HUMAN SOCIETY AND ITS ENVIRONMENT
STATE AND FEDERAL GOVERNMENT
Multiple STATE AND FEDERAL GOVERNMENT – STAGE 3
Intelligences Knowing Understanding Applying Analysing Creating Evaluating Writing and List knowledge of Outline Complete General Draft a letter to Evaluate different Speaking Australian Government responsibilities of Knowledge your local member Government systems Devise action plan to I enjoy visit Parliament in the 3 tiers of questionnaire on of parliament on an in the world Lobby against a Law reading, writing Focus use KWL chart Government using a Parliament members issue in the Worksheet 2 Extension 10 & speaking Worksheet 1 Venn Diagram. Task 9 community World Parliaments
Worksheet 5 Extension 5B
Mathematical Compile a Senate list Make a flow chart Examine the events Draw a floor plan of Who‘s who & who‘s Evaluate Parliament
for all States and mark of how an election that led to where in chambers. House using facts and I enjoy working on a map of Australia /voting works Federation create a Worksheet 7 figures e.g. time and with numbers & Senators Electoral timeline House of Reps costing to build science Extension 7 Information Example 3 Senate Parliament House
Task 9 Extension 8
Visual Design for a new View images of Mace, Black Rod Despatch Box Research Australian I enjoy painting Australian Flag Design and make a poster for the upcoming from Signatures of Oz . Assess their Prime Ministers write a drawing & Australian Flag mock election significance – draw your own illustration with biography and a draw visualising Debate Task 9 captions Extension 4 caricature. Task 6 Extension 1 Kinaesthetic Interview a local Teach other Form Political Party Offer feedback to I enjoy doing member of Government students how an Set up a polling booth and run an election and present candidates regarding hands-on Extension 5A election works Task 9 candidates speech their speech activities Task 9 Task 9 Task 9 Musical Learn some past advertising slogans/jingles of Select music theme Make up a jingle for your party in groups I enjoy making political parties for your political Perform your jingle at an assembly. & listening to Extension 3 party Have others review it. music
Interpersonal Watch Parliamentary debate. Give a rating on In a group outline your view to resolving Role play the passing Answer questions on I enjoy working behaviour & performance current controversial State Government of a bill. Australia‘s with others Extension 6B issue or Debate a current controversial Role Play Constitution
issue for Australian Federal Government Task 8 Worksheet 4
Extension 5 C & D
Intrapersonal Describe how you would Visualise you are in Explain how you would Mind map key points Predict what will Carry out a SWOT I enjoy working feel if you were prime parliament on a feel if ‗Freedoms and learnt about happen if Australia analysis on the by myself minister Y Chart Rights‘ were removed. Government becomes a republic Government Unit
Extension 6A Extension 6C Worksheet 10 Evaluation Extension 2 Evaluation
Shaded cells are suggested core activities
Multiple Intelligences and Blooms Taxonomy
This matrix provides opportunities for students to use Multiple Intelligences and Blooms Taxonomy skills to investigate the people and processes involved in Federal, State and Local Governments. The unit focuses on the responsibilities of different levels of Government and how Parliament and the people in Parliament work.
It is designed to compliment and/or supplement the existing T.E.S.S. Unit of Work.
Each cell of the matrix provides a suggested learning activity, suggested core units (shaded grey) can be teacher directed or student directed. All activities can be altered or extended according to the needs of the class or individual learner.
Change and Continuity, Cultures, Environments, Social Systems and Structures
Students explore the principles of Australian democracy and explain its development over time. They investigate significant events in Australia's past and explain the implications for the development of Australian identity, heritage and cultural diversity. They locate information from a variety of primary and secondary sources, presenting their findings in a range of ways.
Students explain how shared culture, heritage and language, including those of Aboriginal peoples, contribute to Australian and community identity. They explore cultural diversity by examining how cultures change through interactions with other cultures and the environment.
Students analyse Australian and global environments, identifying environmental issues and problems and they explore in which individuals and groups can contribute to solutions for these. They investigate human interactions with environments and recognise ecologically sustainable development. Students recognise various beliefs and practices and explain how these influence interactions with environments. They sketch, label and use maps, applying appropriate conventions and terminology.
Students identify Australia's social and economic connection to the world and the rights and responsibilities of Australian and global citizens. They examine decision-making processes at state and federal levels and explain the structures, roles and responsibilities of government. They examine changes in work practices and the rights and responsibilities of producers and users of goods and services. Students apply knowledge of participatory democracy to formulate plans and create possible solutions illustrating fairness and social justice for school, local, national and global problems.
