The Roles and Responsibilities of the Federal and State Government Learning Outcomes: Australian Curriculum The key

features of government under the Australian Constitution with a focus on: the separation of powers, the roles of the Houses of Parliament, and the division of powers (ACHCK048) Identify, gather and sort information and ideas from a range of sources (ACHCS055) Critically analyse information and ideas from a range of sources in relation to civics and citizenship topics and issues (ACHCS056) Present evidence-based civics and citizenship arguments using subject-specific language (ACHCS059) Year 7 Achievement Standard: By the end of Year 7, students explain features of Australias system of government, and the purpose of the Constitution in Australias representative democracy. They explain how Australias legal system is based on the principle of justice. Students identify the importance of shared values, and explain the diverse nature of Australian society. When researching, students develop a range of questions and gather and analyse information from different sources to investigate Australias political and legal systems. They consider different points of view on civics and citizenship issues. When planning for action, students take into account multiple perspectives to develop solutions to an issue. Students develop and present arguments on civics and citizenship issues using appropriate texts, terms and concepts. They identify ways they can be active and informed citizens.

Goal Statement: In this unit, students will explore the structure and responsibilities of the Queensland Government and Australian Parliament. They will also explore the process and stages of a bill becoming a law in the Australian Parliament. The students recognise the differences between the two systems of government. Students explore the process of a bill becoming a law and how it affects them as citizens. Students critically analyse and examine current bills proposed by both systems of government. They are able to effectively communicate their understanding through persuasive writing and reflecting on their knowledge developed throughout the unit.

Key Inquiry Questions: 1. What is the structure of the Queensland government? 2. What are the areas of responsibilities of the Queensland Government? 3. What is the structure of the Australian Parliament? 4. What are the areas of responsibility of the Australian Parliament? 5. What is the difference between the two systems of government? 6. How does the government affect us as citizens of Australia? 7. What is a bill? 8. What is the difference between a bill and a law? 9. What are the stages of a bill becoming a law?

Lesson Number 1

Stage of Social Investigation Strategy Identify

Learning objectives for lesson Students will have the opportunity to demonstrate their ability to: -Participate in group discussions - Work efficiently in groups to achieve a common goal - Express their own thoughts and understanding through answering a written question

Lesson Description

Resources

Assessment

Focus: What do we already know about the Australian Government? Quick Activity - Teacher writes Australian Government on the board with the letters jumbled and asks students to see if they can rearrange the letters to find out their new topic. -Once discovered students will be given five minutes to work in groups to discuss and write down what they already know about the Australian government. They will then come together as a class to talk about and add their ideas to a class concept map. - Students break into four groups and take part in round robin activity. (1min intervals) 1. Why do we need a government? 2. What would happen if Australia had no government? (Causes and effects) 3. What happens when you vote? 4. What is your role as a citizen of Australia? -One student from each group is asked to share their ideas from the round robin activity with the class. -Ideas will be added to the class concept map.

-Notebooks -Pens -Interactive whiteboard (IWB) Glossary http://www.pa rliament.qld.go v.au/document s/explore/educ ation/classroo mActivities/ov erview/keyTer ms.pdf

-Observation of participation and responses from students during group discussions.

Identify

Students will have the opportunity to demonstrate their ability to: -Participate in class discussions -Create and develop their own constitution -Opportunities to research relevant information using ICTs -Work collaboratively with others -Consider the point of view of their peers

Focus: Why is our constitution important to us? -Teacher writes the word constitution in bold on the whiteboard what does the word mean? -Students share their ideas- have class discussion -Students are given time to look up the meaning of the term constitution in the dictionary -Have a class discussion-meaning of constitution -The teacher will provide students with key questions to research
1. What is the definition of the term constitution? 2. How and when was the Australian constitution formed 3. Who was it written for? 4. How is the constitution relevant to us today? Who uses it?

Small group activity: Students are asked to imagine what life would be in 100 years time. Students are then asked to create a constitution to meet future needs. Teacher reminds the students that a constitution is a set of rules to be followed. Teacher reminds students that their rules/constitution need to be relevant to future generations. Teacher leads students in class discussion about their ideas. Using a democratic system, students vote on and consider the most relevant points and use them in their final copy of their constitution.

