T1 : AXE DÉTUDE 3
ÉGALITÉS ET INÉGLIATÉS
ÉGALITÉS ET INÉGLIATÉS
Let's take a look at the Bridgerton Saison 4 trailer.
We'll be talking about this series later on.
Now let's take a look at this article from the Guardian about Bridgerton and characters' identities.
A difficult read ? Don't worry !
Here's are some summaries according to your level :)
The Bridgerton series, and especially the spin-off Queen Charlotte, are known for showing a world where Black and white people live as equals in 18th-century Britain. Many viewers appreciate this diverse casting. They enjoy seeing Black characters as queens, lords, and members of high society. For some, it’s refreshing and empowering.
However, not everyone agrees. Some historians and critics say this kind of “Black fantasy” can be problematic. They believe it creates a false version of history. For example, during Queen Charlotte’s time, slavery was still legal, and most Black people in Britain were poor or enslaved. In reality, there were very few wealthy Black people in the 1700s.
The series does not talk about slavery, colonisation, or the violence of the past. This silence worries some people. They say it hides the truth and gives the wrong idea — as if racism didn’t exist.
Other productions, like Queen Cleopatra or Sanditon, also include Black characters in powerful roles. This helps representation, but some fear it might confuse the public. If viewers believe these stories are historically accurate, they might think Black people always had freedom and status, which is not true.
Some experts suggest a better solution: either tell real stories of historical Black figures — like the film Chevalier does — or be honest about the fact that historical dramas are fiction, not reality.
In short, Bridgerton starts an important conversation. But it also shows how complex it is to mix race, history, and fantasy in entertainment.
Each week, the vocabulary wall will help you to identify the nouns and notions, verbs, adjectives and adverbs and rhetorical devices that will help you describe, analyse and react to themes adressed in class.
VERBS DRIVE YOUR SENTENCES
USE THESE WORDS TO SHOW THAT
YOU KNOW WHAT YOU'RE TALKING ABOUT
NUANCE YOUR PRODUCTIONS WITH
ADJECTIVES & ADVERBS
ARGUE & USE
RHETORIC
This video takes a more in-depth look at the inaccuracies of the series.
Here's a radio debate about how Bridgerton misrepresents various groups of people.
HOST : Good evening. I'm Bradford Kingsley and this is the Media Hour.
Tonight we’re discussing the Netflix hit series Bridgerton, and also its spin-off series Queen Charlotte.
We'll be discussing whether these shows represent progress for diversity in media, or do they distort history and the difficult truths about our past ?
With me tonight are two guests : first of all, to my left, Rachel Clarke, British TV Producer and an enthusiastic fan of the Bridgerton books and TV-adaptations.
And with us by video call, Angela Mboya, American Civil Rights Activist and author of "Hands Off Our Histories".
First of all Rachel : tell us a little about the place Bridgerton holds in your viewing habits.
RACHEL : Thank you, Bradford. First of all, I admire Bridgerton enormously, and I’ll say it clearly : Shonda Rhimes is a genius.
What she’s done is groundbreaking. For the first time in a mainstream historical drama, we see people of colour — Black women especially — as queens, duchesses, leaders. They are not just maids or background characters. They are powerful, sensual, and complex.
And let’s talk about the women. We see strong women who challenge the roles society gave them. Women who speak their minds, who take control of their desires, who don’t fit the size-zero model but still command the screen. That matters — because girls are watching. Representation is not just about race; it’s about shape, age, and agency.
ANGELA : Representation matters, yes. But not at the cost of truth.
Bridgerton is a fantasy — and that would be fine if it didn’t pretend to be set in the real world. In the 18th century, most Black people in Britain were enslaved, poor, or invisible in elite society. This show erases that history.
It gives a false picture. It lets people — especially those on the far right — say: “Look, everything was fine back then. Stop complaining.” It’s harmful. It helps people deny the trauma, the injustice, and the ongoing fight for civil rights.
You can’t rewrite the past and pretend that’s progress.
RACHEL : But no one is saying it’s a documentary! We all know it's fiction. This is an imaginative reconstruction — a “what if?” that allows Black women to finally see themselves in powerful roles. We’re not erasing history; we’re building hope.
ANGELA : But when you rewrite history without context, you invite ignorance. Imagine if someone made a show where the Holocaust never happened, or apartheid never existed — just so we could have a “positive” story. That would be unacceptable.
I do agree it’s beautiful to see diverse bodies, voices, and desires on screen. But don’t confuse that with justice. Real justice means telling the truth, even when it’s ugly.
HOST : Okay, our time is up. Thank you both. Rachel sees fiction as liberation, Angela sees it as a dangerous mask.
Perhaps the real challenge is to tell stories that inspire and educate — without forgetting the truths that shaped us.
Thank you to our listeners and goodnight from us all here in the studio.
Okay. Now let's see how these themes might playout in the context of the BAC.
