CIVICS AND CITIZENSHIP YEAR 3 UNIT 1: Semester One - 10 x 1 hour lesson

Unit Title: If only one person makes a rule, is it fair?

Achievement By the end of Year 3, students explain how decisions can be made democratically. They recognise the
Standard importance of rules. They describe how people participate in their community as active citizens.
Students pose questions about the society in which they live. They share their views on an issue. They
present their ideas and opinions using civics and citizenship terms.

Civics and Citizenship Content Descriptions Assessment (A)

Concepts

Government and Knowledge and Understandings Assessment For Learning

Democracy ● How and why decisions are made ● ‘Double Circles ’questions on “rules”
Laws and democratically in communities (ACHCK001) ● Role play on consequences of rules
Citizens ● How and why people make rules (ACHCK002) ● Parable/legend for rule
Citizenship, ● Skills Assessment As Learning
diversity and ● Distinguish facts from opinions in relation to ● Pair discussion and class feedback on ‘why we have
identity civics and citizenship topics and issues rules’
(ACHCS005) ● Short response on rules
● Present ideas and opinions on civics and
● Research task
citizenship topics and issues using civics and
Assessment Of Learning
citizenship terms (ACHCS009)
1. Form/table completion on reason for rules
2. Oral presentation and poster arguing for rule change
or alternatively: 2. Multi Media Presentation on major
 concept of unit.

Civics and Citizenship Skills Key Questions

Bands

Year 3 4 Band Questioning and Research 1. How are decisions made democratically?
Year 5 6 Band Analysis, Synthesis and Interpretation 2. Why do we make rules?
Problem Solving and Decision Making
Communication and Reflections

Learning Framework Community Contributor Active Investigator Designer and Creator

Leader and Collaborator Effective Communicator Quality Producer

Cross Curricula Catholic Ethos Social Emotional Learning Inclusive Education

Priorities Aboriginal and Torres Strait Asia and Australia’s Engagement Sustainability Education
Islander Histories and Cultures with Asia

General Capabilities Literacy Numeracy Information and Communication

Critical and Creative Thinking Ethical Behaviour Technology
Personal and Social Competence

Links to other LA’s English History Mathematics

 Learning and Teaching Strategies
Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Social Emotional Learning Catholic Ethos

General Capabilities Literacy Numeracy Ethical Behaviour Critical and Creative thinking Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Activity 1 - Double Circles Teacher Resources

Put students into 2 circles facing each other (i.e. each student has a partner). Set first discussion topic (see below) for inner * Discovering
circle to talk about for one minute. Set 2nd discussion topic for outer circle to talk about for one minute. Option to rotate Democracy - Middle
partners between topics, e.g. inner circle move 1 to your left. Primary - Rules and Law
http://www1.curriculum
Discussion topics:
.edu.au/ddunits/units/m
1. What are some rules for netball (or other game students familiar with)?
p2fq1acts.htm
2. Why do sports have rules? * IWB template/ chart
3. What are some of our school rules? paper with questions:
4. Which of our school rules do you like? “What is a rule?”
5. If you could choose one rule to change at school, which would it be and why? “Why do we make
Activity 2 - Class Discussion them?”
Come back together as a class and discuss answers for Discussion Topics 2 and 5 in particular. Have a document ready on * Jenny Naylor “Inquiry
IWB or chart paper with the title “What is a rule?” “Why do we have rules?” Add students’ input from discussion. Ensure for Change”
discussion touches on metalanguage below.
(see Glossary on rule)
Activity 3 - Guess my Rule
Using a soft ball or beanbag. Divide the class into 2 groups.
Introduce the simulation game, 'Play the game, guess my rules'. Explain to students that they will play a game where they
are to guess the rules of the game. Explain:
● Only the teacher knows the rules.
● The teacher will not explain the rules and students cannot ask what they are.
● When they break a rule, the teacher will ask the students to sit out.
● The aim of the game is for the students to work out by the student asked to sit out, what the rules are so they do
not break them.

