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PANORAMA

▪ Niveau de classe : Terminale

▪ Titre du scénario d’apprentissage : The evolution of women’s condition

▪ Activité(s) langagière(s) dominante(s) : CO + EE

▪ Niveau(x) européen(s) visé(s) : B2

▪ Problématique retenue : To what extent have women reached equality with men nowadays in Britain?

▪ Champ(s) culturel(s) des programmes abordé(s) : sphère privée vs sphère publique

▪ Nombre de séances prévues : + - 8

SUPPORTS EXPLOITES (références)

Tous les liens sont sur la dernière page

▪ Supports écrits : articles sur l’ère Victorienne (Site internet de la British Library) + essai d’Helena Wojtczak ; essai féministe Why I want a Wife de Judy
Syfers Brady, 1970 ; sites internet

▪ Supports audio : discours d’Emma Watson aux Nations Unies, campagne He for She, 2014

▪ Supports vidéo : corpus de vidéos sur le combat pour le droit de vote des femmes en Angleterre (liens vers YouTube)

▪ Supports iconographiques : George Cruikshank's British Bee Hive, 1840; photographies des Suffragettes et Suffragistes

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 1

 EVALUATIONS

▪ Libellé de la tâche finale + activité(s) langagière(s) concernée(s) :

o Final task (B1)

As a project manager at HSBC, a financial company headquartered in London, you want to make your co-workers aware of the pay gap between male
and female employees for the same work. You want to convince them this is unacceptable. Write a speech of about 100 words.

o Final task (B2)

As a project manager at HSBC, a financial company headquartered in London, write a speech to promote gender equality at work and equal pay for
men and women. (about 300 words)

▪ Libellés de la/des tâche(s) intermédiaire(s) + activité(s) langagière(s) concernée(s) : 1. Make a poster showing the methods used by suffragists and
suffragettes. Make the IDs of Millicent Fawcett and Emmeline Pankhurst. EE

2. Choose a topic that is particularly meaningful to you and write a text saying what you want. Use the first person, repetitions and metaphors; be
humorous or ironical. EE

AXES COMMUNICATIFS ET LANGAGIERS A DEVELOPPER POUR REALISER LA TACHE FINALE

Objectifs culturels : avoir une vue d’ensemble de l’évolution de la condition féminine depuis l’ère victorienne, des combats des femmes pour l’égalité des
droits, le droit de vote et la reconnaissance des compétences, sans égard au genre.

Objectifs lexicaux : les tâches ménagères, le suffrage, les attributions des hommes et des femmes ; le plafond de verre, la disparité des salaires entre hommes
et femmes, l’égalité des sexes ; les stéréotypes ; les sentiments

Objectifs grammaticaux : les temps : présent, passé et Present Perfect ; la comparaison (comparatifs, connecteurs logiques) ; le souhait ou le conseil ;

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 2

 Objectifs phonologiques : la tâche finale est une expression écrite

Objectifs sociolinguistiques1 et pragmatiques2 : savoir écrire un discours ; convaincre ; repérer et savoir utiliser l’humour, l’ironie

Objectifs citoyens : l’égalité homme-femme ; le respect des droits individuels

1 2
La compétence sociolinguistique renvoie au fonctionnement de la langue dans sa dimension sociale : règles de politesse, marqueurs de relations sociales, différence de registre, accents, etc.
La compétence pragmatique renvoie à la maîtrise du discours, à sa cohésion, à sa pertinence, au repérage des types et genres textuels, des effets d’ironie, de parodie, etc.

MISE EN ŒUVRE DES SEANCES D’APPRENTISSAGE

SUPPORT UTILISE : articles de la British Library sur l’ère victorienne + Women’s status in mid-19th century England, a brief overview by Helena Wojtczak; + George Cruikshank's
British Bee Hive, sketched in 1840

ETAPE 1 A L3 Lire les articles du site en salle info (ou classe ➢ Women’s role(s) or purposes Intérêt de l’étape dans la perspective de la réalisation
CE inversée). + repérer la place des femmes dans la de la tâche finale
Durée ➢ Women’s rights or personal freedom
Ruche britannique de George Cruikshank,
Connaître les droits (ou absence de droits) des femmes
1 séance illustration de 1840. ➢ Women’s education
au 19ème siècle en Angleterre.
Lire l’article d’Helena Wojtczak en classe. ➢ Women’s property & money
Relever les thèmes abordés et les reporter dans ➢ Occupations for working class women
un diagramme (en toile d’araignée). [les donner
pour les élèves les moins rapides]

