L’axe « Citoyenneté et mondes virtuels » explore l’impact du numérique sur la notion de citoyenneté. Dans un monde où une grande partie de la vie sociale, politique et économique se déroule en ligne, les citoyens doivent apprendre à exercer leurs droits et leurs responsabilités dans des environnements virtuels. Les réseaux sociaux, les plateformes de pétitions, les forums et les jeux en ligne créent de nouvelles formes d’engagement politique, mais aussi de nouveaux dangers : désinformation, cyberharcèlement, surveillance et fracture numérique. Cet axe invite les élèves à réfléchir à ce que signifie être un citoyen à l’ère du numérique, à l’équilibre entre liberté d’expression et régulation des contenus, et à la manière dont les mondes virtuels redéfinissent les frontières entre espace privé et espace public.

💻 Vocabulaire thématique : Citoyenneté et mondes virtuels

Ce vocabulaire est essentiel pour traiter les questions liées au numérique, aux réseaux sociaux, à la citoyenneté numérique, à la désinformation et aux enjeux de la vie en ligne.

Anglais Français
digital citizenshipcitoyenneté numérique
digital literacyculture numérique
fake newsfausses informations
misinformationmésinformation (erreur involontaire)
disinformationdésinformation (intentionnelle)
fact-checkingvérification des faits
social mediaréseaux sociaux
online platformplateforme en ligne
influencerinfluenceur / influenceuse
viralviral
echo chamberchambre d'écho
filter bubblebulle de filtre
data privacyconfidentialité des données
personal datadonnées personnelles
cyberbullyingcyberharcèlement
online harassmentharcèlement en ligne
hackingpiratage informatique
passwordmot de passe
screen timetemps d'écran
online communitycommunauté en ligne
avataravatar (représentation virtuelle)
livestreamdiffusion en direct
crowdfundingfinancement participatif
petitionpétition
digital dividefracture numérique
net neutralityneutralité du net
freedom of speechliberté d'expression
censorshipcensure
algorithmalgorithme

📚 Grammaire – Les conditionnels pour parler de conséquences et de conseils

L’axe « Citoyenneté et mondes virtuels » se prête particulièrement bien à l’utilisation des conditionnels, car on y évoque souvent des hypothèses, des conseils ou des conséquences probables.

Type Structure Exemple
Type 0
(vérité générale)
If/When + présent simple, présent simple If you post a comment online, everyone can see it.
Type 1
(probable, réaliste)
If + présent simple, will + base verbale If we don't improve digital literacy, fake news will keep spreading.
Type 2
(hypothèse irréelle)
If + prétérit, would + base verbale If there were no social media, how would citizens organise protests?
Type 3
(regret, passé)
If + past perfect, would have + participe passé If the platform had blocked the hate speech, the situation wouldn't have escalated.

💡 Conseils et obligations avec les modaux

Les modaux sont très utiles pour donner des conseils ou rappeler des règles de bonne conduite dans les espaces numériques.

Modal Exemple
should You should always check your sources before sharing an article.
shouldn't Teenagers shouldn't share their passwords.
must Users must respect the terms of service.

La citoyenneté à l’ère numérique dans le monde anglophone

Les sociétés anglophones, et en particulier les États-Unis, ont été le berceau des grandes plateformes numériques : Google, Facebook (Meta), Twitter (X), Instagram ou TikTok (d’origine chinoise mais massivement utilisé dans le monde anglophone). Ces outils ont révolutionné la manière dont les citoyens s’informent, débattent et se mobilisent.

Le concept de « citoyenneté numérique » (digital citizenship) est apparu pour désigner l’ensemble des compétences nécessaires pour participer à la société en ligne de manière éthique et responsable. Aux États-Unis, des organisations comme Common Sense Media proposent des programmes éducatifs pour apprendre aux jeunes à distinguer une information fiable d’une fake news, à respecter la vie privée d’autrui et à lutter contre le cyberharcèlement.

