Home » respect of diversity » respect and tolerance (Page 13)
Category Archives: respect and tolerance
fragments from published e-twinning work
Marie ANDRE-MILESI Marie.Milesi@ac-besancon.fr
Collège Lucie Aubrac, PONTARLIER, FRANCE Académie de Besançon.
|
|
 Archives |
|
||||||||
We were shocked by the horror of the photographs which are testimonies of torture and experiments made in the concentration camps when Americans arrived. Most of the experiments were done on people because of their belonging to the Jewish religion and /or because they were Jews (Jewish)We could for example see children’ s clothes and people’s hair. It was of the utmost violence and extremely difficult to watch!As … |
||||||||
| Read more | ||||||||
|
||||||||
|
|
||||||||
| Read more | ||||||||
|
||||||||
|
|
||||||||
| Read more | ||||||||
Just have a guess or guesses!
|
||||||||
|
the pride of Gustave Courbet whose paintings are still questioning our twenty-first century eye and sense of beauty.
Enjoy! |
||||||||
| Read more | ||||||||
La vallée de la Loue is peopled with strange shapes, fauna and flora alike which were
|
||||||||
|
||||||||
| Read more | ||||||||
|
||||||||
|
|
||||||||
| Read more | ||||||||
lt;!– @page { margin: 2cm } P { margin-bottom: 0.21cm } –gt;
|
Deux mille Neuf! 2009 wishes |
||||
| Posted by: Marie ANDRE-MILESI |  Add a comment |
||||
2009 wishes !
Note our new postal address:
Collège Lucie Aubrac
BP 25 25300 DOUBS France
|
||||||||
|
||||||||
| Read more | ||||||||
Once upon a time, there was a very beautiful valley with lots of nice and cosy houses, colourful and scented flowers.
|
||||||||
|
Who are we?
We are … |
||||||||
|
Fredrika: Buddharama Temple |
||||
| Posted by: Agneta Renman | Add a comment |
||||
Budharama tempel in Fredrika
By Maritza
The buddhist are going to build a temple in Fredrika It will be the biggest temple in Europe. Phramha Boonthin Taosiri, the chief monk in Sweden, decided that in 2004. We are not Buddhist in Fredrika, but many Thai people come here every summer to pick berries and sell. They have not started building the temple yet, but there is a big monk statue and a golden Buddha statue on the Temple Mountain. Every summer they have ceremonies and festivals where they collect money for the temple.
|
Fredrika: Four seasons |
||||
| Posted by: Agneta Renman | Add a comment |
||||
Four seasons
by Wictor
We have a temperate climate, which means that we have four very different seasons. Since we live in the northern part of Sweden, we have very long winters and short summers. Here are some short summaries about our four seasons.
Winter – November to February
Our climate is cold and icy in the winter. And we have long, dark and cold nights. The weather is clear and consists of sunlight and ice-cold temperatures. The temperatures sometimes reaches -40° Celsius (which is rare in the most parts of Sweden), but normally it is -10° to -20° Celsius. Sometimes, you don’t want to go outside due to the cold because it hurts to breath cold air, but after a while you get used to it.
Spring – March to May
It’s snowy and around 0° Celsius on the spring. It’s not very cold, and the snow usually melts down, and freezes again during cold nights. We normally have snow left on the ground until the end of April.
Summer – June to August
The summer is most of the time pretty warm. It is around 20°Celsius to 28°Celsius. Sometimes it rains and sometimes we have chilly winds, even in the summer. The most special about our summers are the bright nights. We have midnight sun during June and July, and it is quite intense and a powerful brightness over the sky.
Autumn – September to October
Our autumn is quite short, but yet so cold and rainy. We have cloudy weather during the short autumn. Our broad-leaved trees become very colorful during the autumn, almost glaring the yellow, orange and red colors on the leaves.
Accueil 
Fredrika – Cultural Identity Fredrika – Natural Identity 
FUERTEVENTURA FUERTEVENTURA HISTORY FUERTEVENTURA NATURAL IDENTITY Lower Silesia Poland The Natural and Cultural Identity of Lower Silesia Poland
|
Fredrika; The Sami |
||||
| Posted by: Agneta Renman | Add a comment |
||||
The Sámi people
By Wictor
The Sámi people is an ethnical minority in Sweden. They are a national group, and they see themselves as one people, even if they live in different geographical countries. The total population of the Sámi people is around 80 000-135 000, but only 20 000 of them live in Sweden.
The Sámi peoples work can be divided into three divisions. The first division is reindeer herding, the second fishing (mainly in Norway and Russia) and the third is everything else except reindeer herding and fishing.
