2 JAMAICA AND THE UNITED KINGDOM
20-27
Présentation de l’unité
L’objectif de cette unité courte est de souligner les liens qui
existent depuis toujours entre la Jamaïque et le Royaume-Uni.
Ces liens s’inscrivent tout naturellement dans l’axe d’étude du
cycle terminal « Identités et échanges », identités culturelles
spécifiques mais présentes dans les deux pays, et échanges et
influences culturels et économiques.
Au fil des pages, les élèves découvriront plusieurs aspects de
la culture jamaïcaine et les relations, les liens que les Jamaïcains
ont tissés depuis toujours avec le Royaume-Uni.
Du reggae, musique emblématique de la Jamaïque, au tou-
risme, en passant par l’opportunité offerte aux Jamaïcains
après la Seconde Guerre mondiale d’aller travailler au Royaume-
Uni, l’exportation de la culture jamaïcaine au Royaume-Uni, les
difficultés liées à l’expatriation des Jamaïcains, le « scandale
Windrush », la relation à la monarchie britannique depuis
l’indépendance de la Jamaïque en 1962, les échanges écono-
miques entre les deux pays, cette unité vous fera voyager et
elle vous fera réfléchir aux relations entre un pays et son
ancienne colonie.
Cette unité couvre certaines thématiques et certains axes de
travail du projet de programme LLCER anglais, monde contem-
porain (voir ci-après).
Cette unité 2 pourra être mise en lien avec l’unité 24 : Gateways
to the USA (Axe 7 : « Diversité et inclusion ») qui évoque ceux
qui quittent leur terre natale pour rejoindre une terre offrant
une vie meilleure. En effet, dans les années 1940, des milliers
de Jamaïcains ont tout quitté et ont placé beaucoup d’espoir
dans leur traversée de l’océan pour aller trouver une vie nou-
velle et meilleure dans la mère patrie, l’Angleterre.
EXTRAIT DU PROGRAMME DE TRONC COMMUN (B.O.)
Axe 1 – Identités et échanges
Quel rôle joue la mondialisation dans le dynamisme de la vie sociale,
culturelle et économique dans chaque aire géographique ? Favorise-
t-elle la diversité ou la menace-t-elle ? Entraîne-t-elle une affirmation
de la particularité ? Modifie-t-elle la particularité locale ou indivi-
duelle au profit d'une « citoyenneté mondiale » ?
9782210112803_HTR_LDP_021-058.indd 35
La mobilité (intellectuelle, physique…) caractérise le monde actuel
et implique la multiplication des contacts, des échanges, des par-
tenariats tout en posant les questions de l’acculturation, de l’inté-
gration, de l’adaptation, de l’inclusion, etc. Cette mobilité suppose
le franchissement de frontières géographiques et politiques. Les
questions liées à l’ouverture et à la fermeture des frontières sont à
la source de nombreuses tensions qui sont traitées différemment
selon l’histoire et la culture des zones géographiques concernées.
Le terme de « frontière » est appréhendé dans ses différentes accep-
tions (frontière historique, culturelle, linguistique, etc.). Les élèves
réfléchissent en particulier aux frontières qui existent au sein d'une
société entre des groupes différents (entre générations, groupes
sociaux, quartiers, clans...).
Mots-clés en lien avec l’unité : frontières / conflits /
contacts / ghettos / migrations / exils / hospitalité / droit
d’asile / choc des cultures / mobilité / déclassement social /
ascension sociale / voyages / dépaysement / tourisme /
accueil / médiation / dialogue / mixité / partage
EXTRAIT DU PROGRAMME DE LLCER
ANGLAIS, MONDE CONTEMPORAIN (B.O.)
Thématique 1 : « Faire société »
– Axe d’étude 1 : Unité et pluralité
Célébrations et commémorations
Arts et Les modes de vie
Les différentes visions de l’intégration
– Axe d’étude 2 : Libertés publiques et libertés individuelles
Les demandes de réconciliation ou de compensation
Les revendications identitaires
La représentation des minorités et des régions d’un même pays
– Axe d’étude 3 : Égalités et inégalités
Les inégalités
Politiques économiques et sociales, et correction des inégalités
Thématique 2 : « Environnements en mutation »
– Axe d’étude 1 : Frontière et espace
Les migrations
Le tourisme et ses enjeux
Thématique 3 : « Relation au monde »
– Axe d’étude 3 : Héritage commun et diversité
Les relations de partage culturel
La vie dans un monde post-impérial
PARCOURS EXPRESS
On pourra, selon le temps que l’on souhaite consacrer à l’étude
de cette unité, choisir de ne traiter qu’une partie des documents.
Néanmoins, il sera nécessaire de suivre le parcours des trois
grandes parties ci-après :
1 Reggae: The Heartbeat of a Nation: document 1.
2 From One Island to the Other: documents 1 et 2.
3 Maintaining Links with the United Kingdom:
documents 2 et 3.
Unit 2 35
22/09/2020 11:30

