13 March to 17 March 2000
QUESTION 2
HOW DO I KNOW WHICH PARTS OF THE DISCOVERING DEMOCRACY KIT MATCH THE CURRICULUM OUTCOMES IN MY STATE?
| DISCOVERING DEMOCRACY UNIT |
QUEENSLAND AND VICTORIAN SOSE OUTCOMES |
LINKS TO CURRENT TOPICS/PROGRAMS AND ADDITIONAL RESOURCES |
| Law and Rights The Law Rules – Upper Primary
Why do we need laws? Proving your innocence Getting a fair ruling Getting a fair trial today Putting it all together Fair trial poster 2. Who makes the laws? British law comes to Australia Was one-man rule the best system for a penal colony? Who makes the laws today? 3. Should the courts be independent? Why did judges and courts need to be independent of the governor? You be the judge Role-play – the curt of the early governors The courts today – judge and jury are independent The law rules 4. Should people be equal before the law? The one place 0 two ways of life Myall Creek massacre and the rule of law ‘The Law Rules’ chart Newspaper article Are we equal before the law? 5. How does the law rule in Australia today? The law rules Class debate This unit uses the arrival of the first fleet and Governor Phillip’s one man rule to illustrate early Australian laws. Students learn about the conflict between free settlers, convicts and Aborigines and the implications for law making and law breaking. The Myall Creek massacres allows students to investigate law linked with values. The handout for the role-lay on the court of the early governors make what is sometimes a difficult activity, more manageable. |
Level 4 TCC4.3 Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history. TCC4.4 Students critique information sources to show the positive and negative effects of a change or continuity on different groups. SRP4.3 Students enact democratic processes in familiar settings using knowledge of representative government. SRP4.5 Students classify values that underpin campaigns and organisations associated with human end environmental rights. Level 3 TCC3.3 Students use knowledge of people’s contributions in Australia’s past to cooperatively develop visions of preferred futures. TCC3.4 Students organise information about the causes and effects of specific historical events. PS3.5 Students describe the values underlying personal ad other’s actions regarding familiar places. CI3.1 Students identify the contributions of diverse groups, including migrants and indigenous peoples, to the development of their community. CI3.3 Students describe personal attitudes, beliefs and behaviours that effect their sense of belonging to a range of groups. CI3.5 Students explain changing attitudes, at different times, towards gender, race, ethnicity, or socio-economic identities. SRP3.4 Students simply describe the basic principles of democracy and citizenship from ancient to modern times. SRP3.5 Students explain the values associated with familiar rules and laws. |
Links Year 6 Sourcebook Unit 4 Cultural Influences
Year 7 Sourcebook Unit 1 Being Australian
Unit 3 Responsible Participation
Resources
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