Peoples of Oceania

Axes du programme: - Diversity and inclusion - Identities and exchanges

Pb: How do Oceanian nations deal with their cultural diversity?

Chapter 2: Peoples of Oceania!

Final Task

Phonology

Grammar Time

Vocabulary

Introduction

EXPLORE Everyone belongs to Australia

Explore Harmony in the Pacific Isles

Explore Maori Renaisance

Les objectifs du chapitre

ICI, vous trouverez les différents accès pour découvrir la séquence.

MENU

Objectifs Pragmatiques:

• Exprimer une intention
• Exprimer son attachement à une tradition
• Faire l'éloge de quelque chose
• Exprimer son enthousiasme

Objectifs Culturels:

• Australie: Harmony Day, les différentes communautés, l'histoire des aborigènes
• Nouvelle-Zélande: le renouveau de la culture et des traditions maories
• Les îles du Pacifique: diversité culturelle et égalité aux îles Samoa et Fidji

Objectifs Linguistiques

• Exprimer la cause, la conséquence ou le but.
• Le lexique des traditions, le multiculturalisme et le vivre ensemble.
• Les liaisons

Axe majeur: Diversity and Inclusion Axe mineur: Identities and Exchanges

Objectifs du chapitre

Ready to go to Oceania?!

Introduction

The Map

Voca help(en cliquant sur l'icône vous aurez de l'aide de vocabulaire)

Répondez aux questions sur le cahier. Pensez à mettre le titre et la problématique du nouveau chapitre.

Question: Look at the poster and watch the video (cliquer sur l'image pour regarder la vidéo). 1. Pick out expressions that reveal the diversity of Australia. 2. Pick out expressions that reveal the feeling of community. 3. Identify the goal of Harmony Day

DOCUMENT A

Introduction

Questions: Look at the picture and listen to the document

1. Pick out expressions that reveal cultural diversity
2. Pick out expression synonymous of 'living together'
3. Present the school's project.
4. Comment on its aim.

Introduction

DOCUMENT B

Menu

Questions:

1. Observe the picture.
1. Find out (= guess) the type of festival
2. Find out a symbol of the Maori culture.
2. Click on the picture and watch the video. Pick out information about
1. the festival
2. its purpose
3. Explain in your own words the slogan of the festival "Native peoples - Global Films"

Introduction

DOCUMENT C

Part 1: Everyone belongs to Australia

The stolen generation : Watch the video

DOCUMENT A

Everyone belongs to Australia

questionS

A group of Aboriginal artists are working on a major sculpture that will go on show on the shores of Sydney this weekend. It is hoped the sculpture, which takes the form of 11 ship masts draped with sails representing the First Fleet, will prompt discussions about reconciliation. The sails will be painted on one side with Aboriginal art, and on the other side with white paint. [...] “I thought it would be visually spectacular, but also a political statement that would be really easily recognizable,” lead artist Tereasa Trevor said. “So, it’s almost like the sails are mirrors for the culture that existed here prior to the arrival of the First Fleet.” Aboriginal elder Aunty Denise Bloomfield has been involved in the project. “I’m a Stolen Gen, and it’s helped me to release a lot of the pain that I’ve had over the years,” she said. She hoped the sculpture would build upon conversations around reconciliation and Indigenous recognition. “Hopefully we can finally unite as a nation, and I mean actually look at each other and see each other as brother and sister, not as enemy. What I’d like to see is reconciliation between both cultures; and to see it permanent. Adapted from Robert Virtue, abc.net.au, August 3rd, 2017

Document B Reconciliation through art

Everyone belongs in Australia

Questions: Read the infographic: 1. Explain what makes Australia a multicultural society. 2. Identify the economic benefits of cultural diversity 3. Say what social issues (= problems) cultural diversity can create?

Document C Cultural diversity

Everyone belongs in Australia

Menu

Tom Calma He is the Chancellor of the University of Canberra and the second aboriginal to have this function. He is very invoved in the fight against discrimination and the respect of aboriginal population. He has been the australian personality of the year 2013. He is talking about the Yuggera community which is from Brisbane.

Reconciliaton strategy :

DOCUMENT D

Everyone belongs to Australia

Part 2: Maori rennaissance

Listen

Questions: 1. Focus on the picture. Look at the way they are dressed. Guess why they are dressed like that. 2. Listen to the document. Explain how colonisation affected the Maori population. 3. Find out and explain what the "Maori Renaissance" refers to.