The reindeer herding is an old part of the Sámi culture, and 10 % of the total population practices reindeer herding. In Sweden only Sámi are allowed to practice reindeer herding. They are nomades and move with the reindeers; in the summer, they live up in the mountains and in the winter in the forest region, like here around Fredrika. They’re using modern technology, like helicopters, snowmobiles and so on.
Thibault 4°2 Lucie Aubrac 2008-2009
|
|
|
|
Pronunciation and comprehension Emily Dickinson
Ever serene and fair,
And there is another sunshine,
Though it be darkness there;
Never mind faded forests, Austin,
Never mind silent fields –
Here is a little forest,
Whose leaf is ever green;
Here is a brighter garden,
Where not a frost has been;
In its unfading flowers
I hear the bright bee hum:
Prithee, my brother,
Into my garden come!
Emily Dickinson’s Gingerbread
As transcribed in Emily Dickinson: Profile of the Poet as Cook from Dickinson’s
original manuscript:
1 quart flour
½ cup butter
½ cup cream
1 tablespoon ginger
1 teaspoon soda
1 teaspoon salt
Make up with molasses
The editors of the book add the following about Emily Dickinson’s gingerbread recipe:
“Cream the butter and mix with lightly whipped cream. Sift dry ingredients together
and combine with other ingredients. The dough is stiff and needs to be pressed into
whatever pan you choose. A round or small square pan is suitable. The recipe also
fits perfectly into a cast iron muffin pan, if you happen to have one which makes oval
cakes. Bake at 350°F for 20-25 minutes.”
“Guides at the Emily Dickinson House, who in 1975 individually experimented with
the quantity of molasses, have generally agreed that a ‘cup or so’ is just about right.”
(p. 15)
Brose, Nancy, Juliana McGovern Dupre, Wendy Tocher Kohler and Jean McClure Mudge,
Emily Dickinson: Profile of the Poet as Cook (Amherst, Massachusetts, ©1976).
des textes de compéhension orale et des fiches écrites
de la musique dans le respect de la légalité
Mark Bittman ‘s cooking advice…. Yummy! Enjoy!
http://video.nytimes.com/video/playlist/style/the-minimalist/1194811622323/index.html#1194837900594
The Promises film project
<!– @page { margin: 2cm } P { margin-bottom: 0.21cm } –>
Comprehension about the Promises film project.
While working on this film, you have contributed to the project: Congratulations!
A-The narrator B. Z grew up 20 minutes from here but never got the chance to get there:
means:
-he never crossed the borders between the two communities
-he was given the opportunity to get there
B-Checkpoints are situated :
-
so that Arabs and Muslims cannot cross the the West Bank
to avoid extremists
-
as a protection for the population in general for active terrorists
-
as daily reminders of occupation
-
because no other ways are possible at the present times
C-The Western Wall is situated behind the Aqsa Mosque :
-the Wall is called Holy Wall for the Jews and people leave their prayers or wishes in it
-the Wall is a western destination for tourists and politicians around the world
-one of the twins in the film says that when he was younger he used to pray for a stolen bike, to make a wish but mostly for….
D-The little girl uses the future tense during the « chair » scene:
-
she has projetcs and dreams for the future, her future life
-
she has no dreams for her future given the situation
E–religious practice: who does what?
The Jews read the Torah (the law)
What is the Torah composed of?
various books from the Bible: Genesis, Exodus, Numbers and a few others
The Shabbat is part and parcel of the Jewish religion:
-
it is a day devoted to family and prayers
-
it is a festive day and people stop buying things, shops are closed and the town is having a rest
-
it is the seventh day in the Bible when God is supposed to have a rest after creating the earth, man and woman.
-
people who practise the prayers and respect the traditions wear the kippa (calotte)
F-Prayers for Muslims:
bending forward in sign of respect is part and parcel of praying as well as washing oneself before entering the mosque
Book : the Coran
G-Can you name a few details given by the litlle girl?
-
the child in the film says she is not allowed to tear toilet paper.
-
She is preparing meals whereas her brother is playing on the computer
H-Symbols working for an optimistic and realistic outcome= issue= building up of the peace process:
-
children from various districts talk to each other
-
children are willing to know each other although they are different
-
the two chairs : the little girl tries to separate them and it takes time
-
the little girl eventually succeeds in separating the two chairs… ON HER OWN , with nobody’s help
I-Vocabulary:
encercler-échapper-colonisation protéger- viser- soulèvement palestinien-jeter- les colons-
Palestinian uprising- settlers-to aim at-settlement- to escape from- to encircle- to throw- to protect
to throw-Intifada ( Intifadah- ??????? )
What do you think?
