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METHOD

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WRITE A STORY WHICH TAKES PLACE DURING SEGREGATION

USE THE PRETERIT

USE TIME MARKERS 250 WORDS

USE THE LESSON

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PUT THESE SENTENCES INTO THE PASSIVE/GROUP WORK

1. Society exclude women.

2. In the workplace Male employees see their female counterparts as inferior.

3. They gave her the power to act.

4. The citizens elected her as Vice President

5. They created this huge movement

TRANSLATE

1. Les femmes étaient méprisées  par les hommes

2. Elles souffraient d'inégalités dans la sphère privée et publique :elles étaient forcées à rester  à la maison par les hommes.

3. On leur apprenait à être soumises.

4. On a donné un sentiment d'infériorité à bon nombre de petites filles noires.

5. Les femmes sont maintenant  soutenues par les réseaux sociaux.

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READ THE TEXT AND ANSWER THE QUESTIONS. 

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READ THE TEXT AND ANSWER THE QUESTIONS. 

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1. Present the document.

2. Who are the 2 friends mentioned?

3. What event outraged them?

4. How did one of them use social media?

5. What is the new Jim Crow according to Alexander Michelle?

6. Find one sentence which shows  that she felt she should become an activist.

7. Right or wrong. Justify by quoting the text.

A. BLM has reached international scope NOW.
B. The one leader is powerful.

8.Why is this movement seen as HEALING?

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In 2013, after George Zimmerman was acquitted for killing 17-year-old Trayvon Martin, a young woman in California named Alicia Garza wrote an emotional Facebook post that ended with the words "Our Lives Matter, Black Lives Matter." Her friend, Patrisse Cullors, turned that into a hashtag.

"I was devastated," Cullors says. "Honestly I think it was my naivete, but I really believed that George Zimmerman was going to be found guilty of something." She turned to social media to try to understand what was happening, and found Garza's "love note to black people." The three words 'Black Lives Matter' "hit me in the gut," she remembers. "I put a hashtag on it because it just felt so necessary to archive it." That developed into street protests and online organizing. As Cullors told her friend they should use it "to develop a new narrative around what it means to believe and fight for black life in this moment."

"Black Lives Matter reminds people that black people are human, but more importantly, it reminds black people that we are human," she says.

By the time I was 23, my brother and my father that raised me had spent most of their life in prison or jail because of the war on drugs. And I knew that the system didn't actually care to rehabilitate black communities, but rather the use of jail was really what Michelle Alexander calls it: "The New Jim Crow." So for me, I had no choice but to be an organizer. I had no choice but to be an activist. It was the only way I could feel some resolve. For me, the choice is about either turning my eyes towards the violence happening in my community, turning my eyes away from it, or dealing with it head on. And people who know me well know that I deal with issues head on. And so that's why I say I didn't have a choice.

On whether #BlackLivesMatter has been healing

I appreciate you using the word healing, because I think sometimes that word is overused. But I think healing is actually an important piece of this conversation because what...black communities go through — especially poor black communities and poor communities in general — is a significant amount of trauma. To not be able to feed your children is traumatic. To witness people being kidnapped from their community, put in cars and handcuffed, you know, at 12, 13-years-old is traumatic. To witness people receive life sentences in prison is traumatic. And so if there's no sense of healing, if there's no way out of that, I think that leads to a significant amount of apathy in our communities, and so Black Lives Matter has created a track towards healing.

On what success might look like

I think the victory that people are actually looking at police killing black people is huge. Fifteen years ago, no one cared if police were killing black people. I mean that just wasn't newsworthy... The media wasn't making this an issue, and the fact that it's now a real live conversation is a huge success. At some point there may be some national legislative goals. Right now, that's not where we're at but that's okay to me. Because right now Black Lives Matter has 26 chapters across the country, and two chapters outside of our country - one in Ghana, one in Toronto. People are organizing, and any good organizer understands that organizing takes years to develop someone, to develop thought leadership.

