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

Citizens and Public Life

People Power – Upper Primary

  1. How did the Freedom Riders escalate the campaign for justice for Aboriginal people?
  • The Freedom Ride
  • Make your own Freedom Ride video
  • The Freedom Riders’ actions
  • The role of the media in the Freedom ride
  • Rounding up

2. How did groups of Australian workers bring about improvements in their working conditions?

  • Tuning in
  • Introduction to the Eight Hour Day Movement
  • The Eight Hour Day men
  • Eight Hour day role-plays
  • A working man in parliament
  • Celebrating the Eight Hour Day movement
  • Rounding up

3. What have Equal Pay campaigners done to remove some of the discrimination against women in employment?

  • Tuning in
  • Unequal pay for men and women
  • Breadwinners and dependents
  • Stories from the Equal Pay for Women movement
  • Timeline for the Equal Pay for Women campaign
  • Rounding up

4. In what ways can popular movements achieve change?

  • Strategies
  • Choosing the best ‘people power’ strategy
  • Consequences
  • The power of ‘people power’

TCC 3..2: Students create sequences and timelines that summarise sets of events about specific Australian changes and continuities

TCC 3.3: Students use knowledge of people’s contributions in Australia’s past to cooperatively develop visions of preferred futures

TCC 3.4: Students organise information about the causes and effects of specific historical events

TCC 4.3: Students share empathetic responses to contributions that diverse individuals and groups have made to Australian or global history

C&I 3.1: Students identify the contributions of diverse groups, including migrants and indigenous peoples, to the development of their community

C&I 3.5: Students explain changing attitudes, at different times, towards gender, race, ethnicity or socioeconomic identities

C&I 4.2: Students design an ethical code of personal behaviour based on responses to their perceptions of particular aspects of cultural groups (?)

C&I 4.3: Students debate how media images concerning gender, age, and ethnicity reflect aspects of groups to which they belong

SRP 3.5: Students explain the values associated with familiar rules and laws

SRP 4.5: Students classify values that underpin campaigns and organisations associated with human and environmental rights

YEAR 7:

RESPONSIBLE PARTICIPATION:

Activity 3: Rights and responsibilities

Activity 6: Lobby groups

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