There is no chance for peace without these meetings (the meeting of young people, across the borders and frontiers)
There is a lot of chance for peace without these meetings.
J-Do you think that the language barrier is a problem for the different communities:
-
yes, it is a problem because they don’t undertsand each other
-
yes, it is a problem because they are not invited to communciate with each other
-
no, it isn’t a problem
-
there is a real obstacle because they have to get translators who are willing to help
-
languages are of the utmost importance
-
languages are part of the identity of each community
Contes et rencontres autour des droits de l’ Homme
Contes et rencontres autour des droits de l’Homme
[youtube]http://www.youtube.com/watch?v=gcdKXR4Kr5w[/youtube]
Ces écrits ont été réalisés suite au conte donné en salle polyvalente du collège par Denis Yellow Thunder lors du premier trimestre. Les élèves ont eu plusieurs semaines pour écrire et ont eu un choix à effectuer:
1-reprendre l’intégralité du conte de Dennis Yellow Thunder, amérindien Lakota Dakota
2-créer leur propre conte
Objectifs recherchés en conformité avec le cadre européen des langues nos programmes ainsi que le projet d’établissement
Donner à l’élève l’impression d’une certaine liberté de création tout en lui imposant des contraintes respectant la trame du conte. Créer une motivation dans l’apprentissage de la langue et dans sa pratique de manière à mobiliser l’élève par rapport à son savoir faire: envie de communiquer, sens de ce qui est juste et de ce qui ne l’est pas, utilisation de sa motivation pour les nouvelles technologies.
Différents stades de la production finale: les élèves ont eu la possibilité de travailler par étape et d’envoyer par courriel des ébauches du conte, ce qui permet aussi de suivre leur progression, de donner des explications grammaticales individualisées et de se rendre compte de l’authenticité des contenus, d’ailleurs la spécificité des contes choisis est aussi le témoignage de l’authenticité et du respect du droit d’auteur
Le recours au dictionnaire était un passage obligé ainsi qu’une utilisation raisonnée des logiciels de traduction. Eurodicautom a été suggéré aux élèves.
Respect du schéma du conte:
« Once upon a time, there was… » situation de départ+ conflit
+résolution du conflit +morale transposable à différentes situations ou époques ou cultures.
Objectifs recherchés:
intégrer des éléments variés de la civilisation américaine
-
suivi de la campagne présidentielle, écriture d’une lettre au candidat Barack Obama lors de son élection à la tête du parti démocrate
-
relier des éléments du programme de l’histoire des Etats-Unis
-
en amont: les élèves devaient s’entraîner pour poser des questions
-
What is the meaning of your name? What is your language? How do you live? Where do you live? Can you talk about your way of life? Your habits? etc..nous avions déjà étudié la première unité du manuel consacrée aux Etats-Unis(musique et histoire)
-
mise en place d’une carte où les élèves pouvaient situer l’ensemble des communautés amérindiennes sur le territoire.
validation d’items de B2I pour le brevet des collèges
objectifs grammaticaux:le passé, forme simple et forme be+bv+ing: aspect et emploi
le conditionnel: I would
l’hypothèse: if I could, I would… 1/6
le passif: à cet égard, les débuts des articles 2, 4,5,7 de la Déclaration universelle des droits de l’homme s’y prêtent:
everyone is entitled, no one shall be held in slavery, no one shall be subjected to toture, all are equal before the law and are entitled without discrimination to …
théâtralisation des histoires à l’oral, notamment lors de l’accompagnement éducatif pour le conte du lac Saint Point ( récit collectif)
la syntaxe ordre des mots, des propositions principales et relatives, place des adverbes de fréquence et le vocabulaire (emploi des adjectifs à la bonne place pour ce qui est de l’adjectif épithète) -on souligne les différences entre le français et l’anglais
apports culturels supplémentaires:
Etablir du lien et du sens entre les différentes activités liées aux différentes matières.
Prise de conscience des similitudes d’une culture à une autre.
L’absence d’esprit de revanche de Dennis Yellow Thunder est évident dans la manière de raconter son conte et aussi son histoire. L’utilisation de sa langue maternelle, le lakota, est un élément qui a contribué à présenter aux élèves la richesse de sa culture.
Apprendre à vivre ensemble est l’un des axes du projet d’établissement
Deux types de communautés étant en présence: celle des communes environnantes ( très marquées par leur sens de l’appartenance à un terroir, cherchant à retrouver leurs racines, attachement au patois, mise en place d’une république du Saugeais )notamment les communes du Saugeais et la ville de Pontarlier et ses apports multi-culturels: familles de réfugiés(Bosnie, Kosovo etc), familles maghrébines et turques principalement.
