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Babar Ali ‘s school or the hunger to learn

http://news.bbc.co.uk/2/hi/8302225.stm

http://news.bbc.co.uk/2/hi/in_depth/8302225.stm

http://news.bbc.co.uk/2/hi/in_depth/8302158.stm

http://news.bbc.co.uk/2/hi/south_asia/8299780.stm

Around the world millions of children are not getting a proper education because their families are too poor to afford to send them to school. In India, one schoolboy is trying change that. In the first report in the BBC’s Hunger to Learn series, Damian Grammaticas meets Babar Ali, whose remarkable education project is transforming the lives of hundreds of poor children.

At 16 years old, Babar Ali must be the youngest headmaster in the world. He’s a teenager who is in charge of teaching hundreds of students in his family’s backyard, where he runs classes for poor children from his village.

The story of this young man from Murshidabad in West Bengal is a remarkable tale of the desire to learn amid the direst poverty.

Babar Ali's students

Babar Ali’s ‘school’ has some 800 students

Babar Ali’s day starts early. He wakes, pitches in with the household chores, then jumps on an auto-rickshaw which takes him part of the 10km (six mile) ride to the Raj Govinda school. The last couple of kilometres he has to walk.

The school is the best in this part of West Bengal. There are hundreds of students, boys and girls. The classrooms are neat, if bare. But there are desks, chairs, a blackboard, and the teachers are all dedicated and well-qualified.

As the class 12 roll-call is taken, Babar Ali is seated in the middle in the front row. He’s a tall, slim, gangly teenager, studious and smart in his blue and white uniform. He takes his notes carefully. He is the model student.

Babar Ali is the first member of his family ever to get a proper education.

HAVE YOUR SAY

Everything I have and everything I am today is thanks to my education

Mustafa Yorumcu, London

“It’s not easy for me to come to school because I live so far away,” he says, “but the teachers are good and I love learning. And my parents believe I must get the best education possible that’s why I am here.”

Raj Govinda school is government-run so it is free, all Babar Ali has to pay for is his uniform, his books and the rickshaw ride to get there. But still that means his family has to find around 1,800 rupees a year ($40, £25) to send him to school. In this part of West Bengal that is a lot of money. Many poor families simply can’t afford to send their children to school, even when it is free.

Chumki Hajra is one who has never been to school. She is 14 years old and lives in a tiny shack with her grandmother. Their home is simple A-frame supporting a thatched roof next to the rice paddies and coconut palms at the edge of the village. Inside the hut there is just room for a bed and a few possessions.

Chumki Hajra, a pupil at Babar Ali’s school, describes her day

Every morning, instead of going to school, she scrubs the dishes and cleans the homes of her neighbours. She’s done this ever since she was five. For her work she earns just 200 rupees a month ($5, £3). It’s not much, but it’s money her family desperately needs. And it means that she has to work as a servant everyday in the village.

“My father is handicapped and can’t work,” Chumki tells me as she scrubs a pot. “We need the money. If I don’t work, we can’t survive as a family. So I have no choice but to do this job.”

But Chumki is now getting an education, thanks to Babar Ali. The 16-year-old has made it his mission to help Chumki and hundreds of other poor children in his village. The minute his lessons are over at Raj Govinda school, Babar Ali doesn’t stop to play, he heads off to share what he’s learnt with other children from his village.

At four o’clock every afternoon after Babar Ali gets back to his family home a bell summons children to his house. They flood through the gate into the yard behind his house, where Babar Ali now acts as headmaster of his own, unofficial school.

Lined up in his back yard the children sing the national anthem. Standing on a podium, Babar Ali lectures them about discipline, then study begins.

Babar Ali gives lessons just the way he has heard them from his teachers. Some children are seated in the mud, others on rickety benches under a rough, homemade shelter. The family chickens scratch around nearby. In every corner of the yard are groups of children studying hard.

Babar Ali was just nine when he began teaching a few friends as a game. They were all eager to know what he learnt in school every morning and he liked playing at being their teacher.

