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Exercices territoire et mémoire : anglais en terminale

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Exercices d'anglais terminale : Exercices territoire et mémoire
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Ces exercices territoire et mémoire vous font travailler le vocabulaire, les dates clés et l’analyse de documents variés : article, tableau de commémorations, argumentaire. Ils se terminent par des productions proches de l’épreuve.

Les exercices

Onze exercices territoire et mémoire

Exercice 1 : Le vocabulaire de la mémoire

Associez chaque mot anglais à sa traduction : a) déboulonner, b) rendre hommage à, c) des excuses, d) le patrimoine, e) reconnaître, f) les terres ancestrales, g) un monument commémoratif, h) la dépossession, i) commémorer, j) des réparations.

  1. to commemorate
  2. a memorial
  3. to pay tribute to
  4. heritage
  5. to acknowledge
  6. an apology
  7. reparations
  8. to topple
  9. dispossession
  10. ancestral lands
Exercice 2 : Compléter

Complétez avec : poppy, silence, wreath, sacred, apology, legacy, treaty, plaque.

  1. At 11 a.m., the whole nation observes a two-minute ___.
  2. The Prime Minister laid a ___ at the war memorial.
  3. She wore a red ___ on her coat in November.
  4. Climbing Uluru is now forbidden because it is a ___ site.
  5. In 2008, the Australian government made a formal ___ to the Stolen Generations.
  6. The city added a ___ explaining the merchant’s role in the slave trade.
  7. The ___ of colonialism is still visible in borders drawn by Europeans.
  8. The Waitangi ___ was signed in 1840.
Exercice 3 : Les dates clés

Associez chaque événement à sa date : 1807, 1833, 1865, 1918, 1948, 1992, 2008, 2020.

  1. The Empire Windrush arrives in Britain.
  2. The armistice ending the First World War.
  3. The statue of Edward Colston is pulled down in Bristol.
  4. Britain abolishes the slave trade.
  5. The Mabo decision recognises native title in Australia.
  6. The Thirteenth Amendment abolishes slavery in the US.
  7. Kevin Rudd’s apology to the Stolen Generations.
  8. The Slavery Abolition Act is passed.
Exercice 4 : Remembrance Day

Lisez le texte et répondez en anglais.

Every year, at 11 a.m. on 11 November, the United Kingdom falls silent. The date marks the moment in 1918 when the guns stopped on the Western Front. On Remembrance Sunday, the King lays a wreath at the Cenotaph in Whitehall, and millions of people wear a red paper poppy pinned to their coats. The flower was chosen because poppies were among the first plants to grow on the churned-up battlefields of Flanders, as a Canadian doctor, John McCrae, described in a famous poem written in 1915. Money raised by selling poppies goes to veterans and their families. Yet the symbol is not without controversy: some people prefer to wear a white poppy, which stands for peace, while others feel that wearing a poppy has become an obligation rather than a personal choice.

  1. What happened at 11 a.m. on 11 November 1918?
  2. Where does the main ceremony take place?
  3. Why was the poppy chosen as a symbol?
  4. Who was John McCrae?
  5. What is the money from poppy sales used for?
  6. Why is the poppy sometimes controversial?
Exercice 5 : Un calendrier de commémorations

Observez le tableau et répondez en anglais.

DayDateCountryWhat is remembered
Waitangi Day6 FebruaryNew Zealandthe signing of the Treaty of Waitangi in 1840
Anzac Day25 AprilAustralia, New Zealandsoldiers who landed at Gallipoli in 1915 and all who served
Memorial Daylast Monday in MayUnited Statesmilitary personnel who died in service
Juneteenth19 JuneUnited Statesthe end of slavery, announced in Texas in 1865
National Day for Truth and Reconciliation30 SeptemberCanadasurvivors and victims of residential schools
Remembrance Day11 NovemberUK and Commonwealththose who died in war since 1914
  1. Which day is linked to the memory of slavery?
  2. Which day honours Indigenous children?
  3. Which two days are celebrated in New Zealand?
  4. What happened at Gallipoli?
  5. Which day marks an agreement between two peoples?
  6. Which of these days concerns territory as much as memory? Explain.
Exercice 6 : La statue de Bristol

Lisez le texte, puis dites si les affirmations sont vraies ou fausses en justifiant.