En ce sens, les travaux réalisés par les élèves de 6°7 (SEGPA) sont révélateurs de ce projet.
Sortir des préjugés représentatifs de la culture amérindienne communément transportés dans les films.
Faire un constat des dégâts effectués et de l’envie de reconstruire et poursuivre l’héritage du passé dans le respect des valeurs de la culture amérindienne.
Se rendre compte que d’une culture à une autre, les peuples ont des valeurs identiques qui prennent seulement des formes d’expression différentes.
Sortir de la peur de l’autre dans ce qu’il a de différent de soi.
Echange des contes avec Dennis Yellow Thunder par courriel.
Notation des contes sur 50
15 points pour la correction grammaticale
15 points pour le registre lexical approprié + prise de risques
15 points pour le respect du schéma du conte et/ou de celui de Dennis
2/6
Intervenants et participants:
-
Association Four Winds et Mr Christian Larqué , son président ainsi que Mr Dennis Yellow Thunder, Oglala Lakota(Pine Ridge Reservation, USA) arrière petit-fils d’un guerrier qui combattit aux côtés de Sitting Bull.
- Le personnel de la bibliothèque d’Ornans, la bibliothécaire, Me Barras pour avoir rassemblé tous les documents, livres et photos en leur possession et nous les avoir prêtés à titre gratuit pendant trois mois au collège en consultation libre par les élèves.
This is the story of two young girls whose name are Camille and Clemence. They encountered a problem when they entered the forest.
One upon a time, there were two girls, Clémence who was 14 and Camille who was 15.
The two girls were best friends, one couldn’t see one without seeing the other.
One day they decided to go for a walk, in fact that day was Clémence’s birthday that is to say June the 11th. Clémence had always wanted to go in the forest which was standing right behind her house so she asked Camille whether she wanted to go with her or not. Camille agreed because she knew that her little sister wanted to see their mother who was buried in the middle of the forest. They walked for one hour making their way through branches and thorns until they reached Clémence’s Mum’s grave.
As the two girls were walking in the direction of their mother’s location, they heard a strange sound, the two girls had understood that the earth was collapsing right above their feet, but it was too late, they were already falling into the hole.
And guess what they found in the hole ? Strange animals which could easily get out of the gap but things weren’t that simple for Camille and Clémence because the hole was quite deep and it was not possible for them to climb up so they started digging.
One year later…
… the two girls, covered with mud, emaciated but alive came back home and lived happily with their respective families.
Camille M
The boy and the gnome-dwarf by Adonis.
Once upon a time there was a little boy called Jack who was rather ugly. He had huge ears big eyes and a large nose and lived in a black house a few miles from the city.
At sunset as he was walking in the forest he suddenly met a little gnome who was starving and said to the boy:
-Can you give me something to eat ?
Jack gave him a piece of bread and the gnome said:
-Thank you, now you can make a wish.
So Jack said :
-I wish I were beautiful.
-Oh! bring me the witches’ broom!
Jack ran in the forest and on that same night he met one of the witches. The old woman hit the poor boy who nevertheless succeeded in stealing her long broom. At dawn the boy brought the broom to the nice gnome :the latter (ce dernier) smiled and jack felt an incredible sensation of well-being(bien-être) in his body and he became a very handsome (beautiful for ladies)boy.
The brand new car, the gentleman and the two sisters by Vildan.
Once upon a time, there were two sisters who lived in a very old apartment . They were orphans and made their most (faire de son mieux)to make a living.(gagner sa vie)
Their names were respectively: Janna and Grace
Both of them were between 16 and 147 year old. Janna was tall and of fair complexion (teint)rather thin with blue eyes. Grace was of medium height. In fact she was the smallest , brunette and had green eyes. One day, they decided to look for a job but unfortunately nobody accepted them as they had no diplomas and no degrees.
On their way home, they met = came across a man who was driving a brand new car (voiture toute neuve)and who was looking for a direction in the village… the road to their house…So guess what happened?
They both got kidnapped! No, you are wrong and mistaken!(vous vous méprenez!)
He drove both of them to their house and Janna fell in love with this kind-hearted (gentil)gentleman who was not only kind and gentle but also rich =wealthy!!!
Can you imagine anything better for our two orphans? No, you can’t!
The gentleman had also fallen in love with Janna and he often drove to her house to see her.
