Civics and Citizenship - Year 4

Ready-Ed Publications

Year 4: Civics And Citizenship © 2014 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Typesetting and Design: Shay Howard Illustrators: Terry Allen, Alison Mutton

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Acknowledgements i.

Clip art images have been obtained from Microsoft Design Gallery Live and are used under the terms of the End User License Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

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ii. Corel Corporation collection, 1600 Carling Ave., Ottawa, Ontario, Canada K1Z 8R7.

Copyright Notice

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ISBN: 978 186 397 897 2 2

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Contents National Curriculum Links Teachers' Notes

4 5 7 8 9 10 11

Section Two: Local Governance And Services Local Governance The Role Of The Local Government 1 The Role Of The Local Government 2 The Role Of The Local Government 3 The Role Of The Local Government 4 The Role Of The Local Government 5 The Role Of The Local Government 6 The Role Of The Local Government 7 The Role Of The Local Government 8 The Role Of The Local Government 9 The Role Of The Local Government 10 Local Services Affect The Lives Of Young Citizens 1 Local Services Affect The Lives Of Young Citizens 2 Local Services Affect The Lives Of Young Citizens 3 Local Governance In Aboriginal Communities

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Section One: Government And Democracy The Three Levels Of Government 1 The Three Levels Of Government 2 The Three Levels Of Government 3 The Three Levels Of Government 4 The Three Levels Of Government 5

© ReadyEdPubl i cat i ons •Section f or r evi ew pur posesonl y• Three: Laws And Rules

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Section Four: Citizenship, Diversity And Identity Belonging To Religious Groups 1 Belonging To Religious Groups 2 Belonging To Religious Groups 3 Belonging To Different Cultural Groups Belonging To Social Groups 1 Belonging To Social Groups 2 Belonging To Indigenous Language Groups 1 Belonging To Indigenous Language Groups 2 Belonging To Indigenous Language Groups 3 Answers

29 30 31 32 33 34 35 36 37

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Laws And Rules 1 Laws And Rules 2 Laws And Rules 3 The Purpose Of Rules And Laws 1 The Purpose Of Rules And Laws 2 The Purpose Of Rules And Laws 3 The Purpose Of Rules And Laws 4 What Makes A Good Law? 1 What Makes A Good Law? 2

39 40 41 42 43 44 45 46 47

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National Curriculum Links Civics and Citizenship Knowledge and Understanding Government and Democracy • The purpose of government and some familiar services provided at the local level (ACHCK011) Laws and Citizens

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• The difference between 'rules' and 'laws' (ACHCK012) • Why laws are important (ACHCK013) Citizenship, Diversity and Identity

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Civics and Citizenship Skills Questioning and Research • Pose questions about the society in which they live (ACHCS015)

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Use information to develop a point of view (ACHCS017)

Analysis, Synthesis and Interpretation

• Distinguish facts from opinions in relation to civics and citizenship topics and issues (ACHCS016) •

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• How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

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• Interact with others with respect, share views and recognise there are different points of view (ACHCS018)

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Problem Solving and Decision Making

• Work in groups to identify issues, possible solutions and a plan for action (ACHCS019)

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Communication and Reflection

o c . e Reflect on their culturalc identity and how it might be he(ACHCS021) r o similar and different from others t r s super

• Present ideas and opinions on civics and citizenship topics and issues using civics and citizenship terms (ACHCS020) •

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Teachers' Notes Year 4: Civics And Citizenship is part of a series which helps teachers in Australia to implement the new Civics and Citizenship national curriculum with ease. Which part of the curriculum each activity page in this book is assessing is clearly marked on each sheet. Students have the opportunity to demonstrate civics and citizenship skills throughout the book. The book is divided into four sections: Government And Democracy, Local Governance And Services, Laws And Rules, and Citizenship, Diversity And Identity.

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The first section in this book helps students to identify the key people and their roles and responsibilities at the three levels of government. The second section focuses on the government at a local level and explores its roles and responsibilities in more detail. Students are encouraged to evaluate how the local government affects their lives and the lives of others in their community. An examination of local governance in indigenous communities is also included.

The third section in this book ensures that students are able to differentiate between rules and laws. They are also encouraged to think about the ways in which rules and laws affect the lives of young citizens, and are prompted to investigate what makes a good rule and/or law.

