Year 5- How do laws affect the lives of citizens and why do ... · Web viewYear 5- How do laws affect the lives of citizens and why do people participate in groups to acheive shared

CIVICS AND CITIZENSHIP YEAR LEVEL 5- Semester 2

Unit Title:How do laws affect the lives of citizens?How and why do people participate in groups to achieve shared goals?

Achievement Standard

By the end of Year 5, students identify the values that underpin Australia’s democracy and explain the importance of the electoral process. They describe the role of different people in Australia’s legal system. They identify various ways people can participate effectively in groups to achieve shared goals.

Students develop questions and use information from different sources to investigate the society in which they live. They identify possible solutions to an issue as part of a plan for action. Students develop and present civics and citizenship ideas and viewpoints, using civics and citizenship terms and concepts.

Civics and Citizenship Concepts

Content Descriptions Assessment (A)

Government and Democracy

Laws and CitizensCitizenship,

diversity and identity

Knowledge and Understandings

Laws and citizens● How laws affect the lives of citizens, including

experiences of Aboriginal and Torres Strait Islander Peoples (ACHCK025)

● The roles and responsibilities of key personnel in law enforcement and in the legal system (ACHCK026)

Citizenship, diversity and identity● Why people work in groups to achieve their aims,

Assessment For LearningBrainstorm- Revise previous content

Assessment As LearningReflections

Assessment Of LearningStudents will form groups to represent a volunteer group. They will create a constitution, conduct a meeting to create a program that will reflect on a law or human right. Students will present their program to the class in a chosen format. They will then

and how they can express their shared beliefs and values and exercise influence (ACHCK027)

Skills: ACHCS028, ACHCS031, ACHCS032, ACHCS033

individually reflect on key questions in relation to the program or volunteer group.

Civics and Citizenship Bands

Skills Key Questions

Year 3 4 BandYear 5 6 Band

Questioning and ResearchAnalysis, Synthesis and InterpretationProblem Solving and Decision MakingCommunication and Reflections

How do laws affect the lives of citizens?How and why do people participate in groups to achieve shared goals?

What is a law?Who are the key people of law?What are human rights?Do environmental protection laws protect Aboriginal and Torres Strait Islander Peoples. traditional hunting and fishing rights and management of their Country/Place?How do people volunteer for groups in their community?Why do people volunteer for groups in their community?What is decision making?How do volunteer groups make a difference?

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

http://www.australiancurriculum.edu.au/curriculum/contentdescription/ACHCS028




General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical Behaviour

Information and Communication Technology

Personal and Social Competence

Links to other LA’s HistoryEnglish- Speaking and listening

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities LiteracyInformation and communication technology capabilityCritical and creative thinkingPersonal and social capability

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Lesson 1Focus: What is a law?Discuss with students what a law is (revise from previous unit).

Lesson 1Teacher:Poster size paperPermanent markers

Focus: Categorise the different types of laws and who enforces them.Students will complete a brainstorm and list as many laws as they can think of (home, school, community etc.) on a large poster size piece of paper.

Display the posters at the front of the room. As a class, students will go through and identify the law, what it means, share an example and identify who enforces these laws. Add who enforces the law to the poster. Posters can be displayed around the classroom.

Lesson 2Focus: How do laws protect human rights?

Define Human Rights as a class. Record the answer in the student’s workbook glossary. Teacher background information is located in the case study document in teacher resources.

Activity: Students will look at the different case studies and information (http://www.piac.asn.au/sites/default/files/publications/extras/PIACkit-web_version.pdf) and identify the laws that help protect the human right. TEACHER DISCRETION IS ADVISED!

Each group of students will be given a different human right to analyse. In students workbook/Google Doc, students will use a table to identify the human right, what it means, what law is currently in place to protect the human right and who enforces the law (see example below).

Students:Workbook/Google Doc

Lesson 2Teachers:Case studies and information: http://www.piac.asn.au/sites/default/files/publications/extras/PIACkit-web_version.pdf

TEACHER DISCRETION IS HIGHLY ADVISED

Students:Workbooks/Google Drive

Human right What does it mean?

What does the right target?

What law/s is currently in place to protect the right?

Who enforces the law/s?

eg. The environment and human rights

Is a right to a healthy environment.

-air pollution-water pollution-mining

Green zones (fishing in certain places only)

BushrangersWater Police

Students will then share their information with the rest of the class, so that each student has analysed each of the human rights. You might wish to complete this activity in a rotation format.

Extention:Students can read the case study and reflect, in their workbooks, on the human right and the law that helps protect it. Possible questions include:- What is the human right?-What law protects the human right in this story?- What should be done to help the person/people?

