Children at work - Didier

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observés, d’informations recueillies ou d’opinions exprimées. En conséquence, si les supports proposés sont de sources et de natures variées (documents statistiques, gravures d’époque, extrait de rapport, interviews, extraits de discours, extrait de roman, etc.) les textes étudiés sont essentiellement de type informatif et argumentatif. L’accumulation des informations conduit implicitement à la dénonciation de la situation. L’extrait littéraire de Oliver Twist de Charles Dickens, contient sous forme narrative des arguments que l’on pourra réutiliser. n « Cœur de sens » Le chapitre est centré sur la notion de domination : dans cette société nouvellement industrialisée, le pouvoir économique aux mains d’une nouvelle bourgeoisie fait naître de nouvelles hiérarchies sociales. Ainsi, la bourgeoisie cumule les pouvoirs alors qu’hommes, femmes et enfants de la classe ouvrière travaillent à leur service pour des salaires de misère, pour survivre. Le « cœur de sens » du chapitre est double : d’une part la notion « d’exposition » d’une situation existante, celle dans laquelle les enfants travaillent, d’autre part la notion de dénonciation de cette situation, qui résulte de la juxtaposition des faits ainsi exposés. n Activités langagières L’exposition des faits, aussi détaillés que possible, et des opinions appuyées par des arguments seront au centre du chapitre, tant en réception qu’en production. En réception écrite, l’accent sera plus particulièrement mis, à partir de lecture de données statistiques, d’interviews, d’extraits de roman, de discours, sur la compréhension des faits explicités ainsi que sur leur signification implicite. À l’oral, les élèves seront amenés à repérer les mots que l’énonciateur a choisi d’accentuer et par là même à en déduire son opinion. Au cours des activités de production l’élève sera à son tour invité à présenter ou à rapporter des faits, à l’oral comme à l’écrit ; il sera également amené à relater ces faits et à exprimer ses opinions à l’aide d’arguments et d’exemples significatifs. Comprendre le factuel et sa signification implicite. Dans une prise de parole, comprendre les informations principales et la position de l’énonciateur. Présenter le résultat d’une recherche personnelle ou collective, ou bien présenter un point de vue et sa justification. Participer activement à une discussion sur un thème étudié et expliquer ses réactions. Rendre compte d’une situation en soulignant les détails significatifs et en les illustrant d’exemples. n Outils linguistiques Pour s’enquérir et rendre compte d’une situation, pour exprimer ses réactions et son opinion, on insistera plus particulièrement sur : – les interrogatives, la présentation de données chiffrées et la comparaison de quantités ; – l’expression du contraste pour mettre en valeur les inégalités de traitement des enfants ou les similitudes de leur situation ; – l’expression de l’obligation et de l’interdiction, liées à la notion de domination ; – les phénomènes d’accentuation liés à l’expression des réactions ou de l’opinion du locuteur ; – le discours indirect pour rapporter les propos des personnes interviewées et les faits observés. n Éléments du contexte culturel Quelques rappels sur le contexte culturel de l’époque. • Queen Victoria (1819-1901) Queen Victoria was the queen of the United Kingdom of Great Britain and Ireland (1837-1901) and empress of India (1876-1901). Her rule was the longest of any British King or queen, and happened at the same time as Britain’s greatest period of world power and industrial development. She gave her name to an era, the Victorian Age. She and her husband, Prince Consort Albert of Saxe- Coburg-Gotha, had nine children, through whose marriages were descended many of the royal families of Europe. • Victorian Age www.bbc.co.uk/schools/victorians • The Industrial revolution The Industrial revolution began in Britain in about 1750 and within 100 years the country developed from an agricultural society into an industrial nation with trading links across the world. Industry had a great effect on British social and economic life, as many people moved from the countryside to work in the rapidly growing towns. Oxford Guide to British and American Culture, 1999. • Parliamentary commissions about child labour Michael Sadler 1780-1835 Tory MP for Newark, 1829 and 1830, and for Aldborough, North Yorkshire 1831-1832, he moved unsuccessfully for the establishment of poor law in Ireland, and moved resolution for improving the living conditions of the agricultural poor in England, 1831. On 16th March 1832 Sadler introduced a Bill in the House of Commons that proposed limiting the hours of all persons under the age of 18 to ten hours a day. Parliament was unwilling to pass Sadler’s bill, but in April 1832 it was agreed that there should be another parliamentary enquiry into child labour. Sadler was made chairman and for the next three months the parliamentary committee interviewed 48 people who had worked in textile factories as children. On 9th July Michael Sadler discovered that at least six of these workers had been sacked for giving evidence to the parlia- 2
