HUMAN SOCIETY AND ITS ENVIRONMENT STAGE 3

State and Federal Government

This unit provides opportunities for students to investigate the people and processes involved in the functions of State and Federal governments. The unit focuses on the responsibilities of different levels of governments and how parliaments work.

OUTCOME: CUS3.3Strand: Cultures: Identities
Describes different cultural influences and their contribution to Australian identities
Content:
  • National symbols, eg national anthem, flags, Coat of Arms
  • The influence of current events
  • Significant identities in Australian government
/ OUTCOME: SSS3.8
Strand: Social Systems and Structures: Roles, Rights and Responsibilities
Explains the structures, roles, responsibilities and decision-making processes of State and Federal governments and explains why Australians value fairness and socially just principles
Content:
  • Processes by which laws are made and changed in State and Federal Governments
  • Electoral process
  • Community, school and class decision-making and democratic process
  • Roles and responsibilities of State and Federal Governments
  • State and Federal Government structures and the relationship between them

Implications for Learning

/

Skills

/

Values and Attitudes

Children will have opportunities to:
  • Investigate the people and processes involved in legislative, executive and judicial functions of State and Federal governments
  • Become involved in classroom and school activities that use democratic processes eg class parliament
  • Identify through the media, situations where civic action has led to the improvement of community living
  • Accept civic responsibility through community involvement
/ Children develop skills in:
  • Acquiring information from a variety of sources through locating, accessing, selecting and critically evaluating information
  • Using an inquiry process when participating in meaningful research related to important social and environmental issues which involves initiating an investigation, gathering, analysing, synthesising, applying information and reflecting on their learning
  • Social and civic participation that will allow them to accept and fulfil their social responsibilities
/ Children develop:
  • Commitment to individual freedom and to the rights and responsibilities of participating in a democracy
  • Respect of laws and legitimate and just authority
  • Respect for different viewpoints and choices
  • Commitment to ethical behaviour and to equitable participation in decision-making
  • A democratic means to become agents of change in the improvement of society
  • Participates actively and responsibly in society as individuals and group members

Topic: State and Federal Government

Links with Other Key Learning Areas:

  • English - information reports, discussions and expositions
  • Science ‘An AncientLand’ Unit
  • C&PA – sketching, drawing artistic appreciation. Portraits – using Prime Minister portraits as examples Drama – role plays eg election process

Resources:
  • Board of Studies website ( lists current available resources such as some selected background information sheets, websites etc
  • The Australian Electoral Commission and the Parliamentary Education office for current resources
  • The Australian Electoral Commission – Division of the Returning Officer
  • Discovering Democracy units of work eg ‘People Power’
  • The Parliamentary Education Office’s kit ‘Class Parliament’, to establish a class Parliament
  • Lets Talk About Government – Boyle and Boyle
  • Australian Politics, How it Works - J Harold
  • Website (
  • Website Parliament of Australia (http:/
  • People Places Past and Present – Book 5 - G Kay
  • Targeting Society and Environment- Newell and Stubbs
  • Societies and Environments Year 6 and Teachers Book – Sally Cousens and Ruth Reynolds
  • Parliament at Work
  • Society and Environment Workbook F RIC Publications

Topic: - State and Federal Government
Outcome and Indicators / Teaching and Learning Sequence / Completed
SSS3.8
  • Researches and gives examples of how civic action has improved local, national and global communities
  • Compares Australian and other systems of government in terms of fairness and socially just principles and human rights
/ 1. What is Government?
  • Brainstorm- why do we have rules and laws?
  • Define the term ‘government’ – use a dictionary.
  • On a chart, list the different types of government eg Democracy, Dictatorship and Military Junta and define each.
  • Discuss who decides the rules and laws in each form of government.
  • Ask - What sort of government does Australia have? – Democracy, levels of Government in Australia – Local, State, Federal.
  • Define–What is a parliament? i.e. the elected people representing the people.