ETAPE 2 CE Compléter le diagramme à l’aide d’extraits des Recap visuel de la condition féminine au 19ème siècle
textes du site + article d’Helena Wojtczak.
1 séance EE

Etc. Recap en utilisant les structures de l’obligation, la Women weren’t allowed to…/ couldn’t … Repérer que les femmes avaient surtout des obligations
permission et l’interdiction au passé. > HW et des interdictions, peu de permissions ou de droits
They had to …/ were compelled / forced to…

They could/ were allowed/permitted …

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 3

SUPPORT UTILISE : ensemble de vidéos différentes pour chaque groupe (voir documents en annexe)
ETAPE 1 AL3 2 groupes : 1 travaille sur les Suffragistes de WSPU legal methods to win the vote; through Montrer que le combat pour obtenir le droit de vote
Millicent Fawcett (WSPU) ; l’autre sur les Parliament: suffragists pour les femmes a été long (52 ans) et a généré 2 types
Durée
Suffragettes d’Emmeline Pankhurst (NUWSS). de « combattantes », les suffragistes et les suffragettes,
NUWSS: militancy, acts of protest; illegal
1 séance en aux méthodes différentes.
Find information about the Suffragists and methods: suffragettes
salle info
CO Suffragettes, their leaders and their methods. Voir comment rejoindre l’effort de guerre pour les
➢ BUT: It is the combination of both types
suffragettes leur a garanti le droit de vote + l’accès à des
Take notes. Be ready to share your findings with of methods that finally won women the
métiers jusque-là réservés aux hommes.
your partner(s). vote

[questions pour les élèves les plus faibles ; voir ci-

dessous]

ETAPE 2 EE Comparer les méthodes employées par les 2 The suffragettes used more violent methods Conclure que les 2 facettes du mouvement étaient
groupes du mouvement pour le droit de vote des than suffragists but both ways were efficient: complémentaires et pas opposées comme on pourrait le
Durée
femmes + leurs chefs (en travail à la maison) the legal way as much as the illegal one. penser.
10mn
➢ Mise en commun en classe While suffragists continued asking for the vote
through Parliament, suffragettes resorted to
militancy.

As the suffragists’ methods were considered as

useless for the suffragettes, they turned to
militancy. etc

ETAPE 3 EE Make a poster showing the methods they used. Poster Recap visuel du travail de recherches
Make the IDs of Millicent Fawcett and Emmeline
Le reste de IDs + discours d’Emmeline Pankhurst
Pankhurst.
la séance

SUPPORT UTILISE : Why I want a Wife by Judy Syfers Brady.

ETAPE 1 CE Première partie du texte tronqué + dernière Repérer la structure et les caractéristiques d’un discours
phrase pour l’effet de surprise. (ici, écrit).
1 séance EO
[Ce n‘est pas un homme/ un mari qui parle mais
une femme qui voudrait bien avoir une épouse
qui fasse tout à sa place…]

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 4

Read this text; who’s speaking? Justify. A man is speaking; he wants a wife. A wife who
does everything, including taking care of him.
Also, he wants to change wives if/when he is fed
up with her.

What does a wife do? List her activities. A wife does everything. The house chores (list).
+ taking care of children and husband.

Montrer le texte en entier.

➢ It’s a woman who “speaks”
Comment on the tone of the text. What do you
think it is? Why? Justify. Humorous, ironical, a bit exaggerated.

A feminist text. “it suddenly occurred to me that

I, too, would like to have a wife”
Look at the structure of the text. What do you
notice? Repetition of “I want a wife who” + will or simple
present.

Use of pronoun I.

Use of adverbs “suddenly; naturally, by chance”

Rhetorical question: “My God, who wouldn’t

want a wife?”
What is the aim of this text? Its target? This aim is to make the reader laugh/smile at
this exaggerated description of a wife’s duties.

It aims at male readers, to make them realize

what a wife has to do, in comparison with his
own role (working to earn money to support his
family).