-Whiteboard --Pen -Dictionary -Notebooks Pencils/highlig hters -Websites: http://www.pa rliament.sa.go v.au/education /teachers/Lear ningResources /Brochures/Do cuments/GAus tralianConstitu tion2.pdf http://www.ap h.gov.au/Abou t_Parliament/S enate/Powers_ practice_n_pro cedures/Consti tution http://www.pe o.gov.au/teach ing/parliament ary-lessonplans.html

-Student responses -Work samples -Observations during group work

Explore

Students will have the opportunity to demonstrate their ability to: -Research information about the Queensland Government using the internet. -Participate in discussions -Provide reasoning that supports an idea

Focus: Queensland Government Structure -Teacher leads discussion with students. Who is in charge of this school? (Principal) Who would be next in line? (deputy) , then admin/teachers etc. (Teacher models a tree diagram on the board) -In groups of four students will use laminated roles to create a tree diagram of the structure of the roles and responsibilities of the school staff. -Students are then posed with the question: Who rules Queensland? -As a class students will use the IWB and drag the roles of people in government in the order and structure they think is correct. Students will then provide reasoning for their decisions. -In groups students are given time on computers to collect information about the structure of the Queensland Government. -At the end of the lesson, students participate in class discussion about the Queensland government and refer back to their previous tree diagram. Students are then asked if there are any changes that need to be made to the diagram based on their research.

-Computers -IWB -White Board Pens - ( list of websites for student research) http://www.pe o.gov.au/teach ing/parliament ary-lessonplans.html https://www.q ld.gov.au/abou t/howgovernmentworks/

-Observation during class discussions -Student responses -Observation of research notes

Explore

Students will have the opportunity to demonstrate their ability to: -Research their local member -Work collaboratively with peers -Make informed decisions about the content

Focus: Queensland Government Responsibilities -Watch: Three Levels of Government http://www.peo.gov.au/multimedia/videos.html -Teacher re-caps and asks students questions about the video clip. 1. What levels of government were mentioned in the video? 2. What is the difference between the federal government and the state government? 3. Name three responsibilities of the state government? 4. Where do state governments meet to make their decisions? -Students stand in the middle of the room and play the Queensland Government Responsibilities game. (One side of the room is YES, the other NO. The teacher then puts up a card with a responsibility on it and students are then to pick a side, whether they think it is a Queensland government responsibility or not) -The educator will then ask students in both corners why they believe the Queensland government is responsible or not responsible for; - Libraries/Schools -Education/Curriculum - Community events/ Anzac parade - Immigration

-Video Clip -Cardboard strips -Pens -Computers

-Observation during the class activity

Explore

Students will have the opportunity to demonstrate their ability: - To identify key people in federal government -describe the role of key individuals within the federal government.

- Banks -Church Focus: What is the structure of the federal government? -Teacher will prepare flash cards with key terms that apply to the work of federal government. -Students will work in small groups to identify and provide definitions to the terms found in the federal government. -These terms can include prime minister, governor general, shadow minister, back bencher, house of representatives, leader of opposition, governor, minister, cabinet -Teacher will then ask students the following questions? 1. What is the different role of a government and the opposition? 2. Who is the current federal minister for foreign affairs? 3. How many ministries does the current government have? 4. How do you think government decides what new laws to make? -In groups of 4 students will each provide possible answers to these questions? -Teacher will provide students with websites to research information about the current federal government. Students add onto previous tree

-IWB -SOSE work book -Pen -Flash cards http://www.pe o.gov.au/teach ing/parliament ary-lessonplans.html http://www.sk wirk.com/pc_s-17_u447_t-1441_c5552/wa/sose/ australiangovernmentstate-andfederal/federal government/pr ime-minister

-Student responses -Samples of student answers

Explore and Idenitfy

diagram using the IWB for the structure of the current Australian Parliament. Students have the Focus: How do governments affect opportunity to me/Responsibility of the federal government demonstrate their government? ability to : Whats in the bag? -Teacher will ask students to draw a table with two -Connect prior columns (federal and state or both) knowledge and new -Students will brainstorm and list all the items they information are likely to find in a handbag or a wallet. -Relate information E.g. Medicare card, drivers license, bankcard, go to their own lives card, healthcare card, currency etc. - Participate in groups -Students will then link each item with a different -Opportunities to level of government. As a class, students discuss research and collect the difference between each item and why it appropriate belongs to State, Federal Government or both. information -At their desks students will be given time to -Opportunities to research the responsibilities of the federal demonstrate the government in small groups and be asked to record development of their dot points on their findings. Students will be asked understandings to use the knowledge they have gathered to play the government responsibilities game, but this time use STATE and FEDERAL. -Teacher will then refer back to the tree diagram and hand students a piece of cardboard each to add to the tree. -Students will be given a minute to structure their tree diagram and then compare their results with

