Comme un Lion - French Culturefrenchculture.org/sites/default/files/comme_un_lion_-_en_-_cs.pdfEducational guide – AS A LION by Samuel Collardey STUDENT WORKSHEET N°2: Reconstructing

Comme un Lionby Samuel Collardey

Guide created by Arnaud Leroux

e d u c a t i o n a l g u i d e

CONTENTS

2 Educational guide – AS A LION by Samuel Collardey

I. TO KNOW THE FILM BETTER 3

A) Technical information about the film 3

B) Information about the director 4

C) Summary of the film 4

II. TO WORK IN CLASS WITH HE FILM 5

A) Before the screening

Student worksheet n°1: Discovering the film through its poster 6

Teacher worksheet n°1: Discovering the film through its poster 8

B) After the screening

Student worksheet n°2: Reconstructing the story of the film 10

Teacher worksheet n°2: Reconstructing the story of the film 12

Student worksheet n°3: Studying the characters of the film 13

Teacher worksheet n°3: Studying the characters of the film 15

III. TO GO FURTHER 16

A) Soccer in Francophone Africa 16

B) The Franche-Comté industry 18

C) Analysis of a sequence 20

D) Summary of the film in sequences 22

E) Sitography 23

Guide made by Arnaud Leroux and translated into English by the Alliance Française of Puerto Rico,

with the support of the Institut Français.


I. TO KNOW THE FILM BETTER

A) TECHNICAL INFORMATION ABOUT THE FILM

As a lion

French full length feature film

Genre: Drama Duration: 1 hr. 42 min.

Release date in France: January 9th 2013

(December 26 2012 in Franche-Comté)

Director: Samuel Collardey

Script: Catherine Paillé, Nadège Trebal and

Samuel Collardey

Producer: Grégoire Debailly

Photography: Charles Wilhelem, Samuel Collardey and Stéphane Raymond

Sound: Vincent Verdoux and Julien Roig

Edition: Sylvie Lager

Music: Vasco Chinita/Le Bronze Mécanique

Actors :

Mytri Attal (Mitri Diop)

Marc Barbé (Serge)

Jean-François Stévenin (Frenchh agent)

Anne Coesens (Françoise)

Khady Aïdara (Maman Khady)

Emmanuel Penda (Cameroonian officer)

Tatiana Rojo (Fatou)

Marc Berman (Jean-Marie)

Awards :

– Prix du public, MyFrenchFestival.com, 2014

Educational guide – AS A LION by Samuel Collardey

4

B) INFORMATION ABOUT THE DIRECTOR

Born in 1975 in Besançon, Samuel Collardey works

for four years in television before entering La Fémis

in the Photography department. In the course of his

training he is the cinematographer of many short

films. His thesis film, Winter Sun received numerous

awards, including the SACD prize at the Directors'

Fortnight of the Cannes Festival and the Special Jury

Prize at Clermont-Ferrand. In 2008 he released his

first feature film The Apprentice, a docu-fiction that

portrays a young apprentice at a farm in Haut-Doubs.

The film received the award for Critics' Week in

Venice and the Louis Delluc Prize for Best First Film.

At the same time, he continues to practice the trade

of cinematographer, and collaborates with director

Nassim Amaouche on Farewell Gary and Frédéric

Louf on I like watching girls. In 2013, he released his

second feature As a lion. He is currently working on

his third feature film.

(Source : wikipedia)

C) SUMMARY OF THE FILM

Mitri lives with his grandmother in a small village in Senegal until his dreams of becoming a soccer player

appear to come true. A Cameroonian recruiter organizes a tournament in which he is recognized for his

talent. The officer proposes to send him to France to sign a contract, but this is very expensive. Mama

Khady, Mitri's grandmother, is forced to sell her orchard and borrow money to pay a visa for him. Once in

Paris, the French officer in charge of taking care of him, along with for other Senegalese candidates, seems

embarrassed by his case: Mitri is a minor and cannot be tested by a club. He eventually abandons him in a

stadium, making him believe that the managers are late. Mitri, wandering in Paris, is taken under his wing

by an African woman, Fatou, who brings him to her home. She puts him in the hands of a social worker who

sends him to Montbeliard for schooling. There, Mitri does not despair of one day playing professional soccer.

He compels Serge, coach of a small amateur team, to take him into his club. His gift for soccer got him the

attention of Serge’s ex-wife, who convinces the latter, the former Sochaux player, to give him a chance.