image d’ouverture 20
Présentation du document
Légende du document : London is the Place for Me, by Eliza
Southwood (2018)
Cette œuvre contemporaine fait référence au premier navire
(l’Empire Windrush) transportant des Jamaïcains et autres Cari-
béens ayant accosté à l’est de Londres, en 1948, afin de recons-
truire le pays après la Seconde Guerre mondiale. Plus de 500 000
Caribéens profiteront ainsi des facilités offertes par le Royaume-
Uni aux membres du Commonwealth pour gagner son sol. Ce
n’est qu’en 1973 que cette possibilité prendra fin. Tous ces
passagers et leurs descendants seront connus sous l’appellation
“Windrush Generation”. Cet événement historique a été évo-
qué par les médias en 2018 au moment du “Windrush scandal”
faisant référence à la politique du gouvernement britannique
qui décida de renvoyer en Jamaïque des milliers de Jamaïcains.
Afin de mieux saisir le contexte de l’image d’ouverture on pourra
fournir aux élèves les informations ci-après concernant l’expo-
sition annuelle organisée à Londres, intitulée “What stories
does London have to tell?” ainsi que l’artiste lauréate de ce
concours.
Background to the yearly exhibition “What stories
does London have to tell?”
In 2019, British artists were asked to imagine a poster
that could capture the spirit of London and that could
illustrate the city’s history, its legends and its people.
“London is the Place for Me”, by artist Eliza Southwood
was the Gold prize-winning poster of the Poster Prize for
Illustration 2019: London Stories. This poster, which was
on display at the London Transport Museum until
14 July 2019 shows Jamaicans disembarking from the
passenger ship HMT Empire Windrush when it landed at
Tilbury Docks (Essex) from Jamaica in 1948.
Background to the song’s title
“London Is the Place for Me” is a 1948 calypso song by
Lord Kitchener (the king of Calypso singers), who sang
the first two verses in front of reporters after the HMT
Empire Windrush landed.
Eliza Southwood said about the song: “The other reason
for choosing this topic is that I love calypso and that
song of Lord Kitchener’s, ‘London Is The Place For Me’
which gave the poster its title. Lord Kitchener was sing-
ing this song as he disembarked from the Windrush. The
song is full of hope and cheeriness, and the reality of
course was very different. Poignant and very sad really.”
Mise en œuvre
La mise en œuvre qui sera nécessairement courte pourra se
faire de la façon suivante :
1. Après avoir noté au tableau le titre de l’unité, une première
étape de description brève de ce tableau pourra être entre-
prise. Les expressions de l’opinion pourront être activement
rebrassées à cette occasion.
We can see a crowd of passengers who are debarking/disem-
barking from a (passenger) ship that has just landed/docked.
The name of the ship is “Windrush” and is registered in London.
Most of these passengers are black. They must come from
Jamaica. It seems to me that the scene must take place in Great
Britain/the United Kingdom. In my opinion, these passengers
36 Unit 2
9782210112803_HTR_LDP_021-058.indd 36
must have sailed across the Atlantic to start a new life in the
United Kingdom. They must have arrived in the UK after spend-
ing weeks out at sea. They look all dressed up as if they had
pinned all their hopes on arriving in the United Kingdom/the
mother country.
S’ils n’ont pas deviné qu’il s’agit d’une représentation d’une
scène ancienne, on leur demandera d’être attentifs aux détails,
en particulier le taxi noir et les couvre-chefs des passagers.
The black taxi/cab shows that the scene must have taken place
decades ago. Moreover, most passengers are wearing hats,
which is no longer the fashion today. Others are holding suit-
cases, not trolleys.
2. On fournira dans un deuxième temps le contexte de cette
œuvre d’art en distribuant les informations données dans
l’encadré en début de chapitre. Il est en effet nécessaire que
les élèves disposent d’un minimum d’informations relatives à
la conception de ce tableau et à la période à laquelle il fait
référence.
Sans dévoiler pour autant le travail consacré à la Windrush
Generation (manuel p. 22, 23 et 24), on pourra également
fournir aux élèves au moment le plus opportun les informations
suivantes :
The British Nationality Act of 1948 gave everyone who
was at that time a British subject by having been born
in a British colony the right to settle and work in the
United Kingdom.
At the time when the HMT Empire Windrush landed at
Tilbury Docks (Essex) in 1948, a new United Kingdom
was being born.
On board the passenger ship was the first wave of West
Indian guest workers, answering a British government
advertisement to fill the severe labour shortage in the
wake of the Second World War.
Between 1948 and the early 1970s, almost 500,000 peo-
ple moved from the Caribbean to Britain. Working age
adults and many children travelled to join parents or
grandparents in the UK or travelled with their parents
without their own passports. These people were later
referred to as “the Windrush Generation”.
Remarque : Lien possible avec l’unité 3 de Hit The Road 1re
p. 29 doc 2 Little Punjab (les Indiens sont arrivés dans ce
quartier à la même époque (indépendance de l’Inde en 1947).
Pritam Singh Sangha, le commerçant cité dans la vidéo, a ouvert
le premier commerce indien à Southall / Little Punjab / Little India
en 1954 pour répondre au besoin de sa communauté installée
au même endroit. Les Indiens s’étaient installés à Little Punjab
car les loyers étaient bon marché et le quartier se trouvait
à côté de l’usine de caoutchouc qui les employait (R. Woolf
Rubber Factory). L’usine était tenue par un ancien militaire
anglais qui avait servi l’armée aux côtés de sikhs durant la
guerre et qui avait trouvé naturel de les embaucher une fois
rentré en Angleterre.
3. La description s’affinera à la lueur des informations fournies
précédemment aux élèves.
This passenger ship is the one that brought hundreds of Jamai-
cans to the United Kingdom to find jobs and settle down. This
is the reason why the artist chose to represent a majority of
black people who are disembarking from the ship. From the
look on these people’s faces, we can imagine that they are full
of hope. They have come to the United Kingdom to start over/
start a new life and find jobs that will help them to make their
lives better.
22/09/2020 11:30
 4. On pourra enfin faire réfléchir les élèves au but de l’artiste :
What is the artist’s goal? How do you react to this artwork?
By picturing a majority of black people instead of a majority of
white people, I have the feeling that the artist wanted to picture
a realistic view of what took place in 1948 when the Windrush
landed with hundreds of Jamaican passengers in search of a
new life in the United Kingdom. To my mind, she probably meant
to show how diverse the British population is.
La seconde partie de la question sera l’occasion de rebrasser
les expressions du goût :
→ I really love this artwork, because it is quite realistic and
it pictures this episode in the history of the UK as it happened.
→ As far as I am concerned, I am not keen on such a poster,
because it does not really represent reality, as these passengers
may have not been so relax and happy after spending weeks
on board the ship out at sea.
20
BEFORE CLASS! VIDEO N°05
Présentation du document
Cette vidéo Before class! fait partie d’une campagne visant
à promouvoir la Jamaïque comme destination touristique. Elle
peut être utilisée et exploitée dans le cadre de la classe inver-
sée, favorisant la médiation entre élèves.
La vidéo est accessible au clic dans le manuel numérique élève
et enseignant, ou en flashant le QR code.
Bien que le visionnage de la vidéo Before class! ne soit pas
une étape nécessaire à l’étude de l’unité, elle permettra notam-
ment aux élèves une entrée ludique, simple et ancrée dans la
réalité. Elle suscitera leur curiosité en les encourageant à décou-
vrir au fil des pages ce pays méconnu mais possédant une
culture et des traditions riches et variées.
script VIDEO N°05
I love waking up every day in this country. This is where I
was born and raised. I have such a passion for my country,
and for me, this is home.
In Jamaica, lots of people… they look at just… like…
beach… you know. Sea and sun but our mountains are
something to behold. It’s majestic up there, and it’s a dif-
ferent type of peace, it’s a different type of lifestyle,
completely.
I could mention many different places that are amazing,
but the one thing I do love about Jamaica is what… is
that you can find that relaxation, you can find that chill in
your backyard.
Apart from it being an incredibly beautiful country, an
incredibly beautiful island, we have a wonderful, wonder-
ful culture, wonderful, vibrant, colourful people. There is
definitely a realness to Jamaica. There is definitely some-
thing that, no matter what, keeps you in touch with reality
here.
Why come to Jamaica? It all comes back down to Jamaica
as a whole, you know, the food, the music, the culture,
the people, the climate, come out and meet us, come out
and experience what Jamaica has to offer.
9782210112803_HTR_LDP_021-058.indd 37
Mise en œuvre
L’objectif de cette vidéo Before class! n’est pas d’exiger une
compréhension exhaustive du reportage. Il s’agit davantage
de susciter l’intérêt et la curiosité des élèves pour la Jamaïque.
On privilégiera donc une restitution libre des éléments sail-
lants du reportage. Un élève pourra se rendre au tableau afin
de distribuer la parole et noter les idées énoncées par ses
camarades.
Si certains élèves n’ont pas pu regarder le document vidéo,
on pourra demander à des volontaires de jouer le rôle de
médiateur et de transmettre l’information à leurs camarades.
Enfin, si l’on désire prolonger le travail sur ce document vidéo
pour donner une dimension plus naturelle et authentique au
compte rendu oral simple en situation de classe, on pourra
demander aux élèves d’en produire un résumé oral à la façon
d’un teaser pour une radio britannique ou jamaïcaine.
On pourra suggérer aux élèves d’intégrer les citations suivantes
à leur production. L’inclusion de ces citations pourra se faire à
n’importe quel moment, au choix de l’élève.
– “I can’t really live outside Jamaica. I can be away, but
only for a while.” Usain Bolt
– “I never did feel any pressure in Jamaica. You just
someone, not nobody big.” Ziggy Marley
– “I grew up with coconuts as the main flavour in food in
Jamaica. It's part of our culture.” Ziggy Marley
Remarque sur les citations : Ces trois citations pourront
éventuellement donner lieu à un travail en lien avec l’épreuve
de production orale demandée pour les évaluations communes
du baccalauréat.
Reggae: The Heartbeat
1
21
of a Nation
Cette page fait la part belle à la musique emblématique de la
Jamaïque : le reggae. Le reggae est connu pour sa musicalité,
ses chansons rendues célèbres dans le monde entier par Bob
Marley. Le reggae est moins connu pour sa dimension de
« musique rebelle ». Ce genre musical trouve en effet ses ori-
gines dans la dénonciation des oppressions de toutes sortes
dont les Jamaïcains ont souffert. Les titres qui ont été choisis
pour illustrer les documents de cette page témoignent du rôle
joué par le reggae dans l’identité culturelle et artistique de la
Jamaïque.
1 Jamaica’s rebel music
21
Mise en œuvre et réponses aux questions
A. Les élèves auront reconnu Bob Marley, le chanteur de reggae
le plus célèbre au monde. On pourra en premier lieu leur deman-
der de fournir des éléments sur Bob Marley. Cette étape pourra
se faire en leur demandant de construire une carte mentale
autour du nom du chanteur et de son œuvre. Cette carte men-
tale servira de support à une production orale en continu pour
présenter ce chanteur emblématique de la Jamaïque. Les mots
qui pourraient ressortir sont : Jamaica, Rasta man, reggae/music
Unit 2 37
22/09/2020 11:30
 icon, ambassador for reggae, concert, popular, the Rasta(farian)
movement, rebel songs/music, protest songs/music, oppres-
sion, struggle/fight, legacy…
La production pourra être enrichie avec la biographie de Bob
Marley ci-après, que l’on pourra au préalable fournir aux élèves.
Jamaican singer Robert Nesta Marley, better known
by his stage name Bob Marley was born on February 6,
1945.
Bob Marley began his singing career with a band called
The Wailers, which he formed in 1963. He quickly
became an international and cultural icon through his
music. The Wailers disbanded in 1974 and Bob Marley
started a solo career.
Bob Marley’s reggae music, which identified oppressors
and aimed at social change, has always allowed listeners
to forget about their problems, sing and dance.
Bob Marley became one of the best-selling artists ever,
selling more than 75 million records worldwide. One of
the 20 th century’s most charismatic and talented per-
formers, Bob Marley who died in Miami, Florida from
cancer on 11 May, 1981 at age 36 is still regarded as a
cultural icon who urged people to stand up for their
rights.
On pourra, si le besoin émerge, fournir les informations ci-après
sur le mouvement Rastafari.
The Rastafarian movement: Rastafarianism (or Rasta-
fari) is an African religion that developed in Jamaica in
the 1930s, following the coronation of Haile Selassie I as
King of Ethiopia in 1930. Followers of the Rastafarianism
are known as Rastafari, Rastafarians, or Rastas. To the
Rastas, Haile Selassie would one day lead the people
of African origin to a promised land. Although Haile
Salassie died in 1975, Rastafarians, who believe that he
will one day return, do not accept his death.
Rastafarianism developed among working-class black
people. It began in part as a social movement against
white people that the Rastafarians saw as oppressors.
The Rastafarians blamed slave traders that brought
Africans to Jamaica for depriving them of their African
heritage, which they sought to recapture and celebrate.
The Rastafari movement earned global attention thanks
to the music and songs of Bob Marley. Today, Rastafari-
anism is still present in the United States, England, Africa
and the Caribbean.
On pourra ensuite demander aux élèves de citer quelques
chansons de Bob Marley.
En voici une liste non exhaustive par ordre chronologique : “One
Love” (1965), “Soul Rebel” (1970), “Concrete Jungle” (1973),
“Get Up, Stand Up” (1973), “I Shot the Sheriff” (1973), “No
Woman, No Cry” (1975), “Jamming” (1977), “Three Little Birds”
(1977), “Is This Love” (1978), “Could You Be Loved” (1980),
“Redemption Song” (1980), “Buffalo Soldier” (1983).
Une aide lexicale sera nécessaire afin de mener à bien la ques-
tion A. On encouragera de fait les élèves à s’approprier le
champ lexical proposé dans la boîte Help! p. 21.
Les élèves auront peut-être besoin qu’on leur fournisse la défi-
nition du mot icon.
icon /ˈaɪkɒn/ = a person regarded as a symbol of a
belief, nation, community, or cultural movement
38 Unit 2
9782210112803_HTR_LDP_021-058.indd 38
La réponse à la question A pourra reprendre tous les éléments
ci-dessus. Une synthèse de tous les éléments servira la produc-
tion orale. Les informations notées sur l’affiche pourront nour-
rir l’expression.
The poster shows Jamaican reggae singer and musician Bob
Marley who is performing at a live concert. We can say that Bob
Marley was, and still is an icon when we look at what is written
on the poster. Indeed, the sentence “Bob Marley: The legacy
continues” proves that Bob Marley’s songs and music still have
a great influence in today’s world, four decades after he died.
Bob Marley’s reggae music, which identified oppressors and
aimed at social change, has always allowed listeners to forget
about their problems, sing and dance. One of the 20th century’s
most charismatic and talented performers, Bob Marley has
always been regarded as a cultural icon who urged people to
defend/stand up for their rights. Bob Marley still keeps Jamai-
can traditions alive today. His heritage/legacy is still vivid in
everyone’s memories the world over.
B. Cette activité pourra s’effectuer en séparant la classe en deux
groupes. Le groupe A se focalisera sur le rôle du reggae et son
impact sur la Jamaïque et sur le monde. Le groupe B travaillera
sur la réaction du peuple jamaïcain à la décision de l’UNESCO.
Un repérage initial des éléments pertinents pour chaque
groupe permettra de mieux cerner les éléments de réponse et
donc de mieux synthétiser les idées à des fins de production
orale. Les groupes pourront être formés en fonction du niveau
des élèves dans un souci de différenciation pédagogique.
Lors de la mise en commun des informations, on veillera par-
ticulièrement à ce qu’un maximum d’élèves prenne la parole,
que ce soit pour donner des informations ou pour demander
à l’autre groupe des compléments d’information (interaction
orale et médiation).
Repérage des informations dans le texte :
Group A – The role of reggae and its impact on Jamaica and
the world:
“The soundtrack of their lives” (l. 10)
“Reggae is ‘cerebral, socio-political, sensual and spiritual’.” (l. 12)
“Reggae beat is their nation’s heartbeat and that its lyrics are
the soul and conscience of its people.” (l. 14-15)
“Reggae provided a battle cry for change.” (l. 16)
“Reggae was accusing the authorities of being the new ‘slave
drivers’.” (l. 18)
“Reggae was the ‘heart and soul’ of the country. (l. 24)
→ Synthèse des informations :
Lors de la mise en commun, on pourra demander aux élèves
d’employer le present perfect qui est l’un des objectifs gram-
maticaux de l’unité.
Reggae has always played an essential role in the life of the
Caribbean people and especially that of Jamaicans. It has been
part of their culture; it has been part of their lives for as long as
they can remember. It is deeply rooted in their cultural identity.
As the radio presenter puts it line 1, reggae has been “the
soundtrack of their lives”. This music, which is emblematic of
Jamaica, has had an artistic impact, but it has also had a political
and social one. Indeed, it has been the medium for change and
for social and human struggles at the time of the slave trade,
but even until recently. Reggae has always denounced racism
and social inequalities. It is primarily music for rebellious/defiant
people, those who rebel against inequalities, those who stand
up to the oppressor.
22/09/2020 11:30