SSS3.8
  • Describes the electoral processes used in Australia
  • Demonstrates an understanding of representation and processes by participating in class and school decision-making
Assessment Task SSS3.8
  • Shows an interest in, and willingness to provide opinions about the necessary qualities of elected representatives
/ 2. The Election Process
  • Explain the type of voting that occurs in Australia i.e. Preferential.
  • Research to find.
Who can vote?
How do they get to vote? – must enrol.
On what day voting occurs.
  • Complete Electoral Enrolment form - can be obtained from Parkes Electoral Office in Dubbo.
  • Examine the roles and responsibilities of the people involved on Election Day i.e. polling officials, scrutineers, party workers, etc.
  • Explain terms like Donkey Vote, Swinging Voter etc.
  • Examine the various types of Ballot papers i.e. House of Representatives, Senate, Referendum.
  • Assign students roles illustrating different life situations in an imaginary electorate, eg small business operator, market gardener, wheat farmer, doctor, person who relies on public transport, teacher etc. Tell them they must attend parliament personally to directly vote. Discuss the effects on their daily lives. Discuss the positives and negatives of everyone having direct parliamentary involvement.
  • In groups explore the qualities of someone who could represent them.
  • On a chart complete information about your representatives. Eg name, address of office, special interests or responsibilities, special things done for my community.
Students construct a mind map showing their view of the qualities necessary for a good representative
  • Hold a mock election. Select candidates, polling officials etc and have others vote in ‘booths’ as would be done on polling day.

Topic: -State and Federal Government
Outcome and Indicators / Teaching and Learning Sequence / Completed
SSS33.8
  • Outlines the broad democratic political structures and gives examples of State and Federal government responsibilities
  • Describes the interdependence of State and Federal responsibilities
/ 3. Responsibilities of the Different Levels of Government
  • Revise local government roles and responsibilities and the roles of the various people in involved.
  • On a retrieval chart list the responsibilities of local government.
  • Have students predict the responsibilities of State and Federal governments.
  • Add to retrieval chart.
Responsibilities
Local / State / Federal
  • Discuss the interdependence of State and Federal governments to provide services for the people.

SSS3.8
  • Outlines the broad democratic political structures and gives examples of State and Federal government responsibilities
CUS3.3
  • Examines the various regional, State and national symbols and colours that are associated with Australia
Assessment Task CUS3.3
  • Examines national symbols that are associated with Australia
/ 4. State and Federal Government
  • StudyState and Federal government i.e. look at the two houses of parliament and what each does i.e. House of Representatives and Senate in Federal Parliament and Legislative Assembly and Legislative Council in State Parliament.
  • Examine the various roles of people and associated ceremony eg Usher of the Black Rod.
  • Examine the flag, Coat of Arms etc of both State and Federal Parliaments
  • Research the current make up of State and Federal Parliament eg Premier, Speaker, Governor, Governor General etc.
  • Construct a timeline of Federal Prime Ministers. Students write an information report on one.(Alternate Assessment Task CUS3.3)
  • On a chart students choose Ministers from both State and Federal Parliament and list what the Minister’s roles and responsibilities are.
What Does a Minister Do?
Ministry / What is this all about?
  • Model state and Federal Parliament by establishing either a school or class parliament. Use this parliament to consider a range of school or class issues and to explore decision-making procedures.
Examine Australia’s national Coat of Arms and explain, through research, why the individual symbols were selected
Topic: - State and Federal Government
Outcome and Indicators / Teaching and Learning Sequence / Completed
SSS3.8
  • Explains how laws are developed and changed
  • Describes the means by which citizens influence the decisions and actions of their governments
  • Discusses the responsibility of the judiciary and the executive arms of government to carry out laws passed
/ 5 How Laws are made
  • Explain there are 3 arms of power in relation to government. Legislative (creation), executive (carrying out) and Judicial (courts). The legislative arm consists of the Senate and House of Representatives at the Federal level; the legislative councils and assembles at the State level and the council at the local level. The executive arm consists of the Cabinet, Commonwealth public service and Commonwealth corporations at the federal level; the Cabinet, the State public service and State corporations at the State level and council staff at the local level. The judicial arm consists of the High Court and Federal Court at Federal level; at the State level it consists of the Supreme Court, the District Court and the Local Court. Website Parliament of Australia (http:/ will help.
  • Discuss the responsibility of the judiciary and the executive arms of government to carry out laws that have been passed.
  • Explore the process by which laws are made i.e. community pressure, Bill introduced, read 3 times, sent to upper house, read 3 times, Bill passed becomes law.
  • Create a flow chart that explains the process.
  • Role play a situation relevant to the children that allows debate and follow the process through until it becomes a law eg ‘Homework should be abolished’.