Without this school many kids wouldn’t get an education, they’d never even be literate

Babar Ali

Did school change your life?

Now his afternoon school has 800 students, all from poor families, all taught for free. Most of the girls come here after working, like Chumki, as domestic helps in the village, and the boys after they have finished their day’s work labouring in the fields.

“In the beginning I was just play-acting, teaching my friends,” Babar Ali says, “but then I realised these children will never learn to read and write if they don’t have proper lessons. It’s my duty to educate them, to help our country build a better future.”

Including Babar Ali there are now 10 teachers at the school, all, like him are students at school or college, who give their time voluntarily. Babar Ali doesn’t charge for anything, even books and food are given free, funded by donations. It means even the poorest can come here.

“Our area is economically deprived,” he says. “Without this school many kids wouldn’t get an education, they’d never even be literate.”

Seated on a rough bench squeezed in with about a dozen other girls, Chumki Hajra is busy scribbling notes.

Her dedication to learning is incredible to see. Every day she works in homes in the village from six in the morning until half past two in the afternoon, then she heads to Babar Ali’s school. At seven every evening she heads back to do more cleaning work.

Chumki’s dream is to one day become a nurse, and Babar Ali’s classes might just make it possible.

The school has been recognised by the local authorities, it has helped increase literacy rates in the area, and Babar Ali has won awards for his work.

The youngest children are just four or five, and they are all squeezed in to a tiny veranda. There are just a couple of bare electric bulbs to give light as lessons stretch into the evening, and only if there is electricity.

And then the monsoon rain begins. Huge drops fall as the children scurry for cover, slipping in the mud. They crowd under a piece of plastic sheeting. Babar Ali shouts an order. Lessons are cancelled for the afternoon otherwise everyone will be soaked. Having no classrooms means lessons are at the mercy of the elements.

The children climb onto the porch of a nearby shop as the rain pours down. Then they hurry home through the downpour. Tomorrow they’ll be back though. Eight hundred poor children, unable to afford an education, but hungry for anything they can learn at Babar Ali’s school.


Here are some of your comments. You can send your own comment with the form at the bottom of this story.

Babar Ali is a hero (and I don’t use that word often). He, and his loyal pupils, deserve not only our total respect, but our support and encouragement too.
Rob Baker, Newport, S. Wales

“Be the change you want to see in others”- Babar leads by example- such a humbling story that encourages everyone. Thank you!
Mari, London

The news is really an eye-opener. We always blame others including Government, but Babar Ali proves that we can return back to the society if we want.
Pradosh Debnath, Kolkata, India

If there are saints in this world, Babar Ali is one of them. He sees the problems of others. If the corrupt officials could learn from this young boy, they would not waste huge public funds that could educate millions.
JK, DSM, Tanzania

In world were you are measured by the materials you own, (house, cars, clothes etc) it’s amazing to see a young making the most of what resource there is. Trying to improve not only the quality of his life, but others around him. A truly magnificent story about a remarkable young man.
Andrew Anastasi, London

Babar Ali is indeed a rare soul, who at such a young age is filled with a sense of duty, direction and patriotism. Maybe if more youths of today were like him, the world would be a better place. After reading the hardship these children go through, I cannot help but think how lucky Malaysian children are. It’s human nature to take things for granted, some say. But I will share this story with my students. In hope that more will be inspired to be like someone like Babar Ali.
Teacher Jason, Penang, Malaysia

I too read this story with my mouth open and with tears in my eyes. What an inspiration this young boy is. This article should be read by teenagers in the western world who take their education for granted and think that they are entitled to whatever they want without lifting their little fingers. I’ll definitely read this article to my teenage daughter.
Fayrouz, Abidjan, Côte d’Ivoire

Every student in every senior school in the UK should be given a copy of this at the beginning of each school year; to remind them of how privileged they are living in this country.
Ian Redding, Burscough, Lancashire, England