-Bag -Cards/cash -Flash cards -Laptops/ipads -Cardboard -Notebooks -Pens

Sample of work tree structure Observation of participation Student responses

Explore

Negotiate and Identify

class members. -Teacher leads students in a class discussion about the importance of the particular structure of our government. Students have the Focus: How do the decisions the government -Books opportunity to affect me? -Laptops demonstrate their -Teacher will model an example of the positive, -Pens ability to: negative or neutral effects of a government -Collaboratively work decision. For example, no junk food sold in the tuck with peers shop. -Be critical in their positive negative neutral thinking and -Students will work in groups to analyse a decisions government decision of their choice. -Analyse issues and -Students will share with their peers and justify decisions made by their decision. the government in -Students will then vote areas such as -The teacher will use this information to develop a An Act to abolish class response compulsory sport in -The most popular issue will be adapted by the schools in Queensland class, whereby all the students will collaborate to and to allow for the write a proposal which will be shared with the local introduction of virtual member of parliament. sports such as video, computer and arcade games. Students have the Focus : Prior excursion activities (15mins) -Pens opportunity to Teacher will work with students to create a range -Paper demonstrate their of questions relating to the government before the

-Sample of work: written proposal - Observation of student involvement

-Questions created -Observations

ability to: -create questions -anticipate outcomes of their visit

excursion. Eg. How does the government decide on what areas should have first priority? How can kids get involved and share their opinions on matters relating to Australia/Queensland? etc

Students will have the opportunity to demonstrate their ability to: -To engage in the real context -Meet and see the people who represent them -Be involved in the activities planned by the QLD youth parliament program.

Focus: DURING THE EXCURSION Students relate what they already know about government to their excursion. They are able to draw what they see (seating) or write down interesting facts. http://www.parliament.qld.gov.au/documents/exp lore/education/YouthParliament/YouthParliament _SunCoast_info_2014.pdf

- Parental permission forms -Pens -Paper -camera (optional)

- Mini oral quiz/questionin g by teacher at the end of the excursion

10

Identify

Students will have the opportunity to; - Participate in group discussion - Research and

Focus: What is a bill? -Based on what students have learnt on the excursion -Students will be asked what they believe a bill is, using a concept map the educator will record the students responses.

-White board -Interactive white board -Stages of a bill information sheet.

Observation of; student responses and participation.

collate information

-The educator will then ask the students what they think a bill means in regards to parliament. Using the interactive whiteboard the educator will show the following video exploring what a bill is in reference to parliament: http://www.peo.gov.au/multimedia/videos/aboutparliament-making-a-law.html -The educator will provide students with a handout which explores the stages of a bill becoming a law in parliament. -The educator will ask students if they can recall any recent laws, or proposed bills within the last year. Students will be given five minutes to write responses in their books. These may include; the carbon tax etc. -The educator will discuss students responses explaining what stages their bills went through before they were passed and became a law. -Using the interactive whiteboard the educator will show the students a video on how a bill becomes a law: https://www.youtube.com/watch?v=GQEhHhao2iY - The educator will discuss the video with the students and pose the following questions; Can you recall any of the key people in parliament who are in the bill becoming a law process? How was the room set up?

Where would a bill in Queensland be passed? What is the job of the speaker? How does a bill officially enter parliament? What are amendments? After the third reading can there be any new matters introduced? The educator will then discuss with the students, how a bill is passed in Queensland as there is no upper house. The educator will then ask the students whether they think it is good or bad that Queensland doesnt have an upper house. Students will be asked to write 100 words as to why they believe it is good or bad and how it may affect the process of a bill.