Pressed by his debt-ridden grandmother to send her money, Mitri nevertheless steals from Serge, who

excludes him from the team. Mitri tries by his own means to join the Sochaux training center, but his efforts

are in vain. Serge then reinstates him in the team, but when the team goes from victory to victory, Mitri

learns that his grandmother has died. He nevertheless decides to stay in France and drives his team to win

the county title. However, having no recruiter from Sochaux show up, Serge decides to force destiny by

presenting Mitri himself at the training center. Four years later, Mitri now plays for FC Sochaux

II. TO WORK IN CLASS WITH THE FILM


5

STUDENT WORKSHEET N°1: Discovering the film through its poster


6

1. FIRST APPROACH

Describe the poster.

The picture

The character

The title: As a lion

The subtitle: The true story of an unusual destiny

STUDENT WORKSHEET N°1: Discovering the film through its poster


7

2. IDENTIFY THE LIONS

What club or national team does the lion in the movie title remind you of?

The Ivory Coast

FC Cologne

FC Sochaux

Senegal

OGC Nice

Togo

3. IMAGINE THE STORY OF THE FILM

TEACHER WORKSHEET N°1: Discovering the film through its poster


8

The Image

This poster shows the particularity of not using a

photo, but rather, a drawing, specifically a

painting. This type of poster is generally used for

animated films, but the traditional use of painted

posters, if practically disappeared in Western

Europe, remains alive in Asia and in Africa. But, it

is to this latter continent that the poster for As a

lion seems to make reference, with its naïf style

and colors, popularized among others by artists

like the Congolese Cheri Samba.

Useful vocabulary:

– Photograph, painting, animated design – Picturesque ≠ dull, realistic, naive, abstract Suggestions: – What type of image is used in this poster? – For what type of film do we use this type of image? In which parts of the world? – What is the style of this image

The character

Only one character dominates the poster: it is a

young boy, probably an adolescent. He is black,

possibly African, and is wearing a soccer jersey.

The star in the background, the smile he shows,

and his dynamic attitude (he seems to be running)

lets us imagine that he has succeeded in

becoming a soccer star.

Useful vocabulary:

– The soccer jersey, the star, the celebrity

– To smile, to run

Suggestions:

– What does the character on the poster look like? How old does he seem? What garment is he wearing? What is he doing?

The title

With the mention of the lion, the reference to

Africa is even clearer, especially that in the purely

soccer domain, no fewer than 3 national African

teams (Cameroon, Morocco, Senegal) have

adopted the king of animals, the symbol of

strength and power as their emblem.

Useful vocabulary:

– Africa, strength, power

Suggestions:

– What part of the world does the lion remind

you of? What symbolizes this animal?

The subtitle

The subtitle shows that this film was inspired by a

true story, and confirms the success of the main

character.

Useful vocabulary:

– Destiny

Suggestion:

– What do we learn thanks to the subtitle?

1. FIRST APPROACH

For a better exposure of details, it may be useful to download the poster (http: //fr.web

Img3.acsta.net/medias/nmedia/18/93/98/28/20371354.jpg) and show it in class using a data projector.

In small groups, students are asked to describe each of these elements.

What has been said may also be recorded on the card.


9

TEACHER WORKSHEET N°1: Discovering the film through its poster

2. IDENTIFY THE LIONS

The symbolic animal is very present in the imagery of soccer, where many clubs have adopted an animal

as a mascot (FC Cologne), local heraldic heritage (OGC Nice) or as a symbol of virtue (strength, speed,

etc.) which they like to wear. Synonymous with majesty and power, the lion, listed on the logos of many

companies, institutions or organizations, has been adopted by several clubs and national teams, including

Senegal and FC Sochaux, the club founded by and always closely associated with the car manufacturer

Peugeot.

Due to the numerous references to Africa displayed in the poster the reference to the Senegalese soccer

team seems relatively obvious. But it is at Sochaux, the other team under the sign of the lion, that the

main character will eventually realize his dream…

Useful vocabulary:

– The mascot, the lucky charm, speed

Suggestions:

– What animals can be seen on the badges?

– In your opinion, what do these animals represent?

3. IMAGINE THE STORY OF THE FILM

Using the first evidence provided by the study of the poster, we ask students individually or in pairs, to

imagine writing the film's story and to present it to the class.