A new generation of Maori

DOCUMENT A

Maori Rennaissance

Regarder la vidéo. Pour travailler cette vidéo, vous avez deux choix. Si vous vous sentez à l'aise choisissez le parcours 1. Si vous vous sentez plus en difficulté choisissez le parcous 2.

Te Reo Maori

DOCUMENT B

Maori Rennaissance

Watch

1. a. Watch the video and identify the visual references to Maori culture. b. Explain what it reveals about the place of Maori culture today. 2. Watch the video again and focus on the issue it tackles. a. Identify the problem raised. b. Give 2 concrete examples of projects which fight against this problem. 3. Explain how these projects contribute to the Maori Renaissance. Use the expressions such as : die out - neglect - ban - breathe new life - enrich - spread

Te Reo Maori PARCOURS 1

DOCUMENT B

Maori Rennaissance

Watch

1. a. Look at the picture and identify Maori elements. (Drawings + Text) b. Imagine what the place of Maori culture may be equal in today's New Zealand. Choose the correct answer. White culture and Maori culture are equal on footing. Maori culture is becoming more and more present. 2. a. Watch the video and explain the situation. (Location / Participants / Activity) b. Complete the following statement with words from the video and explain it in your own words. " A play they cannot ______________________ but _______________________ to." => it means that ....... 3. Watch the video again and focus on the issue it tackles. a. Find what these numbers correspond to: 5 million / 15% / 3% b. Rephrase the problem raised. 4. Explain the government's plan. Use the words : increase - education - youth - aim at

Te Reo Maori PARCOURS 2

DOCUMENT B

Maori Rennaissance

Read Text

Questions: 1. Read the article and define what the tā moko is. (It's origin) 2. Identify the different phases which the tā moko has gone over through the years. 3. Explain what the tā moko means to Maori people. 4. Imagine why Rihanna's tattoo may have been controversial.

The moko: facing up to your culture

DOCUMENT C

Maori Rennaissance

Part 3: Harmony in the Pacific Islands

How do you promote gender equality in Samoa? Samoa Deputy Prime Minister Fiame Naomi Mata'afa successfully thrives in the world of politics and the unique social structure of Samoa. "In employment legislation, there were particular provisions for women. So you keep an eye out for them. But interestingly enough too, it has cultural elements, in terms of protections for women. It's quite funny that the men are very supportive in that context, "Oh yes, we have to make sure the women are safe." And fortunately for the Pacific, we don't have the pay equity issues that seem to be prevalent, ironically, in more developed countries. I don't know whether it's because we came into the modern economy as a new nation and everyone just got paid the same. Thanksfuly it's not an issue because it's one of the ongoing and contentious issues. In this day and age, I find it totally baffling why it would still happen.

Questions: 1. Read the interview and find out what makes Samoa's social structure unique. 2. Explain how men feel about it. 3. Comment on how the Deputy Prime Minister accounts for the situation. Vocabulary: Contentious = controversial Baffling = confusing

Gender Equality

DOCUMENT A

Harmony in the Pacific Islands

Read the leaflet on the left. Ensuite cliquer sur le portrait et écouter le document.

Unity through diversity

DOCUMENT B

Harmony in the Pacific Islands

1.a. Read (click on the eye) the leaflet and pick out words or expression referring to the past and the present. b. Explain what it reveals about the aim of the company. 2. Listen (click on the portrait) and focus on Kevin Yee Chan's career. Find information about his job in the past and his future project. 3.a. Listen and pick out elements that illustrate these quotes:

• "What makes us the same"
• "We are all different"

b. Explain what this reveals of the symbolic dimension of dancing. c. Explain how these elements illustrate the motto "Finding unity through diversity".

Unity through diversity PARCOURS 1

DOCUMENT B

Harmony in the Pacific Islands

1.Read (click on the eye) the leaflet and focus on the topic. a. Explain what VOU is. b. Rephrase the motto "Finding unity through diversity" using words from the text. 2.a. Listen (click on the portrait) to the document. Find information about Kevin Yee Chan. b. Name the different places he has travelled to. What can you conclude about his career? 3.a. Find information about Kevin's new project.

