QSOSE Supported Case Studies


BULLET.GIF (608 bytes)

People Make A Nation

BULLET.GIF (608 bytes)

Getting Things Done

BULLET.GIF (608 bytes)

Democracy Destroyed


Description of case studies and how information has been shared

The following are attempts by the teachers present to develop a learning experience or a series of learning experiences using a segment or segments of the CD "Stories of Democracy".

Planning a Learning Experience

People Make A Nation – Year 7

These activities are related to the Unit People Make a Nation in the Discovering Democracy Upper Primary Units booklet.

Using the "Stories of Democracy" CD

The need for Federation - [First section (Vic / NSW border) ]

Children go into extra information on Melbourne sign and read the information. Follow up with a cloze to test understanding.

Click on ship to gain other information about transport and communications. Follow with second cloze.

Map of Australia - definitions concerning Federation. Children use glossary to find definition of "green" words

Where were they going to discuss the different points of view and why? Click on the men in the photograph. Find Corowa on a map and infer the above questions.

Using the "One Destiny" CD

Federation Ceremony - listening comprehension

Watch and listen after clicking on Pavilion Answer these questions-

* name the songs that were played

* where was the ceremony held?

* what was the date?

* who was the first Prime Minister?

* who was the first Governor-General?

* who was the Queen at the time?

* how many referendums were held?

Use the Game in "Stories of Democracy" as a model (Federation newspaper) .

After this the children write a similar newspaper report after the Referendum in November on the Republic.

The children will be able to work individually on computers with this program as they are required to complete an activity after each section.


Planning a Learning Experience

Getting Things Done

  1. This unit from the Discovering Democracy project fits into a unit on The Environment which is done in the MacGregor SHS junior Social Education Program - Year 10.
  2. The section Getting Things Done
  3. The unit would fit in as a focusing activity designed to demonstrate that environmental issues have a political dimension, and that governments are susceptible to public pressure.
  4. The purpose would be to motivate and involve.
  5. Draft SOSE outcomes that link to this segment:
  6. SRP 5.4
    SRP 6.1
    SRP 6.5
    TCC 5.3
    TCC 6.3
    TCC 6.5

  7. TCC 6.5Students will need to identify and clarify the key values which are motivating the actions of the stake holders in this environmental issue.
  8. These values can be ranked in order of importance and categorised in terms of what side of the argument they support.

    Students will need to create criteria by which these values can be ranked and create criteria by which the actions of the protesters can be judged.

    TCC 6.3 This would involve students time-lining the changing attitudes to environments and the ways in which governments operate. They need to recognise the increasing public awareness that people acting in an organised and united way can achieve political ends.

  9. A networked access to this CD will enable small groups to access the material. By rotating groups access should be possible. Alternatively by booking students into the learning centre, all groups could work on the material simultaneously. 

Peter Broe MacGregor SHS


Planning a Learning Experience

Democracy Destroyed – Middle Secondary

Question 1 Discovering Democracy CD section: Democracy Destroyed Middle Secondary. It would be used with a Year 10 History class currently studying the rise of Hitler in Germany in 1920s - 1930s.

Question 2 Weimar Republic section and Conditions in Germany Post WWI

Question 3 a) Could begin a unit as stimulus material to research assignment, where students have to select line of inquiry for question.

b) Could supplement research into issues surrounding Hitler’s corruption of power in Germany.

c) Revision and/or extension for students.

Question 4 To stimulate, extend, revise, provide research material.

Question 5 SOSE draft outcomes:

TCC 6.2

TCC 6.4

TCC 6.5

SRP 6.1

SRP 6.4

SRP 6.5 (particularly)

Question 6 Prepare a student handout which provides a structure and focus for the task or learning experience. For higher level classes focus to be given to higher level of processes of inquiry (eg. drawing conclusions, justifying opinions...).

Question 7 Load CD onto network and use whole computer lab as a class with teacher direction and control as required. Students may also access computers in their own time and at own pace (self directed).

 Outcomes achieved: No. 2: Increased knowledge and understanding of civics and citizenship education and the Discovering Democracy program among teacher professional associations and their members, particularly through the use of Discovering Democracy materials.

The above report and the examples of learning experiences developed using the Discovering Democracy materials will be made available to all member associations of QSOSE.