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  • Introduction – setting the scene

    1. Explain to students that they will be working towards designing an ideal Australian community. Over the course of the unit, they will work on different aspects of their community design.
    2. Display the unit visualiser, which details aspects of the community design they will be developing in each topic of the unit – Resource 1: unit visualiser (text version) or PDF (83KB)External Link:  
      • Topic 1 – Community profile and charter
      • Topic 2 – A list of public and private resources and services provided in your community.
      • Topic 3 – How members of your community will be taxed to pay for services.
      • Topic 4 – How your community will support safety, health and wellbeing. Your community budget and scaled map showing the location of facilities and services.
      • Topic 5 – Community jingle promoting superannuation.
      • Topic 6 – Community vision and marketing material.
       

    Teacher tip

    If teachers elect to remove topics from the suite in this unit, remember to remove these topics from the list shared with students.

    1. Organise students into groups of three or four. Explain that these groups will work as a team to design a community throughout the unit of learning (referred to in this resource as Community Planning Group).
    2. Give each team a set of six team role cards (Resource 2 – PDF, 103KBExternal Link).
    3. Explain that throughout the unit:    
      • Their team will choose and allocate the roles that are necessary for each task.
      • Each member of the group must have a role at all times.
      • Roles may change from one activity to the next.
       
    4. Explain that in this activity, each group will brainstorm how they will work as a collaborative team and will be asked to share their responses with the class.
    5. Invite groups to share their responses and allow teams to make changes to their role descriptions or their team rules.

    Rights and responsibilities – think-pair-share

    1. What’s a right? What’s a responsibility?
      Think – 30 seconds = Think individually
      Pair – 1 Minute = Discuss in a pair
      Share – 5 minutes = Share ideas with the class.
    2. Record student responses on chart paper to display.

    What is democracy? – video stimulus

    This activity may contribute to student portfolios.

    1. Give students the graphic organiser – Resource 4: graphic organiser for video (text version) or PDF (96KB)External Link – to guide them as they view the video: ‘What is Democracy?External Link

    Teacher tip

    Students may need to view the video more than once in order to answer all questions.

    1. Discuss the answers with students (Resource 5: graphic organiser for video answer sheet (text version) or PDF (86KB)External Link).
    2. Record the values that underpin Australia’s democracy on chart paper under the heading: Values of Australia’s democracy.
    3. Explain to students that there are other values that underpin Australia’s democracy. These are:    
      • freedom of election and being elected
      • freedom of assembly and political participation
      • basic human rights.
       
    4. Add these to the list of values on the chart paper.
    5. Brainstorm what basic human rights might include (for example, food and water).
    6. Add these to the chart paper under the heading 'Human Rights'.
    7. For each value, students explain why they are important and how they protect human rights.

    Values of Australia's democracy

    • The freedom to express our views without getting into trouble.
    • Equal rights for people from all different backgrounds.
    • The right to justice and a fair and independent trial.

    Rights and responsibilities – sorting game

    This activity may contribute to student portfolios.

    1. Use a grouping strategy to organise students into pairs or groups of three and give them a set of the rights and responsibilities cards (Resource 6 – PDF, 118KBExternal Link).
    2. Students categorise the cards into rights, responsibilities or both using a Venn diagram.

    Teacher tip

    String or skipping ropes can be used to make the Venn Diagram.

    1. As a class, come to consensus on how the cards should be categorised. Record answers on a Venn diagram.
    2. Students select at least three rights from the list and use their own words to phrase them as personal responsibilities.

    Rights holders and duty bearers – class brainstorming

    1. Explain the following:    
      • Rights are universal – everyone in Australia is a right holder.
      • Duty bearers have a responsibility to protect and fulfil people’s rights.
      • Responsibilities (such as those they identified in the previous activity, make students duty bearers and that they contribute to protecting people’s rights.
      • The primary duty bearer in Australia is the ‘state’ or government.
       
    2. Select three rights from the Venn diagram and brainstorm the ways that governments might protect and fulfil these rights.

    Extension – how laws are made

    1. Explore how laws are made in Australia – View the video ‘Passing a Bill - Mission 1: Conquering the House of Representatives’External Link.
    2. Use the BTN discussion questions (PDF, 367KB)External Link to reinforce student understanding.

    Creating our ideal community – group planning

    This activity may contribute to student portfolios.

    1. Organise students into their Community Planning Groups.
    2. Groups decide on which roles they will need to complete the task and allocate a role to each group member.
    3. Groups conduct online research to inform the details about their ideal community (Resource 7 – PDF, 93KBExternal Link). Each group will decide on their community’s:    
      • name
      • profile
      • needs
      • values
      • Charter of rights and responsibilities.
       

    Reflection – how did I do?

    1. Ask:    
      • What group role do you think you would be best at? Why?
      • How well did you keep to your own role?
      • Were any roles easier/harder than others?
       

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      Last modified: 28 Feb 2020QC 61289