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The fourth and final section gives students the opportunity to explore how the groups that a person belongs to (religious, cultural and social) shapes his/her identity.

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To demonstrate their knowledge and skills of the curriculum, students will be asked to: use their research skills, work in groups, question, sequence, experiment, create, organise, interpret and voice their opinion.

The pages in this book can be used sequentially or in no particular order. To make life even easier for the teacher, the answers are provided at the back of this book.

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Activity

e oo p u k S Government

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Section One: r o t s eB r

And Democracy

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The Three Levels Of Government 1

Activity

RRRead the information, then answer the questions below and complete the task on page 8.

There are three levels of government in Australia. They are: local, state/territory and national/federal.

Each level of government has a different role to play and has different responsibilities. The table below outlines general roles and responsibilities.

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Local Government

National/Federal Government

Taxation

Hospitals

Immigration

Footpaths

Police

Trade

Parks, pools and ovals

Public transport

Defence

Building approvals

Making roads

International relations

Libraries

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Schools

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Waste disposal

State/Territory Government

1. Decide which level of government takes responsibility for the situations shown below.

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The local library is t e being extended.

The grassed oval at the end of your street is being developed.

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Australian soldiers are pulled out of Afghanistan.

o c . che Level of government: e Level of government: Level of government: r o t r s s r u e p ___________________ ___________________ ___________________ 2. Write down three more examples which would be a local government's responsibility.

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The Three Levels Of Government 2

Activity

RRLook at the table on page 7 again. It outlines the general roles and responsibilities of the three different levels of government. Use the table together with your own knowledge to decide which level of government takes responsibility for the situations shown below.

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You apply for a passport to go on holiday to Bali.

A new children’s hospital is built in Western Australia.

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Passport

A group of 200 asylum seekers arrive on Christmas Island.

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The people of Australia are asked if they want to become a republic.

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Bega Valley

The shire of Bega Valley increases car parking patrols during January.

The City of South Perth changes its bin collection day from Friday to Monday.

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A water main bursts, flooding the central business district in Sydney.

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A national program encouraging parents to read to their children is started.

9 Police in Victoria are to receive new powers to tackle crime.

Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

The Three Levels Of Government 3

Activity

RRRead the information, then answer the questions on the following page. the local government

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the state/territory government

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Many day-to-day issues are the responsibility of the local government. A local government represents the residents in a local area.

There are more than 800 councils in Australia. Your local government may be known as a shire, town or city. Those in charge of your local government are known as mayors or shire presidents.

Although all states and territories are united in Australia, they are each governed at a state and territory level and in this way are independent. Each state and territory has its own government which deals with issues specifically relating to the state/territory. State elections are held at least once every four years and people in a state/territory vote for politicians to represent their state/territory. Those in charge of your state/territory government are known as premiers or chief ministers.

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the national/Federal government Matters of importance to the whole nation are the responsibility of the national/federal government. The national/federal government is located in Canberra and the building itself is known as Parliament House. Some of the people who represent us in the national/federal government are: the Prime Minister of Australia, the Federal Opposition Leader, the Federal Educational Minister, and the Federal Minister for the Environment.

Federal elections are held at least once every three years and every Australian must vote for a party to lead the country.

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The Three Levels Of Government 4

Activity

RRRead the information on page 9 to help you answer the questions below.

1. Draw lines to show who you think is in charge of the local government, the state/territory government, and the national/federal government.

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National/Federal Government

The Mayor

The Premier

The Chief Minister

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The Shire President

State/Territory Government

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Local Government

The Prime Minister

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• _______________________________________________________________________ 2. Describe the difference between a federal and state election.

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3. Many different people represent you at various levels of government. See if you can find out the names of the following people who currently represent you.

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The Prime Minister Of Australia: che e r The Federal Opposition Leader: r o t s super The Federal Education Minister: The Federal Minister For The Environment: The Premier Of Your State/Territory: The Deputy Premier Of Your State/Territory: The Name Of Your Local Government Organisations: The Shire President Or Mayor:

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Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

The Three Levels Of Government 5

Activity

RRIn the speech bubbles, outline the roles and responsibilities of the three people illustrated. Use the information on pages 7 and 9 to help you.

I am in charge of the local government.... _________________________________________

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_________________________________________

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The Mayor

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I am in charge of the state/territory government...