10

STUDENT WORKSHEET N°2: Reconstructing the story of the film

1. REARRANGE THE IMAGES IN CHRONOLOGICAL ORDER

Complete the table using the letters corresponding to the images.

A B

C D

E F

G H

1 2 3 4 5 6 7 8


STUDENT WORKSHEET N°2: Reconstructing the story of the film

11

2. DESCRIBE THE MAIN MOMENTS OF THE FILM

Write in the table the letter from the picture that matches the vocabulary.

Describe the images. Why are they important?

VOCABULARY IMAGE

– the meeting

– the victory, the cup

– the stadium, the jersey

– the bench

– the waiter

– the training center, the club

– the office

– the recruitment officer

TEACHER WORKSHEET N°2: Reconstructing the story of the film


12

1. REARRANGE THE IMAGES IN CHRONOLOGICAL ORDER

Solution:

1 2 3 4 5 6 7 8

F B H A E D G C

2. DESCRIBE THE MAIN MOMENTS OF THE FILM

Students are invited, alone or in pairs, to describe each image.

VOCABULARY IMAGE

– the meeting B

– the victory, the cup

G

– the stadium, the jersey

C

– the bench

H

– the waiter

A

– the training center, the club

D

– the office

E

– the recruitment officer

F

STUDENT WORKSHEET N°3: Studying the characters of the film


13

1. IDENTIFY THE CHARACTERS

Write the name of each character under the photo:

Mitri, Mama Khady, the Cameroonian officer, the French officer, Fatou, the social worker, the juvenile

judge, Serge, Françoise.

Mitri

Age:

Country of origin:

Objective :

Fill out Mitri's form.

Indicate next to each character’s name if he helped (+) or misled (-) Mitri.

STUDENT WORKSHEET N°3: Studying the characters of the film


14

2. HOW DO THE CHARACTERS HELP THE HERO ?

For each character, explain how he / she helped the hero?

Why are these actions important for Mitri?

Helps Mitri stay in France.

Finds a place for Mitri in a

home in Montbéliard.

Hosts Mitri in his home.

Invites Mitri to her wedding.

Gives Mitri food.

Raises Mitri by herself.

Trains Mitri in soccer.

Hosts Mitri in her home.

Accepts Mitri in his soccer

club.

Sells land and borrows money

for Mitri.

Enrolls Mitri at Sochaux

training center.

Convinces Serge to help Mitri.

3. WRITE AN EMAIL TO MITRI’S FRIENDS

Since he left for France, Mitri did not have time to give news to his friends Amsa and Adama in Senegal.

He tells them about his thoughts and his feelings.

Imagine the letter he wrote to them.

Hello Amsa ! Hello Adama !

See you guys !

Mitri

TEACHER WORKSHEET N°3: Studying the characters of the film


15

1. IDENTIFY THE CHARACTERS

Solution:

Fatou + Françoise + The juvenile judge +

Serge + Mitri

Age: 16

Country of origin: Senegal

Objective: to become a soccer player

The French officer -

Mama Khady + The Cameroonian officer - The social worker +

2. HOW DO THE CHARACTERS HELP THE HERO?

Solution:

Helps Mitri stay in France.

The juvenile judge

Finds a place for Mitri in a home

in Montbéliard.

The social worker

Hosts Mitri in his home.

Serge

Invites Mitri to her wedding.

Françoise

Gives Mitri food.

Fatou

Raises Mitri by herself.

Mama Khady

Trains Mitri in soccer.

Serge

Hosts Mitri in her home.

Fatou

Accepts Mitri in

his soccer club.

Serge

Sells land and borrows money

for Mitri.

Mama Khady

Enrolls Mitri at Sochaux

training center.

Serge

Convinces Serge to help Mitri. Françoise

3. WRITE AN EMAIL TO MITRI’S FRIENDS

Using the information gathered during previous activities, students are invited to compose a small message for

Amsa and Adama, Mitri’s two great friends, who remained in Senegal while the latter continued his soccer

dreams in France.


III. TO GO FURTHER

A) SOCCER IN FRANCOPHONE AFRICA

If there is indeed a sport that unites the whole of

Africa in the same fervor, it is soccer. From Cape to

Cairo and from Dakar to Djibouti, young and old, men

and women rave about this game that came in the

wake of European settlers in the late nineteenth

century. In Francophone Africa, soccer has

nevertheless had a difficult start. Although Africa's

first club was created in Oran, Algeria, in 1897, the

sport was primarily reserved for Europeans.