SUJET STYLE BAC
Le sujet porte sur la thématique xxxx
Partie 1 (16pts)
Prenez connaissance des documents A, B, C (xxxxxxx) et traitez le sujet suivant en anglais en environ 500 mots.
Taking into account their specificities, explain what the above documents and videos reveal about the xxxxxxxxx.
(L'enseignant, à partir de ses grandes lignes, va proposer un sujet plus nuancé et plus précise le jour de l'écrit)
Partie 2 (4pts)
Traduisez en français le passage suivant de l'article du xxxxxxxx.
(L'enseignant va proposer un extrait pour traduction).
This is your first impression. Make it work for you.
Make your 'ACCROCHE' show not only understanding of the documents and the question, but also broader vision of the issues and context beyond the documents.
Do not just list documents, sources, authors and types. Give meaning to each document using our vocabulary list (argues that... demonstrates that... suggests that... illustrates...)
Do not just explain them and define them. Analyse them, exploit them, use them as a lever to show your broader understanding.
Define them, compare them, contrast them, bring in outside information.
Each paragraph is an argument. YOUR ARGUMENT.
Use TWO DOCUMENTS to support your argument.
Do not fall into the trap of ONE PARAGRAPH = ONE DOCUMENT.
Your final, lasting impression. Make it count. Open up the debate.
As we have clearly seen.. / demonstrated...
Despite... the questions remains...
Moving forward, it might be asked whether.... if... who... how.... exactly when...
Diversity refers to the variety of ethnic backgrounds within a population.
It describes who is present in a society, without implying action or intention.
A society can be diverse even if different groups do not have equal access to power or visibility.
Integration refers to the process by which individuals or groups become part of the shared social, cultural, and civic life of a society.
It involves participation in common institutions (school, work, public space) and the ability to interact within shared norms, while not necessarily erasing cultural differences.
Integration focuses on functioning together within the same social framework.
Inclusion refers to deliberate actions and policies aimed at ensuring that people from minority groups are actively included and valued in all areas of society, such as education, culture, media, and politics.
Inclusion is not only about presence, but about participation, access, and equal opportunity.
Representation refers to the visible presence of people from ethnic minorities in positions of authority or public influence, such as political leadership, the media, law enforcement, or education.
When representation increases, it can influence decision-making, public narratives, and institutional priorities, making them more reflective of diverse experiences.
It also has a symbolic effect: young people from minority backgrounds may feel legitimised and encouraged to aspire to roles they see occupied by people with similar life experiences.
Article, report...
Extract from.... a novel / short story / diary / biography / autobiograpghy
Survey, gouvernement document...
Written by...
Published by...
Produced by...
Composed by...
illustrates, shows, demonstrates...
argues that..., suggest that..., would have us believe that...
Together, these documents invite us to consider / explore / understand [SUBJECT]
and define / decide / explain / justify [CONCLUSION DEPENDING ON QUESTION].
Taken together, these documents lead us to consider [SUBJECT] and to [ANSWER THE QUESTION].
Together, these documents raise the issue of [SUBJECT] and allow us to [reach a conclusion / take a position].
When considered together, these documents shed light on [SUBJECT] and help us [address the question].
...these documents reveal... ...illustrate...
The broad issue.... The wider question is... There is a general tendency towards....
...however... ...yet... ...whereas...
Research shows that (details)... Further reading demonstrates that.... Experts argue that...
As we know from [OUTSIDE DATA / EXAMPLE]
...which leads us to ask : [RHETORICAL QUESTION]
...which begs the questions : [RHETORICAL QUESTION]
...which means that [CONCLUSION | INTERPRETATION].
Mention other RELATED phenomena, issues, documents or events even just breifly or lightly. Show your breadth of understanding and wealth of cultural knowledge and awareness.
As was demonstrated by the recent anti-immigration riots.
As demonstrated throughout sixty years of the Notting Hill carnival.
As illustrated by the diverse national storytelling of the 2012 London Olympics opening ceremony.
As argued by London Mayor Ken Livingstone after the 2007 terrorist attacks.
You can talk about areas (political area, educational area) but try and diversify :
In the cultural sphere.
In the political realm.
In the world of business.
In the educational sphere.
Try also : In terms of.... In terms of education... In terms of politics....
...with regards... ...with regards business... with regards education...
Why do we say THE U.K. and THE U.S.A. but not THE Great Britain.
We use THE when the country’s name:
contains a common noun (kingdom, states, republic, federation, emirates)
describes a political structure or system
The Kingdom that is Royal. The States that are United. The Republic that is Democratic.
Vary your connectors and include high level connectors such as
whereas, despite, given that, in light of... MORE LOGICAL CONNECTORS HERE
She HAVE ????? The countries IS ???? It runS ?????
SHE for a country or a thing ???? Many or much (check here) ?
Currently... In modern Britain...
Over recent years... | More recently...