11

Identify and Negotiate

Students will have the opportunity to: - Identify the difference between federal and

Focus: What kinds of laws can be made by each level of government - The educator will show students a range of different current bills and ask the students whether they believe the bill would be passed through the federal or state

whitebo ard Informa tion sheet on laws

Students will be assessed on their ability to: Anecdotal notes on:

state bills. -

government. Using a table the educator will choose students to place the bills under the particular government they think would be responsible for the bill. Students responses will be recorded on the whiteboard and the educator will not correct these responses until later in the lesson. The educator will then provide students with an information sheet which identifies what types of laws can be made by each level of the government. The educator will have a discussion with the students about the information sheet. The educator will ask the students the following questions; What are some bills which have become laws within Queensland that you are aware of? Do you think all bills should be passed through the federal government and not the state? (if yes, why?) Are there any current laws that you disagree with? The educator will then refer back to the bills explored earlier in the lesson and ask the students based on what was learnt if they

made by each level of govern ment

- students participate in group discussion

12

Analyse information

Students will have the opportunity to; - Participate in groups discussions. Reflect on information explored in the previous lesson.

still believe the bills are state or federal and why? Focus: Identifying the difference between a state and a federal bill. - The educator will reflect with students about what they learnt in their previous lesson in a group discussion. - Students will be put into groups of five. - Students will be given a government either state or federal and will be given an Ipad with already loaded websites. Queensland Government current bills https://www.parliament.qld.gov.au/work-ofassembly/bills-and-legislation/current-bills-register Australian government current bills http://www.aph.gov.au/parliamentary_business/bi lls_legislation#a1 -The students will research current bills which are in the process of becoming a law. -Students will choose a current bill which they believe will benefit Queensland or Australia. - Students will then come up with four reasons as to why they believe this bill should be passed. - Students will present these reasons with a brief description of the bill. - Peers will use a voting ballot sheet and vote whether they believe this bill should be passed referring to the rules of law.

- Ipads - Workbooks - Rules of law sheet

Formative Assessment The educator will provide students with feedback on their persuasive presentations to prepare them for their summative assessment. The educator will make Observations of; - How students work in groups. - The argument presente d in their persuasiv e oral.

13

Take Action

14

Analyse information/ Take Action

Students will have the opportunity to demonstrate their ability to: -As a class, decide a problem that needs to be solved -Work effectively in groups -Create their own bill using creative thinking within the classroom -Demonstrate persuasive techniques in their writing Students will have the opportunity to demonstrate their ability to: -Perform a persuasive

- The educator will then reflect with students about their reasoning for bills to be passed and the bills which were explored. The educator will choose some voting ballot sheets and discuss with students the reasoning behind students voting for and against the bills presented. Focus: What problem needs our attention, how do we fix it? - Teacher introduces the bill we will be creating using too much paper in the classroom - Discuss as a class what possible solutions we could incorporate to use less paper. - Separate class into groups of 4 or 5 - As a group, discuss a possible solution to the problem - Come up with arguments to present to the class - Create a persuasive speech as a group to present to the class if they are for or against the bill

-Books -Pencil cases -IWB -Classroom laptop (1 per group)

Anecdotal notes on: - students participate in group discussion -Observe class discussion -Observe Group work

Focus: Presenting their bill using persuasive speech - Students select spokesperson in their group to present persuasive speech for their bill - Other groups actively listen to the bills

-Books -Pencil cases -Classroom laptop (1 per group)

-Collecting group notes and speech -Observe person speaking and

15

Take Action

speech about their bill they want to pass (using correct persuasive techniques) -Listen effectively to their class mates -Participate in discussion -Expressing opinions Students will have the opportunity to demonstrate their ability to: -Actively participate in class discussion -Critically analyse each argument for the benefit of the class

presented Students have class discussion about each bill and what it presents to the classroom Students create a table with a negative column and positive column Teacher leads discussion about each bill and the positives and negatives proposed by class members

what the group has to say -Groups involvement

16

Reflect

Students will have the opportunity to demonstrate their ability to: - Create their own PMI chart

Focus: Positives and Negatives - Class revisits each bill and their main arguments - Students write small analysis on each bill and which one they think is the best for the classroom and why - Students have time to consider their own opinions - Each student votes anonymously for the bill they are in favour of - Results and winning bill are announced - We now have a law to prevent the usage and waste of paper in the classroom Focus: What have we learnt? -As a class, revisit the idea of a PMI chart -Discuss some positives, minus and interesting points throughout the unit -Students work independently to create their own PMI chart

- White board & Markers

-Collect analysis of arguments (formative assessment)

-IWB -Books -Pencil cases -PMI chart

-Criteria sheet for 200 word reflection (Summative assessment) -Observe

Reflect on their learning in this unit Critically analyses the positives, minus and interesting points presented within the unit Actively participate in class discussion

-Class comes together at the end and discuss each students positive, minus and interesting points -Students then have to write a 200 word reflection using these points to demonstrate their knowledge, understanding and learning progress throughout the unit

involvement in class discussion -Collect their PMI chart