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The Premier

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I am in charge of the national/federal government... che e r o r _________________________________________ st super _________________________________________ _________________________________________ _________________________________________ _________________________________________

The Prime Minister

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Activity

Section Two: r o t s r eB

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And Services

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e oo p u k S Local Governance

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Activity

Local Governance

RRRead the information, then complete the questions.

Information

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Each local community has a council that makes decisions for local, town and city matters. The laws of the local government are called by-laws and will vary from council to council. Local governments collect taxes (rates) from landowners and this money pays for local government services such as: waste collection, libraries, street signs, footpaths and local sporting grounds. There are about 800 local councils across Australia.

Each state and territory has a number of local government areas. These are classified as either: cities, towns, municipalities, boroughs, shires or districts. Each area is governed by a local council. The Australian Capital Territory does not have any local councils as the territory government is responsible for local services.

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1. What are by-laws?

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2. Do all local governments have the same by-laws? Why do you think this is?

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. te o c _______________________________________________________________________ . c e her r _______________________________________________________________________ o t s super _______________________________________________________________________ _______________________________________________________________________ 3. What are taxes and how do local governments use taxes?

4. Approximately how many local councils are there in Australia? _______________________________________________________________________ 5. Does every state and territory have a local council? Why/why not? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

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Activity

The Role Of The Local Government 1

Local governments provide services and facilities to local communities.

Look at the table below. It lists a range of services and facilities that the local government is responsible for providing, maintaining and improving.

RRNext to each facility and service, outline what it provides and its benefits.

One has been done for you.

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Aged Care

r o e t s Bo r e p Community Serviceso u k SThis service provides care in the form of medical attention, shelter, food,

drink, exercise and entertainment, for the elderly. Such a local service means that the elderly don’t have to be situated too far away from the places where they formerly lived and can remain close to family and friends.

Child Care Centres

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Libraries And Museums

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Sporting Clubs

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Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

The Role Of The Local Government 2

Activity

The local government provides services to the local community. It is responsible for providing, maintaining and improving the following: libraries, museums, child care services, parks, pools, sports facilities, arts centres and spaces, pet facilities, footpaths, and facilities to deposit waste.

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RRImagine that you are campaigning to be elected as a councillor in the next local council elections. In the space below, write a speech that you will deliver at the local community hall which outlines how you will improve one of the areas listed above. Your speech should aim to persuade the local community to vote for you.

Good afternoon and welcome…_ _________________________________________ _________________________________________________________________________ _________________________________________________________________________

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_________________________________________________________________________

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_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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The Role Of The Local Government 3

Activity

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RRYou have just been elected local councillor. Your first job is to decide on the best location for a new swimming pool in the local area. Study the street map of your local community below, then complete the questions.

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2. Why have you chosen this site for the new swimming centre?

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1. Mark and label on the map where the new swimming centre could be located.

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3. Calculate how far the swimming checentre will be from: r e o t r s sup r the primary school ____________ e Use a piece of string to help you to measure the the hospital

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a main road

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distance along streets and roads. Match the length to the scale.

4. Write down the directions in steps from the nature reserve to the swimming centre.

Be precise and mention distances and landmarks.

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Activity

The Role Of The Local Government 4

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RRAs an elected local councillor you have been asked to provide a document to the people in your local area which informs them of the specific steps that they need to follow to get planning for a project. Read the steps in the text boxes at the bottom of the page. Cut them out and glue them in order on the living graph to produce this document.

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. tsteps. o  Cut out the sixe c . che e r o t r s supDiscuss Wait for council approval before your building plans with r e starting to build. the neighbours.

House Plan

Talk to a local council planner to see if you can build in the zone.

Lodge a building application that includes your permit and plans.

Check to see that the building complies with council rules.

Get advice from a professional to draw up building plans.

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The Role Of The Local Government 5

Activity

The local government provides services to the local community. It is responsible for providing, maintaining and improving local parks.

RRComplete the tasks below to show how important parks are in a local area, and how important it is that they are managed by the local government.

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r o e t s Bo r e ok 1. Name some parks andp public gardens in your local area. u S

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© ReadyEdPubl i cat i ons 2. List some of the roles that parks and public gardens play in our lives.