Implement (but don’t tell) first 3 rules only for first minute:
1. You must throw the ball to the other team.
2. Everyone can catch the ball.
3. Only boys can throw the ball.
(if student doesn’t do above, sit them out without telling why)

Implement (but don’t tell) the last 2 rules for next minute:
4. Students with the letter “a” in their first name cannot throw the ball.
5. Students cannot move with the ball.
(if student doesn’t do above, sit them out without telling why)

Gather the class together for a debriefing session: Discuss

● What did you think of the game? Was it a good game? Was it a fair game? Give reasons.
● How did you know that there were some rules?
● How did you feel about not knowing what the rules were?
Write the rules of the game on the board. Discuss whether it is fair that only one person:
● made the rules
● knew what the rules were
Reflect on how the game sat with the concepts of a rule, fairness, order, equality. Extension question - ask “Does a rule
have to be fair for everyone?” What events or times would it be okay to have one person making the rules?

Civics and Citizenship Metalanguage Assessment

Opportunities

Rules, fairness, order, equality Assessment for Learning

Civics and Citizenship Metalanguage Link - listening to pairs during
discussion
- making notes on class
feedback on
understanding of why
we make rules.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education

General Capabilities Social Emotional Learning Literacy Ethical Behaviour Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources
Background Notes Teacher Resources
Aim of Explore for this Unit is for students to gain a solid understanding of why we have rules: * Discovering
● fair play - sense of equality for most Democracy - Middle
● safety for self and others Primary - Rules and Law
http://www1.curriculum
● protecting natural and built places
.edu.au/ddunits/units/m
● respecting the personal property of others
p2fq1acts.htm
● protecting our rights - everyone has a say * Civics and Citizenship
● Ensuring order website
http://www.civicsandciti
Activity 1: Guess My Rule (Why we have Rules) - think pair share zenship.edu.au/verve/_r
Review the Guess My Rule activity from last lesson and discuss in pairs esources/Rules
● equality - was everyone given the same chance to win?
● fairness - did everyone have a say?
● participation - was it easy for everyone to stay in?
Ask students to report what each pair thought. Record main ideas on board.

Activity 2: Class Discussion - Y chart

*Discuss as a whole class the need for rules in the classroom. List some of the major reasons. Ask students to think what it
would be like in this class without rules. Do a Y chart showing some the ideas of What it would feel like, sound look, look
like. Reinforce the idea that rules protect our rights - right to learn, Right to be safe, right to be heard, right to speak etc

Activity 3: Rights and Responsibilities - class list

Explain to children that rules protect your rights without them people’s rights are taken away by louder and stronger
people. Explain - “With each right comes responsibility”. List students' suggestions of rights, for example, to be safe, to be
treated with respect, to be educated, to be listened to, to participate, to be equal to others, to be treated fairly, to have a
say. Keep this list on chart paper for next activity.
In a table list major classroom rules similar to below. As a class or as pairs complete what is the reason for the rule. Come
back together to discuss. end up with a table like the one below:
 Classroom Rule (Responsibility) Reason for Rule (Right that is protected)

Put your hand up before you The right to participate

speak

Keep your hands and feet to The right to be safe

yourself

Listen when your teacher or other The right to be listened to

students are speaking

Attending school/ Coming to class The right to be educated

on time

Speak to each other nicely The right to be treated fairly

Everyone must do homework The right to be treated equally

Activity 4: Small Group discussion

1. Place the areas of the school on the board.
○ the lunch area
○ the library
○ the playground equipment or the oval
○ the school car park
○ the school crossing.
 2. In small groups get students to fill in the handout below for one of the above areas.
Rules/ Responsibility Reason for Rule (i.e Right that is protected)

1.

2.

3.
3. Once students have finished they present their summary to the class. Ask the students the following questions.
○ Do some places in and around the school have the same rules? Why?
○ Do some places in and around the school have the special rules? Why?
Extension Activity: Matching
Students can play a matching game with tables above. Cut up rights and they match rule to right protected.

Further Extension Activity: Venn Diagram

String or skipping ropes can be used to make three large overlapping circles (Venn diagram). Students begin by placing their
ideas of rules for each area in each of the three circles. The overlapping sections of the Venn diagrams show what the rules
are in common for areas.

Civics and Citizenship Metalanguage Assessment

Opportunities

Rights and Responsibility, protecting our rights: for example, to be safe, to be treated with respect, to be educated, to be Assessment as
listened to, to participate, to be equal to others, to be treated fairly, to have a say, equality, fairness, participation Learning: Can
Civics and Citizenship Metalanguage Link students fill in the
reason for rules
independently?
Anecdotal evidence.