Les mondes virtuels ont également favorisé l’émergence de nouvelles formes d’activisme. Le mouvement Black Lives Matter, né aux États-Unis, a utilisé les réseaux sociaux pour diffuser des vidéos de violences policières, organiser des manifestations et sensibiliser l’opinion publique internationale. Le hashtag #MeToo, lui aussi parti des États-Unis, a libéré la parole de millions de victimes d’agressions sexuelles dans le monde entier. Ces mobilisations montrent la puissance du numérique comme outil de démocratisation de la parole.

Cependant, le numérique comporte aussi des risques majeurs. La propagation de fausses informations a influencé des élections, comme lors du référendum sur le Brexit en 2016 ou de l’élection présidentielle américaine la même année. Les « chambres d’écho » et les « bulles de filtre » enferment les citoyens dans des contenus qui confortent leurs opinions, polarisant ainsi la société. Par ailleurs, la collecte massive de données personnelles par les GAFAM pose la question de la protection de la vie privée et de la manipulation des comportements.

Face à ces défis, le Royaume-Uni a adopté en 2023 l’Online Safety Bill, une loi visant à obliger les plateformes à protéger leurs utilisateurs, en particulier les mineurs, contre les contenus illégaux. Aux États-Unis, le débat sur la Section 230, qui protège les plateformes de toute responsabilité pour les contenus publiés par leurs utilisateurs, est toujours vif.

Ainsi, être citoyen aujourd’hui, c’est aussi être capable de naviguer dans les mondes virtuels avec un esprit critique, de s’y exprimer librement sans nuire à autrui, et de participer à la construction d’une société numérique plus juste.

La régulation d’Internet dans les pays anglophones

La régulation d’Internet varie fortement d’un pays anglophone à l’autre. Les États-Unis ont historiquement privilégié une approche très libérale, fondée sur le Premier Amendement qui garantit la liberté d’expression. La Section 230 du Communications Decency Act (1996) exonère les plateformes de la responsabilité des contenus publiés par leurs utilisateurs. Cela a permis l’essor des réseaux sociaux, mais a aussi rendu difficile la lutte contre la désinformation et les discours de haine.

Le Royaume-Uni a adopté une approche plus interventionniste. L’Online Safety Bill (2023) impose aux réseaux sociaux de protéger les utilisateurs, sous peine d’amendes très lourdes. Cette loi cible particulièrement les contenus préjudiciables aux enfants.

L’Australie a également innové en obligeant les plateformes à rémunérer les médias pour l’utilisation de leurs contenus. Le Canada travaille sur des législations similaires pour lutter contre la désinformation en ligne.

Ces différences reflètent des conceptions variées de la liberté et de la responsabilité, et montrent que la citoyenneté numérique est une construction politique.


Exercices 

Les conditionnels

  1. Complétez : If you (not protect) your data, companies (use) it for advertising.If you don’t protect your data, companies will use it for advertising.

  2. Reformulez avec should : It is a good idea to change your password regularly.You should change your password regularly.

  3. Traduisez : « Si davantage de jeunes savaient repérer les fake news, ils seraient moins manipulés. » → If more young people knew how to spot fake news, they would be less manipulated.

(Corrigé en fin de chapitre.)

Corrigé

  1. The portrait was painted in 1945 (by the artist).

  2. The film has been banned in several countries.

  3. This mural was created by an anonymous artist.


Expression écrite

Sujet : You have read the article “Teaching Teens to Spot Fake News”. Write an article for your school website (150-180 words) in which you :

  • Explain why digital literacy is important for teenagers.

  • Describe one or two dangers of misinformation.

  • Suggest what schools can do to help.

Consignes : donnez un titre à votre article, structurez-le (introduction, paragraphes, conclusion), utilisez au moins trois connecteurs logiques et deux expressions du vocabulaire thématique.

Corrigé

Art has always been a mirror of society, but it can also be a hammer with which to shape it. The article “When Art Becomes Protest” reminds us that creative expression is a powerful tool for challenging authority and inspiring change.