Conclude on the type of text. So, this must be a feminist speech.

Do you find it effective? It is very effective, since it has a double meaning

and purpose: it entertains at the same time as it
educates.

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 5

ETAPE 2 Choose a topic that is particularly meaningful to Ecrire un premier texte assez libre (pas vraiment un
you and write a text saying what you want. discours), sur un sujet au choix (peu contraignant) et
1 séance
d’une longueur libre (pas de nombre de mots imposés).
Use the first person, repetitions and metaphors;
be humorous or ironical. L’objectif étant pour l’élève d’écrire avec plaisir.

SUPPORT UTILISE: Emma Watson – He for She campaign, 2014 https://www.youtube.com/watch?v=gkjW9PZBRfk (4:05-6:20) + (6:57-9:56)
ETAPE 1 Classe inversée : regarder la vidéo en entier Se renseigner sur le contexte (et les raisons) dans lequel
ce discours a été prononcé.
1 séance Have we achieved gender equality today? In
pairs, list the fields in which women are equal to Ce discours est très clair, facile à comprendre.
men.
A woman can…. ; a woman should ….; must ;
Define a woman’s role or/ and attributions. Use
mustn’t ….
modal auxiliaries.
A man …
Then do the same for men.

CO En classe : regarder la première partie de la vidéo

sélectionnée. (4:05-6:20)

[Après un repérage à l’oral des thèmes traités +

remarques des élèves ; travailler sur le script pour
les questions de structure du texte.]

(4:05-5:08)

Listen and pick out the domains evoked by Emma Salary; abortion, rape; female representation in La question de la rémunération des hommes et des
Watson. politics; respect within society. Equality. femmes pour un travail égal est abordée en filigrane. (“I
EO think it’s right I am paid the same as my male
Have women achieved gender equality in these NO. No country in the world offers women
counterparts”).
domains? Everywhere in the world? gender equality.

(are actresses paid the same as actors?) No

(5:09-5:52) + script

How does Emma Watson consider herself? why? A privileged person; one of the “lucky ones”

Pick out the examples given. Personal life, school, work.

Negative form. Emma Watson states what she is

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 6

 What do you notice about the first 3 sentences? not, has not been confronted with, has not
Explain. What is she talking about? (referring suffered. So, this suggests other women do/did.
to?)
In some countries, baby girls are rejected, even
Find examples of countries where basic human killed (India); in other parts of the world, girls
rights are not respected. cannot go to school (in Africa for example) or
study at a higher level; some (European)
What about Europe?
countries discriminate young women, mothers-
to-be women.

Amener les élèves à dire que les féministes ne sont pas

Feminists. (inadvertent) que des femmes.
Pick out a word that seems to stand out.

[This word describes the fact to fight for the rights + Gender equality ambassadors.
of women]

(5:53-6:20)
More feminists to join in the fight for women’s
What does Emma Watson want? Suggest? rights around the world.

It’s the idea of equality which is important, not

the word to describe the fight > “don’t be afraid
of this word!”

ETAPE 2 2ème partie de la video (6 :57-9 :56) à faire en Men are imprisoned into stereotypes too. Montrer que les hommes aussi sont victimes de la
autonomie, avec des questions. théorie du genre, qu’eux aussi veulent l’égalité des
(à la If we want equality, let’s have men free to exist
sexes (la reconnaissance de leur vulnérabilité et/ ou
maison) What about men ? as they want, with their flaws and qualities.
sensibilité par exemple).

ETAPE 3 FIN (11 :70-12 :30) Se rendre compte de la portée, ou puissance d’un
discours. Ce n’est pas simplement un joli texte composé
10mn If nobody does anything, what will be the For dozens of years, the gender pay gap will
de mots, avec des métaphores et des références > tout
consequences for women? continue, millions of little girls will still be forced
ceci a un but : faire changer les mentalités, faire évoluer
into marriage, there’ll be no secondary
la société.
education for African girls…
Le discours comme arme citoyenne.
Make everybody react, do something, take part
in the campaign for gender equality. L’égalité des sexes est l’affaire de tous.

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 7

 So, what is the aim of Emma Watson’s speech?

ETAPE 4 Write a summary to recap the 3 parts of the Peut se faire en autonomie, à la maison.
video. OR Fill in the blanks of the summary.