Reflection
Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education Sustainability Education

General Capabilities Literacy Critical and Creative Thinking Ethical Behaviour Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

Activity 5: Photo discussion - personal writing Teacher Resource

Some rules aren’t all about us. Eg protecting our environment, animals and respecting other’s property. *Google Image Search
1. Discuss Catholic Ethos: “We are Custodians/Stewards of our Natural World”. What does it mean to you? Why is it and print off photos as
important to protect animals of the world? What will happen if we didn’t look after the world? outlined.
* Civics and Citizenship
website
2. Look at rule “Do not litter?” Why do we have that rule? Elicit that the rules about littering are often about protecting
http://www.civicsandciti
natural environments and not protecting personal rights. Google Image Search photos such as - trees being cut down,
zenship.edu.au/verve/_r
animals kept in cages, oil spills, other pollution, graffiti on a public wall eg littered river, scientific experiments with animals.
esources/Rules_venn_di
Print off a selection (with reference to the URL) and making appropriate for Year 3 students. In groups of 3 or 4 - get agram.pdf
students to discuss
● What is being harmed/destroyed what needs protecting?
● what rule is being broken
● What rule could be enforced to stop the activity

3. Reflect again as a class on the initial statement that “Some rules aren’t all about us.” Students then to write a short
response to the question: “Do animals and trees have rights?” Alternatively do as persuasive oral. Extension could be a
debate.

Civics and Citizenship Metalanguage Assessment

Opportunities

Environmental protection, Eco-friendly, animal rights, animal cruelty Assessment as Learning:

Civics and Citizenship Metalanguage Link Short Response writing.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Social Emotional Education Inclusive Education

General Capabilities Ethical Behaviour Literacy Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explore Resources

Activity 1: Role Play - Consequences of Rules Teacher Resources

a. In groups, students role-play situations in which rules are broken. Groups first discuss rules that would apply to their Handout 1: Discovering
chosen situation before conducting the role-play. Situations could include: Democracy Unit: Rules
and Laws
● Walking up steep stairs http://www1.curriculum
.edu.au/ddunits/downlo
● using the school tuckshop
ads/pdf/mp2_hand1.pdf
● behaviour in the classroom
 ● Playing footy/sport in the park
● Using the school crossing
● Using the public swimming pool
● Buying something at the local shop
● Watching a movie at the cinema
Students present their presentation to the class
b. The class tries to list the rules that are broken for each situation.
c. For each broken rule, students then say the possible consequence that was shown -
see Handout 1 (see Teacher Resources).
d. Discuss the relationship between rules and consequences by the following questions:
● How do rules support our rights and responsibilities and help us live together safely?
● Why do we need rules and why do we need to know what they are?
● How do we judge what is fair or not?
● Do rules have to be fair for everyone?
● How do people know what the rules are?
● When and why do rules change?
● Who should make the rules and why?
● What can happen if we do not follow rules?
e. Each group completes the statement, 'We need rules because ...' on the back of their handout.
f. Conduct a class report-back

Activity 2 - Think Pair Share

Look back to situations discussed in previous activity, ie
● Walking up steep stairs
● using the school tuckshop
● behaviour in the classroom
● Playing footy/sport in the park
● Using the school crossing
 ● Using the public swimming pool
● Buying something at the local shop
● Watching a movie at the cinema

Get students to think pair share “who makes the rules” for each of these situations. Discuss:
1. Who are the rule makers in the situation. eg teacher, shop owner
2. Are the rules fair?
Get across the idea that rule makers (teachers, managers of shops etc) have a duty to protect the rights of others while in
their care. Therefore it is fair that they make up fair and reasonable rules. eg swimming pool owner stops you running to
protect your safety, classroom teacher makes you use your hand to protect the right of others to participate.

Extension Activity: Compare whether it is fair for a classroom teacher or shop owner to enforce unreasonable rules eg
only people with blue eyes may hand out books?

Civics and Citizenship Metalanguage Assessment

Opportunities

fair and reasonable, duty, rule makers Assessment for

Civics and Citizenship Metalanguage Link Learning: Role play
presentation of
consequences of rules

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Social Emotional Education Inclusive Education
General Capabilities Literacy Critical and Creative Thinking Ethical Behaviour ICT Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Main focus of this lesson is for students to appreciate while in our culture elected or nominated people may make the rules
(often for the majority well-being), in other cultures different people are entrusted as rule makers. (Cultures can be chosen
to suit class composition.)
The following lesson is to broaden students’ understanding of rulemaking and who makes them. Introduction of concept
of absolute power in order to answer question posed by unit.