First of all, art is an effective means of protest because it speaks directly to people's emotions. A striking poster or a moving song can convey a complex message in seconds, reaching a wide audience beyond intellectual circles. Moreover, art can bypass censorship: a metaphor in a poem or a symbol in a painting can denounce injustice without using explicit words that authorities might ban. In this sense, art becomes a universal language of resistance.

However, the question of censorship remains controversial. Some argue that art which incites violence or hatred should be restricted to protect public order. Yet, the problem is that those in power often define what is “dangerous” to serve their own interests. Censorship, even with good intentions, can easily become a weapon against freedom of expression. History has shown that regimes that suppress art also suppress dissent.

In my opinion, art should never be censored. A democratic society must tolerate uncomfortable voices. Artists play the role of watchdogs, forcing us to confront harsh truths. Therefore, instead of silencing them, we should encourage critical thinking and debate. To conclude, art is not just decoration; it is the heartbeat of a free society.


Expression orale

Situation : Vous présentez le document iconographique ci-dessous (description fournie).

Document : Un dessin humoristique montrant une jeune fille assise dans son lit, entourée d’écrans. Sur chaque écran, une bulle de notification avec des messages contradictoires : « You’re beautiful! », « You should lose weight. », « Eat this! », « Go vegan! », « You’re perfect just as you are. » La jeune fille a l’air confuse et épuisée.

Problématique suggérée : How do social media affect young people’s self-image and mental health?

Points à aborder :

  • Description (personnage, écrans, messages contradictoires).

  • Signification : la pression sociale en ligne, les injonctions contradictoires, l’impact sur l’estime de soi.

  • Lien avec l’axe : citoyenneté numérique, responsabilité des plateformes, éducation au numérique.

  • Opinion personnelle : les réseaux sociaux sont-ils un danger ou un outil ?

Corrigé

script de la présentation

Introduction

Good morning. The document I’m going to present is a photograph of a very famous piece of street art. It was taken on the separation wall in the West Bank, in Palestine. The mural was painted by the anonymous British artist Banksy. This image is directly connected to the notion “Art and power”. The main question it raises is: how can street art challenge political power? First, I will describe the photograph and the artwork. Then, I will analyse its deeper meaning and message. Finally, I will discuss the effectiveness of street art as a form of protest and give my personal opinion.

Description

Let’s begin with the description. The photo shows a section of the huge concrete separation wall that divides Israel from the Palestinian territories. The wall is grey, tall and imposing. In the centre, we see a mural painted by Banksy. It depicts a little girl, probably around eight or nine years old, who is floating upwards into the sky. She is holding a bunch of colourful balloons in her hand. Her face looks calm and dreamy, as if she is escaping from the reality below her. In the background, on the ground, we can see Israeli soldiers in uniform, looking very small compared to the wall. The contrast is striking: on one side, the heavy, military barrier; on the other side, a child drifting away lightly, almost like a cartoon character. The painting uses mostly black, white and grey, except for the balloons, which are bright red, pink and orange.

Signification

Now, let’s interpret the meaning. This mural is clearly a political statement. The separation wall has been criticised internationally because it cuts through Palestinian land and makes daily life extremely difficult for many people. Banksy transforms this symbol of division and oppression into a canvas for a message of hope and freedom. The little girl represents innocence, childhood and dreams. By showing her flying over the wall with simple balloons, the artist suggests that no barrier, however high, can trap the human spirit. It also criticises the absurdity of the situation: a child would need magical balloons to escape her reality. But the presence of the soldiers reminds us that this is not a fairy tale: it is a real conflict, with real weapons. So the mural is both poetic and deeply political. It makes us feel empathy and, at the same time, it denounces the occupation without a single word.

Lien avec l’axe

This brings me to the notion “Art and power”. Banksy’s work is a perfect example of how street art can challenge authority. First, it occupies a public space illegally: the artist breaks the law to create his piece. This act of disobedience in itself is a challenge to the authorities. Second, the image is universal. You don’t need to read a complex text to understand it: a child flying over a wall with balloons is an image that travels the world. It puts the viewer directly in front of an uncomfortable truth. Moreover, the fact that it is painted on the wall itself, in a disputed territory, gives it a power that a painting in a museum could never have. The context becomes part of the artwork. In this sense, street art is the voice of the voiceless. It cannot stop a war, but it can influence public opinion, and public opinion is a form of power.

