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 |
| Citizens and
Public Life People Power – Upper Primary
2. How did groups of Australian workers bring about improvements in their working conditions?
3. What have Equal Pay campaigners done to remove some of the discrimination against women in employment?
4. In what ways can popular movements achieve change?
|
TCC 3..2: Students create sequences and timelines that summarise sets of events about specific Australian changes and continuities TCC 3.3: Students use knowledge of people’s contributions in Australia’s past to cooperatively develop visions of preferred futures TCC 3.4: Students organise information about the causes and effects of specific historical events TCC 4.3: Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history C&I 3.1: Students identify the contributions of diverse groups, including migrants and indigenous peoples, to the development of their community C&I 3.5: Students explain changing attitudes, at different times, towards gender, race, ethnicity or socioeconomic identities C&I 4.2: Students design an ethical code of personal behaviour based on responses to their perceptions of particular aspects of cultural groups (?) C&I 4.3: Students debate how media images concerning gender, age, and ethnicity reflect aspects of groups to which they belong SRP 3.5: Students explain the values associated with familiar rules and laws SRP 4.5: Students classify values that underpin campaigns and organisations associated with human and environmental rights |
YEAR 7: RESPONSIBLE PARTICIPATION: Activity 3: Rights and responsibilities Activity 6: Lobby groups |