On being a "leader-full" — not a leaderless — movement

It's important to us in the Black Lives Matter movement that... we're not following an individual, right? This is a leader-full movement. I don't believe you can do anything without leadership. I don't believe that at all. I think there are many people leading this conversation, advancing this conversation...There [are] groups on the ground that have been doing this work, and I think we stand on the shoulders of those folks.

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H.E.R. - I Can't Breathe (Official Video)

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H.E.R. - I Can't Breathe (Official Video)

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A POSTER

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These were their last words; their ………… define a movement,......................... cry for justice. The killing of George Floyd has protesters demanding………………………………, led by Black Lives Matter. Once again. There's time for us to .................................... in George's name and say get your knee off our necks. The Black Lives Matter group has been fighting to be ……………………………since 2013. And the phrase itself is now being seen on streets and …………………….all over the world. But how did the movement get here? How did it begin? Their message comes from an urgent need to ……………………………………….. police ……… and the statistics of police killed more than 1000 people in America in 2019. Black people are…………………….three times more likely to be killed by police and 99% of killings by police officers between 2013 to 2019 have not resulted in criminal charges. But the Black Lives Matter ……….. didn't actually start with police brutality. It began after the death of Trayvon Martin at the hands of an armed……………………………. It is a story that no one can stop talking about the ………of Trayvon Martin on a February evening in 2012.

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Grammar /but FOR/TO

https://manuelnumeriquemax.belin.education/anglais-seconde/topics/ang2-chap06-094-a_grammar-to-for

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https://www.speakeasy-news.com/his-life-mattered/

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PAST CONTINUOUS

http://www.anglaisfacile.com/exercices/exercice-anglais-2/exercice-anglais-5701.php

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LES PRONOMS RELATIFS EXERCICES

1. Trouve le pronom relatif qui manque: who, which, that, where, whose, whom, what...

-Pollution is a thing ….............................. is dangerous for future generations

-This factory, …...............................employees are all women, must close down next month

-This is the house ….......................................I live

-There was a time..............................................people had no television !

-My sister, ….....................................has just found a job, is going to get married.

-Where is the boy...........................cap you have found ?

-Who is the lady................................is helping you ?

-Can you walk to the door..................................is over there?

-What's the name of the restaurant..................................where you had dinner?

2. Souligner le point commun entre les deux phrases et les rassembler en une seule avec un

relatif.

-

-He was a famous writer. He wrote about segregation ….................................................................................................................................................................................

-I know a girl. Her brother is an activist.

….................................................................................................................................................................................

-I was told a story of systemic violence. This story is very strange.

….................................................................................................................................................................................

-My uncle has got a factory. There is a  lot of discrimination in this factory .

….................................................................................................................................................................................

-You lost MLK's book. Did you find it?

.............................................................................................................................................................

3. Traduis

Voici la maison où je suis né

….................................................................................................................................................................................

C'est l'homme dont je te parlais !

….................................................................................................................................................................................

Je ne comprends pas ce que tu veux dire

….................................................................................................................................................................................

Il ne m'a pas informée de ses problèmes, ce que je n'ai pas apprécié.

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https://artsandculture.google.com/exhibit/african-american-women-change-the-world/yAJiKkr4Mjm-IQ

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https://www.bbc.com/news/av/world-us-canada-55897250

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https://abcnews.go.com/US/street-artists-memorialize-black-lives-lost-racism-police/story?id=73095622

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https://www.nytimes.com/2021/01/07/learning/teaching-resources-for-the-storming-of-the-us-capitol-by-pro-trump-extremists.html?campaign_id=55&emc=edit_ln_20210108&instance_id=25775&nl=the-learning-network&regi_id=45963519&segment_id=48725&te=1&user_id=4986f27a1e6984e6cd9c495f02fd217e

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https://www.youtube.com/watch?v=7WbK1LZH9PE

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1. This document is a passage /an extract /an excerpt from a novel The Hate U give written by Angie Thomas. It was published in 2017.