Opinion personnelle

In my opinion, street art is absolutely a legitimate form of political protest. Some critics say it’s vandalism because it’s done without permission. But I believe that when the official channels are blocked or when a wall literally divides people, artists have a duty to break the rules. History teaches us that many great works of protest were created outside the system. The question is: who does the public space belong to? If only governments and corporations have the right to put messages on walls, then we lose a form of democratic expression. I think Banksy reminds us that art is not just for galleries; it belongs to the streets, and to the people.

Conclusion

To conclude, this photograph of Banksy’s mural captures the essence of art as resistance. It transforms a symbol of conflict into a message of hope, and it forces the world to look. The little girl with her balloons tells us that walls can be climbed, even with simple dreams. And perhaps that is the greatest power of art: to make us imagine a different world.

Thank you.

Exemple de questions d'examinateur et réponses

Examinateur : Do you think street art is more effective than a protest march?

Élève : I think they are both useful, but in different ways. A protest march shows immediate numbers and pressure; it can force politicians to react quickly. Street art, on the other hand, stays. It remains on the wall day after day, reminding people of the message. It can reach people who wouldn’t attend a march. So, I wouldn’t say one is better than the other. They are complementary: the march is the voice, the mural is the memory.

Examinateur : Should street art be protected by law, even if it’s illegal?

Élève : That’s a difficult question. Normally, the law should apply equally to everyone. But in cases like Banksy’s, the artwork has such symbolic and cultural value that many people think it should be preserved. Perhaps the solution is to have a dialogue between the community and the artist. If the community wants to keep the mural, they could vote to protect it, even if it was created illegally. But if we protect all illegal art automatically, we might encourage destruction. So, I think each case should be examined individually, balancing freedom of expression with property rights.

Examinateur : Can you think of a local example of art being used for political protest?

Élève : In France, during the 2019 protests of the Yellow Vests, many walls were covered with graffiti and political slogans. Some of them were very artistic. For example, someone painted Marianne, the symbol of the French Republic, crying. It became a powerful image that was shared all over social media. It showed anger, but also sadness about the state of the country. So yes, art is often used in France to express political frustration.

 

Compréhension écrite

Article (adapté de BBC News, 2023)
Teaching Teens to Spot Fake News

In a classroom in Manchester, 15-year-old students are staring at their smartphones. But they’re not scrolling through TikTok or messaging friends. They’re analysing news articles, trying to decide which ones are fake. “It’s harder than you think,” says Mia, one of the students. “Some fake news looks very professional.”

This is part of a digital literacy programme launched across UK secondary schools. Recent studies show that half of teenagers get their news from social media, but only 10% can reliably tell the difference between a real news story and a fabricated one. “Young people are growing up in a world of information overload,” explains Mr Davis, the teacher. “We teach them how to check sources, question headlines, and look for evidence. It’s as important as maths or English.”

The programme also tackles online behaviour. Students discuss cyberbullying, privacy settings and the pressure to look perfect online. “I used to believe everything my friends shared,” admits another student, Jake. “Now I always fact-check. I even told my dad a story he forwarded was fake – he wasn’t happy!”

The government hopes to make digital literacy a compulsory part of the national curriculum by 2026. For now, schools like this one are leading the way. “The internet is not going away,” says Mr Davis. “Our job is to make sure students are not just consumers, but critical thinkers.”

Questions :

  1. What are the students in Manchester doing in class?

  2. According to the article, what percentage of teenagers can reliably identify fake news?

  3. Give two examples of skills taught in the digital literacy programme.

  4. What personal experience does Jake share?

  5. What is the government’s plan for digital literacy?

Corrigé

1. According to the text, why have posters been an important tool in political struggles?
Posters have been an important tool because they are cheap, easy to produce, impossible to ignore, and a well-designed poster can communicate a message in seconds.