On 7 June 2020, during a Black Lives Matter protest in Bristol, demonstrators pulled down the bronze statue of Edward Colston and rolled it into the harbour. Colston, a seventeenth-century merchant, had made part of his fortune through the Royal African Company, which transported tens of thousands of enslaved Africans across the Atlantic. For generations he had been honoured as a benefactor of the city: schools, streets and a concert hall bore his name. Campaigners had long asked for the statue to be removed, or at least for a plaque explaining his role in the slave trade. A few days later, the statue was recovered from the water. It is now displayed, lying down and still covered in graffiti, in a city museum.

  1. The statue was pulled down during a protest.
  2. Colston lived in the nineteenth century.
  3. His fortune was partly linked to the slave trade.
  4. Bristol had never honoured Colston.
  5. Nobody had asked for the statue’s removal before 2020.
  6. Today the statue stands again on its pedestal.
Exercice 7 : Le passif impersonnel

Réécrivez avec It is + participe passé + that, ou avec sujet + is + participe passé + to.

  1. People say that the poppy is a symbol of sacrifice.
  2. Historians believe that about 12.5 million Africans were forced across the Atlantic.
  3. People consider Uluru a sacred site.
  4. Experts estimate that thousands of children died in residential schools.
  5. They report that the statue was thrown into the harbour.
  6. People know that the treaty was signed in 1840.
Exercice 8 : Traduire vers l’anglais

Traduisez en anglais.

  1. Chaque année, nous rendons hommage aux soldats morts au combat.
  2. La statue a été déboulonnée en 2020.
  3. Les peuples autochtones réclament la restitution de leurs terres ancestrales.
  4. L’esclavage a été aboli dans la plupart des colonies britanniques en 1833.
  5. Le gouvernement a présenté des excuses officielles.
  6. Il ne faut pas effacer l’histoire, il faut l’expliquer.
Exercice 9 : Traduire vers le français

Traduisez en français.

  1. We acknowledge that this school stands on the traditional lands of the Wurundjeri people.
  2. Lest we forget.
  3. The museum confronts visitors with the legacy of the slave trade.
  4. In 1992, the High Court rejected the idea that Australia had been terra nullius.
  5. Many members of the Windrush generation were wrongly threatened with deportation.
Exercice 10 : Retirer ou garder les statues ?

Classez chaque argument : REMOVE (retirer ou déplacer) ou KEEP (garder sur place).

  1. Statues honour people; they do not simply record history.
  2. Removing statues erases part of our history.
  3. Public space should reflect the values of today’s society.
  4. A plaque can explain the dark side of a historical figure.
  5. Descendants of enslaved people should not have to walk past monuments to their oppressors.
  6. Judging the past by today’s standards is unfair.
  7. Statues belong in museums, where they can be properly explained.
  8. Elected councils, not angry crowds, should decide the fate of monuments.
Exercice 11 : Vers l’épreuve

Rédigez en anglais.

  1. Une land acknowledgement de deux phrases pour un lycée imaginaire de Vancouver, situé sur les terres des Musqueam.
  2. Une problématique reliant Remembrance Day et la mémoire de l’esclavage.
  3. Trois phrases comparant Remembrance Day et Juneteenth, avec whereas.
  4. Un court discours (60 mots environ) pour une cérémonie du 11 novembre au lycée.
  5. Un paragraphe de 80 à 100 mots : Should statues of controversial figures be removed?

Voir le corrigé : Territoire et mémoire, exercices d’anglais terminale

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