mentary committee. Sadler announced that this victimisation meant that he could no longer ask factory workers to be interviewed. He now concentrated on interviewing doctors who had experience treating people who worked in textile factories. […] Sadler’s report was published in January 1833. The information in the report shocked the British public and Parliament came under increasing pressure to protect the children working in factories. British Library of Political and Economic Science, COLL MISC 0062. Lord Ashley, Earl of Shaftesbury (1801-1885) At the age of twenty-five he was elected as M.P. for Woodstock, a pocket borough under the control of the Shaftesbury family. […] In March 1833, he proposed a bill that would restrict children to a maximum ten hour day. On 18th July, 1833, Ashley’s bill was defeated in the House of Commons by 238 votes to 93. Although the government opposed Ashley’s bill it accepted that children did need protecting and decided to put forward its own proposals. The government’s 1833 Factory Act was passed by Parliament on 29th August. Under the terms of the new act, it became illegal for children under nine to work in textile factories, whereas children aged between nine and thirteen could not be employed for more than eight hours a day. The main disappointment of the reformers was that children over thirteen were allowed to work for up to twelve hours a day. […] In 1840 Lord Ashley helped set up the Children’s Employment Commission. Its first report on mines and collieries was published in 1842. The report caused a sensation when it was published. The majority of people in Britain were unaware that women and children were employed as miners. Later that year Lord Ashley piloted the Coal Mines Act through the House of Commons. As a result of this legislation women and children were prohibited from working underground. Lord Ashley also continued to lead the campaign for a reduction in the hours that children worked in factories. […] He published a report that revealed that children as young as four and five were still working from six in the morning to ten at night in some British factories. http://www.spartacus.schoolnet.co.uk/IRashley.htm • Child Labour in Nineteenth-Century Literature Child labour did not begin with the advent of the industrial revolution. The young had always worked alongside their parents in the home, in the field, and as apprentices in skilled and semi-skilled trades, but the late eighteenth and early nineteenth centuries saw a drastic change in the type of labour children performed. Increasingly employed in factories and mines, children were thrust into dangerous and unhealthy situations within the adult working world, prompting reformers to call for legislative change and Romantic and Victorian writers to offer sympathetic representations of working children in their poetry and fiction. INTRODUCTION In the early part of the nineteenth century thousands of children in England were employed in textile factories, workshops, and mines, usually working long hours for very low wages. Although the Factory Act of 1833 set at nine the minimum age for children working in factories, it was rarely enforced. Parents who depended on the wages of their offspring could easily obtain certificates testifying that their children met the required age. Mining was not regulated until much later when the Report of the Children’s Employment Commission in 1842 exposed the dangerous and unhealthy conditions under which children as young as four and five labored underground. The smallest workers were most commonly employed as “trappers,” sitting alone in the dark shafts and opening the trap doors for approaching coal carts. Older children, six and up, worked in the mines as human beasts of burden, dragging loaded coal carts. Older children, six and up, worked in the mines as human beasts of burden, dragging loaded coal carts through narrow passages. Other industries, such as the manufacture of glass, lace, pottery, paper, and tobacco, were subject to no regulations at all until well past the mid-century mark. An almost exclusively British practice was the tradition of using small boys, and sometimes girls, to climb narrow chimneys as apprentices to adult chimney-sweeps. George Phillips reports that elsewhere in the world chimneys were most often cleaned with a weighted rope operated by two men and later by machinery invented for the purpose, but it was an English tradition to use climbing boys. “Once he had started to employ climbing-boys, the Englishman did not wish to change his habit; and the custom of sending small children… up chimneys continued in a country noted for its tenacity in maintaining its traditions,” writes Phillips. Children as young as four, the smaller the better, were apprenticed by their poverty-stricken parents or by unscrupulous overseers of workhouses. […] Project 1 - Children at work 3
Page 1: PROJECT 1 Children at work n Dérou
Page 5 and 6: n Phase d’échauffement Pour faci
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Page 9 and 10: What time did you get them up in th
Page 11 and 12: Dans ce passage, Oliver Twist vient
Page 13 and 14: 2 Different viewpoints, different v
Page 15 and 16: Traitement du sujet Expression en i
Page 17 and 18: Traitement du sujet Cohérence et m
Page 19 and 20: employ trade labour Words with an o
Page 21 and 22: ÉVALUATION DE LA COMPRÉHENSION De
Page 23 and 24: grandes villes britanniques ont con
Page 25: LOGPAGE Logbook p. 4 Child labour i

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