
région entre Cologne et Aix-laChapelle."
2. T asks S to read the lines 9-20
of the text and search for other
kinds of coal.
"Lisez et cherchez les autres
formes de charbon."
1. S skim Text A looking for
•
information on energy sources
in order to complete the
worksheet.
•
2. S discuss the terms they find
with their neighbour.
Student Worksheet
1 : Leçon 1,
Consignes.
Textbook : Histoire
Géographie 4e,
Editions Nathan ,
1993. Page 110, Text
A, lines 1–8.
3. S give feedback to T.
E.g. 'produire le mouvement',
'actionner', 'tirer'.
•
Prerequisite
knowledge :'Eau',
'vent', 'animal',
'homme'.
•
Adjectives: 'animal'
(e), 'humain' (e).
• Energy sources:
'Les sources d’énergie'
(a) 'anciennes',
'naturelles': 'eau', 'vent',
'la force animale', 'la
force humaine';
b) 'nouvelles': 'machine à
vapeur.'
4. S write results (i.e. the energy
sources) in their exercise
books.
1. Read lines 9 – 20 of Text A.
"Les machines à vapeur seront
actionnées par ... "
•
Nathan 1993, page
110, Text A, lines 9 –
20.
•
2. S find the terms for other kinds
of coal and give feedback to
teacher.
•
Board : ‘la lignite’,
possibly translated
into German
equivalent here,
Braunkohle, to
ensure
understanding.
Vocabulary
describing different
kinds of coal : ‘la
lignite’, ‘le charbon
Révolution industrielle
5.
Examining the
role of coke
(heat-treated
coal).
le coke : du
charbon de terre
grillé
6.
Homework.
1. T explains the discovery of a
1. S listen, ask questions, etc.
new technique to refine coal so
that it produced greater heat in the
blast furnesses.
2. S read Document 3: "De
"On a découvert une technique
longues recherches... ", page
pour raffiner la houille, afin de
111 and find out that the
produire une plus grande chaleur
discovery of coke made it
dans les hauts-fourneaux."
possible to use coal in
ironworks.
2. T asks S to read Document 3
on page 111 of the book.
•
1. T asks S to study the map of
the "black countries". (Document
6, page 111), draw up a list of the
countries and present the statistics
(Document 1, page 110) in graph
form.
"Etudiez la carte des 'pays noirs'
et regroupez ces pays sur une
liste. Transformez la statistique
en graphique qui montre la
relation entre la production et
l´exportation de charbon."
•
Map of the "pays
noirs". Nathan 1993,
page 111, Document
6.
•
Statistics in Nathan
1993, page 110,
Document 1.
1. S write a list of the coalfields
of Europe.
2. S draw a graph which shows
the relationship between the
production and export of coal.
Nathan 1993, page
111, Document 3.
"De longues
recherches..."
de bois’, ‘le charbon
de terre’ (‘la
houille’).
‘le fer’, ‘le ‘minerai’, ‘le
charbon cru’,
‘le coke’, ‘du charbon
grillé’, ‘le hautfourneau’, ‘la
sidérurgie’.
"La découverte du coke
rend possible l´emploi
de la houille dans les
forges."
Révolution industrielle Leçon 1 Consignes
Student Worksheet 1 : La machine à vapeur : une nouveauté efficace
(See Lesson 1, Stages 3–6).
Consigne 1
Etudiez le texte A, p.110
1. Cherchez dans les lignes 1-8 des synonymes pour "faire marcher une machine".
................................................... , ...................................., ..........................
2. Quelles formes d´énergie les hommes avaient-ils jusqu´au XVIII siécle?
.........................., .......................... , .......................... , ..........................
3. Relevez du texte les informations sur l´origine des différentes sortes de charbon: Il y
a la lignite (Braunkohle), ............................. .......................... , .......................... ,
..........................
4. Décrivez les conséquences de la découverte de la houille pour l´installation des
hauts-fourneaux (dernier paragraphe de texte A):
...........................................................................................................................................
...........................................................................................................................................
DEVOIRS:
5. Faites une liste des „pays noirs“ que vous répérez sur la carte 6, p.11.
6. Transformez la statistique 1, p. 110 (Production ...de charbon ...) en graphique.
Expected answers:
1.
2.
3.
4.
produire le mouvement, actionner, tirer.
