Unit: Democracy and Me Year Level: Seven 8

Subject/Development Band: Time Frame: 4 Weeks (5,6,7,8)

Civics and Citizenship
Unit Designer: Lobb

Unit Title

Democracy and Me

Unit Summary/Key Goals

This unit is designed to provides a study of the responsibilities and the freedoms of citizens and how Australians can actively
participate in their democracy. It is designed to allow students to learn about and consider the following; how laws are made, the
types and styles of laws used in Australia, and the nature of the Australian identity. This unit will provide an indepth look into the
nature of the Australian parliament including: passing a bill, elections, voting, major/minor parties and independents, how the prime
minister is elected, etc.

Key Inquiry Questions

What are the freedoms and responsibilities of citizens in Australias democracy?

How are laws made and applied in Australia?
What different perspectives are there about national identity?

Relevant Content Descriptors

Knowledge and Understanding ACHCK062

- How citizens can participate in Australias democracy, including use of the electoral system, ACHCK063
contact with their elected representatives, use of lobby groups, and direct action ACHCK064
- How laws are made in Australia through parliament's (statutory law) and through the court's ACHCS068
(common law) ACHCS069
- The types of law in Australia, including criminal law and civil law, and the place of Aboriginal and ACHCS071
Torres Strait Islander customary law ACHCS072
Civics and Citizenship ACHCS073 -
- Develop a range of questions to investigate Australia's political and legal systems
- Identify, gather and sort information and ideas from a range of sources
- Appreciate multiple perspectives and use strategies to mediate differences
- Use democratic processes to reach consensus on a course of action relating to a civics or
citizenship issue and plan for that action
- Present evidence-based civics and citizenship arguments using subject-specific language
 Lesson Plan - Miss Heather Lobb
Year Seven, HASS, Geography, Civics Citizenship

Lesson Number 1 Time and Date Thursday 9th Duration 60MINS Location Classroom

Topic and Focus Unit/Personal Introduction Class Size 27 Year Level YR8

Lesson Knowledge Students will be able to outline the major aspects/avenues that make up the Australian Government including: the Separation of Powers.
Statement

Lesson Action
Statement

Australian Curriculum Content AC CODE

- How citizens can participate in Australias democracy, including use of the electoral system, contact with their elected ACHCK062
representatives, use of lobby groups, and direct action

- Present evidence-based civics and citizenship arguments using subject-specific language ACHCS073

- Develop a range of questions to investigate Australia's political and legal systems

I Want Students to be Able To: I Will Know They Can do this By:

- Outline the Political Theory Separation of Powers Diagnostic: Introductory Quiz

- Describe the key aspects of each Power Formative: Discussion/Mind-Map
- To illustrate the Powers are Connected Summative: NA

Prior Learning Link This lesson will be connecting to the Government and Democracy content descriptors that have been taught in a prior unit.

Resource/Materials Student Devices, Internet Access, Name Tags, Question Slips, Student Workbooks

Future Learning Link - How citizens can participate in Australias democracy, including use of the electoral system, contact with their elected
representatives, use of lobby groups, and direct action
- Use democratic processes to reach consensus on a course of action relating to a civics or citizenship issue and plan for
that action

Stage Lesson Task Time I need you to. Teacher Action

Stage 1 Introduction/Name Tags 1. Writ/Decorate a Name Tag Whilst students are completing this task the
Warm Up The class will begin with a nurturing 2. Draw One Image on the goal is to interact individually with all
introduction, followed by the task of 20M Symbol that Illustrates You students/write down their name and their
creating name tags for the oncoming 3. One Cool Fact About You learning style for future lessons.
four weeks. 4. How You Like to Learn

Stage 2 Unit Introduction 1. Students to write the Roam class to ensure all students have written
Introduction 1. Today we are going to be learning goal in their books. the lessons learning intention.
starting a unit that focuses on 5M
Parliaments, the main aspects
of political parties, how
parties are elected, how laws
are passed etc.
2. Introduction of learning
 goals./learning intentions