What BABAR ALI is doing is unquantifiable. I wish the local authority could give him a helping hand in order to take this ‘school’ to where he has in mind. He is a young man of vision and the whole world should stand up to help the guy. It’s high time we stopped wasting our resources on things that doesn’t have a good end result. This is a project that could go a long way in alleviating illiteracy if given the necessary support. Say me well to him and tell him we are praying for his success.
Agboola Olawale, Ilorin, Nigeria

Very inspiring! it takes me back 30 years as my uncle used to do exactly the same in my native village which had one school where he used to work and had his informal classes for poor students at home. Mr. Baber Ali, I salute you.
Srinivas Patnala, Grahamstown, South Africa

What a truly remarkable chap ! But hold on, isn’t this India, the world’s largest democracy? Doesn’t anyone there want to legislate to make education state funded and available for all? What about abandoning their nuclear weapons and space programme to allow this to be funded.
Tim Stokes, Sittingbourne, Kent

A powerful example set by Mr. Babar Ali. After reading this article, I feel like going back home to my village in India and do something like this.
Shiv Sharma, Vermont, USA

Just Phenomenal! Stories like Babar Ali’s are inspirational and life-changing. If the smallest percentage of readers the world over get inspired to give back in some form to further education in such villages, the Indian story will be one of enlightenment.
Rahul S, New York, NY

It’s young people like this who really make the world turn and people stand up and realise that there is more outside of our little corners that is far more remarkable than we could ever achieve.
Donna, Milton Keynes

This is a great story. I come from Calcutta, W Bengal near to the place Babar Ali is doing this great job. I am going to Calcutta in November. I will positively visit the school, meet Babar Ali and will donate anything my resources will permit to support his mission.
Amit Ray, River Hills, USA

To influence one life is itself amazing, and here is Babar, at 16, influencing and changing 800 lives for their betterment. Hats off to him and I hope somebody from the West Bengal Education department read this story and hopefully reacts soon!!
Rakzeen, Detroit, Michigan, USA

A little ray of light in all that darkness. I reckon this guy deserves the Nobel prize for peace right now. Obama could have waited a year.
Reinhard Adolf, Yokohama, Japan

I have no words. It just makes me think that I should not complain about anything and take things for granted.
Florence Nesamani, Pune, India

Quite Amazing! Does this happen here in our planet? Ali is doing something which many other could think to be fictitious.
Wondwossen, Adds Ababa

The United States and all other other 1st world countries should support this young person give him the nobel peace prize, more education more peace I believe.

YTFD

I can’t believe this, what a remarkable young man! I read this article with my mouth open. Thanks for this article BBC it makes me truly, truly humbled.
Olu, Stevenage, Hertfordshire

Babar Ali is a great soul. He will change lot of young lives. This is truly a remarkable story. The higher education system in Great Britain USA and should recognize Babar Ali and help him all the way in his noble cause.
Sunil Parikh, Davie, Florida

This article is like a cold shower that woke me up. my parents pay thousands of euros to my uni every year to give me an education. Realising that with the same amount of money all these children could much easily get education hurts. It hurts realising i have the chance and the means to learn, but I’m even complaining for having “too much to study”. To see i have Facebook open instead of a book. We do need articles like this, we do need to wake up.
Melisa, Rome

No doubt, wherever Mr Babar Ali goes, even highly educated and positioned people will stand and respect him. I salute Babar Ali and pray for the future to be bright and prosperous for ‘The Head Master’ and his ‘Pupil’. May God, through the Government, fulfil their desire.
S.Vijayan, Chennai, India

What an extraordinary story!! It nearly brought tears to my eyes. What dedication and commitment in such dire poverty from all these people. I personally never had any such problems and quite frankly could never dream of any as I was blessed to be in free state schooling in the UK. However, when I read the story of Babar Ali and his students, it makes me feel tiny. Thank you for bringing this story BBC.
Sajjid Abbasi, Saudi Arabia

What a wonderful kid, if only we can get his type within our community, we could be better off. Instead of our graduates to be sitting down under trees to argue unnecessarily they can borrow a leaf from Babar Ali.
Ahmad Ibrahim, Kano, Nigeria

The world needs people like these with the conviction to make a CHANGE in others lives.
Syed, Muscat

