Séance 1 - Borderline
The origins of the US-Mexico Border
After the Mexican-American war, the west section of the border was established (1853).
Mexico lost more than half of its territory, now lots of Mexicans want to live in the US.
The border was marked by stone monuments at the beginning, this has transformed into large fences.
2,000 is the length, in miles, of the U.S-Mexico border. (3,218 km)
1,254 is the length, in miles, of the Rio Grande. (2,018 km)
650 is the length of barbed wire and wire mesh fencing, in miles, that is on the U.S-Mexico border.
11.6 million is the amount of Mexican immigrants that resided in the US in 2016.
About 50%, it the percentage of Mexican immigrants in the US that are in the country illegally.
fil barbelé = barbed wire
grillage = fencing
capteurs = sensors
impenetrable, physical, tall, powerful, beautiful
- Because he has to make the project appealing to voters.
- Because he believes that the wall will accomplish many goals.
Funding problems = A 2,000 mile-long wall will be extremely expensive to build and maintain.
Environmental problems = The wall will disturb wildlife that are used to crossing the border for migration.
Security problems = The wall will need to be guarded by soldiers constantly, to protect it from immigrants who might damage it, in order to cross.
The border as a muse
- Los Angeles
- US
- Mexico
- The border
- Ana Serrano
- Tanya Aguiniga
- Margarita Cabrera
- Construction of boxes
- Rug weaving
- Sculptures
- To unite the US and Mexican people.
- To explore the border.
conservateur (de musée) = curator
paysage = landscape
empiler = stack
remplir = fill
tisser = weave
A = Margarita Cabrera’s cactus
B = Ana Serrano’s « Cartonlandia »
C = Tanya Aguiñiga’s « Tierra »
Voices of the desert
Expression Ecrite / Orale
How do the people we’ve seen in séance 1 express their opinions about the border wall?
(basically, what did everyone say about the border & how did they express themselves?)
Think about all the different types of people we’ve looked at:
- artists
- politicians
- historians
Talk about, and compare their opinions.
What are your opinions of the border?
- Individual work
- Phones / computers NOT ALLOWED
- Notes allowed
- Pen + Paper
- ORAL: 3 days to record and send document. DO NOT CHANGE THE DOCUMENT.
Séance 2 - Erasing and Bedazzling the Border
Audio Comprehension
- Born in Mexico
- Moved to San Diego as a child.
- Moved back and forth between the two while growing up.
- Heard lots of stories about migrants dying while crossing the border.
- She hates the border (wants to kick, spit at it)
- Flew to Tijuana from San Fransisco.
- Wants to « bring the sky down »
- Wanted to make the border look invisible.
- Painted on a beach on the Mexican side.
- Climbed up a ladder and painted.
- Wants people to imagine « What happens if the fence really does come down?
- Is going to expand the project to another part of the border (370 miles east pf current project, in Nogales, Arizona)
- Authorities wanted her to stop at first.
- She explained her project to the authorities, and they then allowed her.
- Wanted to create an illusion.
- A jogger loved the project. Saw the meaning behind it. « It looks like it’s gone from far away »
- A fellow artist noticed the border art too, his reaction was bitter-sweet. (gave a moment of freedom, then reality hits when he noticed that it was just paint)
Verb+ed prononciation
- divided /ed/
- picked /t/
- explained /d/
- disappeared /d/
- painted /ed/
- looked /t/
- crossed /t/
- erased /t/
- moved /d/
- Infinitives ending in /d/ or /t/ are pronounced /ed/.
- Infinitives ending in /k/, /s/, /ch/, /sh/, /p/, or /f/ are pronounced /t/.
- All other infinitives are pronounced /d/.
Séance 3
Section title
Consignes
- Extra information
Séance 4
Section title
Consignes
- Extra information
Séance 5
Section title
Consignes
- Extra information