SUPPORT UTILISE: sites internet (références ci-après)

ETAPE 1 Classe inversée : recherches sur glass ceiling ; Savoir à quoi correspondent ces concepts, idées.
gender pay gap; equal pay day
Connaître le fossé qui existe dans la rémunération des
Be able to define glass ceiling, gender pay gap, hommes et des femmes, à travail égal, dans les
equal pay act and equal pay day, provide entreprises notamment.
examples.

ETAPE 2 Mise en commun des définitions et exemples

trouvés.
10mn

EE TACHE FINALE

1 séance Write a speech to promote gender equality and

equal pay at work today. As an employee in a
British company located in London, you want to
make your co-workers aware of the pay gap
between male and female employees for the
same work. You want to convince them this is
unacceptable.

Write a speech of about 250-300 words.

3
AL = activité(s) langagière(s)

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 8

 Déposer ici toutes les ressources utilisées dans le projet :

supports, exercices, grilles d’évaluation, liens internet, liens vers le Cloud (type Dropbox), etc.

1. Liens vers le site web de la British Library :

https://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century

https://www.bl.uk/victorian-britain/articles/the-victorian-middle-classes

https://www.bl.uk/romantics-and-victorians/articles/the-middle-classes-etiquette-and-upward-mobility

2. Article reproduit ci-dessous

Women's status in mid 19th-century England, a brief overview, by Helena Wojtczak

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 9

3. Diagramme en toile d’araignée (ci-dessus)

4. Liens vers les vidéos sur :

A. Suffragettes and Emmeline Pankhurst :

https://www.youtube.com/watch?v=Ev0bsuYzJEc (Suffragette, behind the scenes featurette 3:19)

https://www.youtube.com/watch?v=NL5s9dk9U4w (Royal Holloway University London - Emmeline Pankhurst’s speech in the US, Hartford,
Connecticut- 3:54)
https://www.youtube.com/watch?v=VDXR6cjmSbc (Emmeline Pankhurst’s speech: Freedom or Death commented 1:29)

https://www.youtube.com/watch?v=Zbdskuuocpg (Suffragettes: 100 years since women won the right to vote - BBC News 2:35)

https://www.youtube.com/watch?v=5rvty0tsEts (Meet the suffragettes – development of film; 09:30)

https://www.youtube.com/watch?v=4UPkmbgihEA (Royal Holloway University of London -when and why suffragettes turned to militancy 5:44) >
both groups + https://www.youtube.com/watch?v=HhcAK7hjqfI (2nd part ) > both groups

https://www.youtube.com/watch?v=fCfU9_LTHFs (Museum of London marks 100th anniversary of women’s vote; al Jazeera 2:40)

https://www.youtube.com/watch?v=-G4fJ9I_wQg (Suffragette Emily Davison Killed - 100th Anniversary)

https://www.youtube.com/watch?v=216R_tVjYOc (Museum of London 3:42) Emily Wilding Davison and the Suffragette banner
https://www.youtube.com/watch?v=pw0IAFIhVfA (Suffragists vs suffragettes did violent protest get women the vote? Channel
4; 6:25) > both groups

B. Suffragists and Millicent Fawcett :

https://www.youtube.com/watch?v=4UPkmbgihEA (Royal Holloway University of London -when and why suffragettes turned to militancy 5:44) >
both groups + https://www.youtube.com/watch?v=HhcAK7hjqfI (2nd part ) > both groups

https://www.youtube.com/watch?v=tpmL0f_o59c (Millicent Fawcett 1:52)

https://www.youtube.com/watch?v=PNgVFaxGdvw (Mayor of London – with subtitles 1:49)

https://www.youtube.com/watch?v=k-Unq9Tg3mE (tribute to Millicent Fawcett in Parliament Square 2018)

https://www.youtube.com/watch?v=N9kqRDJfZC0 (Prime Minister Teresa May’s speech; March 2018 )

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 10

 https://www.youtube.com/watch?v=pw0IAFIhVfA (Suffragists vs suffragettes: did violent protest get women the vote? Channel
4; 6:25) > both groups
https://www.youtube.com/watch?v=Z1H-5BqsLj4 (100 years since women won right to vote, is there true gender equality in the
UK? | ITV News 2 :35)

* Questions on the videos:

What was the condition to be allowed to vote in Britain at the beginning of the 20th century?
What methods/ tactics did the suffragists resort to?
What methods/ tactics did the suffragettes resort to? How were (are) they considered for this reason?
What happened to them if they were caught by the police?
How many statues are there in Parliament Square? Who do they represent? What was missing until March 2018?
To conclude, which movement got women the right to vote? Justify.