Activity 1: Ruler for the Day! (One Ruler - Absolute Power concept)- Should One person make the Rules?
● Select a student to be 'The Ruler'. Where possible, include a confident speaker to assist with the demands required
of oral public performance.
● Explain the role of absolute ruler to student. e.g. set rules they want, give commands and hand out consequences
(assist with constructing some ideas with the ruler to be safe and appropriate in class setting)
● Inform the rest of the class that they are going to be ruled by one person for a short time who has been nominated
by the teacher as having total power and therefore the class must do whatever the ruler tells them without
question.
● Conduct the role-play for a limited time (use teacher judgement 2 - 5 mins).
● At the end of the role-play - Discuss as a class:
1. What did you like/ dislike doing?
2. How did not having a say make you feel? How they felt about having to do whatever they were told;
3. Did you think the ruler was being fair to everyone?
4. What did the ruler think, feel when doing the activity?
5. What rules of behaviour must your classmates obey?
6. What Rights did you have/not have?
Activity 2: Pharaohs of Ancient Egypt (Absolute Power) - Research Task
Activity handout: Pharaohs of ancient Egypt:
http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp1_hand2.pdf
Write the following on the board and get students (can be done in pairs or small groups) to research possible answers:
● Who decided the laws in Ancient Egypt?
● What were the symbols of power the Pharaoh held
● Who had total control in Ancient Egypt?
● Why did the people allow the Pharaoh to have so much power?
● What kind of powers did the people of Ancient Egypt believe the Pharaoh had?
● Do some cultures still have one person (absolute power)making the rules?
● What would be the advantages/disadvantages of one person making the rules

Explain another word for a ruler who inherits his or her position is 'monarch'/Pharaoh which is a king and queen. Ensure
students understand that kings and queens are chosen by birth rather than election.
Then get class to report back their answers.

Civics and Citizenship Metalanguage Assessment

Opportunities

title, decision, decision-making, friendship group, involved, fair/unfair. absolute power, reign, monarch, ruler, elected, entitlement Assessment as Learning:
Civics and Citizenship Metalanguage Link Research task

Reflection

Week 1 2 3 4 5 6 7 8 9 10
Cross Curricular Priorities Aboriginal and Torres Strait Islanders History and Culture Social Emotional Education Inclusive Education Sustainability Education
Catholic Ethos

General Capabilities Literacy Critical and Creative Thinking Ethical Behaviour ICT Personal and social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Background to lessons: Aboriginal and Torres Strait Islander Culture: Source: Law & Order
“As with all parts of Aboriginal society, the laws and rules of behaviour were set in the dreamtime by the ancestral Among Aboriginals:
creation beings who are said to have given the people the laws they were to live by. When deciding if an action was http://austhrutime.com
to be tolerated or not, the older people, the elders, were considered to be the most knowledgeable, so would have the
most knowledge of the rituals associated with the dreamtime.”

Activity 3: The Elders - Custodians of Tribal Rules

Explain that in some cultures the Elders are given the power to decide rules and enforce them as they have the greatest
wisdom or tradition.
Some of the Rules that are handed down from the dreamtime:
● You shouldn't enter someone else's land without first getting permission (trespass).
● You can't marry your brother or sister (marriage laws).
● You should look after your country (the environment) and everything in it.
● You should respect your elders.
● You should share things with your family.
Aboriginal children have always learnt about their roles and responsibilities through storytelling, sometimes referred to as
Dreaming stories, which is an important part of ceremony, along with painting, singing and dancing. In this way, rules and
laws are learnt and used as a part of life. Retelling ensures that every generation knows and understands these rules and
laws.
(Teachers may select a more appropriate story taking into account class local indigenous group and available stories.)
The Ngout-Ngout ( handout 11) and /or the Barn-Barn Barlala (handout 12) Civics and Citizenship website:
http://www1.curriculum.edu.au/ddunits/units/mp2fq4acts.htm
Read the stories to the class. Divide into groups or discuss as whole class
● Why do older people tell stories?
● What rule was broken?
● What consequence was given?
● Consider what happens when the laws are kept or broken.

Discuss how the laws described in the Dreaming stories helped Aboriginal groups to live well and safely together.

