Scotland, Alive – Alive O’

Arbeitsinsel 5:Places in Scotland – old and modern:

From Tom O’Shanter to the Aberdonian Oil Rigs

time / learner’s activities / materials / competencies
1 / PL / Tam O’Shanter and youtube / Region: Ayr M1
Traditions: market day
2 / PA / working on the lyrics / M 2
3 / PL / transferring lyrics into contemp. English / Picture gallery
3 / GA / the song – the poet Robert Burns
illustrate the lyrics
research Burns’ life / M 2
4 / GA / statements on:
  • Scotland
  • Devolution
  • Economy
  • Social problems
Prepare a pro/con discussion on:
‘Scotland – Theme Park or Member of OPEC?’ / M3:
Fact sheets on modern Scotland
5 / GA / Pro/con discussion / Fish bowl

Step 1:

Robert Burns’s major work

Tam O’Shanter ( ) is presented to the class. A video version can be watched at youtube.

In a short teacher’s talk (alternatively prepared by a student team) – right after listening to the orchestra piece (→ material: Scottish Fiddle Orchestra) – information is given on regional Scotland (→ material: A5/M1- Ayr and the west coast) and Scottish traditions, such as the market day. Either music of video is used for a second presentation.

Step 2:

A major difficulty will be to translate Burns’ lyrics into modern English. To avoid misunderstandings, it is important to point out that the aim is to understand the gist of the poem and not its exact wording. To facilitate this job, tandems of students are each given a list with Scottish key words (→ material: A5/M2).

Step 3:

In class, different ‘versions’ of these translations are presented and combined with a series of pictures from Scotland and the Highlands. The aim: to create a picture gallery that can illustrate Tam O’Shanter’s adventures.

Step 4:

Change of perspective – Modern Scotland (Aberdeen and the oil rigs)

In groups, students work on materials about issues in modern Scotland, such as: devolution,

the economy, social problems, education and culture (→ fact sheets: A5/M3).

This information is then used to write role cards for the pro/con ‘theme-park’ discussion. Each group should at least identify four profiles of modern vs traditional Scotsmen and women, e.g.

  • Chartered accountant in favour of closer integration into the EU
  • Conservative politician (SNP) proposing withdrawal from the EU
  • Church minister (Church of Scotland) advocating ban on alcohol for under-21
  • IT-consultant from British Petrol arguing in favour of independent Scotland
  • Private school teacher supporting the instruction of Gaelic as a second language
  • Tourist board representative marketing the Monster of Loch Ness

Ideally, these profiles should draw information from the fact sheets that are made available to the groups.

Step 5:

pro/con discussion on: ‘Scotland – Theme Park or Member of OPEC?’ – making use of the fish bowl procedure. Students not involved in the panel take notes and give feed back after the discussion. Most valid arguments are selected and visualized.