Civics and Citizenship Metalanguage Assessment Opportunities

law, citizen, community, enforce, human right, protectCivics and Citizenship Metalanguage Link

Assessment for learning:Brainstorm- Gain an understanding of student previous knowledge about law. Remind students about the content they learnt in the previous unit.

Assessment as learning:

http://www.australiancurriculum.edu.au/humanities-and-social-sciences/civics-and-citizenship/Glossary

Table- analysing the human rights

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal and Torres Strait Islander histories and cultures Sustainability



Explore Resources

Lesson 3 (extension activity- if excursion is unavailable students could research information)Focus: Do environmental protection laws protect Aboriginal and Torres Strait Islander Peoples’ traditional hunting and fishing rights and management of their country?

Students will participate in an excursion to a local Aboriginal and Torres Strait Islander Peoples’ information centre (see teacher resources for possible locations).During the excursion students will learn about Aboriginal and Torres Strait Islander Cultures with a focus on traditional hunting and fishing.

Lesson 3Teacher:Possible excursion destinations:Tjapukai Cultural Park- SmithfieldMossman Gorge CentreMamu canopy walk- Innisfail area

Fire book-

Activity:Engage students by reading the book “The Magic Fire at Warlukurlangu: A Dreaming Narrative by Christine Nicholls”. Discuss the meaning of the story.

Activity: Students will investigate the traditional use of fire for hunting and gathering and reflect on the affects current laws about fire have on the hunting and gathering of Aboriginal and Torres Strait Islander management of their country.

Lesson 4Key research question: What are the roles and responsibilities of the people in law enforcement and legal system.

Students will use a variety of books, websites and prior knowledge to research the following people:● Quarantine● Custom officers● Police● Judges● Lawyers

Students will answer the following questions related to the people:● What is the person's job?● What are their responsibilities?● What is their role?● How do they help enforce the law? Give examples.

Students are to summarise the information they found by writing a paragraph for each law enforcement person. The paragraph must identify the persons roles are responsibilities.

www.google.com.au/url?sa=t&rct=j&q=how do laws affect aboriginal australians traditional hunting worksheet&source=web&cd=5&cad=rja&uact=8&ved=0CDQQFjAE&url=http%3A%2F%2Fwww.schools.nt.edu.au%2Ftlcland%2Fpublications%2FFire%2520Book.pdf&ei=7mXpU_HrL8HgiwLx7IB4&usg=AFQjCNGZbAFSqeRVNv5U0tSDWRnPzR7G9w&bvm=bv.72676100,bs.1,d.cGE

Students:Workbooks/Google Doc

Lesson 4Teachers:Suggested websites for research:http://work.chron.com/duties-local-law-enforcement-14089.html

http://www.dps.unc.edu/main/duties.cfm

Students:Workbooks/Google DocComputer

Lesson 5Focus: Identify groups within the community.Question: What groups are in a community and why would people volunteer?

In expert groups students will be given one of the handouts that provide information about a group within a community (see teacher resources for handouts). Students will read the information together as a group and complete a reflection. These handouts can also be uploaded to a shared Google Folder for students to access and respond.

Reflection:After reading the information and summarising it students will answer the following questions in their workbooks/Google Form:

● What does the group do?● Why would people volunteer for this group?● What do you think the group wants to achieve?● What law or human right is this group focusing on?● What is the purpose of the group?● Who can be a member of the group?● How does the group work?● How do they achieve their purpose?

Teachers will receive access to a summary of responses when using Google Form.

Lesson 5Teachers:Red Cross- http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand1.pdf

State Emergency Services-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand2.pdf

Apex-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand3.pdf

Landcare-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand4.pdf

Local history groups-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand5.pdf

Tennis Clubs-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand6.pdf

Drama groups-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand7.pdf

Walking together-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand8.pdf



law, citizen, community, enforce, human right, protect, environmental protection laws, volunteer, rights, management, traditional, hunting, gathering, community, memberCivics and Citizenship Metalanguage Link

Assessment as learning:Reflection

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal and Torres Strait Islander histories and cultures Sustainability




Explain Resources

Lesson 6(Lessons taken directly from http://www1.curriculum.edu.au/ddunits/units/mp4fq2acts.htm)

PART A (30 mins)Focus: How groups function and make a difference?Question: How do groups make decisions?

Explain to students that in order to get their group organised it is useful to know how groups function. From the information gathered in the previous lesson, ask students to identify how the community groups get together and make decisions. Through discussion it can be concluded that these particular community groups get together through meetings and members usually vote to make decisions. Explain to students that most community groups are organised this way, although they range on a continuum, from ones where a leader tells everyone else what to do through to groups who reach decisions through consensus, that is, with everyone having to agree to a proposal. (Link back to voting etc.)

Activity:Students will be given the handout “Making Decisions”. They will identify the positives and negatives of different type of decision making.