2. The narrator might be a young African American:'too young for that..' 'Black and prejudiced'. She/he can be a high school student. '

3. The talk is about what the narrator should do if she/he was arrested by the police.

4. Khalil, her/his friend, is arrested by a white police officer who said that the taillight was broken. The latter asks her/ his papers.

5. Khalil doesn't obey/doesn't comply straight away with the officer's orders. He rebels:'What you pull us over for?'

6. The officer is quite angry and gives him/her several orders after :"Get out the car! Hands up, where I can see them."And starts using physical restraint:' One-Fifteen yanks him by his arm and pins him against the back door.'

7. She/he is scared and frightened. She/he wishes her friend obeyed the officer.She /he obeys the police as her father told her. 'I do what he tells me, but my hands are shaking too much to be still.'

8. This extract can illustrate diversity and inclusion because it depicts a scene of police brutality towards an African American citizen. We are alerted to systemic violence right from the start of the passage insofar as the narrator' s father tells his daughter/son to obey policemen if she/he is arrested.These words showing that African American residents are not treated equally.

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https://www.theguardian.com/us-news/2021/may/21/syracuse-new-york-highway-i81-viaduct-biden

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Composed by Abel Meeropol (Aka Lewis Allan) –late 1930s

Originally sung: Billie Holiday (1939)

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fight for ≠ against

raise awareness about

speak up / speak out against

stand up for

stand one's ground

take a knee

activist

advocate

demonstrate

oppose / protest

committed

respected

be involved in

diversity

equality

inclusion

influence

be discriminated against

be looked down on

injustice

stigmatization / stereotype

be mistreated

demean / humiliate

harass / persecute

fair / just

free

civil rights

equal treatment / on an equal footing

obtain equal rights

social justice

achievement

challenge

emancipation

fulfillment

progress

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“In 1866, one year after the 13 Amendment was ratified (the amendment that ended slavery), Alabama, Texas, Louisiana, Arkansas, Georgia, Mississippi, Florida, Tennessee, and South Carolina began to lease out convicts for labor (peonage). This made the business of arresting Blacks very lucrative, which is why hundreds of White men were hired by these states as police officers. Their primary responsibility was to search out and arrest Blacks who were in violation of Black Codes. Once arrested, these men, women and children would be leased to plantations where they would harvest cotton, tobacco, sugar cane. Or they would be leased to work at coal mines, or railroad companies. The owners of these businesses would pay the state for every prisoner who worked for them; prison labor.

It is believed that after the passing of the 13th Amendment, more than 800,000 Blacks were part of the system of peonage, or re-enslavement through the prison system. Peonage didn’t end until after World War II began, around 1940.

This is how it happened.

The 13th Amendment declared that "Neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted, shall exist within the United States, or any place subject to their jurisdiction." (Ratified in 1865)

Did you catch that? It says, “neither slavery nor involuntary servitude could occur except as a punishment for a crime.” Lawmakers used this phrase to make petty offenses crimes. When Blacks were found guilty of committing these crimes, they were imprisoned and then leased out to the same businesses that lost slaves after the passing of the 13th Amendment. This system of convict labor is called peonage.

The majority of White Southern farmers and business owners hated the 13th Amendment because it took away slave labor. As a way to appease them, the federal government turned a blind eye when southern states used this clause in the 13th Amendment to establish laws called Black Codes.

Here are some examples of Black Codes:
In Louisiana, it was illegal for a Black man to preach to Black congregations without special permission in writing from the president of the police. If caught, he could be arrested and fined. If he could not pay the fines, which were unbelievably high, he would be forced to work for an individual, or go to jail or prison where he would work until his debt was paid off. If a Black person did not have a job, he or she could be arrested and imprisoned on the charge of vagrancy or loitering.

