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Unit 3 2WEIL 2

This document appears to be about an upcoming unit on American protest songs. It references a question on the extent to which American protest songs are a form of counterpower. It lists the first step as defining what a protest song is and includes an activity analyzing the song "I Can't Breathe" by H.E.R. which protests police brutality and racism. Subsequent sections will discuss famous protest songs and provide guidance on writing protest songs, focusing on grammar points for expressing causes and purposes.

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JB GameR
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37 views4 pages

Unit 3 2WEIL 2

This document appears to be about an upcoming unit on American protest songs. It references a question on the extent to which American protest songs are a form of counterpower. It lists the first step as defining what a protest song is and includes an activity analyzing the song "I Can't Breathe" by H.E.R. which protests police brutality and racism. Subsequent sections will discuss famous protest songs and provide guidance on writing protest songs, focusing on grammar points for expressing causes and purposes.

Uploaded by

JB GameR
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Monday, December 05th 2022

Unit 3: American protest songs


Axe: création et rapport aux arts

Question : “To what extent are American protest songs a form of counterpower?”

Step 1: What is a protest song?

Activity 1: H.E.R, I can’t breathe

GUESS THE TOPIC OF THE NEW UNIT

Loot at the document. Describe it and give your opinion.

Students's keywords:
-signs, placards,
-protest taking place after the death of Georges Floyd killed by a police officer / a cop,
-protesting for equality,
-it's a noble cause, 
 

Let’s recap!
This document is a picture/ photograph/photo, it was taken in the USA. Indeed, we can see/
spot/ observe/ distinguish people protesting/ demonstrating/ marching in the street. It’s
a demonstration/ a protest against police brutality towards African-Americans. Indeed, one of
the signs/placards in the background shows the face of George Floyd, a black man who was killed
by the police during an arrest. His death was immortalized by people’s cell phones as he agonized
for nine minutes saying « I can’t breathe
». This tragic/dramatic event aroused/provoked protests across the United-States and all
around the world.
Friday, December 09th 2022

Watch the video clip again (moodle). Spot:

-actions

-places

-atmosphere

-people’s actions and emotions

Student’s keywords:

-demonstrating against racism,

-police officers are hitting the demonstrators,

-people escaping from the police,

-some people are protesting silently while others are using violence,

-scene takes place in America,

-some scenes are taking place in Europe,

-atmosphere is dark and gloomy (video clip is in black and white)

-people look united, supportive.

Thursday, January 06th 2023

Let’s recap!

In this video clip, we can observe people protesting/ demonstrating/rioting in the streets all
over the world. Indeed, the demonstrations/ the protests are taking place in: the US, Syria,
Belgium, London, Berlin. Indeed, the story of George Floyd touched everyone, it became a global
phenomenon/ problem/issue Moreover, the atmosphere of the video is dark/ gloomy. Indeed,
the whole clip is in black and white which shows that what is happening is serious and important.
To finish, the protesters in the video look/seem angry/ united/supportive/revolted/sad.
Step 3: Famous protest songs!

Activity 1: Training task

-Pick a song

-Watch the video clip first and then start to work as a team 

-The teacher is here to help you and answer your questions

Monday, January 16th 2023

Step 4: writing a song

Activity 1: How to write a protest song?!

Watch “How to write a protest song?” 

List the 15 things you need to do in order to write a good protest song.
Activity 2: grammar point

Exprimer le but ou la cause:

→ On utilise : because (car) / as (comme, puisque) / since (comme, puisque) pour exprimer la


cause.

Exemple 1: He wrote the song because he wanted to talk about racism.

Exemple 2: As / Since she is against racism, she wrote the song “I can’t breathe”

→ On utilise : in order to / so as to / to (pour, dans le but) pour exprimer le but.

Exemple 1: She wrote this song in order to denounce inequalities between men and women.

Exemple 2: We had a meeting today so as to / to  discuss the next song on the album.

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