(les moulins) l´eau des rivières, le vent, la force animale, la force humaine.
la lignite, le charbon de bois, le charbon de terre (la houille).
On construit les haut-fourneaux près des mines de charbon (houille). Avant, il fallait les
construire près des forêts (charbon de bois).
Homework:
5. Lowlands d´Ecosse, Yorkshire (Manchester), Sud du Pays de Galles, Région du Nord
(France, Belgique), la Région lyonnaise, la Sarre, la Ruhr, la Saxe, la Bohême, la BasseSilésie.
6. Graphique en courbe.
millions de t
Production et exportation de charbon de la GrandeBretagne au XIXe siècle
200
180
160
140
120
100
80
60
40
20
0
184
149
110
80
49
1
20
30
12,5 16 4,8
2
,
2
1,4
6,8
21,3
9,2 13,4 16,3
Production de charbon
(millions de t.)
Production exportée (en
%)
Révolution industrielle Leçon 2 La mécanisation du travail (45 min)
STAGE
TEACHER
STUDENT ACTIVITY
ACTIVITY
MATERIALS &
RESOURCES
LANGUAGE
•
Students’
notes/exercise books.
Nathan 1993, page 111,
Document 3.
•
SUPPORT
1.
Revising the
discovery of
coking coal
by Abraham
Darby.
1. T asks S to outline the
importance of Abraham
Darby’s discovery for the
iron industry.
"Décrivez l´importance de la
découverte de A. Darby pour
la sidérurgie."
2.
Checking
homework.
Question 5:
"Les pays
noirs".
1. T asks S to read out the
names of the coalfields.
1. One S shows the different
coalfields on the map. Others
read out the names on their lists
and try to describe the
geographical location using full
sentences. E.g."La Silésie se
trouve maintenant en
Pologne.… "
•
•
Students’ notes.
Wall map.
•
3.
Checking
homework .
Question 6 :
Graph.
1. T writes useful vocaulary
for describing a graph on the
board.
1. S compare their graphs.
2. S discuss the kind of graph
they have chosen.
3. S use visual support written
on the board to explain the
information shown by the
•
Students’ graphs.
•
Board for visual
support.
• Visual support on board :
‘comparer qc avec’,
‘présenter’,
‘↑augmenter/diminuer↓’,
‘dépasser’ (‘de loin’),
1. S give a recap of Abraham
Darby's discovery of the process
of heat-treating coal to make
coke which enabled the use of
coal in iron-making (for smelting
iron ore). This was a new energy
source.
"Abraham Darby a fait une
'découverte'......... très importante
('invention'/ 'découverte'/
'innovation' (S use the
appropriate term) pour la fonte
du minérai."
•
•
Revision of language
covered in Lesson 1.
"A. Darby a découvert le
grillage de la houille pour
en faire du coke, ce qui
permet de se servir du
charbon de terre dans la
sidérurgie ( pour fondre le
minerai). C’était une
nouvelle source
d´énergie."
Vocabulary describing
geographical location:
‘La Saxe se trouve ...’;
‘plus au nord ; ‘entre';
‘en Grande-Bretagne’.
Révolution industrielle Leçon 2 La mécanisation du travail (45 min)
information shown by the
curves on their graphs.
"Le diagramme montre que la
consommation a de loin dépassé
l´exportation de la houille : il y
avait besoin d´énergie."
4.
Introducing
the inventon
of new
machines in
the textile
industry.
1 – 3. T distributes and
explains Student Worksheet
2: Consigne 2.
4. T sets the homework task :
S are to write a short
description of the
development of the textile
industry on the basis of the
information given in the text.
T says, "Rédigez une courte
description du
développement de l´industrie
textile à la base de ces
informations."
1. S read Student Worksheet 2:
Consigne 2.
2. In the textbook S read the
first paragraph of Text B,
page 110.
3. S put the facts into
chronological order.
‘un graphique en courbe
montre un développement,’,
‘un graphique en barres (ou
‘un histogramme’) montre
plutôt une répartition’ .
•
Student Worksheet 2:
Consigne 2.
•
•
Nathan 1993, page 110,
Text B, first paragraph.
•
Vocabulary and terms
found in Text B of the
book.
Vocabulary supplemented
by the teacher.