Not only has reggae been the “heart and soul” of Jamaica, it
has also preserved Jamaica’s culture and traditions, and it has
spread its influence across the world. Reggae has popularized
Jamaica in the eyes of the world. Reggae can be heard anywhere
in the world. It has no boundaries.
Group B – The Jamaicans’ reaction following UNESCO’s decision:
“The kiss of death for any remaining semblance of ‘rebel music’
in Jamaica.” (l. 3)
“There was no corresponding ‘jam out there’ in the streets of
Kingston, Spanish Town, Mo’ Bay or Ochi.” (l. 6)
“This recognition by the UN is at best too little too late and,
at worst, somewhat suspect.” (l. 8)
“Jamaicans do not need the UN to endorse the soundtrack of
their lives. They do not need UNESCO to tell them that reggae
is ‘cerebral, socio-political, sensual and spiritual’. Jamaicans
know that already.” (l. 10-13)
→ Synthèse des informations :
Jamaicans did not welcome UNESCO’s decision “to add reggae
to its list of the intangible cultural heritage of humanity”. They
feel that reggae belongs to the people of Jamaica. It does not
belong to anyone else, not even to UNESCO, the United Nations
or any other government organisation. To Jamaicans, this deci-
sion has deprived reggae of its purpose, its soul. This decision
has made reggae a beautiful genre of music that tourists listen
to for their own entertainment. However, reggae is nothing like
that. This is the reason why such a decision by UNESCO made
Jamaicans angry/bitter/resentful.
C. Remarque : Avant de répondre à cette question, les élèves
devront relire le passage de la ligne 16 jusqu’à la ligne 25.
Reggae has always been rebellious music, a medium for protest
songs and protest singers, a way for rebels of all ages to have
their say and rebel against/stand up to oppressors, politicians
and decision-makers. Bob Marley’s words still echo the thirst/
desire for change, for social equality when he sang these words
in 1973: “Get up, stand up, stand up for your rights”.
Yet, the Jamaican government stifled/smothered reggae’s
primary goal to denounce inequalities. The radio almost never
played reggae music during the 1970s even though it was very
popular at the time. They did so to silence/muzzle/gag any form
of rebellion that could have risen.
D. Cette question personnelle nécessite de connaître les
expressions de l’opinion : It seems to me that… / I have the
feeling that… / My opinion is that… / In my opinion, … / To my
mind, … / I do think that…
Elle sera une synthèse des questions précédentes.
→ In my opinion, this sentence implies that UNESCO’s decision
to add reggae to its list of the intangible cultural heritage of
humanity has done a disservice to Jamaica and its musical
tradition.
→ I do think that nowadays/today, reggae is not generally
considered/regarded as rebellious music. It has become music
that people will listen to for their own pleasure, for its original-
ity, but not for its original purpose, which is to denounce and
fight inequalities. Reggae is more than beautiful music, beau-
tiful songs from a beautiful country. Reggae “has teeth”, reggae
is like a weapon for social change. But it seems to me/
I have the feeling that reggae has lost its teeth.
9782210112803_HTR_LDP_021-058.indd 39
2
Holiday 21
in Jamaica
Cette activité de synthèse permettra aux élèves de reprendre
les documents étudiés jusqu’à présent : la vidéo Before
class!, l’article et sa photo, ainsi que les informations que l’on
aura pris soin de fournir aux élèves au fur et à mesure des acti-
vités de cette double page.
Contrairement à la rédaction d’une lettre qui répond à des
codes bien précis (en-tête, corps de la lettre, formules de fin,
mise en page, etc.), la rédaction d’un courriel ne nécessite pas
de contraintes particulières. Cependant, le niveau de langue
demeure important selon le destinataire. On veillera donc à ce
que ce courriel soit rédigé dans une langue qui peut être infor-
melle, car on s’adresse à un(e) ami(e), mais qui devra être
correcte.
On pourra fournir aux élèves la Worksheet n°03 qui les aidera
dans la rédaction de leur courriel.
Worksheet disponible sur le site compagnon enseignant (en
version PDF) : http://113916.site.magnard.fr/ressources/1759
Ce Your turn! ne sera pas nécessairement long. On pourra
demander qu’il soit rédigé en un minimum de 120 mots. La
proposition ci-après compte 217 mots. Le present perfect sera
activement utilisé à cette occasion, l’expéditeur/trice de ce
courriel se trouvant encore en Jamaïque au moment de sa
rédaction.
Production possible :
Hey Harry,
How are you doing? I do hope that you’re doing well.
What’s new in your neck of the woods? What have you been
up to lately? I haven’t heard from you for quite a long time now.
As you probably know, because news travels fast (!), I have been
in Jamaica for the past two weeks and I must say this is a fan-
tastic country!
I have met many people here in Kingston and they made me
feel at home right from the beginning. They are very welcom-
ing!
And… you should see their beaches!!! I’ve never seen such
beautiful places!
Life here is easy, and, you know how much I love reggae… Well,
Jamaica is like heaven on earth! You hear reggae everywhere,
out in the streets, on the beaches, even inside people’s homes!!
I am here in Jamaica for another two weeks. Why don’t you
come over and join me? That would be awesome! Jump on the
first plane to Kingston!
It’s 5pm over here. I know that you may be asleep at this time
because it’s 11pm on your side of the ocean, but just for you to
know… I’m off to the beach right now!! ☺
Give me some news. I sure would be glad to have you here!
Take care,
Tim
Unit 2 39
22/09/2020 11:30