However, its practice was diffused in North Africa

and led to the creation of clubs for the "indigenous,"

first in Tunisia, then Algeria, and Morocco in the

1920s. In 1938, the first African player to play in a

French club was the Moroccan Larbi Ben Barek,

selected that year by the French national team.

In West and Central Africa, although Raoul Diagne

of Senegal was the first African to play for France in

1931, the French did not particularly encourage its

development, some even judging it too complicated.

In fact, it was mainly the missionaries who spread the

practice by creating faith clubs such as ASC Jeanne

d'Arc in Dakar in 1923, which was emulated

throughout French West Africa. In the Belgian

Congo, although it was rather encouraged by a

paternalistic policy, soccer long remained a matter

for missionaries, like the famous Tata Raphaël

(Raphaël of Kethulle of Ryhove for the vital statistics

record), who gave his name to one of the great

stadiums of Kinshasa.

After World War II, this discipline continued to popularize and organize, through leagues and federations, in

every French and Belgian colony, to become the king of sports, symbol of independences acquired in the

early 1960s. African professional players, despite a brief nationalistic start at this time, did nevertheless

continue to go to train and play in European clubs, including

French, phenomenon that is amplified in the years 1980-1990.

The careers of players from Africa or Africans playing in the

European Championships had a ripple effect, accentuated by the

clubs’ and national federations’ lack of means. The young soccer

talents continued to dream of France, but also of important

European clubs, especially since recruitment or training have

become one of the few legal ways of emigration. A phenomenon

that has grown so much that in 2009, no fewer than 3,000 African

professionals were playing outside the continent, especially in

France, but with a less glorious counterpoint: according to the Foot

Solidaire association, between 2000 and 2008, nearly 850 minor

soccer players would have been deceived by unscrupulous recruiters and abandoned in France.


SUGGESTED ACTIVITIES

– Soccer occupies a prominent place in Francophone Africa and some national teams originating there

distinguished themselves by regularly participating in the World Cup, especially in 2014, with Algeria,

Cameroon and the Ivory Coast. In the following activity, students are encouraged to see the numbers for

each country on the map and then on the crest and the nickname of the national team.

– Students may also be required, in small groups, to present to the class one of these teams of their choice

(creation date, emblem and symbolic charts _ the World Cup and / or the Africa Cup of Nations - CAN,

star player, etc.) with the help of French websites.

1 - Algeria 2 - Burkina Faso 3 - Cameroon 4 - Ivory Coast 5 - Mali 6 - Marocco 7 - Dem. Rep of Congo 8 - Senegal 9 - Togo 10 - Tunisia

The Lions

The Eagles

The Eagles of Carthage

The Stallions

The Dauntless

Lions

The Hanks

The Leopards

The Atlas

Lions

The Elephants

The Desert Foxes


B) FRANCHE-COMTÉ INDUSTRY

Bordering Switzerland, Franche-Comte conjures a jumble of culinary specialties

(cheeses- comté, morbier, cream cheese, morteau sausage, etc.), a drawl and a

rather harsh climate (the town of Mouthe in the Haut -Doubs, is called nothing less

than the "little Siberia"). But many French people are unaware that it is also one of

the most industrialized regions and most exporting of the country. Located on the

famous European backbone linking northern Italy to the Rhine axis, the industry has

known the effects of early beginnings in the eighteenth century with the creation of

the saltworks of Arc-et-Senans in 1775, now a historical building, the development of

the timber industry in Saint-Claude, then the watchmakers in Besançon.

In the second half of the nineteenth century, the range of industrial activities widens to mechanics in Belfort,

automotive in Montbeliard and in Vesoul, agribusiness in Lons-le-Saunier and Dole, alcohol in Pontarlier,

allowing the emergence of large groups such as Lip, Peugeot, Alstom, Bull, and Bel. Crises, restructuring

and conversion does not spare these areas over the twentieth century, the watch industry has left Besançon

for Switzerland and Asia, in St. Claude, wood has been replaced by plastic and Bull de Belfort factory closed

in 1993. But in the early twenty-first century, the Franche-Comté industry still represents a third of the

regional added value and employs more than a quarter of the workforce.


SUGGESTED ACTIVITY

– On the map on the previous page, enlarged beforehand, students are asked to place the thumbnails for

each industrial center. To do so, they can help themselves with French websites. We can also let them

note the proximity to Switzerland, where many work in the Franche-Comté border, particularly in the

watchmaking centers Le Locle and La Chaux-de-Fonds, specializing in luxury.