A year elapsed (une année s’écoula) and they got married. Janna became very rich, so rich that she could buy a house and… guess what? she lived there with her own sister!
A kingdom, a king and a wizard by Paul.
Once upon a time, there was a pretty country. In this country, there was a kingdom. The king was cool and friendly. He was very old, he was three hundred and twenty years old.
The whole (toute ) population was pleased. They did not have any problems.
One day, an enormous storm appeared. First of all people thought that was not serious.
But the storm lasted for months. Finally the king decided to speak with the gods to know was happening..
The gods said:
« -it’s the fault of Eole, the wizard. He wants to destroy the country. I don’t know why ???
The king answered:
-
What can we do ???
-
I don’t know sorry. We should kill him!
The king set out disappointed. And the gods said:
-
Good luck!»
The king decided not to return to the village, he wanted to speak with the wizard and see him personally.
The trip=journey (voyage)was very long.
He got frightened when he arrived to the wizard’s house. Because he could hear shoutings coming out of the house.
The king knocked on the wizard door.
The magician said:
« -Do not come in, my lord. Go back to your kingdom, make the most of it! (profitez-en bien!)
See you !!!
The King broke the door. And entered.
-
Leave immediately!
-
No Eole. You have killed and kill a lot of people. And I will stop you.
-
I see, you want to fight with me.
-
May be, but I want you to speak with me a little!
The wizard reflected, and said:
-
Alright, I’m listening to you .
The king spoke with the wizard during all the night
The morning, the sun appeared on the country.
The King had convinced Eole.
Conclusion and morale:
« Violence does not solve anything, does it? »
A man saved by the genie ou jinni of Barack Obama by Stéphane.
Isn’t this tale more than a tale?
Once upon a time, there was a young man whose name was David. He was rather small in size and was a regular dealer trying to make both ends meet(joindre les deux bouts) by stealing some food in order to feed his beloved family.
During his sleep, he regularly made the same dream:
He could see a very ancient spirit helping poor children.
One day, as he was walking in the woods and nearby forest, he discovered a tiny=small locker.
As he picked it up from the ground (en le ramassant), he could distinguish,guess what?!?!?!? Barack Obama’s spirit!!!!in a vision as clear as Aladin’s lamp!
The jinni or genie said to David
« You can become a good man and be dedicated to ( se consacrer à) your work and fulfill your most cherished dreams » … « You must be confident and brave »… « Just like Barack…! »
As he was walking back home, David thought of Barack Obama’s genie’s words.
He decided to work honestly and feed his family by earning money and not by stealing people.
When he was in his forties, he had saved enough money for himself and his family.
He decided to go to Africa and save children. He offered his help to humanitarian associations.
Ten years later, Barack’s Obama genie paid him a visit to CONGRATULATE him for all the the good he had achieved since their first meeting.
The jinni offered him eternal life as a grateful gift to thank him!
My friends, the/my world, the/my web, friendship and solitude or loneliness?
by Cécile
They can say that I never had had so many friends acquaintance (connaissances, desgens que l’on connaît)in my life . They are a bit disseminated everywhere in the world and guess what? Devinez quoi? I have never seen them .Yes they are virtual friends , to use an appropriate word. All these persons are contacts I have via the web .And it is strange, I tell them more about myself than my relatives.
[…]
But in the street,I keep a low profile(je me fais discret/ète)and do not look at people straight into the eye.
Can we say that we have friends when we do not know if they are truly sincere? Nothing Nothing equals an expression of respect, the intonation in the voice, to know immediately if that person is loyal, does it?
I am neither isolated nor wild with all these acquaintance, but my friends find myself too home-based, yet I go out of my house! Only virtually. I am all alone and isolated in the world without leaving my room. What can we deduce? Internet promotes contactsbetween people locked up in the cocoon of a fictional universe, in front of a computer screen.
In the morning and in the evening, I must know if my friends have spent a pleasant day. But if by misfortune the phone begins to vibrate, and a friend who lives nearby so someone close who knows me really wants to talk to me, it basically turns me upside down, I will not be able to connect to them.
Princess Peach, the Punks and the Eurockénnes by Morgane
Once upon a time there was a beautiful girlwedged in a tower because of her parents.
Every day she was sad when she heard punks at the bottom of the tower.
Once she sang by the window, the punks discussed with her all night.
The following day a boy entered the tower to liberate a beautiful girl.
But the girl was a princess whose name wasPeach.
With her punk friend, Princess Peach created a group of heavy metal.
She loved the punk who had saved her in the tower.
The two teenagers loved each other very much.
One night in a concert of Eurockéennesa big log (bûche de bois) fell on the head of the rescuer of Princess Peach.