From One Island
2
22-23
to the Other
L’objectif de cette double page est de montrer que l’histoire
de la Jamaïque est profondément liée à celle du Royaume-Uni.
Jadis sous la tutelle de la Couronne britannique, la Jamaïque a
gagné son indépendance en 1962 et a ainsi pu se développer
et continuer d’étendre ses traditions, son identité et sa culture
au Royaume-Uni. Des milliers de Jamaïcains ont traversé l’océan
Atlantique pour aider à la reconstruction du Royaume-Uni après
la Seconde Guerre mondiale, trouver du travail et commencer
une nouvelle vie, mais des milliers d’entre eux qui appartiennent
à cette génération ont été frappés par le « scandale Windrush »
en 2018.
Les documents de cette double page insistent sur la préserva-
tion de l’identité et des traditions caribéennes et soulignent les
difficultés rencontrées par ces milliers de Jamaïcains pour qui
le Royaume-Uni représente le seul pays qu’ils aient connu.
1 An independent nation
22
Anticipation
En amont de la lecture et du travail sur l’article, on pourra four-
nir aux élèves les informations suivantes qui compléteront les
informations sur l’indépendance de la Jamaïque données par
l’article :
On August 6, 1962, after more than 300 years under
British control, Jamaica became an independent nation
with full dominion status within the Commonwealth,
under a constitution that recognises Queen Elizabeth II
as head of state.
On that day, Princess Margaret opened the first session
of the Parliament of Jamaica on behalf of her sister, the
Queen. The Union Jack was lowered and replaced by the
Jamaican flag throughout the country.
Every year on August 6, Jamaicans celebrate their Inde-
pendence Day.
40 Unit 2
9782210112803_HTR_LDP_021-058.indd 40
Réponses aux questions
A. On fournira aux élèves la Worksheet n°04 d’aide à la com-
préhension de cet article. On leur demandera à l’issue de ce
travail de repérage de rendre compte du contenu de l’article
en production orale en continu. Cette activité donnera l’occa-
sion de travailler les mots de liaison, utiles à la structuration et
à la cohérence du propos.
Worksheet disponible sur le site compagnon enseignant
(en version PDF et en version modifiable) :
http://113916.site.magnard.fr/ressources/1759
Corrigé de la Worksheet n°04
1. a. precious stone / jewel
b. local
c. was the central point for sugar production
d. émeutes
2. a. True: “The island’s spirit, rhythm and passion for life has
infected everything from the food we eat to the music
we listen to. The cultural influence of this Caribbean
gem is undeniable.” (l. 2)
b. False: “Today Jamaicans all over the world will be gathe-
ring with family and friends – both at home and abroad
– to celebrate the richness of their heritage.” (l. 6)
c. True: “In 1961, a referendum was called to determine
whether or not the people of Jamaica should remain
part of the Federation.” (l. 24)
d. False: “The Black Cultural Archives in Brixton, the UK’s
only dedicated heritage centre for Black British history
and culture.” (l. 32)
e. True: “homegrown” responses to economic, social, and
political pressures on the island.” (l. 10)
B. The last paragraph of the article shows that Jamaica’s tradi-
tions and culture have spread to the United Kingdom. Indeed,
the UK is home to many Jamaicans who emigrated to settle
down and start a new life there. Immigrants came with their
culture and traditions and shared them with British people.
The fact that there is a Jamaican Independence Day in the UK
shows that the Jamaican community has a significant role to
play in sharing their culture not only in London, but also across
the UK.
22/09/2020 11:30
 2
B. La réponse à cette question nécessitera de la part des
22
The Windrush Generation élèves de faire la synthèse des informations prélevées dans la
Worksheet n°05 .