Solution:

Cheese (Bel, Lactalis) - Lons-le-Saunier

Automobile (Peugeot) - Vesoul

Watchmaking (Maty, Yema) and Microengineering - Besançon

Eyewear and plastic - Saint-Claude

Automobile (Peugeot, Faurecia) - Montbéliard

Trains and trams (Alstom) - Belfort

Cheese (Bel) - Dole

Luxury Watchmaking - Le Locle and La Chaux-de-Fonds.

Cheese

(Bel, Lactalis)

Automobile

(Peugeot)

Watchmaking (Maty,

Yema) and

microtechnology

Eyewear and plastic

Automobile

(Peugeot, Faurecia)

Trains and trams

(Alstom)

Cheese (Bel)

Luxury watchmaking


C) SEQUENCE ANALYSIS

The table below is intended for students. It contains the most important frames of the film. Each image is

accompanied by a set of questions that guide students to develop the analysis of that sequence. Before you

do this exercise, it is best to distribute the glossary of cinema to the students, available at:

http://www.institutfrancais.de/cinefete. Refer to the terms marked with an asterisk.

INSTRUCTIONS FOR THE ANALYSIS OF THE END OF SEGMENT 6 (THE 39TH MINUTE FILM)

– After watching this sequence once, distribute the chart to the students (fold the paper so that the

answers do not appear).

– Read the questions and watch as many times as necessary to encourage responses.

– Doing freeze frames when shots are longer and contain camera movements.

– Do oral responses, then in writing.

IMAGE QUESTIONS POSSIBLE ANSWERS

1 - Describe the picture.

- What kind of shot is used?

- What is the sound like?

Here we see a close up shot*. Mitri is sitting in

an office and he looks at someone talking to

him. The diegetic sound is both on screen and

off screen*: Mitri looks lost and answers a man

who talks to him off camera.

2

- Describe the picture.


- How's the sound?

- What does this shot represent in relation to the previous?

Here the director uses a medium shot* to show

the interlocutor of Mitri, the juvenile judge who

speaks waving his hands. The diegetic sound

is now on screen*. This shot represents the

reverse shot* of the previous, the shot*, which

is echoed on the left by one end of Mitri’s head.



- What information

does it provide?

Here we see another medium shot, which

allows showing that Mitri is not alone, the social

worker is sitting next to him. The diegetic sound

is again off screen. To the right is the right hand

of the judge with a pen.


- What type of shot is used?

- What editing mistake do we see?

We return to a medium shot of the judge, who

continues to speak. He has no pen in his right

hand, which he places on his chin.

http://www.institutfrancais.de/cinefete



- What type of shot is used?

- Where is the judge looking?

He still have a medium shot of the judge who

continues talking. In the shot, he first looks to

Mitri then heads to the left, he addresses the

social worker.

6 - Describe the shot.

- What shot is used ?

- What is the sound like?

In reverse shot to the judge, the social worker

is seen in close-up shot. The sound is on

screen, but the shot is brief. It is the judge who

speaks most, who makes decisions, while Mitri

and the social worker are almost silent.

7

– Describe the picture.

Who is the judge looking

at ? Why?

Also in medium shot, the judge looks to Mitri. He explains his situation: he can stay in France because he does not have 18 years of age.

8 – Describe the shot.

What type of shot is

used?

– What is the sound like?

Of what film genre

does this sequence

make you think?

As the judge speaks to Mitri, we see his

reaction, close-up shot. Again, the sound is off

screen and on screen when Mitri responds.

This succession of shot / reverse shot in close-

up or medium shot is similar to the

documentary style.


D) SUMMARY OF THE FILM IN SEQUENCES

NUMBER

OF THE

SEQUENCE

TIMING DESCRIPTION OF THE SEQUENCE

1 00:00:00 Opening Credits and soccer match: Mitri lives in Senegal and dreams of becoming a

soccer player. He is spotted by a Cameroonian official who asked him to go to France.

2 00:10:47 Debts: Mitri's grandmother does not have enough money to send him to France. She

sells her orchard and borrows money.

3 00:18:47 The arrival in France: Mitri arrives in Paris but there are problems at the airport. The

French officer makes him believe that he will meet recruiters, but abandons him in a

stadium.