Her rescuer died.
The princess was very sad.
Six months later, the princess had become again happy.
She expected a baby of him.
The memory of her lover had not died!
White lilies and black tulips by Anastasie
White lilies had been the masters of Athena’s meadows for a long time. Black slaves were their slaves and respectfully poured water to White Lilies.
But one day…one tulip’s seed landed on the filed of lilies. And this how the great adventure started…
Now, listen or read !
Once upon a time, there were -as I already told you-noble and stately white lilies who were the sole masters of Athena’s meadow in Gentian County. They were The masters whereas Black tulips were
their servants and slaves. Lilies did NOT like Tulips because they were Black and to be honest with you, lilies were racists. Black tulips lived a simple and grim life on a poor land and were striving to grow vegetables. They daily watered lilies who were larger than Tulips. In case of protest and revolt, Tulips could be run over by Lilies….
But one day, while Tulips were giving water to White Lilies, one daring and determined Tulip seed was carried away in the while lilies field. And, believe me, dear reader, this is the beginning of a new adventure!
The next day, the tulip seed developed and blossomed. In the evening, the flower was larger than Tulips and more beautiful than Lilies.
From this day onwards, lilies understood they were not invincible and apologized to Tulips for all their wrong doing over the last centuries of slavery and the pain and suffering they had to endure.
There was an inauguration ceremony for a new deal between them to be equal and live all mixed-up.
Today, white Lilies and Black Tulips live happily together.
Lakota Dakota Dennis Yellow Thunder ’s story by Camille.
Once upon a time, it was so long ago that nobody remembers the date and nobody knows exactly when it took place. The sun shone but there was not much food. The land was dry and the crops were scarce. One morning the leaders sent two of their young fighters in search of food, they walked because at this time the Lakota Dakota (called Sioux by invaders) still had no horses. They looked on all sides but in vain, then they came near a big hill they decided to climb and to try to see other countries and surroundings. As they were in the middle of this slope they saw someone coming from a distance. At the beginning they could not distinguish that it was a quite small shape and great efforts were made to see that it was a human shape so they walked closer and a very beautiful young lady, more beautiful that what they had ever seen so far appeared. She was surrounded with a halo of white light and a white buffalo!
“Don’t touch her”, said one of the men, “don’t kill her” he added. The first man was struck by the sacred appearance of the lady whereas the second one felt some desire for her, and he held out his hand to touch her. The lady was crowned and she inspired respect. All of a sudden he was struck by a flash of lightning which burned him entirely from top to bottom into a pack of bones and ashes. The young lady gave a parcel to the other young man whose behavior had been totally respectful.
The young warrior went back home among his fellow-citizens.
He opened the bundle:
“What’s inside?”
Can you guess what was inside ?
Inside the bundle there was the most beautifully decorated sacred pipe he had ever seen.
The woman who was walking within a white halo followed by a white buffalo suddenly appeared and explained to the Lakota -Dakota the words and the movements they had to learn in order to use the sacred pipe. She taught them the song devoted to the pipe and the respect they owed to their grandparents, the sky and the earth(la terre)
Songs and cultural facts
http://genkienglish.net/haveyouever.htm
Mother’s Roses Lyrics
We all were called to come back to the old home on the farm
Mother’s passed away what a mournful day
And as my daddy watched his eyes were filled with pain and hurt
When someone stepped upon a rose and crush it in the dirt
Don’t step on mother’s roses daddy cried she planted them the day she was my bride
And everytime I see a rose I see her smilin’ face
She made my darkest days look bright round the old homeplace
Don’t step on mother’s roses let them grow
The way they did since many years ago
They’ll bloom for me each year and I’ll have mother near
Don’t step on mother’s roses let them grow
Years have passed away and how the old homeplace has changed
Daddy had to go we all miss him so
Children pick the roses as they go along the way
But when their petals are abused I hear my daddy say
Don’t step on mother’s roses…
Mother’s Roses by Johnny Cash American singer and composer
1932-2003
We all were called to come __ _______ to the old _____on the farm
Mother’s passed away what a mournful _________
And as my __________watched his __________ were filled with pain and hurt
When ____________stepped upon a rose and crush it in the dirt
Don’t step on mother’s roses _______cried she planted them the day she was my bride