Mise en œuvre On veillera tout particulièrement à ce que les élèves prennent

connaissance du texte sur le “Windrush scandal” en prenant
Ce document vidéo ne posera aucun problème aux élèves. Le soin de relever les idées-clés et de rédiger des notes qui ser-
rythme, la clarté du propos et les images sont autant d’éléments viront de support à leur présentation orale.
facilitateurs. On encouragera les élèves à prendre des notes
dès le premier visionnage. Une restitution libre sous la forme
d’un compte rendu oral pourra se faire en prenant soin de sol-
liciter l’ensemble des élèves qui compléteront au fur et à mesure
les idées de leurs camarades. Cette reconstruction collégiale
du sens prendra ensuite la forme d’une synthèse orale des élé-
ments principaux, que les élèves pourront prendre en note, ce
qui constituera la trace écrite.
On pourra dans un second temps fournir le script suivant aux
élèves.

script VIDEO N°06

In 1948, Britain was just starting to recover from the

Second World War. Towns and cities had been bombed.
Thousands of homes and buildings were destroyed, and
they all needed to be rebuilt. In the Caribbean, thousands
of men and women had served in the British armed forces.
After the war, some of them answered an advert to come
to Britain where there were lots of different jobs available.
Other people just wanted to see England, which they’d
heard so much about.
They’d all gone on a ship – The Empire Windrush – which
left the Caribbean to travel thousands of miles across the
Atlantic Ocean. This was the first time so many Caribbean
people had come to live in Britain. Many more arrived in
the following years.
It was on the 22nd of June 1948 that the Empire Windrush
arrived at Tilbury Docks in Essex. But when its passengers
got off, they found that Britain was not as friendly to them
as they had hoped. It was cold and grey. And the Carib-
bean people soon experienced racism and discrimination.
They found it hard to get proper homes to live in and to
make friends with British people. Later, many of their
children were bullied at school, because of the colour of
their skin. There were racial attacks, and years later race
riots broke out in cities across Britain. Settling into a new
country was difficult, and black people had to stick
together and support one another.
Réponses aux questions
A. – Thousands of Jamaicans boarded the Empire Windrush to
sail across the Atlantic Ocean in order to settle down and find
a permanent job in Britain. They had seen an advert from the
British government saying that Britain needed help from their
citizens to rebuild the country after World War II. They landed
at Tilbury Docks in Essex on 22 nd June, 1948. Other waves of
Jamaicans arrived years later.
– As soon as they arrived, they felt Britain was quite different
from what they had expected. It was cold and grey and it looked
as if they had set foot in a hostile land.
– Although they were British citizens (Jamaica is part of the
Commonwealth), they were not really considered as such. Brit-
ons did not make them feel at home. They experienced racism
and discrimination in everyday life, and their children were often
bullied at school because of the colour of their skin. As a result,
they all had to stick together and help each other in order to
survive.
Worksheet disponible sur le site compagnon enseignant
en version PDF : http://113916.site.magnard.fr/ressources/1759
Corrigé de la Worksheet n°05
1. Passages à souligner : paragraphe 1 : the “Windrush
scandal” emerged between late 2017 and mid-2018 – whole
generation of British citizens – who came to the UK as
children on board the HMT Empire Windrush – faced the
threat of deportation from Britain. Paragraphe 2 : in 2018,
many of them were wrongly detained, denied legal rights
and threatened with immediate deportation because they
did not have the right paperwork. Paragraphe 3 : in the late
1940s and they had wished to make the UK their home.
Paragraphe 4 : Some were held in detention or sent back
to the Caribbean despite living in the UK for decades.
Paragraphe 5 : The “Windrush scandal” made Jamaicans
in the UK feel like aliens in their own country. Paragraphe
6 : A “Windrush task force” was later set up by the Home
Secretary to address this situation and find solutions for these
British citizens. Paragraphe 7 : Since the Windrush scandal
emerged in spring 2018, the Home Office has launched
measures. Paragraphe 8 : More than 8,000 people have been
given documentation proving that they are – and always were
– living legally in the UK.
2. What is referred to as “The Windrush scandal” emerged
in the late 2010s in the UK. Thousands of British citizens from
the Caribbean and their children, who crossed the ocean on
board the HMT Empire Windrush to start a new life in the
motherland faced the threat of deportation from Britain some
70 years after arriving in the UK because they did not have
the right identification papers. A “Windrush task force” was
set up by the Home Secretary to solve the problem and to
find solutions.