Révolution industrielle... Leçon 2 La mécanisation du travail p. 110
Student Worksheet 2 : L´industrie textile est la mère des industries.
(See Lesson 2, Stage 4).
Consigne 2
"L´industrie textile est la mère des industries"
Etudiez le premier paragraphe du texte B, p.110 „L'invention de nouvelles machines avait
d'abord touché l'industrie textile...“
1. Mettez les phrases suivantes dans un ordre chronologique et comblez les lacunes
par des informations de la première partie du texte B, p. 110.
(i)
La largeur des tissus est limitée par la taille des bras de l´homme.
( ii )
On construit une machine à tisser mécanique qui est actionnée par une machine
à vapeur.
( iii ) La “navette volante” , inventé par .......................... (...............) permet de produire
des tissus plus larges (v. texte).
( iv ) Le premier métier (machine) à filer, actionné par une machine à vapeur est la
...................................................................................( .............. ) (v. texte).
( v)
Il manque maintenant du fil pour alimenter le tissage.
( vi ) On peut fabriquer désormais plus de fil que les tisserands ne peuvent travailler.
(Solution: (i); (vi); (iii) –J.Kay (1730); (iv) –mule Jenny (1779); (ii); (v).)
2. Rédigez une courte description du développement de l´industrie textile à la base
de ces informations (Devoir).
Révolution industrielle Leçon 3 L´ère du rail (45 min)
STAGE
TEACHER
ACTIVITY
STUDENT ACTIVITY
MATERIALS
LANGUAGE
SUPPORT
1.
Checking
homework set
in Lesson 2,
Stage 4.
1. T asks S to read out
their short descriptions
of the textile industry.
2. T listens and makes
corrections.
1. S read out their descriptions
describing the mechanisation of
the textile industry.
•
•
2.
Introducing
the invention
and the
development
of the
Railways in
19th Century.
1- 2. T draws a blank table
(Student Worksheet 3(a):
Schèma 1) on the board and
asks S to read Text B on
page 112 of the textbook.
T asks S to look for proper
nouns, verbs and technical
terms to complete the
diagram.
"Cherchez et notez les noms
propres, les verbes, et les
termes techniques que vous
trouvez dans le texte."
1. S read Text B on page 112 of
the textbook : "L´ère du rail".
They look for proper nouns,
verbs and technical terms and
write them down.
2. Pupils come to the board and
add these words to the diagram.
Nathan 1993, page 112,
Text B.
Students’exercise
books.
S either know the
necessary vocabulary or
have consulted a
dictionary. Expressions
include :
‘comme’, ‘parce que’, ‘avoir
pour conséquence’, ‘par
conséquent’, ‘il en résulte’,
‘avoir besoin de’, ‘produire
trop peu’, etc.
•
•
•
Words found in the text
(printed in bold/according
to the context).
Framework of table
provided on the board.
Student Worksheet 3(a).
Completed Student
Worksheet 3(b).
Révolution industrielle Leçon 3 L´ère du rail (45 min)
3.
Developing
the diagram.
4.
Writing a
summary;
describing the
diagram in
complete
sentences.
(Homework.)
1. T runs a question and
answer session to
complete a diagram on
the board showing how
the development of the
textile industry, the
steam-engine, the
railways and heavy
industry was
interdependent.
"Le développement et les
interdépendances entre
l´industrie du textile, la
machine à vapeur, le chemin
de fer, l´industrie lourde."
1. T sets homework. S are to
describe in complete
sentences the
interdependence between
the textile industry and the
railways as they developed
and the consequences of
this. "Décrivez en phrases
complètes les
interdépendances et
conséquences que nous
avons constatées en
observant le développement
de l´industrie textile et du
chemin de fer."
1. S together with T develop a
diagram, showing the
consequences of the
mechanisation of the textile
industry and the coming of the
railways.
•
•
1. S use a vocabulary list and
notes taken during the lesson
to write a text on the
development of
industrialisation.
•
•
Text written for
homework (Lesson 2,
Stage 4 and Lesson 3,
Stage 1) on the
mechanisation of the
textile industry.
Diagram developed on
the board.
•
Student Worksheet 4:
Schèma 2, distributed
at the end of the
lesson.
•
Student Worksheet 5
(Vocabulary list).