And everytime I see ________I see her smilin’ __________
She _________my darkest ___________ look bright round the ____ homeplace
Don’t step _____mother’s roses _________them grow
The way they ________since many years___________
They’ll bloom for me_________ _____________ and I’ll have mother near
Don’t step ______ mother’s roses let ________ grow
Years have passed __________and how the ________homeplace has changed
Daddy_____ ________ _________ we all miss him so
Children pick the __________ as they go along the way
But when their petals ____abused I hear _________daddy say
Don’t step __________mother’s roses…
Johnny Cash
I got stripes
On a monday I was arrested (Uh Huh)
On a tuesday they locked me in the jail (Poor boy)
On a wednesday my trial was attested
On a thursday they said « Guilty! » and the judge’s gavel fell
I got stripes — stripes around my shoulders
I got chains — chains around my feet
I got stripes — stripes around my shoulders
And then chains — then chains, they’re about to drag me down
On a monday I got my striped breeches
On a tuesday, got my ball and chain
On a wednesday I’m working digging ditches
On a thursday Lord I begged them not to knock me down again
On A Monday my Momma Come To See Me
On A Tuesday They Caught Me With A File
On A Wednesday I’m Down In Solitary
On A Thursday I Start On Bread And Water For A While
I Got Stripes — Stripes Around My Shoulders
I Got Chains — Chains Around My Feet
I Got Stripes — Stripes Around My Shoulders
And Then, Chains — Then, Chains They’re About To Drag Me Down
I Got Stripes — Stripes Around My Shoulders
I Got Chains — Chains Around My Feet
I Got Stripes — Stripes Around My Shoulders
And Then, Chains — Then, Chains They’re About To Drag Me
Johnny Cash (February 26th 1932- September 26th 2003) I got stripes
Le chanteur parle des vêtements des prisonniers qui ont des rayures . on peut traduire par “J’ai des rayures” ou en étoffant,
‘Je portais des rayures!’Après un passage à vide, il s’engage auprès des prisonniers et chante pour eux.
Il a donné un concert à la prison de Folsom. Sa réputation a donné lieu à des très nombreuses légendes, à un mélange étonnant d’évènements plus ou moins véridiques et plus ou moins conformes à la réalité …
I – One blank= one missing word!
- jours de la semaine
- parties du corps: épaules et pieds (attention au pluriel!)
On a ___________,I was arrested (Uh Huh)
On a ___________ ,they locked me in the jail (Poor boy)
On a ___________,my trial was attested
On a _____________,they said « Guilty! » and the judge’s gavel fell
I got stripes — stripes around my ______________
I got chains — chains around my __________________
I got stripes — stripes around my ________________
And then chains — then chains, they’re about to drag me down
On a _____________, I got my striped breeches
On a _____________, I got my ball and chain
On a _____________,I’m working digging ditches
On a ____________,Lord I begged them not to knock me down again
On a___________ ,my Momma came to see me
On a____________, they caught me with a file
On a_____________,I’m down in solitary
On a ______________,I start on bread and water for a while
I got stripes — stripes around my _______________
I got chains — chains around my _______________
I got stripes —stripes around my _______________
And then, chains — then, chains they’re about to drag me down
I got stripes — stripes around my ________________
I got chains — chains around my ________________
I got stripes — stripes around my _______________
II- En s’aidant d’un mot connu dans la phrase, il faut retrouver la phrase entière:
Je déprime en cellule d’isolement :
Je porte des rayures ou j’ai un vêtement avec des rayures:
Ils vont me traîner par terre:
Je les ai suppliés de ne pas m’assommer:
J ‘étais au pain et à l’eau pendant un moment:
Je travaille à creuser des fossés:
Maman est venue me voir:
J’ai été arrêté:
On m’a mis en prison:
Ils ont dit « Coupable! » et le maillet (marteau) du juge est tombé:
Je portais ou j’ai des culottes à rayures:
Mon procès a été attesté:
III- Quel(s) temps sont utilisé(s)?
I’ve never been to Athens and I’ve never been to Rome
I’ve only seen the Pyramids in picture books at home
I’ve never sailed across the sea or been inside a plane
I’ve always spent my holidays in Brighton in the rain.
I’ve never eaten foreign food or drunk in a foreign bar
I’ve never kissed a foreign girl or driven a foreign car
I’ve never had to find my way in a country I don’t know
I’ve always known just where I am and where I’ll never go.
I’ve read travel books by writers who have been to Pakistan
I’ve heard people telling stories of adventures in Iran
I’ve watched TV documentaries about China and Brazil
But I’ve never been abroad myself; it’s making me feel ill.
I’ve studied several languages like Hindi and Malay
I’ve learnt lots of useful sentences I’ve never been able to say
The furthest place I’ve ever been was to the Isle of Man
And that was full of tourists from Jamaica and Japan.