2. Give one historical example and one contemporary example of protest posters mentioned.

  • Historical example: the anti-war posters of the 1960s, such as the “Make Love, Not War” slogan, or the poster showing a girl fleeing a napalm attack.

  • Contemporary example: the “We the People” poster series created during the 2017 Women’s March.

3. What does Shepard Fairey mean by “art is not a passive reflection of society”?
He means that art is not simply a mirror that shows what society looks like. Instead, it is an active force that can inspire people and bring about change.

4. How do some governments react to political posters?
Some governments try to suppress them. In authoritarian regimes, political posters are torn down, and artists risk imprisonment.

5. In the final sentence, what does “as long as power exists, protest posters will follow” suggest about the relationship between art and power?
It suggests that art and power are in constant tension. Wherever there is authority, there will always be artists who use posters to challenge it. Protest art is an inevitable response to power.

 


Compréhension orale

Interview radio

Script de l'interview

Voix : On “Tech Talk” today, we have Aisha, a 17-year-old from Toronto who became an online activist. Aisha, you started an online petition at the age of 15. What was it about?

  • Aisha :* “My friends and I noticed there was no mental health support in our school. So I created a petition asking for a counsellor to be hired. I shared it on Instagram and TikTok, and it got 8,000 signatures in two weeks.”

Journaliste : That’s impressive. Did it work?

  • Aisha :* “Yes, it did! The school board met with us and eventually agreed to hire a part-time counsellor. It showed me that online tools can create real change. People often say young people are just scrolling, but we can use social media for activism.”

Journaliste : Did you face any negative reactions online?

  • Aisha :* “A few people left mean comments saying I was just trying to get attention. That hurt at first, but I learned to ignore them. My parents were supportive. They taught me to never share personal information and to block abusive accounts.”

Journaliste : What advice would you give to other young people who want to start an online campaign?

  • Aisha :* “Start with a clear goal. Be respectful, even when people disagree. And always protect your privacy – use strong passwords and think before you post.”

Questions :

  1. What was Aisha’s petition about, and how many signatures did it get?

  2. What was the result of the petition?

  3. What negative experience did she face, and how did she deal with it?

  4. Give two pieces of advice Aisha gives to young online activists.

  5. What does she say about young people and social media use?

 

Corrigé

1. Why does Lena call words “weapons”?
Lena calls words “weapons” because when she is on stage, she can look people in the eye and challenge them directly. Words allow her to confront injustice and provoke a reaction, much like a weapon in a fight.

2. According to Lena, how does art contribute to social movements?
According to Lena, art contributes to social movements by planting seeds. It might not change laws directly, but it changes people's hearts. Changed hearts can then lead to changed votes. Artists provide the soundtrack, the visuals and the slogans that give movements their voice and energy.

3. Does Lena believe art can change politics directly? Explain her point of view.
No, she does not believe art changes politics directly overnight. She explains that art works indirectly: it plants seeds and changes hearts, and those emotional and intellectual shifts can eventually influence political decisions.

4. What example of historical resistance does she give?
She gives the example of enslaved Africans who used songs and stories to survive and resist.

5. What happened to her at school events, and how did she react?
At school events, she was told to “tone it down”, meaning she was asked to soften her message. Her reaction was to become even louder and more determined to speak out.

Contrôle continu

A. Compréhension écrite (10 points)
Lisez le texte suivant (adapté d’un article sur la fracture numérique aux États-Unis) :

“While the internet is often described as a global village, access remains deeply unequal. In the United States, approximately 19 million people – 6% of the population – still lack access to high-speed internet. Rural areas and low-income households are disproportionately affected. During the COVID-19 pandemic, this digital divide became a national crisis. Millions of students could not attend online classes because they had no connection at home. Some sat in fast-food restaurant parking lots to use the Wi-Fi. Activist groups argue that internet access should be a public utility, like water or electricity. The government recently launched a $65 billion plan to expand broadband infrastructure, but experts say it will take years to close the gap.”