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Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

Activity

The Role Of The Local Government 6

The local government provides services to the local community. It is responsible for providing, maintaining and improving local parks.

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RRLook at the picture of a local park below. As a member of the local government, write down five things that you are going to organise to improve this local park and make it an enjoyable place to visit.

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• _ ______________________________________________________________ • _ ______________________________________________________________ • _ ______________________________________________________________ EXTRA! Local governments are in charge of footpaths. On the back of this sheet,

describe the importance of footpaths in parks and describe how they should or shouldn’t look and why.

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Activity

The Role Of The Local Government 7

The local government provides services to the local community. It is responsible for providing, maintaining and improving libraries in local areas.

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 Look at the picture of a local library below. Discuss and write down below five reasons why it is important that local governments provide libraries in local communities.  Colour the equipment and facilities that the government provides in a library.

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• _ ______________________________________________________________ • _ ______________________________________________________________ • _ ______________________________________________________________ • _______________________________________________________________ 20

Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

Activity

The Role Of The Local Government 8

The local government provides services to the local community. It is responsible for providing, maintaining and improving swimming pools in local areas.

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 Look at the picture of a local swimming pool below. Discuss and write down below four reasons why it is important that local governments provide swimming pools in local communities.  Colour the equipment and facilities that the government provides in a swimming pool.

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• _ ______________________________________________________________ • _ ______________________________________________________________ RRComplete the sentence. If local governments did not provide swimming pools in communities _____________________________________________

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The Role Of The Local Government 9

Activity

The local government provides sports facilities and services to the local community.

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RRUnder each picture write what facility would need to be provided for each sport to be played in a local community.

Facility:

Facility:

Facility:

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Facility:

Facility:

Facility:

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Activity

The Role Of The Local Government 10

The local government provides services to the local community. It is responsible for providing, maintaining and improving your local area.

RRLook at picture A. It shows a run-down local street. As a member of the local government, write down five things that you are going to do to transform this run-down local street into the new improved local street depicted in picture B.

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A

r o e t s Bo r e p ok u S B

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Activity

Local Services Affect The Lives Of Young Citizens 1

The local government provides services to the local community. It is responsible for providing, maintaining and improving the following: libraries, museums, parks, pools, sports facilities, arts centres and spaces, community centres, pet facilities, and facilities to deposit waste.

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RRLocal services affect our lifestyles. Imagine that you live in an area which doesn’t have an arts centre. Write a letter to your local councillor outlining the benefits of building an arts centre in the area. Be as persuasive as possible.

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Dear… _ _________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

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_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Yours Sincerely, ________________________________ 24

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Activity

Local Services Affect The Lives Of Young Citizens 2

The local government provides services to the local community. It is responsible for providing, maintaining and improving the following: libraries, museums, parks, pools, sports facilities, arts centres and spaces, community centres, pet facilities, and facilities to deposit waste.

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RRLocal services affect our lifestyles. Look at the map of a local area below.

Draw and label some facilities that a teenager would use and enjoy.

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Activity

Local Services Affect The Lives Of Young Citizens 3

The local government provides services to the local community. It is responsible for providing, maintaining and improving the following: libraries, museums, parks, pools, sports facilities, arts centres and spaces, community centres, pet facilities, and facilities to deposit waste.

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RRLocal services affect our lifestyles. Look at the map that shows the area between Ollie’s home and Ollie’s school. Ollie is five. His mum walks him home from school each day. Draw and label some facilities that Ollie could use and enjoy on his way home from school each day.

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Ollie's journey to school

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Ollie's house

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Ollie's school 26

Curriculum Link: The purpose of government and some familiar services provided at the local level (ACHCK011)

Activity

Local Governance In Aboriginal Communities

RRRead the information, then access the website to complete the questions.

Information

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The New South Wales Aboriginal Land Council (NSWALC) represents Indigenous Australians at a local level. There are nine local councillors who work for NSWALC and each represent a separate local area in New South Wales. Each local councillor ensures that Indigenous Australians in their local area are able to access the services and facilities that they require and that the area in which they live is protected.

Below are just some examples of the roles and responsibilities of local Aboriginal councillors working for the NSWALC: • to ensure that land sacred to local Aboriginal communities is protected; • to ensure that Indigenous Australians are able to fish traditionally – according to their cultural beliefs and values and that they are not forced to adhere to non-indigenous fishing laws; • to ensure that local Aboriginal communities have access to safe and effective drinking water and have adequate sewerage services. It has been found that many Aboriginal communities are not able to access water that meets Australian standards.

