Financial Education – sample exercise - Secondary 1 Read the poem by sdfsb346f

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									                   IS THERE FOR HONEST POVERTY

                    Is there, for honest poverty,
                 That hangs his head, and a' that?
                The coward-slave, we pass him by,
                    We dare be poor for a' that!
                       For a' that, and a' that,
                   Our toils obscure, and a' that;
                The rank is but the guinea-stamp,
                  The man 's the gowd for a' that!

                   What tho' on hamely fare we dine,
                     Wear hoddin grey, and a' that;
               Gie fools their silks, and knaves their wine,
                       A man 's a man, for a' that!
                          For a' that, and a' that,
                      Their tinsel show, and a' that;
                 The honest man, though e'er sae poor,
                        Is king o' men for a' that!

                     Ye see yon birkie, ca'd - a lord,
                   Wha struts, and stares, and a' that;
                  Though hundreds worship at his word,
                       He 's but a coof for a' that:
                         For a' that, and a' that,
                      His riband, star, and a' that,
                     The man of independent mind
                     He looks and laughs at a' that!

                    A king can mak a belted knight,
                     A marquis, duke, and a' that;
                 But an honest man 's aboon his might,
                      Guid faith he mauna fa' that;
                         For a' that, and a' that,
                       Their dignities, and a' that,
                 The pith o' sense, and pride o' worth,
                     Are higher ranks than a' that!

                   Then let us pray that come it may -
                        As come it will for a' that -
                 That sense and worth, o'er a' the earth,
                     May bear the gree, and a' that;
                          For a' that, and a' that,
                        It 's coming yet for a' that,
                    That man to man, the warld o'er,
                       Shall brothers be for a' that!


                          Robert Burns . 1759-1796


1. Read the poem above. Look at each line individually and think about
   what the poem means.

2. What factors might cause a person to be poor?

3. Can you think of an event, either current or historical, that might cause
   poverty, either in Scotland or abroad?

4. How does poverty impact on people’s lives?
                             Financial Education – sample exercise - Secondary
5. What is the difference between need and want?

6. What can be done by an individual to reduce poverty?

7. How can the government help to reduce poverty?

8. Can you name any organisations or charities that help people who are
   poor in this country?

9. Use the internet, magazines etc. to find some images of poverty and
   create a poster depicting a message about poverty.




                           Financial Education – sample exercise - Secondary
CURRICULUM FOR EXCELLENCE – Experiences & Outcomes
Third and Fourth – S1 – S3 – equates to Scottish Credits & Qualification Framework
Level 4

Social Studies
People, past events and     SOC 3 – 05a       I can describe the factors contributing
societies                                     to a major social, political or
                                              economic change in the past and can
                                              assess the impact on people’s lives
People, place and           SOC 3 – 11a       I can compare the social and
environment                                   economic differences between more
                                              and less economically developed
                                              countries and can discuss the
                                              possibilities for reducing these
                                              differences
People in society,          SOC 3 – 15a       I can use my knowledge of current,
economy & business                            social or political or economic issues
                                              to interpret evidence and present an
                                              informed view
                            SOC 3 – 16a       I can explain why a group I have
                                              identified might experience inequality
                                              and can suggest ways in which this
                                              inequality might be addressed
                            SOC 4 – 16a       I can contribute to a discussion on the
                                              extent to which people’s needs
                                              should be met by the state or the
                                              individual
                            SOC 4 – 20a       I can critically examine how some
                                              economic factors can influence
                                              individuals, businesses or
                                              communities
Expressive Arts
Art & design                EXA 3 – 03a       I can use and combine the visual
                                              elements and concepts to convey
                                              ideas, thoughts and feelings in
                                              expressive and design work
Literacy & English - Reading
Finding and using          LIT3 – 14a         Using what I know about the features
information                LIT 4 – 14a        of different types of texts, I can find,
                                              select, sort, summarise, link and use
                                              information from different sources
                            LIT 3 – 15a       I can make notes and organise them
                            LIT 4 – 15a       to develop my thinking, help retain
                                              and recall information, explore issues
                                              and create new texts, using my own
                                              words as appropriate
Technologies
ICT to enhance learning     TCH 4 – 03a       I can use ICT effectively in different
                                              learning contexts across the
                                              curriculum to access, elect and
                                              present relevant information in a
                                              range of tasks
                            TCH 4 - 04        Throughout my learning I can make
                                              effective use of a computer system to
                                              process and organise information



                                 Financial Education – sample exercise - Secondary
AREAS OF FINANCIAL EDUCATION COVERED:

  •   Poverty issues
  •   Charities and community organisations
  •   Money and the economy
  •   Government spending
  •   Need versus want




                               Financial Education – sample exercise - Secondary

								
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