Stage 3 Activity One
Lesson Body - Group Brainstorm
Activity Two
- Teacher Directed Discussion
on what the Separation of
Powers
- Legislative Powers
- Executive Power
- Judicial Power
Activity Three
- Independent Research
5M 1. Quietly and independently Ensure students are on task by individually
record what you think the checking in with off-task students.
term Separation of Powers Differentiation
refers to. I am going to call Discuss understanding of the topic with those
on random people to tell us students who require additional clarification of
what they think the task.
10M
2. I am going to go through the Distribute Mind Map to Students (Ask students
basics of the Separation of to draw one in books), Pause/Check for
Powers with you, whilst I am Student Understanding throughout classroom
writing things down make discussion.
sure you are also writing
them down.
a. Everything I write
on the board, I
want to see on the
sheet of paper in
front of you.
10M 3. Now that I have gone
through this with you, I want Use this time to check in with students/deliver
you to grab your devices and one to one feedback and to ensure they have
have a look for any extra written down the main ideas that were
information you can find for discussed as a group.
these three main
powers/why there is a
separation of power.
a. I want four points
per power.

Stage 4 Exit Pass 10M 1. I am going to hand every
Conclusion student three slips of paper.
2. On each piece of paper I want
you to write a question that
you have about Parliaments,
Australian Laws, Parties etc
that you want answered by
the end of my time here?
3. You have three pieces of
paper each so I want three
questions!
During this time have mini-conferences with
students struggling to create their own
questions/offer suggestions of subject matter
etc.
Extension
If students complete task quickly, ask students
to write a definition of the Separation of
Powers on a Slip of Paper to hand in at the end
of the lesson.

Student Differentiation Notes Student Engagement and Wellbeing Notes

- *Names Ommited* to be separated or allowed to sit together on a

trial basis due to tendency to talk.
- An electronic copy of the Mind-Map to made available on Google
Classrooms for those who perform better using digital recording
methods.
 Lesson Plan

Lesson Number 2 Time and Date Friday the 10th Duration 60M Location Classroom

Topic and Focus Major/Minor Parties Class Size 27 Year Level 7

Lesson Knowledge Students will know what a political party is, what their purpose is and their place within the Australian government. Students will also
Statement know the key differences between Major and Minor parties.

Lesson Action Students will be able to define Major and Minor parties and provide one example per grouping. Students will also be able to outline the key
Statement aspects of a political party.

Australian Curriculum Content AC CODE

Appreciate multiple perspectives and use strategies to mediate differences (ACHCS057)

The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Executive, the (ACHCK048)
Houses of Parliament, and the division of powers

Identify, gather and sort information and ideas from a range of sources (ACHCS055)

I Want Students to be Able To: I Will Know They Can do this By:

- Define the term Party Diagnostic: Quiz

- Outline the purpose of political parties and their purpose. Formative:Student Discussion
- Describe the difference between Major and Minor parties Summative: Party Worksheet

Prior Learning Link How citizens can participate in Australias democracy, including use of the electoral system, contact with their elected
representatives, use of lobby groups, and direct action

Resource/Materials Student Work Books/Poster Paper/Party Draft Sheet

Future Learning Link The key features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the
Executive, the Houses of Parliament, and the division of powers

Stage Lesson Task Time I need you to. Teacher Action

Stage 1 Quiz 1. I need you to all be quiet so Writing the words on the board for learners
Warm Up This lesson will begin with a quick quiz that we can play a quick who prefer visual references.
on the content from the prior lesson, 5M game.
and some new concepts to be discussed 2. Put books and paper away
in the lesson. and listen closely.
3. The first person to raise their
Seating Arrangement hand wins a point!
Ask students to stand up, and to move 10M I want to physically assist in moving desks to
into groups as I call their names. 1. First things first, I want quicken the activity and to show students that I
Students are to rearrange the tables everybody to work together am willing to participate in group activities.
using the diagram on the board. in organising the tables using
the diagram on the board. Roaming/Hand Up to show students where
2. I am going to call a group of they are moving to.
 names at a time, and I want
everybody I call to come and
join me at the desks I am at.

Stage 2 Brainstorm 2M 1. I am going to write a word on
Introduction Individually, students will brainstorm the board and I will give you
everything they know about Political two minutes to write as
Parties within Australia much as you can about the
topic.
2. I want this to be done
individually so lets make
sure we are all quiet.
Roaming/Check in with students to make sure
they understand the task expected of them.
Give all students on their phone a warning
about phone use/device use.
The brainstorm allows students to construct
their own knowledge.