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1. After accessing the website 4www.alc.org.au, name the nine local councillors working in New South Wales and name the areas which they represent.

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2. Why do you think that it is important for each Aboriginal community to have its own councillor?

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Laws And Rules

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r o e t s Bo r e p ok u SSection Three:

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Laws And Rules 1

Activity

RRRead the information, then complete the task.

Information

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

Laws are made by the government and apply to everybody. Laws protect people, properties and our freedoms. If a person breaks a law he/she is punished. The severity of the punishment depends on the law broken. For example, if a person is driving too fast, he/she might receive a fine and/or lose demerit points. If a person is caught driving without a licence, he/she might serve a prison sentence.

A rule is a more dominant custom. It usually applies to a certain group of people, for example AFL rules apply to people who play AFL. Rules are still important and they help to keep us safe and help society operate in an ordered way.

RR It is important that laws and rules are enforced. Laws and rules are enforced by different people. Next to each person below write either a rule or a law that each person enforces. Don’t forget to indicate whether it is a law or a rule.

Person

park ranger

Law/Rule

© ReadyEdPubl i cat i ons q law •f orr evi ew pur posesonl y•q rule q law

referee

w ww

police officer

shop assistant

health inspector

. te

m . u

q rule q law

o c . che e r o t r s super

q rule q law q rule q law q rule

parking inspector

q law

teacher

q law

q rule

q rule Curriculum Link: The difference between 'rules' and 'laws' (ACHCK012)

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Activity

Laws And Rules 2

RRIndicate whether the following are laws or rules.

Laws And Rules 1.

You are only allowed 30 minutes on the iPad.

2.

You need to help with the preparation of dinner on a Tuesday evening.

3.

All homework should be handed in on Friday.

Laws Or Rules?

6.

Wear a sun hat in the summer.

7.

Wear a helmet when riding a push bike.

8.

Wear a helmet when riding a motorbike.

9.

Do not leave the table before finishing your meal.

Teac he r

4.

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5.

r o e t s Bo r e p ok Do not litter. u S Keep to the 60 kilometres per hour speed limit.

© ReadyEdPubl i cat i ons •f o rr evi ew pur posesonl y• 11. Shoplifting is prohibited.

10. Put dogs on a lead.

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13. The last person to leave the room must turn off the lights.

14. Open the shop at 7am.

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15. Don’t put your feet on the furniture.

m . u

12. Do not eat or drink in the classroom.

o c .

17. No pedestrians or cyclists c e hr r allowed on the freeway. e o t s s r u e p 18. Anyone who arrives 10 minutes 16. Stop at pedestrian crossings.

after the concert has commenced, cannot enter the building.

19. All players must wear white at Wimbledon.

20. Private property – do not trespass.

21. Take off your shoes before entering the mosque.

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Curriculum Link: The difference between 'rules' and 'laws' (ACHCK012)

Activity

Laws And Rules 3

RRWrite down five rules and five laws inside the boxes at the bottom of the page in no particular order. Give this paper to your partner. He/she must cut out the rules and laws at the bottom of the page and organise them under the correct headings.

Laws

r o e t s Bo r e p ok u S

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Teac he r

Rules

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Curriculum Link: The difference between 'rules' and 'laws' (ACHCK012)

31

Activity

The Purpose Of Rules And Laws 1

Some rules and laws are in place to protect the environment so that we, and future generations can enjoy our planet.

RRWrite down the rules and laws that are being broken or followed by the people pictured below. Say how breaking or following these rules or laws has an impact on the environment.

r o e t s r 2 Bo e p ok u S

ew i ev Pr

Teac he r

1

______________________________

______________________________

______________________________

______________________________

© ReadyEdP______________________________ ubl i cat i ons •f orr evi ew pur posesonl y• ______________________________ ______________________________ ______________________________

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3

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______________________________

4

m . u

______________________________

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______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

______________________________

Curriculum Link: Why laws are important (ACHCK013)

Activity

The Purpose Of Rules And Laws 2

Some rules and laws are in place to prevent us from getting injured and keep us safe.