5. Lien vers le texte de Judy Syfers Brady : Why I want a wife

http://www.columbia.edu/~sss31/rainbow/wife.html

6. Lien vers le discours d’emma watson aux Nations Unies, lors de sa campagne He for She :

https://www.youtube.com/watch?v=gkjW9PZBRfk

7. Liens vers les sites sur Equal pay for equal work; glass ceiling; gender pay gap:

https://www.everydayhealth.com/womens-health/glass-ceiling-effect-its-impact-on-women/

http://www.feminist.org/research/business/ewb_glass.html

http://glassceiling.com/exploring-the-gender-pay-gap/

https://www.cnbc.com/2018/06/08/why-the-gender-pay-gap-still-exists-55-years-after-the-equal-pay-act.html

https://www.equalityhumanrights.com/en/advice-and-guidance/equal-pay-equal-work-what-law-says

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 11

 WOMEN'S STATUS IN MID 19TH-CENTURY ENGLAND
A BRIEF OVERVIEW
by Helena Wojtczak

It takes a considerable leap of the imagination for a woman of the 21st century to realise what her life would have been like had she been
born 150 years ago. We take for granted nowadays that almost any woman can have a career if she applies herself. We take for granted
that women can choose whether or not to marry, and whether or not to have children, and how many.

Women of the mid-19th century had no such choices. Most lived in a state little better than slavery. They had to obey men, because in
most cases men held all the resources and women had no independent means of subsistence. (...)
Women's purpose was to serve men and (men's) offspring, by marrying and reproducing, by raising children, looking after the sick, nursing and by teaching at
elementary level. (...) Girls received less education than boys, were barred from universities, and could obtain only low-paid jobs. All professions that needed
academic qualifications were closed to women. (...)

Most women had little choice but to marry and upon doing so everything they owned, inherited and earned automatically belonged by law to their husband. (...)
Every man had the right to force his wife into sex and childbirth. He could take her children without reason and send them to be raised elsewhere. (...)
If a woman was unhappy with her situation there was, almost without exception, nothing she could do about it. Except in extremely rare cases, a woman could
not obtain a divorce and, until 1891, if she ran away from an intolerable marriage the police could capture and return her, and her husband could imprison
her.(...)

Among the rich, family wealth automatically passed down the male line; if a daughter got anything it was a small percentage. Only if she had no brothers, came
from a very wealthy family, and remained unmarried, could a woman become independent. (...)
From reading Victorian novels and watching television costume dramas it is easy to forget that the vast majority of women were working class. Born without a
penny, they began work between the ages of about 8 to 12 and continued until marriage. A woman's fate thereafter depended on her husband. If he earned
enough to support her she would usually cease work, otherwise she worked all her life, taking short breaks to give birth. Anything she earned belonged to him.

Barred from all well-paid work women were forced into a very small range of occupations. Half were in domestic service and most of the rest were unskilled
factory hands or agricultural labourers. (...)

Prostitution was rife in Victorian England, the majority being "casual", resorted to only when there was no alternative. (…)

Women's clothing symbolised their constricted lives. Tight lacing into corsets and cumbersome multiple layers of skirts which dragged on the ground impeded
women's freedom of movement. (...) The skirts were so wide that many women died engulfed in flames after the material caught fire from an open grate or
candle.(...)

During the early to mid-nineteenth century the social order was being challenged and a new philosophy was emerging, imbued with ideals of liberty, personal
freedom, and legal reform. Black slavery was being criticised and challenged, and was abolished, and working class men demanded that the right to vote be
given to them and not just to a few thousand landed gentry. It was in this climate that women began to think that they, too, deserved to be emancipated from
their enslaved status.
http://www.hastingspress.co.uk/history/overview.html

STEPHANIE ARTIGUEBIEILLE - LYCEE PIERRE BEGHIN – ACADEMIE DE GRENOBLE 12