Unit 2 41

9782210112803_HTR_LDP_021-058.indd 41 22/09/2020 11:30

 3
23
A new life
Anticipation
Les informations ci-après pourront être données aux élèves
préalablement à l’étude du texte. Elles permettront de mieux
comprendre l’arrière-plan historique et personnel sur lequel
Andrea Levy a construit son histoire.
Andrea Levy (1956-2019) was born in London to Jamai-
can parents. She was a bestselling English author whose
literary work explored topics related to Great Britain and
Jamaica. Her novels and short stories include: Every
Light in the House Burnin’ (1994), Never Far From
Nowhere (1996), Fruit of the Lemon (1999), Small Island
(2004), The Long Song (2010), Uriah’s War (2014) and Six
Stories and an Essay (2014).
Andrea Levy was “a child of the Windrush”. In 1948
Andrea Levy’s father sailed from Jamaica to England on
the Empire Windrush and her mother joined him soon
after.
In 2009 Small Island was selected as one of the books of
the decade. That year, the novel was adapted for televi-
sion in a two-part BBC series and a stage adaptation
opened at the National Theatre in the Spring of 2019.
Mise en œuvre et réponses aux questions
A. Cette question nécessite un repérage précis du texte. Il est
nécessaire pour ce faire d’avoir accès à l’implicite d’un texte
narratif. On encouragera donc les élèves à repérer non pas
exclusivement les paroles des personnages, mais la façon dont
ils interagissent, et également la ponctuation, les commentaires
du narrateur, etc.
Une fois les repérages effectués (éléments soulignés ci-après),
on demandera aux élèves de formuler leur réponse en citant
le texte.
Gilbert /ˈɡɪlb3:t/:
The man just stared. (l. 6)
‘Yes, this is it.’ He swung his arms around again, like it was a
room in a palace. (l. 26)
The man sucked his teeth and flashed angry eyes in my face.
‘What you expect, woman? Yes, just this! What you expect?
Everyone live like this. (l. 30)
Man, this woman is a barb under my skin – she irritates me so
I lose me temper. (l. 42)
Little Miss Stick-up-your-nose-in-the-air (l. 44), Little Miss High-
class (l. 49)
Hortense:
All I saw were dark brown walls. A broken chair that rested one
uneven leg on the Holy Bible. A window with a torn curtain. (l. 2)
‘Well,’ I said, ‘show me the rest, then, Gilbert.’ (l. 6)
‘I am sorry?’ I said. (l. 13)
‘Just this?’ I had to sit on the bed. My legs gave way. There was
no bounce underneath me as I fell. ‘Just this? This is where you
are living? Just this?’ (l. 23-25)
‘Just this? Just this? You bring me all this way for just this?’ (l. 28)
‘This place is disgusting. I caan believe you bring me all this way
to live like this. You make me come here to live like an animal?’
(l. 39)
42 Unit 2
9782210112803_HTR_LDP_021-058.indd 42
When he says “This is the room”, Gilbert probably feels happy
to show his wife around, to show her the place that he found
for them. But then, as soon as Hortense sees the place, he real-
ises that it is not what his wife had expected. Gilbert is irritated
at the way his wife is talking to him.
As for Hortense, as soon as she sees the room she gets very
angry with Gilbert. She blames him for bringing her there. She
reproaches Gilbert with living in such a place. Clearly, the room
is not what she had in mind when coming to Britain. She is in
shock. The way she keeps repeating “Just this?” shows how
mad she is at her husband. She had pictured a different life in
the Mother Country. Life in London is not what she had hoped
for. She must have heard many facts about life in England and
she realises that the life that Gilbert has to offer her is quite
different. She realises that her life in London will be no different
from her life in Jamaica.
B. Cette question pourra reprendre les éléments repérés à la
lecture du texte concernant Gilbert.
Gilbert does not understand why Hortense reacts so badly. She
should be grateful to have a roof over her head, a place to live.
At first, Gilbert is disappointed with the way Hortense reacts.
By and by, he starts getting angry with her because she is infu-
riated. She blames him for living in such squalid conditions,
whereas he must have done his best to find this place and live
with her. He clearly does not understand his wife’s reaction.
C. Cette question reprendra également les éléments repérés
dans le texte. On demandera aux élèves de bien relire le pas-
sage lignes 42-51 qui permettra d’étoffer leur réponse. Les
éléments étudiés précédemment seront également utilisés
dans la réponse.
Gilbert tells his wife that she is lucky because by crossing the
Atlantic Ocean in order to start over/a new life, get a decent
job and help to rebuild Britain, he and his wife have the oppor-
tunity to live a better life, to have better opportunities. She is
lucky because she will get to live at the centre of the British
Empire. She will have the best of living in the Mother Country.
She is lucky because here in London she will be able to live a
decent life, even if it is in such a small place. She will have
everything that she needs. If she had stayed in Jamaica, her life
would have been much worse. Thus, he cannot understand why
she is complaining.
4 Write a letter
23
Ce Your Turn! nécessite une étude des différentes activités
de cette double page et d’avoir effectué le travail sur la
Worksheet n°05 . La lettre reprendra nécessairement des
éléments étudiés dans ces deux pages.
Remarque : Pour donner une dimension authentique à la
rédaction de la lettre, on invitera les élèves à la rédiger sur
feuille en leur demandant d’imaginer le nom du/de la maire(sse)
de Londres. On donnera également l’adresse à laquelle il est
joignable : Mayor of London, The Queen’s Walk, London SE1 2AA,
United Kingdom.
On renverra également les élèves à la Fiche méthodologique
n° 6 – Conseils pour écrire une lettre p. 327.
22/09/2020 11:30
 Production possible :
Mayor of London
The Queen’s Walk
London SE1 2AA
United Kingdom
Dear Mayor xxxxxx,
As a British citizen of Jamaican origin, I am extremely
concerned with the fate of my fellow Jamaican citizens in the
wake of the late Windrush scandal.
As you know, thousands of British citizens from the Caribbean
who came to the UK to start over, many of whom as children
on the HMT Empire Windrush are now facing deportation from
Britain, a country that they have called home for decades.
British Jamaicans now feel like aliens in their own country, citi-
zens without a legal status. Britain is the only home that they
know, and yet, they are denied legal rights that are granted to
all British citizens. This is unfair to them. To think that many of
these people will have to be sent back to Jamaica because the
government has not done anything to provide them with the
right paperwork is beyond me!
I trust that you will take all the necessary measures to make sure
that no British Jamaican citizen will ever suffer from this situa-
tion, which is a disgrace to all of us and gives a bad image to
the international community.
I am aware that you have a lot on your plate as Mayor of Lon-
don, but as a British citizen of Jamaican descent, I am asking
you to find ways to ensure that each and every British citizen,
no matter where they come from, is granted the same rights as
every other citizen.
Diversity is an opportunity for our city. Jamaican heritage has
brought a lot to the city over the years. All Jamaican citizens
here in the UK and in London are bitter.
We feel that we are not worthy. We feel that we are not welcome
anymore. The British government makes us feel like we do not
belong here. But we do! Settling in Britain was a dream come
true for all my fellow Jamaican people. We have overcome so
many obstacles since 1948, but we carried on and we pinned
our hopes on you, the decision makers.
As London Mayor, I think that you can make the right decisions
to make a difference, to change things.
I appreciate all that you do for our city, and I look forward to
seeing positive changes.
Yours sincerely,
Linford Delroy
9782210112803_HTR_LDP_021-058.indd 43
Maintaining Links with
3
24-25
The United Kingdom
L’objectif de cette double page est de montrer à quel point les
liens entre la Jamaïque et le Royaume-Uni sont forts. Ces liens
sont non seulement culturels et identitaires, mais ils sont éga-
lement économiques. En effet, les citoyens britanniques d’ori-
gine jamaïcaine contribuent à l’essor économique et culturel
du Royaume-Uni. Un projet ambitieux permettant à deux villes
d’Angleterre et de Jamaïque de collaborer et d’unir leurs forces
vives a vu le jour grâce aux efforts de leur maire respectif et
de leurs administrés.
Les liens qui unissent les deux pays sont également renforcés
par l’intérêt porté à la Jamaïque par la famille royale d’Angle-
terre. Les documents de cette double page insistent sur cette
proximité humaine, sociologique et économique entre les deux
pays.
1
Celebrating the 24
Windrush citizens
Mise en œuvre et réponses aux questions
A. Cette activité de repérage pourra être effectuée en dressant
la liste des phrases permettant de répondre à la question :
“When no one else in Britain would, the Windrush generation
did the low-grade and poorly paid jobs that kept Britain run-
ning.” (l. 10)
“We also celebrate the accomplishments of those Windrush
citizens who changed the shape of this country.” (l. 14)
The Windrush Generation has brought a lot to Britain. Indeed,
many migrants but also their children and descendants, and
those who crossed the ocean between 1948 and 1973, helped
to rebuild the United Kingdom after World War II but also
until today. They were the ones who “did the low-grade and
poorly paid jobs that kept Britain running” (l. 10). They are the
ones “who changed the shape of this country.” (l. 14)
Others became famous and participated in the life of the UK
by inspiring whole generations.
Unit 2 43
22/09/2020 11:30
 B. These men and women had to leave everything behind in
order to start over/start a new life in a foreign country on the
other side of the ocean. They had to leave their friends and
family and they had no money. So, they had to work harder than
the average British citizen from the UK. What’s more, they had
to face legal barriers that prevented them from living a serene
life in the Mother Country.
C. This sentence shows that many people who came to Britain
on board the Windrush had children who became famous and
helped to change the UK. The UK is honouring these people
who have contributed to the success of the United Kingdom.
D. Cette activité de recherches a pour objectif une production
orale en continu. Afin de donner davantage de naturel à cette
production, on pourra la scénariser en imaginant effectuer un
reportage sur les citoyens britanniques d’origine jamaïcaine
ayant œuvré pour le Royaume-Uni.
Ces courtes biographies pourront être utiles aux élèves.
Cyril Lionel Robert James (1901-1989) was a Trinidadian
historian, journalist and political activist. He was an influ-
ential voice in postcolonial literature. He was one of the
most prominent figures in the West Indies. He played an
active part in democratic movements in the West Indies
and Africa.
Stuart McPhail Hall (1932-2014) was born in Kingston,
Jamaica. He was a Jamaican-British academic, political
activist, writer and actor, known for Looking for Langston
(1989), The Attendant (1993) and The Papers (1968). He
presented a number of television programmes including
the BBC series Redemption Songs.
Paul Gilroy (b. 1956) was born in the East End of London
to Guyanese and English parents. He is a British histo-
rian, writer and academic, who is the founding Director
of the Centre for the Study of Race and Racism at Uni-
versity College in London. He is a professor of American
and English literature at King’s College London, and
author of There Ain’t No Black in the Union Jack: The
Cultural Politics of Race and Nation (1987) in which he
discusses anti-black racism in the United Kingdom.
Benjamin Obadiah Iqbal Zephaniah (b. 1958) is a British
Jamaican Rastafarian novelist, poet and playwright. He
is a famous figure in contemporary English literature,
and he was included in The Times list of Britain’s top 50
post-war writers in 2008. He grew up in Jamaica and the
Handsworth district of Birmingham, England, leaving
school at 14.
Andrea Levy (1956-2019) was born in London to Jamai-
can parents. She was a bestselling English author whose
literary work explored topics related to Great Britain and
Jamaica. Her novels and short stories include: Every
Light in the House Burnin’ (1994), Never Far From
Nowhere (1996), Fruit of the Lemon (1999), Small Island
(2004), The Long Song (2010), Uriah’s War (2014) and Six
Stories and an Essay (2014).
Andrea Levy was “a child of the Windrush”. In 1948
Andrea Levy’s father sailed from Jamaica to England on
the Empire Windrush and her mother joined him soon
after.
44 Unit 1
9782210112803_HTR_LDP_021-058.indd 44
Zadie Smith (b. 1975) was born in London to an English
father and a Jamaican mother. She changed her name to
“Zadie“ when she was a child, because it seemed more
exotic. She began writing stories at the age of six.
She is an English writer and essayist. Her debut
novel, White Teeth (2000), became a best-seller. She is a
professor in the Creative Writing faculty of New York
University.
Franklyn Roy Bruno (b. 1961) is Britain’s most famous
professional boxer. His father originated from Dominica,