Discuss rules. Illustrate with examples from the class, school and traffic situations. Why do we have them? Rules determine the rights and responsibilities of being a member of a group. This applies to families, class groups and citizens in a community group. So that everyone in the group can be a contributing member, there are rules about how the group will work. Families usually don't write down their rules but other, more public, groups do. Explain to students that most public groups have a set of rules, called a constitution. This is a public document that everyone agrees to follow when they join a community group. The constitution also explains how changes can be made.

Activity:Students will be given the handout “Ace Tennis Club constitution”. They will look at each section and discuss the content and purpose.

Lesson 6Teachers:Making Decisions-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand9.pdf

Ace Tennis Club constitution-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand10.pdf

Meeting agenda-http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand11.pdf


Discuss the importance of committee members in a volunteer group:A model which includes all class members has been included for the purposes of the activity.

Display the following committees chart and discuss the committees with the class.

Committee Data Collection Committee

Communications Committee

Finance and Facilities Committee

Support Raising Committee

Management Committee

Consists of Leaderand team

Secretaryand team

Treasurerand team

Leaderand team

Chairpersonand team

Role Our Committee is responsible for123

Our Committee is responsible for123




Committee leader

Committee members

Each of the four committees will consist of approximately seven students. (Four committees should accommodate an average class size.) Parent or staff support would help to support the committees. Replace any of the committee titles and roles as appropriate.

Discuss the three roles of each committee with the class. Many tasks will come from the committees. Here are some possible starters.

Data collection committee:Gathers information on:

● why the clean up is necessary● what could be done● what the final result should be● similar activities in other places.

Communications committee:

● organises the agenda and takes minutes for the meetings● promotes the activity through e.g. school newsletter, local paper, posters● speaks at school assembly to update the school community on the event● organises guest speakers.

Finance and facilities committee:

● estimates cost of items or services needed for the clean up● seeks donations of equipment● organises equipment as needed e.g. gloves or tongs, rubbish bags● sets up equipment.

Support raising committee:

● decides which people could support the clean up e.g. local government may remove waste, supply trees● writes to possible helpers eg students, parents, local council● works to influence the student council to support the clean up.

Management committee:● coordinates the overall activity● runs the meetings● minutes the major decisions made.

Discuss and list the main responsibilities resulting from each committee and list on the chart.

Conduct a class vote to allocate committee leaders.

PART B (30 mins)Focus: How groups function and make a difference?Question: How do groups make a difference?

Discuss decision-making and how it helps make a difference. Ask students to decide how the committee will make decisions. For this activity it is proposed that each committee aims for a consensus model with voting as a final decision-maker, if necessary. The committee leader or nominee will represent the committee's decisions at the Management Committee meeting.

The Management Committee uses a meeting agenda, keeps minutes and makes major decisions through motions, with discussion for and against and voting to reach a decision.

Students will be given the handout “Meeting agenda” and discuss the format of a meeting.


law, citizen, community, enforce, human right, protect, environmental protection laws, volunteer, rights, Assessment as learning:

management, traditional, hunting, gathering, community, member, function, constitution, decision, meeting, agendaCivics and Citizenship Metalanguage Link

Reflection- Why do people volunteer for community groups?

Assessment for learning:NB: These will be the groups and roles that students will work in for their assessment task.

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Aboriginal and Torres Strait Islander histories and culturesSustainability



Elaborate Resources

Lesson 7


Assessment task part A:You will be placed into groups that will represent a volunteer group or organization. In that group you will conduct a vote to elect committee member. Once committee members are selected you will run your first meeting to create a constitution.

Lesson 8Assessment task part B:You will run another meeting in the correct format to discuss and create a program that your group or organization will use to provide a sustainable community by protecting human rights. You must present you program to the class in one of the following formats:

- PowerPoint- Brochure- Poster


law, citizen, community, enforce, human right, protect, environmental protection laws, volunteer, rights, management, traditional, hunting, gathering, community, member, function, constitution, decision, meeting, agendaCivics and Citizenship Metalanguage Link

Assessment of learning:Assessment task part AAssessment task part B

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities LiteracyInformation and communication technology capability


Critical and creative thinkingPersonal and social capability


Evaluate Resources

Lesson 9Assessment task Part C (reflection):You will reflect (individually) on your group/organisation and program by answering the following questions:

● What law/human right does the program target?● Who enforces that law?● How does this program maintain a sustainable community?● How is this program going to affect the lives of citizens (positive and negatives)?


law, citizen, community, enforce, human right, protect, environmental protection laws, volunteer, rights, management, traditional, hunting, gathering, community, member, function, constitution, decision, meeting, agenda

Assessment of learning:Part C (reflection)

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Documents

Year 5- How do laws affect the lives of citizens and why do ... · Web viewYear 5- How do laws affect the lives of citizens and why do people participate in groups to acheive shared