Activity 4: Rules to Live By - stories

● Brainstorm three rules that the class think are important to live by and put on board:.
● Discuss why they might be important for us.
● In pairs, small groups or individually, students think of a short story or tale that will show why this rule is important
and the consequences of breaking it.
● Retell it to the class/write it as a story/role play it.

Extension - talk about Parables and Fables - they do the same in that they are stories that help us live by the rules: Look at
Parables such as the Good Samaritan, Prodigal Son or Lost Sheep. Aesop’s fables such as the Rabbit and the Hare or the
Lion and the Mouse.

Civics and Citizenship Metalanguage Assessment

Opportunities

Fables, Parables, consequences, Elders Assessment for

Learning: Student’s
Civics and Citizenship Metalanguage Link story of rule.
Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Inclusive education Sustainability Education Social Emotional Education Catholic Ethos

General Capabilities Literacy Numeracy Critical and Creative Thinking ICT Ethical Behaviour Personal and social competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

The focus of the next two lessons is to reinforce the concept of ‘fairness in rule making’ (democracy) as opposed to
absolute power or monarchy. They will demonstrate their understanding through making a presentation to the class
before a ballot where a rule is to be changed.
Activity 1: What is the Democratic process of decision making - (Y CHart)
Ask students ( whole class or groups) - How do we make rules fair to most people?
● What does it look like?
● What does it feel like?
● What does it Sound Like?
Write - Democratic Decision Making on the board: Ask - what do we think this means? Allow students to offer
suggestions.
From discussion write up three to four suggestions. Say to students - now we are going to decide as a class which
statement we think represents our class and our views of what democratic decision making is. Conduct a “show of hands”
ballot for the best statement. Discuss with students:
 ● Did everyone agree with the final decision?
● Did most people agree with the final decision?
● Did everyone feel that had a say in the decision?
● Was anyone left out and not given a say?
● When most people agree we call that majority vote- did we have a majority with our vote?
Activity 2: Secret Ballot:
Number statements one to four. Hand out students a ballot paper with one to four one it. Tell students we are going to
vote again which statement we like but this time we are going to use a piece of paper to pick our choice called a ballot.
Explain the concept of ballot paper. Conduct the paper ballot and count placed on board. Discuss with class:
● Did our decision change?
● Did people feel safer at saying their choice?
● Why would we use a paper vote and not a show of hands?
● Which method did you like best? Why?
● When would you use each method? Which method is a more accurate vote?

Get students to Complete the sentence written on the board by providing key word into the spaces from possibilities
written at the side or below the statement:

Decision making where everyone has a say call a ……… (vote).... using a piece of paper called a …..(ballot ) and where
most of the people’s choice called the ………(majority) ...determines what is going to happen is called………(Democracy)

Activity 3: Democratic decision making- Changing a Rule (Assessment Activity)

● In this activity students are to take a side: those for rule change and those against change of rule.
● List/Brainstorm rules that are in the class (alternatively select one for the class e.g. Homework will only be set for
Mondays only)
● Students will be asked to prepare a short oral presentation (1 min) that will convince others to vote for their view.
● Students will design a poster/digital presentation to accompany their speech that will persuade others to vote for
or against the change
● After speeches the class will conduct a formal ballot.
 ● Nominate 3 returning officers from the students who will distribute the papers, collect votes, count the vote and
record the final count.
● Write the democratic process on the board and construct a flow chart of the process:

Democratic Process:
1. Need for Change → 2. Action for Change → 3. Deciding Change → 4. Resulting in Change
Discussing/forming groups lobbying/speeches Voting Majority rule
Step 1: Choose your side Step 2: Hear viewpoints Step 3: Cast your vote Step 4: count vote

Alternative Assessment :
Students are to create a poster/digital presentation that outlines their understanding of one of the following:
1. Democratic Decision making process
2. The necessity for rules
3. Aboriginal Rules and laws
4. Absolute Power

Civics and Citizenship Metalanguage Assessment

Opportunities

Majority, democracy, fairness, consensus Assessment of

Civics and Citizenship Metalanguage Link Learning-
Poster/Digital
Presentation

Reflection
Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos Social Emotional Learning Inclusive Education

General Capabilities Literacy Critical and creative thinking Ethical Behaviour Personal and Social Competency

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

Activity 4: Class Reflection

● Once students have presented their oral viewpoints and shown their posters a class paper ballot is conducted - vote
counted and majority rule applied.
● Students to write a reflective statement on:
1. Why do we have rules?
2. How do we make democratic decisions?
● Class discussion of answers to these two questions?