while his mother is from Jamaica. He won 40 victories
over his professional career, which includes the 1995
World Heavyweight Championship. He retired from
boxing in August 1996. He uses his experiences of men-
tal health issues to raise awareness and campaign for
change.
He was an actor, known for Family Fortunes (1980),
The Calcium Kid (2004) and Cass (2008).
Frank was awarded an MBE (Member of the British Empire)
by Queen Elizabeth II in 1990.
Bruno has revealed plans are well underway to shoot a
film about his life and career.
Dame Jessica Ennis-Hill (b. 1986) is a British former track
and field athlete from England, specialising in
multi-eventing disciplines and 100 metres hurdles. Her
father is a Jamaican self-employed painter and decora-
tor, while her English mother is a social worker from
Derbyshire.
As a competitor in heptathlon, she became Olympic
champion in 2012, a world champion in 2009, 2011 and
in 2015, and she became the 2010 heptathlon European
champion.
À l’issue du travail sur les questions proposées, on encouragera
les élèves à rendre compte du document en incluant tous les
éléments trouvés.
2 Strengthening
links with Jamaica
24
Réponses aux questions
A. Mayor Delroy Williams, the Mayor of Kingston and St Andrew
in Jamaica has decided to develop and strengthen cultural and
economic links between his city and Bristol in England.
B. Mayor Delroy Williams decided to do so because he saw that
the Jamaican population living in Bristol is successful. Driven by
this success, it dawned on him that it would be a good idea to
strengthen economic and cultural ties between the two cities.
The two cities working together is the guarantee of success.
It is also a guarantee for economic opportunities and cultural
development for both cities and for both countries.
22/09/2020 11:30
 3 Does Jamaica still
need the Queen?
25
Remarque : On soulignera le fait qu’à l’époque du reportage,
le Prince Harry représentait la Couronne britannique. À ce jour,
il ne pourrait plus y avoir ce genre de reportage, le Prince Harry
ayant renoncé à représenter la Couronne britannique en s’ins-
tallant au Canada.
La question suivante pourrait alors être posée : Do you think
that today such a report focusing on Prince Harry could be
made? Why (not)?
Anticipation
Préalablement au travail sur le document vidéo, on pourra tirer
profit des documents ci-après qui compléteront le document
vidéo et qui nourriront la réflexion et les connaissances des
élèves.
Background to the video report
In March 2012, celebrating Queen Elizabeth’s Diamond
Jubilee, Prince Harry went on a Caribbean tour (Belize,
the Bahamas, and Jamaica) with a stop in Jamaica, where
he met with three-time Olympic Gold Jamaican sprinter
Usain Bolt, visited a local hospital and attended a state
dinner with the then Jamaican Prime Minister, Mrs Portia
Simpson-Miller.
Cultural fact – The Queen’s role
Queen Elizabeth II is the Queen of Jamaica and, as such,
she keeps playing an important ceremonial and symbolic
role in Jamaican life.
The Queen is represented on the island by a Governor-
General.
The Governor-General’s role is largely ceremonial.
As the Queen's representative, the Governor-General
approves the laws passed in Jamaica by the House of
Representatives and the Senate before those laws are
implemented.
The Governor-General also names the date of a general
election and appoints ministers.
script VIDEO N°07
Presenter #1: We’ve been reporting all week on Prince
Harry’s tour of the Caribbean, celebrating the Queen’s
Diamond Jubilee.
Presenter #2: He is now in Jamaica, hence the “Bob
Marley”, where he’s been mixing the serious and the silly.
Seth Doane is travelling with him and is in Kingston,
Jamaica.
Seth Doane: Good morning. Each of the Prince’s stops
have been in Commonwealth countries, former British
colonies that share a continued allegiance to the Crown.
But here in Jamaica, where the Queen is Head of State,
some have questioned whether they need Great Britain
at all, and at least this week, that’s turned a Prince into
Chief Diplomat.
Reporter: This dressed-down 27-year-old sports fan, and
yes, Prince appeared completely comfortable at this King-
ston’s athletic track. He joked with three-time Olympic
Gold medalist Usain Bolt. He even mimicked his signature
“Lightning-Bolt” pose. But in their race, it was the world’s
fastest man who proved to be the Prince, letting Harry
win.
9782210112803_HTR_LDP_021-058.indd 45
Seth Doane: How was it running with the Prince?
Usain Bolt: He cheated a little bit, buddy. It was good.
Seth Doane: He cheated?
Usain Bolt: He was good. He told me that my friend was
saying something to me and then he ran off… It was fun.
I really enjoyed it, so… it was good.
Seth Doane: I mean, there have been a lot of questions
here as to the role of the Monarchy. How important is this
visit here in Jamaica?
Usain Bolt: I don’t really follow up on politics that much.
I think that’s why we have the government for, to do that.
Seth Doane: Just two months before the Prince’s visit,
the Prime Minister here commented that on this fiftieth
anniversary of its independence, Jamaica should break
from Britain.
Portia Simpson-Miller (Prime Minister): We will therefore
initiate the process of our detachment from the Monarchy.
Seth Doane: So, as the grandson of their current Head
of State met the Jamaican Prime Minister for a private
lunch Tuesday, their embrace was quite public.
Mise en œuvre et réponses aux questions
A. Prince Harry went to Jamaica during his tour of the Carib-
bean, celebrating the Queen’s Diamond Jubilee. Although
Jamaica has been an independent country since August 1962,
Queen Elizabeth II is still Head of State, Jamaica being part of
the Commonwealth.
B. On the 50 th anniversary of Jamaica’s independence in 2012,
Jamaican Prime Minister, Mrs Portia Simpson-Miller made an
official statement. In this report, she expresses her respect for
the British monarchy, but she feels that it is high time Jamaica
severed links with the United Kingdom and the monarchy. She
said: “On this fiftieth anniversary of its independence, Jamaica
should break from Britain.” She went on saying that her gov-
ernment would “initiate the process of their detachment from
the Monarchy.”
C. Cette question sera l’occasion pour les élèves de rebrasser
les expressions de l’opinion et de l’accord / désaccord :
– It seems to me that…, My opinion is that…, To my mind…
– I (dis)agree with… about…, I see eye to eye with…, I totally
share your/his/her opinion…
On les encouragera également à rebrasser les expressions de
la comparaison : Like…, Unlike…, As opposed to…, Contrary
to…, Similarly to…
→ It seems to me that any country has the right to become fully
independent. Although Jamaica has been an independent nation
since 1962, it is still part of the Commonwealth of Nations. Thus,
it is still ruled by a British monarch. In the video, the then Prime
Minister of Jamaica wanted to break free from the British Crown.
My opinion is that she was right to wish to get rid of the British
monarchy. When Jamaicans break free from the United King-
dom, they will be free to make decisions for themselves. This
would not be the first time a country has cut links with their
Mother Country. Relations would still be cordial if this cut is
made in good spirit. So, to my mind, this would benefit both
countries. This could lead to economic and cultural relationships.
→ I beg to differ with you/I personally disagree with you/I really
do not share your point of view. Indeed, Jamaica is a very small
country. Although it gained its independence in 1962, it is still
part of the Commonwealth of Nations. Therefore, the United
Kingdom is still considered as the Mother Country. It can thus
Unit 2 45
22/09/2020 11:30
 keep helping Jamaica in every way. If Jamaica breaks free from
the UK, the relationships could get worse. Many Britons would
never accept to let the British Empire/the Commonwealth
go to pieces. Too many things are at stake. If there should be
complete independence from the UK, there needs to be a ref-
erendum on both sides.
4“ Back to
My Own Country”
25
Ce document est un essai autobiographique rédigé par Andrea
Levy qui nous parle de son héritage caribéen. Nous renvoyons
élèves et professeurs aux informations données sur Andrea
Levy dont nous avons parlé pour traiter l’extrait qui se trouve
à la page 23 du manuel.
Mise en œuvre et réponses aux questions
A. On fournira aux élèves la Worksheet n°06 d’aide à la com-
préhension de cet extrait littéraire. On leur demandera à l’issue
de ce travail de rendre compte du contenu du texte en pro-
duction orale en continu. Cette activité donnera l’occasion de
travailler les mots de liaison, utiles à la structuration et à la
cohérence du propos.
Il sera également utile de donner la définition du mot cockney
(l. 2).
Cockney /ˈkɒkni/ a person who was born in the East
End of London.
Cockney English the accent or dialect of English
traditionally spoken by working-class Londoners.
Worksheet disponible sur le site compagnon enseignant (en
version PDF et en version modifiable) :
http://113916.site.magnard.fr/ressources/1759
Corrigé de la Worksheet n°06
1. a. Jamaican
b. North London
c. local school, played outside with all the white kids,
watched a lot of television, lived the life of an ordinary
London working-class girl
2. spoke like a good cockney, I ate a lot of sweets, I lived the
live of an ordinary London working class girl
46 Unit 2
9782210112803_HTR_LDP_021-058.indd 46
3. a. … she wanted to be seen by her friends as a British
girl.
→ In my efforts to be as British as I could be, I was com-
pletely indifferent to Jamaica.
b. … they thought it was too far away.
→ They had no curiosity about it.
→ It was too foreign and therefore not worth knowing.
4. a. True: Writing came to my rescue.
b. False: I had the urge to visit Jamaica for the very first
time.
5. a. It was an amazing experience.
b. There are still countless young Britons today of Afro-
Caribbean descent who have as little understanding
of their ancestry.
c. There are countless white Britons who are unaware
of the histories that bind us together.
d. My ancestors […] contributed greatly to the develop-
ment of modern Britain.
B. The writing course that the narrator took helped her to know
more about her Jamaican origins. It was those writing lessons
that made her want to know more about her family that she had
never met, and to write about her own story and that of her
people.
C. The narrator thinks that without Jamaicans, the United King-
dom would never have developed the way it has. This power-
ful nation should be thankful to all these strong-willed Jamaican
migrant workers who left everything behind, left Jamaica in
order to find a job/make a living in the Mother Country, and
who helped Britain to develop/thrive in spite of all the hardships/
difficulties that they had to face. These people had to fit in
in a country that was an ocean away, start over/a new life and
overcome a lot of obstacles. Britain saw in them a cheap
workforce in times of economic difficulties. To put it in a nut-
shell, the author makes it clear that Jamaica has always proved
essential to the United kingdom.
D. The last sentence of the text makes it clear that it is high time
the British government recognised all the sacrifices made by
the millions of migrant workers who crossed the Atlantic Ocean
to help Britain during the Second World War and after. British
citizens from the Caribbean are part of British history, and as
such they deserve the government’s recognition for all that they
have done for their Mother Country.
your project 25
Le but de ce projet final est de rédiger une lettre en tant que
Jamaïcain(e) arrivé(e) en Angleterre à bord du Windrush,
qui raconte la façon dont il/elle est traité(e) et qui compare la
Jamaïque à l’Angleterre.
Les élèves s’aideront de la fiche méthodologique n° 6 – Conseils
pour écrire une lettre (p. 327).
Le guidage ci-après permettra de procéder selon des critères
définis permettant aux élèves de réaliser cette tâche de pro-
duction écrite dans les meilleures conditions, en fonction de
leur niveau :
– Bien relire les documents travaillés au cours de l’unité afin
de trouver des arguments/idées lié(e)s à des faits culturels,
notamment les pages 20, 22, 23 et 24.
22/09/2020 11:30
 – Revoir les productions liées aux Your turn! qui s’avéreront F. deny rights (to sb) grant rights (to sb)
particulièrement utiles dans la réalisation de ce projet final. With the Windrush scandal, we learnt that thousands of
– Les arguments devront être préparés à l’avance sous la forme Jamaicans who spent more than 70 years in the UK asked
d’une liste. to be granted the same rights as any citizen in the UK.
– Penser à utiliser des mots de liaison pour structurer le propos.
Exercice 2
Critères Non En cours
d’évaluation PE acquis d’acquisition Acquis A. I have chosen Kingston for my summer holidays.
B. Jamaicans haven’t forgotten their colonial past.
L’élève respecte bien le
format de la présentation C. Andrea hasn’t sung reggae for months.
(lettre). D. We have sailed from Kingston to Port-au-Prince.
L’élève argumente de façon E. Leroy has swum along Yallahs Bay for thirty minutes.
étayée. F. You have decided to visit Britain before going back home.
L’élève illustre ses propos
à l’aide d’exemples précis. Exercice 3

