Rejoignez la communauté !
Co-construisez les ressources dont vous avez besoin et partagez votre expertise pédagogique.
1. Identities and Exchanges
Ch. 1
The Canadian Tale
Ch. 2
Go Greek!
2. Private and Public Spheres
Ch. 3
Is It a Man’s World?
Ch. 4
The Roaring Twenties
3. Art and Power
Ch. 5
A Camera of Her Own
Ch. 6
A Never-Ending (Hi)story?
Ch. A
Conscious Art
4. Citizenship and Virtual Worlds
Ch. 7
To Tweet or Not to Tweet?
Ch. B
Digital Passports at Risk...
Ch. C
May I Borrow This?
5. Fiction and Realities
Ch. 8
Chivalry Isn’t Dead!
Ch. 9
It’s GoT to Be Shakespeare!
6. Scientific Innovations and Responsibility
Ch. 10
Breaking the Code
Ch. 11
Green Waves
Ch. D
To Infinity and Beyond!
7. Diversity and Inclusion
Ch. 12
Multicultural New Zealand
Ch. 13
Black Lives Matter
8. Territory and Memory
Ch. 14
Lighting Up Africa
Ch. 15
American Vibes
Méthode
Méthode : Les épreuves de Terminale
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Faites défiler pour voir la suite.
Exercise 1Get ready!
Listen to the recording above and note down these words from the video. Use the phonetic transcriptions as a guide.
Get ready!
1.
/ˈsaʊθ/
2. /ˈsaɪnz/
3. /ˈsɛɡrəɡɛɪtɪd/
4. /ˈhjuːmən/
5. /ˈdʒæksən/
6. /ˈsʌðən/
2. /ˈsaɪnz/
3. /ˈsɛɡrəɡɛɪtɪd/
4. /ˈhjuːmən/
5. /ˈdʒæksən/
6. /ˈsʌðən/
7.
/ˈhɪpəkrɪts/
8. /ˈstɛɪt/
9. /ˈnɛɪbə/
10. /ˈlʌntʃ/
11. /ˈkʌstəmə/
12. /ˈkaʊntə/
8. /ˈstɛɪt/
9. /ˈnɛɪbə/
10. /ˈlʌntʃ/
11. /ˈkʌstəmə/
12. /ˈkaʊntə/
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Faites défiler pour voir la suite.
Exercise 2
Watch the once and identify the following key elements.
1. Historical time period:
2. Time of day:
3. City and state:
4. People involved:
1. Historical time period:
2. Time of day:
3. City and state:
4. People involved:
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Faites défiler pour voir la suite.
Exercise 3
a. Pick out keywords to fill in the table below.
b. Say whether these statements are true or false.
1. White and black people could not hang out together in cafes.
2. A “five and dime” store did not have a restaurant counter.
3. After protesting on the picket line, protesters would go and have a coffee together.
c. Why does Joan T. Mulholland say “the Civil Rights Movement should not be reduced to Martin Luther King Jr. and Rosa Parks onlyˮ? Rephrase it in your own words.
| Important information about the sit-in | People participating | Weapons | Consequences |
|---|---|---|---|
b. Say whether these statements are true or false.
1. White and black people could not hang out together in cafes.
2. A “five and dime” store did not have a restaurant counter.
3. After protesting on the picket line, protesters would go and have a coffee together.
c. Why does Joan T. Mulholland say “the Civil Rights Movement should not be reduced to Martin Luther King Jr. and Rosa Parks onlyˮ? Rephrase it in your own words.
Ressource affichée de l'autre côté.
Faites défiler pour voir la suite.
Faites défiler pour voir la suite.
MediationLet's recap!
Recap the content of this video and discuss its message.
Useful vocabulary
I agree with her... I disagree with her... As a student, I think that...
Une erreur sur la page ? Une idée à proposer ?
Nos manuels sont collaboratifs, n'hésitez pas à nous en faire part.
Oups, une coquille
j'ai une idée !
Nous préparons votre pageNous vous offrons 5 essais
YolèneÉmilieJean-PaulFatimaSarah