Civics and Citizenship Metalanguage Assessment

Opportunities

Civics and Citizenship Metalanguage Link

Reflection
 Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Learning and Teaching Strategies Assessment Strategies
Content Descriptions
being addressed
 School Template
Civics Assessment Task
Student Name:

Year Level: 3

Name of Task: The Democratic Process - Changing a rule

Teacher:

Learning Area/s: Civics and Citizenship - Unit 1

Date Commenced: Date Due:

Type of Task: Oral ✓ Written ☐ Other ☐

Individual ✓ Pair ☐ Group Work ☐

Task Conditions In Class ✓ Homework ☐ Other ☐

Task Requirements Length:1 - 2 mins Presentation/style: Oral

(with supportive evidence)

Opportunity to Access: Books ✓ Notes ✓ Library ✓ Technology ✓

Assessed By: Teacher ✓ Peer ☐ Self ☐ Other ☐

Task Description: Oral presentation with poster/digital presentation

Changing a Rule: Active involvement in the democratic process:
Preparing a short oral presentation and designing a poster/digital presentation to
accompany the delivery to persuade fellow citizens to change a class rule.

Procedure:
1. You are to select a class rule. (You may be assisted with selection by the teacher)
2. Decide if you need to change this rule so that you can adopt a viewpoint: those for
rule change or those against change of rule.
3. You are to prepare a short oral presentation (1 min) that will convince others in the
class to vote for your viewpoint.
4. Design a poster/digital presentation to accompany your speech that will persuade
others to vote for or against the change.
5. After speeches the class will conduct a formal ballot, so it is important to be as
convincing as possible.
6. To convince others to vote for your opinion you need to outline your reasons for
change:
● What is the rule
● What do you want to change it to
● Why do you want to change it: Advantages and disadvantages
● Will there be any consequences?

Student:
Task being assessed: Oral presentation and poster
Assessable Elements
1. Knowledge & Understanding:
● Outlines democratic process
to change rule
● Outline reason/s for
rule/rule change
● Acknowledges consequence
of rule
● Indicates rule maker
● Use of civics terms/language
Processes & Application
● Persuasive tone/words
● Volume
● Pitch/pace
● Non-verbal gestures
● Time
● Poster supports Oral
Class:
A B
Student has an excellent
knowledge of the democratic
process that will occur to
change to rule. He/she
outlines many reasons for
changing /keeping rule and
presents supportive
material/ideas for these…
Frequently uses civic terms in
speech. Acts as a confident
rule maker.
Excellent use of persuasive
language/words. Very good
use of volume, pitch and pace
of speech for audience.
Presents for 2 minutes. Uses a
well - designed Poster that is
very supportive of ideas in
oral.
CRITERIA SHEET
3 Teacher: Learning Area: Civics/Citizenship
C D E
Student has a good Student has a basic Student has little Student has no
knowledge of the knowledge of the knowledge of the knowledge of the
democratic process that democratic process that democratic process democratic process that
will occur to change to will occur to change to that will occur to will occur to change to
rule. He/she outlines two rule. He/she outlines change to rule. rule. He/she outlines no
or three reasons for one reason for changing He/she outlines a reason for changing
changing /keeping rule. /keeping rule. Uses reason for changing /keeping rule. Uses no
Uses civic terms in some civic terms in /keeping rule but it is civic terms in speech.
speech. Acts as a rule speech. Acts as a rule unclear. Uses few Does not act as a rule
maker. maker. civic terms in speech. maker.
Does not acts as a
rule maker.
Uses persuasive Uses some persuasive Uses few examples Uses no persuasive
language/words. Good language/words. of persuasive language/words. Unable
volume, pitch and pace of Adequate volume, pitch language/words. At to hear due to very poor
speech for audience. and pace of speech for times difficult to volume, pitch and pace
Presents for more than a audience. Presents for a hear due to volume, of speech for audience.
minute but less than 2. minute. Poster is pitch and pace of Presents for very short
Poster is supportive of generally supportive of speech for audience. time period. Poster is
ideas in oral. ideas in oral. Presents for less than unsupportive of ideas in
a minute. Poster is oral presentation or not
unclear if supportive used.
of ideas in oral.
Feedback/comments:

Signed: ______________________________________________ Date: __________________ Overall for task: _________