La langue riche lexicalement 1. C.

et syntaxiquement permet 2. E.
les nuances.
3. D.
Voir aussi la grille d’évaluation critériée adossée au CECRL 4. A.
(A1 → C1), p. 398 de ce Fichier. 5. B.

Exercice 4
language lab 27
A. Since 1962, the island has developed its own cultural
specificities.
B. Jamaica became a hub of sugar production during the slave
trade.
C. Reggae has always been a battle cry for freedom.
D. In 1962, the Jamaican people voted for independence.
E. Bertha has loved the Caribbean islands since her first trip
there.
F. The British flag was lowered yesterday morning.

Exercice 5
A. Jamaicans were badly treated by the English.
B. Jamaica was granted independence in 1962.
C. Jamaicans are often pigeonholed as reggae singers.
D. The links between the British Crown and its former colonies
are complex.

Exercice 7 → Interactive Test

Exercice 1
A. difficulties hardships
Jamaican men, women and children who boarded the Empire
Windrush in 1948 wanted to flee economic hardships.
B. homeland motherland
Thousands of Jamaicans left their motherland in search of
a better life in the United Kingdom.
C. adapt fit in
When they arrived in London, entire Jamaican families had
to fit in in their new life in a foreign land.
D. defend sth stand up for sth
The Jamaican community needs to stand up for their rights
after learning that many of them are facing deportation
because they do not have the proper identification papers.
E. start over start from scratch
Jamaicans who emigrated to the United Kingdom wished to
start from scratch and have a brighter future.

Unit 2 47

9782210112803_HTR_LDP_021-058.indd 47 22/09/2020 11:30

 Autres ressources numériques pour les élèves
(QR code/site compagnon) Picture
challenge 27
Audio words: Sonorisation des principaux termes de l’unité :

Le but de ce Picture challenge est de rebrasser le champ

lexical étudié tout au long de cette unité 2. Les mots et expres-
sions qui figurent dans la rubrique (manuel p. 26) pourront
également servir de base aux phrases demandées. Enfin, les
mots et expressions des boîtes Help! pourront également être
utilisés, parmi lesquels : Jamaica, the Caribbean, keep traditions
alive, etc.

Production possible :
– Prince Charles and his wife, Camilla Parker Bowles, are meet-
ing with a Jamaican woman, probably on a tour of Jamaica
to celebrate the Caribbean and its cultural heritage.
– The bronze statue, which is on the right-hand side of the
photo, must be Jamaica’s music icon Bob Marley.
– This photo shows that there is a historical bond between
Jamaica and its motherland. The future King of the UK has
flown all the way across the ocean to pay a visit to
AUDIO MYSTERY Jamaicans.
– This woman is wearing the traditional rasta colours of Jamaica
script MP3 n°07
(red, gold and green) which show that although Jamaica is
still a part of the Commonwealth, its people have preserved
Listen to the following riddle and find the name given to their identity, culture and traditions. They have managed to
thousands of Jamaican-born people who arrived in the keep their age-old traditions alive.
United Kingdom. – Prince Charles, as the rightful heir to the British Throne, must
My first blows mostly in the winter. be on an official visit to strengthen the bonds between
Jamaica and the United Kingdom.
My second is what people do when they are in a hurry.
My third can be named X, Y or Z. – Some people might say that this photo is symbolic of today’s
colonialism.
What am I?
– Others might feel that such visits from the Royal family are
necessary to contribute to good economic and human rela-
Solution : tionships between Jamaica and the United Kingdom.
My first blows mostly in the winter.
→ Wind
My second is what people do when they are in a hurry.
→ Rush
My third can be named X, Y or Z.
→ Generation
Mystery word:
The Windrush Generation

48 Unit 2

9782210112803_HTR_LDP_021-058.indd 48 22/09/2020 11:30