What Sort of Nation Middle
1. What sort of nation has Australia
been? What sort of nation is it today?
Australian identity yesterday and today
2. How has immigration shaped the kind of
nation we are?
The make-up of Australias population:
Australias immigration policies
Marketing an immigration policy
Your class population
Advice for new immigrants to Australia
Assimilation to multiculturalism
Conditions of citizenship
3. How do economic factors shape and reflect
the kind of nation we are?
Changes to the economy good or bad?
Changes to the workforce
Education and work
Types of work
Jobs and their value
Controlling the market
Should the same laws and regulations apply to
Trade and work
4. What responsibilities do individuals,
communities and governments have for the welfare
of Australian citizens?
Social security different kinds
What are the governments
An international comparison
5. What kind of country do we want Australia
What do you value?
The unit begins with a number of
images of Australia. Examples include
Aboriginal art, extracts from speeches, poetry,
early Australian art, drawings and photographs.
Students then interpret data to decide how
immigration has helped shape the type of nation
Australia is today, and then analyse articles on
immigration policies. Students investigate the
difference between assimilation and
The next section uses statistics and stimulus
material to analyse the economic factors that
shape the nation. The unit concludes with the
question What responsibilities do
individuals, communities and governments have for
the welfare of Australian citizens?
Teacher should appreciate having the
illustrations and questions for students to
reflect on their own and others ideas of
Australia as a nation.
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
Students develop criteria-based judgments
about the ethical behaviour of people in the
Students evaluate evidence of the ways in
which their personal history and the history of
others have been constructed.
Students produce or perform an account that
links their own histories and those of others.
Students use maps, tables and statistical data
to express predictions about the impact of change
Students use maps and graphs that interpret
data to suggest links between geographic features
of places and changes occurring within these
Students develop a proposal to promote a
socially just response to perceptions of culture
associated with a current issue.
Students describe specific instances of
cultural change resulting from government
legislation or policies that have impacted on
other cultural groups.
Students use surveys and structured interviews
to analyse community attitudes towards cultural
Students make practical suggestions for
improving productivity and working conditions in
an industry or business.
Students propose changes to economic,
political or legal systems to make them more
democratic and socially just.
Student suggests solutions to problems
involving inequitable distribution of power and
resources in a global context.
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 use maps, diagrams and statistics to
justify placing value on environments in
Australia and the Asia-Pacific region.
Students share their sense of belonging to a
group to analyse cultural aspects that construct
Students describe how governments have caused
changes to particular groups.
Students express how dominant and marginalised
identities are constructed by influences
including the media.
Students evaluate the relationships between
government, economic or ecological systems.
Students use a structured decision-making
process to suggest participatory action regarding
a significant current environmental, business,
political or legal issue.
Economy and society
- Describe the development of the
- Illustrate how local, state, national and
international issues, elections and party
policy differences influence the
development of the economy
6.3 Analyse vocational pathways and education
and training requirements to develop possible
career paths and work opportunities
- Identify future job opportunities and
predicted labour market changes in
5.3 Explain key factors that influence the
- Analyse the role and impact of the
government, individuals and organisations
on economic activity including how they
interact to produce, market and consume
- Explain the elements of economics and the
factors that affect resource use
- Discuss how and why technology and
changing community values affect resource
Interrelationship between economic government
and legal activity.
Small business studies.
- Parliament at Work CD ROM. Budget
simulation play the role of the
- Stories of Democracy CD ROM. Begins
with visuals and text on British
heritage, and then provides opportunities
to investigate immigration debates,
womens political issues, Aboriginal
issues, and unemployment. No game.