Stage 3 Teacher Directed 1. I am going to teach you about At the front of the classroom, occupy the space
Lesson Body As a group we will discuss what a Party 15M Political Parties, there is with body and with language.
is, what are Australias major political going to be time for you guys
parties and what is their purpose. to have some fun at the end
of the lesson but before that I
want you to make sure you
are listening to me.

Activity Two 20M 1. Now it is your turn to create Roam around/check in with each group to
Students, in table groups will create a political Party. make sure all students are being included in
their own Political party using two 2. In your groups I want you to the process and that all students are clear on
provided sheets. fill out the sheet I have given the expectations.
you to design your own
political party.
3. Once you have done all of the
activities on the sheet I want
you to design a poster as a
group that highlights who
you are. These will be
displayed!

Introduce the Party 10M 1. Now, its time to introduce

Students are to introduce their political yourselves to your
party to the group, their main platform competitors.
and who will be the key representative. 2. I want everyone to be quiet
whilst we listen to other
people as that is how things
would be done in the
government.

Stage 4 Exit Pass 1. I need everyone to complete Roam

Conclusion Students will answer a set of questions a slip of paper before you can
on an exit slip. leave!
2. What is a Major party?
3. What is a Minor party?
4. What is their job?

Student Differentiation Notes Student Engagement and Wellbeing Notes

Chatty students are to be separated/out with students who are more likely to
remain on task.
 Lesson Plan

Lesson Number 3 Time and Date Tuesday the 14th Duration 60M Location Classroom

Topic and Focus Understanding the Australian Parliament Class Size 28 Year Level Seven

Lesson Knowledge Students will know the makeup of the Australian Parliament.
Statement

Lesson Action Students will be able to outline each of the major sections that make up the Australian Parliament.
Statement

Australian Curriculum Content AC CODE

- How citizens can participate in Australias democracy, including use of the electoral system, contact with their elected
representatives, use of lobby groups, and direct action

- Identify, gather and sort information and ideas from a range of sources

- Present evidence-based civics and citizenship arguments using subject-specific language

I Want Students to be Able To: I Will Know They Can do this By:

- Finish Creating their Political Party Diagnostic: Party Poster

- Outline the Australian Parliament Formative: Flow Chart
- State the place of political parties in relation to Parliament Summative: Exit Pass

Prior Learning Link - How citizens can participate in Australias democracy, including use of the electoral system, contact with their elected
representatives, use of lobby groups, and direct action

Resource/Materials - Poster Paper, Workbooks, Video/Power Point Connection

Future Learning Link - How laws are made in Australia through parliament's (statutory law) and through the court's (common law)

Stage Lesson Task Time I need you to. Teacher Action

Stage 1 Introduction/Settling Time 5M - Get out your books, and - Writing Learning Goals on The
Warm Up Gives students time to come into class write down the learning Board
and move into their allocated seats as goals for today. - Move students from back left table
per the seating chart. into the other four tables.

Stage 2 Finish Poster 15M - I need you to try this activity - Roaming, ensure students are
Introduction Students will have a small amount of again, you will need to working hard on finalising the
time of to finish their activity from the include the worksheet, think activity.
prior lesson. critically. - Ensure students are on task
- Work quietly.

Stage 3 Introduction to Parliament - I need you all to be writing - Roaming/Ensuring Students are
Lesson Body Students will be introduced to the main 10M these things down as I go, working well, may need to move
aspects of the Parliament and given the because the quicker we can students.
 key job/outline of each section
Parliament Independent Work
In table groups students are to research
one of the assigned aspects/we will do
one as a class.
They will have to present this to the
class.
Stage 4 Exit Pass Paragraph
Conclusion Students are to write a paragraph that
outlines how each body works in
connection when another.
Student Differentiation Notes
get this done the easier it will - Talk to students individually/each
be for us to move on to the student/hand out students work,
20M next activity. give students sticky notes.
- Now that we all have the
general ideas.
- Now that weve worked on
this , we are going to be
moving on to some
independent work.
- How do these all work? I
need you to write five points
under each.
- I need you to write a - CHecking that all students have
10M paragraph on how these all completed the required task.
seem to work together.
Student Engagement and Wellbeing Notes