Integrated Links and Outcomes
CCS3.1 Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.
CCS3.2 Explains the development of the principles of Australian democracy. SSS3.8 Explains the structures, roles, responsibilities and decision making processes of State and federal governments and explains why Australians value fairness and socially just principles.
ENS3.6 Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to
express well developed, well organised ideas dealing with more challenging topics. TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and composition, uses effective oral presentation skills and strategies and listens attentively. RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
WS3.9 Produces a wide range of well-structured and well-presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
WS3.12 Produces text in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.
INVS3.7 Conducts their own investigations and makes judgments based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigation and design tasks.
M3.7 Construct and interpret timetables and timelines in real-life situations. WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.
WM3.1 Extends a mathematical investigation by asking ‗what if‘ questions.
WM3.2 Selects & uses appropriate problem solving strategies to complete investigations. WM3.3 Uses mathematical terminology and some conventions to explain, interpret and represent mathematical situations in a variety of ways.
WM3.6 Selects appropriate technology and uses it to help carry out mathematical investigations.
S3.4 Uses simple coordinates or compass points to describe position, and marks out points on a grid.
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the world.
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways. MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts. MUS3.3 Notates and discusses own work and the work of others.
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.
PD PE Health
COS3.1 Communicates confidently in a variety of situations.
DMS3.2 Makes informed decisions and accepts responsibility for consequences. INS3.3 Acts in ways that enhance the contribution of self and others in a range of cooperative situations.
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems.
; The Board‘s website (http://www.boardofstudies.nsw.edu.au) lists current available
resources such as some selected background information sheets, websites, texts and
other material to support this unit.
; The Australian Electoral Commission and the Parliamentary Education Office (PEO), for
; Australian Electoral Commission — Division of the Returning Officer; Parliamentary
Education and Community Relations.
; Discovering Democracy units of work (Curriculum Corporation, 1998), eg ‗People Power‘.
; Excursions to parliaments and the Electoral Education Centre in Canberra and/or
; The Parliamentary Education Office‘s kit Class Parliament, to establish a school
; The CD-ROM Parliament Stack.
; Media texts on issues related to government or involving government decision-making
Government / Democracy Web Sites
; Parliament in Focus http://www.peo.gov.au/kidsview/menu.html
; Parliament of Australia http://www.aph.gov.au/
; Parliament of NSW: http://www.parliament.nsw.gov.au/prod/web/common.nsf/V3Home ; World Parliaments: http://www.knesset.gov.il/portal/eng/parls_eng.htm ; Electoral Information http://electionresources.org/australia.html#AU ; Democracy Timeline http://www.foundingdocs.gov.au/timeline.asp
; Lobbying against a law: http://www.peo.gov.au/archive/tws/tws0498.htm ; Signatures of Oz http://www.peo.gov.au/kidsview/signatures/interactive.html ; Constitution http://www.aph.gov.au/parl.htm
; Australian Prime Ministers (2) http://www.pm.gov.au/your_pm/prime_ministers.html ; Australian Flag Debate http://www.ausflag.com.au/info/flagsamnd.html ; Australian Prime Ministers http://primeministers.naa.gov.au/meetpm.asp ; Mind Map 2: http://www.peterussell.com/mindmaps/mindmap.html
; Floor Plan of the House of Representatives:
; Floor Plan of the Senate: http://www.aph.gov.au/senate/general/chamber.htm ; Senators http://www.aph.gov.au/Senate/senators/index.htm
; Webcast of Parliamentary Debate: http://www.aph.gov.au/live/webcast3.asp ; Role Play Scripts: http://www.peo.gov.au/resources/for_teachers/role-plays.html ; Parliament House http://www.peo.gov.au/resources/building.html
; Human Rights http://www.hreoc.gov.au/youthchallenge/unit1/stage3/resource_undec.html
Other Websites ; KWL Chart: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm ; Y Chart: http://www.education.tas.gov.au/english/ycharts.htm
; SWOT Analysis: http://www.myread.org/monitoring_swot.htm
; Mind Map http://www.jcu.edu.au/studying/services/studyskills/mindmap/index.html
Date Task/ s Learning Experiences
Task 1 List prior knowledge of Australian Government ; Before the Unit begins ask students to write down in point form what
they know about Government.
; Next ask students to list what they want learn. Complete answers in
KWL chart Worksheet 1.