4 00:30:10 A new life: Alone, Mitri meets Fatou and a social worker who help him stay in France.

He goes to Montbéliard, where he learns to become a waiter.

5 00:41:37 Hope: Mitri meets Serge, who accepts him in his soccer club. Serge's ex-wife, Francoise finds Mitri is very talented and invites him to her wedding.

6 00:52:31 The wedding: When he goes to Serge's house, Mitri learns that he played in the French

team. After the marriage, he steals his money to send to his grandmother. Serge throws

him off the team.

7 01:06:01 The death of Mama Khady: Mitri tries to register at Sochaux training center. Serge

takes him back in the team. Mitri then learns that his grandmother died.

8 01:19:14 The finale: Serge offers to help Mitri return to Senegal. Mitri does not want to. With his

team, he wins the final, but none of the Sochaux recruiters arrive.

9 01:27:04 FC Sochaux: Serge takes Mitri to the training center. He is declined but still plays on

the field. Four years later, Serge sees Mitri play in Sochaux.

10 01:33:31 End credits


E) SITOGRAFY

ABOUT THE FILM

http://medias.myfrenchfilmfestival.com/medias/179/87/87987/presse/comme-un-lion-2013-dossier- de-

presse-francais-1.pdf

http://www.allocine.fr/film/fichefilm_gen_cfilm=197429.html

EDUCATIONAL GUIDES

http://medias.myfrenchfilmfestival.com/medias/52/191/114484/presse/comme-un-lion-2013-

educational-kit-french-version-francais-2.pdf


educational-kit-french-version-francais-3.pdf

http://www.zerodeconduite.net/dp/zdc_commeunlion.pdf

ABOUTSOCCER IN FRANCOPHONE AFRICA

http://www.africultures.com/php/?nav=article&no=9106 http://www.slateafrique.com/97317/soccer-

8-meilleurs-joueurs-africains-de-tous-les-temps http://www.slate.fr/story/5563/le-foot-hexagonal-

une-passion-africaine http://www.slate.fr/story/88575/france-forme-joueurs-mondial

ABOUT FRANCHE-COMTE INDUSTRY

http://www.tableaudebordcrci.fr/www/fr/accueil/franche_comte.aspx#

http://www.persee.fr/web/revues/home/prescript/article/geoca_1164-6268_1937_num_13_3_6529

http://insee.fr/fr/themes/document.asp?reg_id=16&ref_id=15481

http://www.insee.fr/fr/themes/document.asp?ref_id=15341&page=thematiques/visage_

industriel_2009/vi09_chap3.1_zoom.htm

http://www.insee.fr/fr/insee_regions/f-comte/themes/hors_ligne_editoriale/indus_agroalimentaire/

Industrie_agroalimentaire2004.pdf

http://www.alstom.com/Global/Group/Resources/Documents/Investors%20document/Investor%20

events/Individual%20Shareholder%20Presentations/17-01-06%20Belfort%20site%20visit%20

%28French%29.pdf

http://fr.wikipedia.org/wiki/Histoire_de_l%27horlogerie_%C3%A0_Besan%C3%A7on

http://www.groupe-bel.com/fr/groupe/histoire

http://www.lip.fr/fr/histoire

http://medias.myfrenchfilmfestival.com/medias/179/87/87987/presse/comme-un-lion-2013-dossier-

http://www.allocine.fr/film/fichefilm_gen_cfilm%3D197429.html





http://www.zerodeconduite.net/dp/zdc_commeunlion.pdf

http://www.africultures.com/php/?nav=article&no=9106

http://www.africultures.com/php/?nav=article&no=9106

http://www.slateafrique.com/97317/football-8-meilleurs-joueurs-africains-de-tous-les-temps

http://www.slateafrique.com/97317/football-8-meilleurs-joueurs-africains-de-tous-les-temps

http://www.slate.fr/story/5563/le-foot-hexagonal-une-passion-africaine

http://www.slate.fr/story/5563/le-foot-hexagonal-une-passion-africaine

http://www.tableaudebordcrci.fr/www/fr/accueil/franche_comte.aspx

http://www.tableaudebordcrci.fr/www/fr/accueil/franche_comte.aspx







http://www.alstom.com/Global/Group/Resources/Documents/Investors%20document/Investor

http://www.alstom.com/Global/Group/Resources/Documents/Investors%20document/Investor



http://www.groupe-bel.com/fr/groupe/histoire

http://www.lip.fr/fr/histoire