CIVICS AND CITIZENSHIP UNIT PLAN

TERM 2, 2018 – CIVICS AND CITIZENSHIP

Year 5, W4

HASS – CIVICS AND CITIZENSHIP YEAR: 5 TERM: 2

Students learn about the key features of a democracy and the electoral process as well as how laws are enforced

 The key values that underpin Australia’s democracy (ACHASSK115)

 The key features of the electoral process in Australia (ACHASSK116)
 Why regulations and laws are enforced and the personnel involved (ACHASSK117)
 How people with shared beliefs and values work together to achieve a civic goal (ACHASSK118)

 Questioning: Develop appropriate questions to guide an inquiry about people, events, developments, places, systems and challenges (ACHASSI094)

 Researching: Locate and collect relevant information and data from primary and secondary sources (ACHASSI095)

 Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions (ACHASSI096)
Aspects

 Sequence information about people’s lives, events, developments and phenomena using a variety of methods including timelines (ACHASSI097)

 Examine different viewpoints on actions, events, issues and phenomena in the past and present (ACHASSI099)

 Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships
(ACHASSI100)

 Evaluating and Reflecting: Evaluate evidence to draw conclusions (ACHASSI101)

 Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others (ACHASSI103)

 Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects (ACHASSI104)
 TIME ALLOCATION LESSON FOCUS
50 min per week
Week 1 Students define democracy
Lesson 1 and the values of democracy
02/05/2018 Students explore the steps that
lead Australia to its current
Government Structure.
The key values that
underpin Australia’s WALT: students can define
democracy
democracy (ACHASSK115) &
Students understand the
correct order of the history of
Australia’s Government
Week 2 Students can describe the
election process used in
Lesson 2
Australia.
09/05/2018 WALT: students can show
their understanding of the
electoral process through a
flow chart
LEARNING EXPEREINCES RESOURCES ASSESSEMNT
Democracy revision and Formation of the Australian Government:  BTN- What is Democracy? Formative
 http://www.abc.net.au/btn/ Students can recall the definition of
Re-watch BTN video of Democracy story/s4460249.htm democracy and the key features of a
democracy
Ask students what democracy is and try to define democracy again  Australian Government
Presentation Summative:
Democracy is seen as a type of government where citizens get an equal say in how things are Students are able to correctly order
done. Usually they get this say through voting.  Australian Government the timeline.
(emphasising on the bold words) Timeline
Students take out HASS books and write it down (rule up, date, title: Democracy, etc)
Ask students what the values of democracy are and ask for example from each
o Freedom of Election and Being Elected
o Freedom of assembly and political participation
o Freedom of speech and religious belief
o Rule of law and
o Basic human rights
Go through timeline of Australian government presentation
Explain and hand out Australian timeline activity
Students put a timeline of the history of the Australian Government in the correct order
Go through and mark the timeline by referring to the Australian Government Presentation
and defining unknown terms (Discussion)
Mark the timeline as a class, collect HASS books at the end of class
Electoral Process:  2016 Australian Election Summative:
Ads #1 Flow Chart- Students are able to
Show video of election campaigns https://www.youtube.com/ explain the voting process with a flow
watch?v=nsjDcAud5pI chart.
Go through Australian election process slideshow
 Items for voting such as a
Explain to students how the federal government is chosen and have them enact the process. ballot box (shoe box with a
slit)
Follow the Election Process Presentation thought as it explains what to do when.
 Ballots
The key features of the Pick 4 students to present the parties and give speeches (in the order they are on the
ballots).  Campaign Speeches
electoral process in
Allow the rest of the students to take notes on who they might like to vote.  Party Posters
Australia (ACHASSK116)
Students pick who they are going to vote for in both the senate and the House of  Election Process
Representatives Presentation

Have some students assume the role of polling officials and have them count the votes.  Paper for students to show
their understanding
While they are counting talk with the students about the various roles of polling officials who
run the polling stations and how they work together to achieve a goal (Discussion)

In HASS books, students show their understanding of the electoral process though a flow
chart

Week3 Students analyse reasons for
compulsory voting.
Lesson 3
WALT: students are able to
16/05/2018 write a persuasive text on if
they think voting should be
compulsory or non
compulsory
Compulsory Voting:  Youtube – Voting: right or Summative:
duty Students are able to defend their case
Ask the students: What are the laws around voting? https://www.youtube.com/watch for what they think the law on voting
Write answers on the board ?v=K52RA6EXLD0 should be – compulsory or not
compulsory giving at least 4 valid
Talk about how it is compulsory to vote in state and federal elections for anyone over 18  HASS books for persuasive reasons
including the elderly, people with a disability, non-literate people and people who speak text
English as a second language.

Should people be forced to vote?

The key features of the
Make a T-chart and ask for reasons for yes and no
electoral process in
Look at youtube video on compulsory voting.
Australia (ACHASSK116)

Explain that other countries it is not compulsory to vote, for example in America.

Reflect on what made students vote for particular people in the election the week before-
did you base it on looks, or ability to talk or use fancy words rather than policies?

Ask students to decide what they think the law should be – compulsory or not compulsory

In HASS books, Students then write a paragraph supporting what they think the rule should
be giving at least 4 reasons.