SSS3.8
  • Gathers information on the rights and responsibilities of being an Australian citizen
Assessment Task SSS3.8
  • States roles and responsibilities of an Australian citizen
/ 6. Rights and Responsibilities of Australian Citizens
  • Read the pledge of Citizenship.
  • Discuss the qualities of a good citizen.
  • Compare what citizenship might mean to different groups, eg refugees, an Aboriginal view, etc.
  • Discuss what citizenship means to students focusing on rights and responsibilities and how they can exercise their rights and responsibilities
List your rights and responsibilities as an Australian citizen
Culmination / 7. Culminating activity
Excursion to Canberra.
Unit Evaluation:

Human Society and its Environment Stage 3

State and Federal Government

Name:______Date: ______

Outcome SSS3.8
  • Explains the structures, roles, responsibilities and decision making processes of State and Federal Governments, and explains why Australians value fairness and socially just principals.

Task:

  • Students construct a mind map showing their view of the qualities necessary for a good representative
A good representative should:

Evaluation

Indicator of Achievement / HD / C / D / ED
  • Shows an interest in, and willingness to provide opinions about the necessary qualities of elected representatives

HD – Highly DevelopedC – CompetentD – Developing ED – Experiencing difficulty

Human Society and its Environment Stage 3

State and Federal Government

Name:______Date: ______

Outcome SSS3.8
  • Explains the structures, roles, responsibilities and decision making processes of State and Federal Governments, and explains why Australians value fairness and socially just principals.

Task:

  • List your rights and responsibilities as an Australian citizen

Citizenship

Australian Citizenship Pledge
From this time forward (under God),
I pledge my loyalty to Australia and its people,
Whose democratic beliefs I share,
Whose rights and liberties I respect, and
whose laws I will uphold and obey.

What rights do you think you should have as an Australian citizen?

  • ______
  • ______
  • ______
  • ______
  • ______
  • ______
  • ______

What responsibilities do you think you should have as an Australian citizen?

  • ______
  • ______
  • ______
  • ______
  • ______
  • ______
  • ______

Evaluation

Indicator of Achievement / HD / C / D / ED
  • States roles and responsibilities of an Australian citizen

HD – Highly DevelopedC – CompetentD – Developing ED – Experiencing difficulty

Human Society and its Environment Stage 3

State and Federal Government

Name:______Date: ______

Outcome: CUS3.3
  • Describes different cultural influences and their contribution to Australian identities

Task:

  • Examine Australia’s national Coat of Arms and explain, through research, why the individual symbols were selected

Evaluation

Indicator of Achievement / HD / C / D / ED
  • Examines national symbols that are associated with Australia

HD – Highly DevelopedC – CompetentD – Developing ED – Experiencing difficulty

Human Society and its Environment Stage 3

State and Federal Government

Name:______Date: ______

Outcome: CUS3.3
  • Describes different cultural influences and their contribution to Australian identities

Indicator:

Task:

  • Choose one of Australia’ s Prime Ministers and write an Information Report on his contribution to Australian political life

An Australian Prime Minister

Evaluation

Indicator of Achievement / HD / C / D / ED
  • Examines national identities that are associated with Australian Federal Politics

HD – Highly DevelopedC – CompetentD – Developing ED – Experiencing difficulty