Discussion Forum


13 March to 17 March 2000

QUESTION 2

HOW DO I KNOW WHICH PARTS OF THE DISCOVERING DEMOCRACY KIT MATCH THE CURRICULUM OUTCOMES IN MY STATE?

DISCOVERING DEMOCRACY UNIT

QUEENSLAND AND VICTORIAN SOSE OUTCOMES

LINKS TO CURRENT TOPICS/PROGRAMS AND ADDITIONAL RESOURCES

Law and Rights

The Law Rules – Upper Primary

  1. How do you get a fair trial?

Why do we need laws?

Proving your innocence

Getting a fair ruling

Getting a fair trial today

Putting it all together

Fair trial poster

2. Who makes the laws?

British law comes to Australia

Was one-man rule the best system for a penal colony?

Who makes the laws today?

3. Should the courts be independent?

Why did judges and courts need to be independent of the governor?

You be the judge

Role-play – the curt of the early governors

The courts today – judge and jury are independent

The law rules

4. Should people be equal before the law?

The one place 0 two ways of life

Myall Creek massacre and the rule of law

‘The Law Rules’ chart

Newspaper article

Are we equal before the law?

5. How does the law rule in Australia today?

The law rules

Class debate

This unit uses the arrival of the first fleet and Governor Phillip’s one man rule to illustrate early Australian laws. Students learn about the conflict between free settlers, convicts and Aborigines and the implications for law making and law breaking. The Myall Creek massacres allows students to investigate law linked with values.

The handout for the role-lay on the court of the early governors make what is sometimes a difficult activity, more manageable.

Level 4

TCC4.3

Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history.

TCC4.4

Students critique information sources to show the positive and negative effects of a change or continuity on different groups.

SRP4.3

Students enact democratic processes in familiar settings using knowledge of representative government.

SRP4.5

Students classify values that underpin campaigns and organisations associated with human end environmental rights.

Level 3

TCC3.3

Students use knowledge of people’s contributions in Australia’s past to cooperatively develop visions of preferred futures.

TCC3.4

Students organise information about the causes and effects of specific historical events.

PS3.5

Students describe the values underlying personal ad other’s actions regarding familiar places.

CI3.1

Students identify the contributions of diverse groups, including migrants and indigenous peoples, to the development of their community.

CI3.3

Students describe personal attitudes, beliefs and behaviours that effect their sense of belonging to a range of groups.

CI3.5

Students explain changing attitudes, at different times, towards gender, race, ethnicity, or socio-economic identities.

SRP3.4

Students simply describe the basic principles of democracy and citizenship from ancient to modern times.

SRP3.5

Students explain the values associated with familiar rules and laws.

Links

Year 6 Sourcebook

Unit 4 Cultural Influences

  • Activity B Family Decisions

Year 7 Sourcebook

Unit 1 Being Australian

  • Activity A Forming Groups (a game)
  • Activity B Groups and Clubs
  • Activity C Group Members

Unit 3 Responsible Participation

  • Activity A Problems
  • Activity B Rules and Laws
  • Activity C A Fresh Start
  • Activity 1 At School
  • Activity 2 Community Living
  • Activity 3 Rights and Responsibilities
  • Activity 4 Points of view
  • Activity 5 What would you do?

Resources

  • 19 handouts for copying
  • Stories of Democracy CD ROM – details on the Macquarie versus Bent story.

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