Allow 20 min

Students can share their answers with the class at the end
Week 4
Lesson 4
24/05/2018
Why regulations and laws
are enforced and the
personnel involved
(ACHASSK117)
Week 5
Lesson 5
31/05/2018
Why regulations and laws
are enforced and the
personnel involved
(ACHASSK117)
How people with shared
beliefs and values work
together to achieve a civic
goal (ACHASSK118)
Students categorise the
different types of laws and
regulations.
WALT: students can correctly
match the examples with the
correct heading
Students distinguish between
the different roles and duties
of the police.
WALT: students are able to
identify the different roles and
duties of police officers in
Australia
Laws and Regulations:  Types of Laws Cut and Paste Summative:
Sheets Laws and Regulations Cut and Paste –
Class discussion: Students correctly match the
What is a law  Video: examples with the correct heading.
What is a regulation? http://legalanswers.sl.nsw.g
ov.au/about-find-legal-
Students watch video to revise how laws are made answers
(first video on page)
Key Difference:
Laws are actually rules and guidelines that are set up by the social institutions to govern
behaviour. These laws are made by government officials. Laws must be obeyed by all, including
private citizens, groups and companies as well as public figures, organizations and institutions.
Laws set out standards, procedures and principles that must be followed. Regulations can be
used define two things; a process of monitoring and enforcing legislations and a written
instrument containing rules that have law on them.
Go through types of law work sheet and explain each section, and give example
Students then cut out each of the examples and glue them under the correct heading
Go through and mark the sheet as a class
Conclusion: Why do we need laws and regulations? Who enforces them? (Discussion)
Law Enforcers:  Youtube video - I Wanna Summative:
Be a Police Officer · A Day In Law Enforcers Retrieval Chart-
Class discussion: who are our law enforcers in our country? The Life Of A Police Officer Students completed retrieval chart
 https://www.youtube.com/ with all sections filled in.
Show youtube video – I Wanna Be a Police Officer · A Day In The Life Of A Police Officer watch?v=XTYe9vi2VBM
Jigsaw cooperative learning- students are grouped into 6 groups  youtube video- Border
o Australian federal police Security Drugs
o Australian border force https://www.youtube.com/
o Sheriffs watch?v=-tF2OfZ74pg
o Australian military police
o state/territory police
o council rangers  Law Enforcers Retrieval
Charts – PREP: On each
Explain that this is their home group that they will come back to, to share information. sheet highlight one type,
swapping colours each time
Ensure they have a pencil and something to lean on you repeat headings. If your
number of students is not a
Students then return to their home groups and are each given a chance to share while the multiple of 5 you will need
rest of the group records the information onto the relevant section of their retrieval chart to double up some headings
and colours.
Briefly discuss each type to ensure students have a correct understanding of the different
types of law enforcers  Law Enforcer Texts
**may have a police man come in for 10 minutes to discuss his daily routine**
Week 6
Lesson 6
06/06/2018
Why regulations and laws
are enforced and the
personnel involved
(ACHASSK117)
How people with shared
beliefs and values work
together to achieve a civic
goal (ACHASSK118)
Week 7
Lesson 7
13/06/2018
How people with shared
beliefs and values work
together to achieve a civic
goal (ACHASSK118)
Students compare the roles
and duties of a Customs
Officer and a Quarantine
Officer.
WALT: students understand
that that Australia has
quarantine rules and this is
enforced by Quarantine
officers
Students describe the different
components of the legal
system in Australia.
WALT: students understand
the different components of a
court room and the legal
system in Australia
Customs and Quarantine Officer:  Arrival quarantine card Summative:
 Video – AQIS Dog
Who has ever gone travelling overseas and when they have come back to the country they https://www.youtube.com/ Students can make a poster displaying
have to fill out a slip like this? (show arrival quarantine card) watch?v=w57k1wTcx4s what they have researched about
Australia’s quarantine rules
What do you think this is used for?  BTN video about Johnny
Depp and quarantine
What do we not want bought into the country/state? http://www.abc.net.au/btn/
story/s4239957.htm
Watch video on AQIS Dog
 Australian quarantine list
watch BTN video about Johnny Depp and quarantine
Discuss with students which side they are on (Debate)
Why are custom and Quarantine officers important? (Discussion)
Students research about Australia’s quarantine and make a poster to display this
Legal System:  Video: Formative:
http://legalanswers.sl.nsw.g Anecdotal notes and Observations-
Students watch video on the court system ov.au/about-find-legal- Students are understanding the
answers different roles within the court.
Go through the court room map (second video)
12 Students are then given a card and assume a role within a court.  Court Room Map
Set the class up as a court room as per the map and have students work out where they will  Court Role Cards
stand.
 Court Case Prompt
One at a time student tell the rest of the class who they are and explain their role
 Cards
Students can then act out a court case (if time).
Each student is given a prompt card to help them with things they might say and when (Role
Play)
Ticket out the door – on a stick it note (with name on) students write down the role and
description of a role in the court room (can be verbal for those who cannot write)
Week 8 Test – Summative assessment
Lesson 8

20/06/2018

Week 9 Go through test answers to clear up any miss understanding

Lesson 9
Kahoot for fun

27/06/2018