• New role
• Name of the project
• Country
• Duration

b. Explain how both Kevin and the local artists will benefits from the project.

• It is an opportunity to .............................................
• It will give ...................................... a chance to .............................
• It will be beneficial for ..................................................... to .........................................

Unity through diversity PARCOURS 2

DOCUMENT B

Harmony in the Pacific Islands

mETHODO

1. Brainstorm ideas about the countries of Oceania. Choose examples about both the history and the culture of the different communities. 2. Prepare your speech and get ready to:

• praise the great diversity of Oceania's communities
• promote actions in favour of diversity and inclusiveness
• express your attachement to Oceania's traditions and culture
• express hopes for the future

3. Deliver your speech. Make suer you are dynamic and emphasise the main ideas to share your conviction better.

Make a speech on Harmony Day to praise diversity in Oceania

Harmony Day has expended to all nations of Oceania. Deliver the opening speech of its first edition, highlighting the importance of cultural diversity in these communities.

Final Task

3. Implication / Style Varie le rythme et l'intonation pour capter l'attention de ton public. Implique-toi et adresse-toi directement à ton auditoire. Pense aussi à ta gestuelle. We should gather, as active memebers of... It is important for me to share with you my thoughts about....

4. Emphase Utilise des procédés d'insistance, adverbes et répétitions pour mettre en relief certaines idées. I truy think that, I really believe that... I am glad to see, I am glad to say.... What an amazingly diverse culture we have!

2. Structure Organise tes idées pour aider ton public à comprendre ton propos. First, on an occasion like this, we must reassert... Second, it is important that we gather... However, the challenge will not be met if we do not...

1. Introduction Etablis le contact avec ton auditoire et rappelle dans quel contexte tu t'exprimes. Good morning everyone, I thank all for being here... I vould like to begin by... I'm glad to be here today to launch / celebrate....

5. Conclusion Conclus ton discours en te projettant dans l'avenir et en remerciant ton public. I am sure a new era is opening. We will turn to our past and reassert our cultural wealth.... Thank you for your time/ for listening.

Make a powerful speech

Final Task Méthodologie

Exprimer la cause, la conséquence, ou le but

Obervez le document

Après avoir lu la leçon, faire les exercices dans le cahier en recopiant toutes les phrases. Cliquer sur chaque exercice pour y accéder.

Exercises

Cliquer ici pour revenir au menu des exercices

1. I decided to go to Australia ___________________ understand Aboriginal culture.
2. The Stolen Generation was sacrificed __________________ they now want to know the truth.
3. A group of artists painted sails ___________________ they wanted to draw public attention to their cause.
4. He wants his kids to speak to Reo _________________ their language could keep on living.

So that - that's why - in order to - because

Exercise 1: Complète avec l'un des mots de liaison ci-dessous. Attention au sens et à la construction

Exercises

Liste 1: Their cause is celebrated every year - Aboriginal painters use their art - I know more about their culture - I'm from Aboriginal descent. Liste 2: in order to - that's why - so that - because/as Liste 3: we remember their past - voice their opinion - I met Aborigenes - I am aware of what they went through

Exercise 2: Utilise un élément de chaque liste pour construire des phrases.

Exercises

1. We are all equal. We shouldn't belittle any culture
2. The Maori film festival was created a few years ago. Only a few people knew about these movies in the 1990s.
3. Reconciliation is important. People can feel they are no longer discriminated against.
4. He chose to tell his story. Many people could be aware of thousands of children's sorry plight.

Exercise 3: Exprime la cause, le but ou la conséquence en reliant chaque paire de phrases par un mot de liaison.

Exercises

Entrainement: écoute et concentre-toi sur les laisons indiquées As_a little boy was being forced_into the back_of_a truck, his aunt sacrificed her_own freedom... We have to look back_at_our_history.

En anglais, des groupes de souffle, qui forment aussi des groupes de sens, sont prononcés d'une traite et séparés par des pauses. Cette fluidité est possible grâce aux liaisons:

• Consonne + son voyelle :
• an_ancestral tradition
• indigenous_issues
• Maori lessons for_all schools

• Entre deux voyelles, grâce à une petite "béquille" sonore:
• In this day_/j/_and age
• We won't do_/w/_it

Les liaisons

PHONOLOGY

Peoples of Oceania

VOCABULARY