I’ve never been to Athens and I’ve never been to Rome
I’ve only seen the Pyramids in picture books at home
I’ve never sailed across the sea or been inside a plane
I’ve always spent my holidays in Brighton in the rain.
Famine
by
Sinead O’Connor
“Famine”
OK, I want to talk about Ireland
Specifically I want to talk about the “famine”
About the fact that there never really was one
There was no “famine”
See Irish people were only ALLOWED to eat potatoes
All of the other food
Meat fish vegetables
Were shipped out of the country under armed guard
To England while the Irish people starved
And then in the middle of all this
They gave us money not to teach our children Irish
And so we lost our history
And this is what I think is still hurting me
See we’re like a child that’s been battered
Has to drive itself out of its head because it’s frightening
Still feels all the painful feelings
But they lose contact with the memory
And this leads to massive self-destruction
ALCOHOLISM DRUG ADICTION
All desperate attempts at running
And in its worst form
Becomes actual killing
And if there ever is gonna be healing
There has to be remembering
And then grieving
So that there can be forgiving
There has to be knowledge and understanding
An American army regulation
Says you mustn’t kill more than 10% of a nation
‘Cos to do so causes permanent “psychological damage”
It’s not permanent but they didn’t know that
Anyway during the supposed “famine”
We lost a lot more than 10% of a nation
Through deaths on land or on ships of emigration
But what finally broke us was not starvation
BUT ITS USE IN THE CONTROLLING OF OUR EDUCATION “Schools go on about “Black 47”
On and on about “The terrible “famine””
But what they don’t say is in truth
There really never was one
So let’s take a look shall we
The highest statistics of child abuse in the EEC
And we say we’re a Christian country
But we’ve lost contact with our history
See we used to worship God as a mother
We’re suffering from POST TRAUMATIC STRESS DISORDER
Look at all our old men in the pubs
Look at all our young people on drugs
We used to worship God as a mother
Now look at what we’re doing to each other
We’ve even made killers of ourselves
The most child-like trusting people in the Universe
And this is what’s wrong with us
Our history books THE PARENT FIGURES lied to us
I see the Irish As a race like a child
That got itself bashed in the face
And if there ever is gonna be healing
There has to be remembering And then grieving
So that there can be FORGIVING
There has to be KNOWLEDGE and UNDERSTANDING
Copyright material
Internet Sites
Natural Disasters
http://www.click2disasters.com/great_hunger/great_hunger_ch1.htm
Great Famine Commemoration Exhibit
http://www.skibbheritage.com/famine.htm
Slide Show
http://205.213.162.11/project_write/PW_2002/handouts/sampleppt/sld001.htm
Primary sources-newspaper articles
http://vassun.vassar.edu/~sttaylor/FAMINE/
Diary, primary sources
http://www.people.virginia.edu/~eas5e/Irish/Famine.html
Poetry, etc.
http://vassun.vassar.edu/~sttaylor/FAMINE/
Memorial in Boston
http://www.boston.com/partners/famine_memorial/
Memorial
http://www.batteryparkcity.org/ihm.htm
Songs
http://ingeb.org/catei.htm
Clip art, etc.
http://www.eirefirst.com/index.html
Audio on famine
http://www.bbc.co.uk/radio4/history/longview_20020402.shtml
Irish immigration to America
http://www.kinsella.org/history/histira.htm
Immigration
http://memory.loc.gov/learn/features/immig/irish2.html
Animated map of settlement
http://lcweb2.loc.gov/learn/features/immig/irish_map.html
Portals to Other Links
http://www.rootsweb.com/~fianna/irish/irhist.html
http://www.geocities.com/CapitolHill/Congress/2807/
http://www.local.ie/general/history/famine/
http://www.nationalarchives.ie/famine.html
http://www.seark.net/~sabra/potato.html
http://www.seark.net/~sabra/ireland.html
http://www.edc.org/CCT/NDL/1998/institute/stan/immlinks.html#irish
Tools
Click here for a sample scrapbook
Rubric for Grading of the Scrapbook
Teacher Reference page
References
Merriam-Webster Online Dictionary lets you quickly get definitions to words. Bookmark this as a favorite site so you can get to it easily. ( http://www.m-w.com/)
Roget’s Internet Thesaurus allows you to find words that have similar meanings. (http://thesaurus.reference.com/thesaurus/)
The Citation Machine helps with citing your sources for the bibliography page.
(http://www.landmark-project.com/citation_machine/index.php?mode=form&cm=9&list=nonprint)
Created by Judy Annan, CCSD School District
Charleston, South Carolina
February, 2004
Judy_Annan@charleston.k12.sc.us
