Democratic Struggles Lower Secondary
1. What is democracy and what was
Australia like before we had it?
Who has the vote?
Some key elements of democracy
Unequally sized electorates
2. How did democracy develop in Britain?
The Chartists six points
The Chartists methods
How the Chartists set about achieving change
What did the Chartists achieve?
3. What influence did the Chartists have on
the gold fields and did the struggle at Eureka
contribute to the establishment of democracy in
Bakery Hill demands
Why the Erueka Rebellion is remembered
The mining game
4. To what extent and when were the
Chartists six points achieved in Australia?
Achieving democracy in Australia
5. Why didnt all adults get the vote at
Federation and how did those excluded work to
The argument about womens voting rights.
Methods used by women to gain the vote
The Constitution, the Franchise Act 1902 and
The 1967 Referendum
A timeline of Aboriginal peoples
achievement of the right to vote
This unit outlines the Chartists Six Points:
vote; ballot; property qualifications; payment of
members; equal constituencies; annual parliament.
Students are provided with many opportunities of
identifying with people at the time and to gain
an understanding of the Chartists methods.
The influences of the Chartists movement on
activity at Bakery Hill (Eureka rebellion) are
investigated. The unit concludes with an analysis
of the extent to which the Chartists six
points have been achieved in Australia.(womens
votes, Aboriginal citizenship).
The CD ROM game where students race the clock
to dig for gold and deposit it in the
right hut is an interesting way of checking
understanding of issues linked to the
Chartists original claims, and the local
Students evaluate evidence from the past to
demonstrate how such accounts reflect the culture
in which they were constructed.
Students collaboratively identify the values
underlying contributions by diverse individuals
and groups in Australian or Asian environments.
Students develop criteria-based judgments
about the ethical behaviour of people in the
Students make clear links between their values
of peace and sustainability and their preferred
vision of a place.
Students describe specific instances of
cultural change resulting from government
legislation or policies that have impacted on
other cultural groups.
Students communicate informed interpretations
to suggest reforms to an economic, political or
Students apply understandings of social
justice and democratic process to suggest ways of
improving access to economic, political and legal
Students represent situations both before and
after a period of rapid change.
Students collaborate to locate and
systematically record information about the
contributions of people in diverse past settings.
Students investigate aspects of diverse
cultural groups, including Aboriginal Torres
Strait Islander groups, and how others perceive
CI5.4 Students describe how governments have
caused changes to particular cultural groups.
Students apply the value of social justice to
suggest ways of improving access to democracy in
Queensland or Australian political settings.
Economy and society
- Identify key features of
Australias political system at
local, state and federal levels.
- Identify and trace the history of the key
values of representative democracy,
including participation, representation,
rights and responsibilities
Rights and responsibilities of
individuals and organisations. Decision making
- No handouts for copying.
- Stories of Democracy CD ROM. Students
look at a cartoon and gain information on
the introductio of the Charter to
parliament. There are brief segments on
the Eureka Rebellion. The mining game
requires students to select
gold or issues and sort them
to Chartists and local issues.
- Parliament at Work CD ROM. The CD
involves students in decision making in a
fictitious region of Australia where it
is possible to manipulate electoral