List of words
expressing ‘need’,
‘consequence’ and
'development':
‘le besoin’, ‘la conséquence’,
‘un développement’.
• Framework of diagram
provided on board, based
on Student Worksheet 4.
•
Student Worksheet 5
(Vocabulary list).
Notes taken in class.
Révolution industrielle Leçon 3 L´ère du rail (45 min)
Student Worksheet 3: Schéma 1 to be completed on the basis of information in Text B, Page 112 : L´ère du rail.
(Lesson 3, Stage 2.)
3(a) Blank table
L´ère du rail
noms propres
(personnes/ lieux)
termes techniques (noms)
qui ont rapport au chemin
de fer
Verbes
3(b) Completed table.
L´ère du rail
noms propres
(personnes/ lieux)
Termes techniques (noms) verbes
qui ont rapport au chemin
de fer
Révolution industrielle Leçon 3 L´ère du rail (45 min)
l´ingénieur Stephenson
la locomotive
« Rocket »1829
la ligne ManchesterLiverpool
(1826 – 1830)
le chemin de fer
la locomotive
la voie ferrée ( les rails en
fer)
le signal, les signaux
les ouvrages d´art :
le tunnel, le pont métallique
le réseau de chemin de fer
(dense)
construire
considérer Stephenson comme le
créateur de la locomotive sur voie
ferrée
mettre qc au point
imaginer qc
faire construire qc
relier des villes
nécessiter
Révolution industrielle
Student Worksheet 4 : Schéma 2 (Developed with students).
(See Lesson 3, Stage 3).
métier de
tissage
métier de tissage à
navette volante
machine
à filer
machine
à tisser
emplois, demande
besoin d´énergie,
de matières premières
extension du
réseau de
chemin de fer
machine à
vapeur
production et
distribution
mise sur roues
mines de fer
et de charbon
la locomotive
le chemin de fer
transport de masse,
bon marché, rapide
la demande de charbon
et de fer augmente
ponts, rails,
gares
Texte B, page 112 (Lesson 3, Stage 2)
B. L'ère du rail
Mais la révolution dans les transports, c'est le chemin de fer. A partir de 1820, il
bénéficie des perfectionnements de la machine à vapeur et de l'essor de la sidérurgie. En
1829, est construite la fameuse locomotive Rocket (doc.1). L'ingénieur anglais
Stephenson, son inventeur, est considéré comme le créateur de la traction à vapeur sur
voie ferrée. De 1826 à 1830, il a mis au point la ligne Manchester-Liverpool ; il en a fait
le tracé, a imaginé un système de signaux, fait construire les ouvrages d'art nécessaires.
A sa suite, l'Europe construit un réseau d'abord régional (doc.5 et 7), reliant les villes
industrielles entre elles. Ce réseau devient de plus en plus dense tout au long du siècle
(doc.7), nécessitant la construction des premiers ponts métalliques et le percement de
tunnels.
(Ed. Nathan, Histoire Géographie 4e ,
Paris 1993)
Révolution industrielle
Student Worksheet 5 Vocabulary List.
(See Lesson 3, Stage 3).
Vocabulary list distributed to the students to develop a diagram showing how the textile
industry, the railways and heavy industry developed interdependently.
.
Liste de mots utiles pour expliquer les interdépendances entre les innovations dans l´industrie
textile, le chemin de fer et l´industrie lourde.
pour exprimer :
le besoin (la cause)
la conséquence
le développement
comme
avoir besoin de qc
nécessiter
il manque qc
être embarrassé
essayer de faire qc
causer
un manque
provoquer
alors
c´est pourquoi
par conséquent
donc
avoir pour conséquence
entraîner
mener à
découvrir
augmenter
stimuler
utiliser
se répandre
s´installer
produire/fabriquer qc
exploiter la houille
consommer
gagner/toucher de l´argent
livrer/ fournir qc
l´augmentation
la recherche
1
See Lehrplanentwurf zweisprachiger Geschichtsunterricht an Gymnasien der Sekundarstufe I, Rheinland-Pfalz,
1996, 10.
2
Mittelstufe: students in the middle school who have just begun bilingual lessons.
3
See Histoire Géographie 4e, Nathan, Nouvelle Edition, 1993, 123 & 127.
4
Histoire Géographie 4e, Nathan, Nouvelle Edition, 1993.