; Students may like to view the Parliament in Focus website for an
introduction into Government.
; The ‗what I have learned‘ will be completed at the end of the Unit. ; Complete a title page for work book
1. Read the Australian Flag Debate Your job is to design a new one
Task 2 Review different Government systems in the world ; Read/Research the various forms of Government from encyclopaedias
and/or internet resources. World Parliaments/Forms of Government
From the information gained:
; List in point form the main basis of that Government style
; List an example country.
; Add an illustration or image
; Complete Worksheet 2
A) Australia is thinking of becoming a Republic – write what your
Task 3 Creating a timeline of events to Federation in 1901 ; Students examine a variety of Australian History timeline books and
internet Democracy Timeline as a starting point to the events that
occurred to the lead up to Federation in 1901.
; Students select important events using research techniques and skills
; View footage of past Political campaigns – listen to jingles and themes ; Make up a music theme and/or jingle for your own Political Party ; Perform at assembly
Task 4 Examining Australia‘s Constitution ; Teacher to read or provide a copy of the general introduction to the
Australian Constitution to students.
; Students are to answer/discuss listed question from Worksheet 4 ; Students may pose further questions for answering/debating Extension
; View Signatures of Oz compose images of mace, black rod and
despatch box – list significance and value - Draw illustrations with
Task 5 Comparing responsibilities of the 3 tiers of Government
; Divide the class into 3 groups each group has the responsibility of one
tier of government.
; Provide resources which list the responsibilities of each of the 3 tiers
; Each group will write the responsibilities on coloured post it notes
(different colours for each tier) and place in a circle drawn on
; At the end of an allocated time all students come together to collate
information and determine which responsibilities overlap
; Start with Federal and State – overlapping each circle and placing any
that are the same in the centre section
; Repeat for State and Local Governments
; Overlap all three and select any responsibilities that appear for all 3
tiers and transfer information to Venn Diagram Worksheet 5
A. Interview a local member of Government on community issues or
B. Draft a letter to local member of Parliament on a Community issue.
C. In a group outline a view on resolving a current controversial State
D. Make a debate out of one of the more controversial Federal
Task 6 Biography of Australian Prime Ministers
; Students research one Prime Minister and complete a biography
1. Add a caricature (cartoon image) to complete your biography
A. Describe how you would feel if you were Prime Minister
B. Watch a Parliamentary debate – give an opinion on
C. Visualize yourself in Parliament Complete a Y Chart
Task 7 Who‘s who & who‘s where in chambers
; View floorplan of House of Reps Senate Worksheet 7
; Research the position names of Members of Parliament and personnel
; Attempt to complete placement of members correctly into floorplan
. ; Answers can be checked against the web site
; Compile a list of 15 Senators Names Senators. Mark where they are
from on map of Australia Task Sheet 7B
Task 8 Debating a Bill
; Use the Parliament Education Office Debating a Bill and select a ‗bill‘
suitable to your age group / needs or relevant to you school
; Proceed through all the aspects to make that bill a law. Use (simple)
costumes and place classroom seating similar to that researched in
Who‘s who and Who‘s Where in Chambers.
; Examine Parliament House facts and Figures list the costs to build /
Time it took to build etc for a ―Did you know Sheet!‖
Task 9 Election ; Read Electoral Information
; Prepare all steps for a mock election
; Call an election candidates announced
; Start campaigning through school media and meetings
; Prepare and listen to speeches
; Enrol on the electoral roll
; Prepare for election day and polling booth – posters / flyers etc ; Having your name marked off the roll
; Filling in a ballot, placing it in the ballot box,
; Results tallied and election declared
; Complete a general knowledge questionnaire on Politicians and
Government personnel Task 9
Task 10 Human Rights
; Discuss and define each of Human rights:
; Have students discuss how they would feel if a right was removed ; What would be the consequences
; Students to write in point form their opinions and views Worksheet 10 Extension
; Read how to Lobbying against a Law
; Devise an action plan is a law impacts on you negatively
Evaluation ; Carry out a SWOT analysis on the Unit of Work
; SWOT analysis is a framework for analysing the Strengths (S) and
Weaknesses (W), and the Opportunities (O) and Threats (T) faced. It
will help to identify areas/focus/topics for further work.
; Begin with a question/statement, eg ‗How informative was this unit on
; Identify activities/ practices in Strengths and Weaknesses.
; Then identify ideas and potential problems in Opportunities and
; Mind map the key points learnt during the Unit