This boy deserves the highest recognition by the world’s highest human rights institutions. He should be awarded a price in form of a school built near his home and named after it. He should be assisted to train as an educator in order for him to carry on his noble duties to his community
German Lungu, Lusaka, Zambia

I was deeply humbled by Babar Ali’s story. So many people so many parts of the country take education funded by the government for granted. Deliberately missing lessons etc. And here are some 800 kids who’ll do anything to get educated, to be better, thanks to this extremely remarkable teenager. We should be ashamed with our selves if we at some point took things for granted.
Farah, Kuala Lumpur, Malaysia

It’s cost over $50K for my education as a primary school teacher. I wish I could have sent it to them instead!
Kimberly Luedke, Milwaukee, WI United States

India is in the process of a social change and it is the youths like Babar Ali who are trying to bring this change. It is people like him who are trying their bits and they have kept alive the hopes of numerous people in India whose lives are not rosy but every night they sleep in the hope that tomorrow will bring something good.
Bhavna Karki, Delhi, India

No comment. It’s just wonderful.
Sally, Algeria

Sorosoro or fighting for the survival of languages

Approximately 6,000 languages are spoken on earth.
* 90% of Internet pages are written in only 12 languages.
* 96% of languages are spoken by only 4% of the world’s population and 500 of these are spoken by fewer than 100 individuals.
* On average, a language dies out every 15 days, according to UNESCO experts.
* If urgent measures are not taken, 90% of the world’s languages may well disappear during this century.

sorosoro …is taken from Araki , Vanuatu (Pacific Islands)
means speech and breath

the project is interesting as it has planned to produce a web and television programme of languages and cultures and to give back
the data to the people concerned…project can be seen Quai Branly

See you!

this is independent from the Commonwealth association, was created by Jacques Chirac and it has a very similar vision of cooperation and keeping “roots”, culture and languages as part of educating people and helping them along getting rid of “violence” based and nourished by the lack of recognition of the “otherness” in others

Violence may find its best element in the fact that people’s primary cultures and languages are IGNORED and NOT taken into account.

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)?


Brighton in the Rain.mp3

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

Kes by Ken Loach – B2i- bullying A2

https://learningapps.org/view5038429

https://learningapps.org/view5111940

 

kes_billy_casper

kes_recit_desordre

kes_barnsley

1)Je décris les différentes scènes en utilisant les verbes be+ BV+ing

par exemple: He is eating…

I describe the characters and the scene:

I describe the school:

the pupils:

the staff :

2)What do pupils wear?

3)Why do they wear uniforms?

4)Toolbox for the film: Make your way between words, adjectives, verbs and nouns.

sad and tragic, sadness and tragedy, comedy, comic, funny, strange or bizarre, strangeness,

poor, poverty, real, reality, economic crisis,

the pits(la mine), to work down the pitsmine), people suffering from alcohol,

people dependant on alcohol,

to train a kestrel ( dresser un faucon)

dead mort/e), death(la mort), to steal, to do odd jobs (vivre de petits boulots), newspaper, to suffer from bullying(souffrir de harcèlement), to bully someone, to be bullied by someone, to be a bully

to bully someone= brutaliser

to be bullied by=être brutalisé/e par

5)Find Yorshire on a map:

-Where is Yorkshire?

-Can you name three towns or cities in Yorkshire?

-What is Yorkshire famous for?

6)Je  cherche des informations sur le lien suivant:

http://www.visitengland.fr/destinations/find/yorkshire/dg.aspx

7)I translate the verbs used in this poster:

to beat-beat-beaten:

to deprive-deprived-deprived:

to ridicule-ed-ed:

to break- broke-broken:

8)The tense used is:

I give my opinion about this poster:

Do you agree with this poster about the film?

 Yes, I……..,

No, I ……..

Why?

9)Translate:

Cette affiche est une bonne illustration du film.

Je note d’autres éléments qui m’ont marqué/e

10)Les superlatifs : le plus…, le moins…

The funniest scene is….

The most tragic scene is…

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