The Louvre Jewellery Heist

 On Sunday 19 October 2025, thieves entered the Louvre Museum in Paris and stole several pieces of the French Crown Jewels. The robbers arrived in a stolen boom truck and were dressed like maintenance workers. They used power tools to break a window and entered the Galerie d’Apollon. The whole theft took less than eight minutes. The items taken included tiaras, necklaces and brooches that belonged to French royalty from the 19th century. One of the jewels — the crown of Empress Eugénie — was found damaged outside the museum during the suspects’ escape.

Police investigated quickly. After examining evidence left at the scene (tools, helmets and clothing), officers identified several people of interest. On 26 October 2025, French police arrested two men in separate operations near Paris; one was detained at the airport while trying to leave to Algeria. The two suspects were known to the police for committing thefts, a source close to the case said, adding that they were in their 30s and from Seine-Saint-Denis, a region just outside Paris. Authorities say the investigation is ongoing and they are still searching for the missing items.The theft has raised questions about museum security and the protection of historic objects.

1.Vocabulary Match 

1. Security – ___ a) a planned robbery or theft of something valuable

2. Accomplice – ___ b) measures or systems that protect people or property

3. Priceless – ___ c) clothes or accessories used to hide someone’s real identity

4. Disguise – ___ d) something that shows proof a crime was committed

5. Gallery – ___ e) to take someone into police custody

6. Heist – ___ f) extremely valuable; impossible to give a money value

7. Evidence – ___ g) a decorated headpiece worn by a king or queen

8. Boom truck – ___ h) a large vehicle with a crane arm, used to lift or reach high places

9. Crown – ___ i) the process of repairing or returning something to its original condition

10. Suspect – ___ j) a person who helps someone commit a crime

11. Restoration – ___ k) someone who is believed to be involved in a crime

12. Arrest – ___ l) a room or area in a museum where art or objects are displayed

 

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2. Synonym Match 

1. Jewels – ___ a) broken

2. Arrested – ___ b) flee

3. Accomplice – ___ c) gems

4. Investigation – ___ d) proof

5. Evidence – ___ e) partner

6. Escape – ___ f) detained

7. Damaged – ___ g) probe

8. Robbers – ___ h) taken

9. Search – ___ i) hunt

10. Stolen – ___ j) thieves

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3.France & Its North African-Origin Citizens 

1. How did France’s colonial history in North Africa shape today’s relationship between France and people of North African descent?

2. When did large numbers of North Africans first migrate to France, and why?

3. How did the Algerian War of Independence influence migration and identity in France?

4. What kinds of jobs did early North African immigrants typically do in France after World War II?

5. How has the second and third generation (born in France) experienced French identity differently from their parents?

6. What does it mean to be both “French” and “of North African origin”?

7. How do young people of North African background describe their sense of belonging in French society?

8. What role does religion (especially Islam) play in their daily lives and in how they are perceived?

9. How does the French concept of laïcité (secularism) affect people who wish to express their cultural or religious identity?

10. Do French schools and media represent people of North African heritage fairly and accurately?

11. What are some of the main challenges North African-origin citizens face in employment and housing?

12. How do educational opportunities differ for students in working-class or immigrant neighborhoods?

13. In what ways do police-community relations affect trust between the state and residents of North African background?

14. How have past urban riots or protests reflected frustration with discrimination or inequality?

15. Are there successful examples of government or community programs that promote social inclusion?

16. How well are French citizens of North African origin represented in politics, business, or culture?

17. How do politicians and the media talk about issues of immigration and integration in France?

18. What impact do political debates about immigration have on French citizens who are already fully French but have immigrant roots?

19. What can be done to improve equality and mutual respect between all citizens in France?

20. How can schools, media, and workplaces promote a stronger sense of shared national identity?

4.Role-play Activities

🎭 Role-play 1 — Journalist & Witness

• A: Journalist asking questions about the heist.

• B: Witness describing what they saw.
  Use: “They looked like…”, “I noticed…”, “They escaped in…”

🎭 Role-play 2 — Police Officer & Tourist

• A: Officer taking a statement.

• B: Tourist describing suspicious behaviour.
  Use: “I saw…”, “They were wearing…”, “It happened around…”

🎭 Role-play 3 — Museum Guard & Visitor

• A: Guard explains new security measures.

• B: Visitor reacts and asks questions.
  Use: “We must…”, “You can’t…”, “Visitors should…”

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5. Communicative Discussion

1. How can museums protect valuable items better?

2. Should national treasures be shown to the public or kept safe in storage?

3. Why do you think people steal cultural objects?

4. What would you do if you saw a robbery?