Questions :

  1. What percentage of the US population lacks high-speed internet access? (2 pts)

  2. Name two groups that are particularly affected by the digital divide. (2 pts)

  3. What extreme measure did some students take during the pandemic to access the internet? (2 pts)

  4. True or false? The government has no plan to solve this issue. Justify with a quotation. (2 pts)

  5. Explain the phrase “internet access should be a public utility” in your own words. (2 pts)

B. Compréhension orale (10 points)

Script lu deux fois :

“I’m 16 and I recently decided to quit Instagram. At first, it was just for fun – sharing photos, chatting with friends. But after a while, I noticed I was spending four hours a day scrolling. I compared myself to influencers and felt ugly. I started to feel anxious if I didn’t check my phone every five minutes. One day, I received a nasty comment about my weight, and I just broke down. That’s when I deleted the app. It’s been two months now, and I feel so much better. I still use WhatsApp and YouTube, but I’m more careful. I’m not saying social media is evil – I just think we need to learn to control it, not the other way around.”

Questions :

  1. Why did the speaker initially join Instagram? (2 pts)

  2. Give two negative effects Instagram had on her. (2 pts)

  3. What event made her delete the app? (2 pts)

  4. How does she feel since quitting Instagram? (2 pts)

  5. What is her final message about social media? (2 pts)

C. Expression écrite (10 points)
Traitez au choix l’un des deux sujets (80-100 mots) :

  • Sujet 1 : Should schools ban smartphones? Justify your answer with examples.

  • Sujet 2 : Write a short paragraph about how you personally manage your screen time.

D. Expression orale (10 points)
À préparer en 10 minutes, à présenter en 5 minutes.
Vous présentez la citation suivante de Tim Berners-Lee, l’inventeur du World Wide Web : “The web is more a social creation than a technical one.”
Expliquez ce que cette citation signifie pour vous, donnez des exemples et reliez-la à l’axe « Citoyenneté et mondes virtuels ».

Corrigé

A. Compréhension écrite

  1. The writer’s mission is to expose society’s faults and failures, and to bring hidden, dangerous dreams to light in order to help humanity improve.

  2. He rejects the image of literature as something produced by an elite, disconnected priesthood in empty churches, or as a game for a select few.

  3. False. Quotation: “it has not changed except to become more needed.”

  4. It means revealing the hidden, dark, and possibly dangerous thoughts and desires that people usually keep buried, with the aim of understanding and bettering ourselves.

B. Compréhension orale

  1. Every Saturday, his father would take him to the public library.

  2. He said that books were more powerful than any politician because they cannot be silenced.

  3. A government bans a book because it is afraid of ideas.

  4. He warns that when people stop reading, they surrender their power without resistance.

C. Expression écrite (exemple pour le sujet 1)
I firmly believe that a song or a painting can contribute to changing the world, even if it cannot do it alone. Art has a unique power to touch people emotionally and make them see a situation in a new light. For example, Bob Dylan’s “Blowin’ in the Wind” became an anthem for the civil rights movement in the 1960s. It didn’t change the law by itself, but it inspired millions to demand change. Similarly, Picasso’s “Guernica” conveyed the horror of war more powerfully than any news report. Art raises awareness, creates solidarity and fuels the courage needed to act. Therefore, while art alone may not change the world, it is often the spark that ignites the fire of transformation.

D. Expression orale (éléments attendus)

  • Interprétation : l’art permet d’atteindre une forme d’idéal, d’échapper à la laideur du quotidien ; il est un refuge et une source d’élévation.

  • Exemples : la musique qui console en période difficile, la littérature qui fait rêver, les fresques murales qui embellissent un quartier gris et redonnent de l’espoir.

  • Lien avec l’axe : même dans cette fonction d’évasion, l’art exerce un pouvoir : il protège des « périls » et peut renforcer la résilience. Il s’oppose à la brutalité par la beauté.

  • Opinion personnelle : est-ce fuir la réalité ou mieux s’y préparer ?

Barème oral indicatif :
Prononciation / fluidité (3 pts), lexique approprié (3 pts), syntaxe et grammaire (2 pts), argumentation (2 pts).