This next Black Code will make you cringe. In South Carolina, if the parent of a Black child was considered vagrant, the judicial system allowed the police and/or other government agencies to “apprentice” the child to an "employer". Males could be held until the age of 21, and females could be held until they were 18. Their owner had the legal right to inflict punishment on the child for disobedience, and to recapture them if they ran away.

This (peonage) is an example of systemic racism - Racism established and perpetuated by government systems. Slavery was made legal by the U.S. Government. Segregation, Black Codes, Jim Crow and peonage were all made legal by the government, and upheld by the judicial system. These acts of racism were built into the system, which is where the term “Systemic Racism” is derived.

This is the part of "Black History" that most of us were never told about.”

#damonkrobertsrealtor

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https://padlet.com/wirtzmelanie76/2mdzm7ud3a12

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https://www.facebook.com/1776067875976681/posts/2717395475177245/

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https://blackhistoryintwominutes.com/

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https://www.pbslearningmedia.org/collection/the-african-americans-many-rivers-to-cross/

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https://tophonetics.com/fr/

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https://quizlet.com/204003541/segregation-in-the-usa-flash-cards/

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https://quizlet.com/106492168/black-lives-matter-flash-cards/

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https://blacklivesmatter.com/

https://mobile.abc.net.au/news/2016-07-14/black-lives-matter-timeline/7585856?nw=0&pfmredir=sm

https://youtu.be/xv3dAJUTCT0

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https://manuelnumeriquemax.belin.education/anglais-seconde/topics/ang2-chap06-094-a_grammar-to-for

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https://padlet.com/emilycooper/black

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https://www.facebook.com/groups/2270556013227628/permalink/2762418007374757/

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https://www.facebook.com/groups/anglaispartageidees/permalink/3471171696283729/

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https://m.youtube.com/watch?v=dvamPJp17Ds

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https://selfstudyvsl47.wixsite.com/website/post/black-lives-matter

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https://www.lelivrescolaire.fr/page/11542183

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BLACK LIVES MATTER
https://docs.google.com/document/d/14y7i2W5qGROmSwbGlBe8e0dLzeT3b4w0mdisrnwJqOo/edit#

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https://medium.com/@thenib/you-can-be-a-patriot-without-loving-america-afe4a08e2eaf

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https://view.genial.ly/5ef63de9203fa90d851ea870/game-breakout-the-civil-rights-dream-escape-cycle-4

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https://padlet.com/jouillatdirect/xaq5q2ievy14f9n2

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https://read.activelylearn.com/#teacher/reader/authoring/preview/1638485/notes

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https://edpuzzle.com/media/5edca3af0d98063f2be6aaad

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https://blacklivesmatter.com/

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https://drive.google.com/file/d/1ejEmPWpg9pxwOeOSq1EuIwZyYVugaKsy/view?usp=drivesdk

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How to Start a Blog in 6 Steps

1. Pick a blog name. Choose something descriptive.

2. Get your blog online. Register your blog and get hosting.

3. Customize your blog. PICTURES :PHOTOS

4. A HEADLINE

5. A TEXT /PARAGRAPHS

6. ADDRESS TO PEOPLE

LINKS

https://www.hubside.com/fr_FR/nos-designs?gclid=EAIaIQobChMIpuzYoqWp4gIVyZTVCh1WgQhJEAAYASAAEgJqNvD_BwE

https://fr.wix.com/mob-lang/stunningwebsites-fr?experiment_id=faire%20un%20blog%5Ee%5E277302241392%5E1t2&gclid=EAIaIQobChMI3ovh1aSp4gIVx_hRCh1LGQDrEAAYAiAAEgKfSPD_BwE&utm_campaign=1445554530%5E60012122367&utm_medium=cpc&utm_source=google

https://www.e-monsite.com/pages/presentation/outils-de-creation-de-site/creer-blog-gratuit.html

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https://drive.google.com/file/d/1gNog3vWD1_WqFAC7m3x6NbeE4sJFaDkx/view

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What can you see?
What is 2020 about?
What do you think happened in the other dates?