RRMake notes by each picture to show how the rules and laws that are being followed, prevent us from getting injured and keep us safe.

1

r o e t s Bo r e p ok u S

_________________________________

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Teac he r

_________________________________

_________________________________ _________________________________ _________________________________ _________________________________

_________________________________ © ReadyEdPu bl i cat i ons _________________________________ •f orr evi ew pur p osesonl y•

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2

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_________________________________

_________________________________

o c . che e r _________________________________ o t r s supe_________________________________ r _________________________________ _________________________________

_________________________________ _________________________________ _________________________________ _________________________________

Curriculum Link: Why laws are important (ACHCK013)

33

The Purpose Of Rules And Laws 3

Activity

Some rules and laws are in place so that places are not ruined by others, and young people can enjoy them. Below are signs that have been placed in a local national park.

RRUnderneath each sign say what rule or law is being enforced to ensure that this place is maintained for people to enjoy. Write the purpose of each rule or law.

_________________

ew i ev Pr

Teac he r

1

r o e t s Bo r e p2 o u 3 k S

_________________

_________________

_________________

_________________

_________________

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4

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5

6

m . u

© Read yEdPubl i cat i ons _________________ _________________ •f orr ev i ew pur pose_________________ sonl y• _________________ _________________ _________________

o c . che e r o t r s super

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

34

Curriculum Link: Why laws are important (ACHCK013)

The Purpose Of Rules And Laws 4

Activity

Some rules and laws are in place so that places are not ruined by others, and young people can enjoy them.

RRSay how your school life would be less enjoyable if the rules below were broken.

r o e t s Bo3 r e p ok u S 2

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Teac he r

1

Using computers properly.

Caring for classroom animals.

Putting sports gear away.

_________________

_________________

_________________

_________________

_________________

_________________

w ww

4

. te

5

6

m . u

© Read yEdPubl i cat i ons _________________ _________________ •f orr evi ew pur poses onl y• _________________ _________________ _________________ _________________

o c . che e r o t r s super

Telling a teacher when a problem occurs.

Staying on footpaths.

Not littering.

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

Curriculum Link: Why laws are important (ACHCK013)

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Activity

What Makes A Good Law? 1

Good laws can be defined as ‘fair’ laws. Laws which are not too harsh and which do not discriminate against people can be classed as ‘fair’.

RRRead the information then answer the questions.

Information

r o e t s Bo r e p ok u S

Teac he r

ew i ev Pr

Unfair Laws The Immigration Restriction Act or White Australia Policy, as it came to be known, was an unfair law passed in the new federal parliament in 1901. It had its origins in the gold rush era when white miners resented Chinese diggers working on the goldfields. Later, labourers from the Pacific Islands (known as Kanakas) were also targeted by white Australians who felt their jobs might be threatened. One of the significant features of the immigration law (known as the White Australia Policy), was that applicants were required to pass a written test in any language chosen by an immigration officer. Usually the person trying to immigrate to Australia had to take the test in a language that they didn’t know.

Abolishing Unfair Laws Unfair laws can be changed and abandoned. Sometimes people can initiate this change. The first Immigration Minister, Arthur Calwell, wanted to deport nonwhite refugees who had entered Australia during the Second World War, but people began to protest. By 1958 the controversial diction test was discarded and in March 1966 the White Australia Policy law was abolished altogether.

w ww

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

1. Describe the immigration law known as the White Australia Policy.

_______________________________________________________________________

. t e o 2. When was it passed?____________________________________________________ c . ch e 3. Why was it an unfair law in Australia? Who did it exclude? r er o st super _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ 4. Why would this law never be passed today in Australia? _______________________________________________________________________ _______________________________________________________________________ 5. What is a fair immigration law? _______________________________________________________________________ _______________________________________________________________________

36

Curriculum Link: Why laws are important (ACHCK013)

Activity

What Makes A Good Law? 2

RRRead the information, then answer the questions.

Information

r o e t s Bo r e p ok u S

voting rights in state elections

State

Men

Women

South Australia

1856

1894

Western Australia

1893

1899

1857

1908

ew i ev Pr

Teac he r

Voting Laws in Australia have not always been fair. Years ago, voters had to be male and have a certain amount of property or wealth to vote in federal elections. Women were not given the right to vote in federal elections until 1902. Indigenous women were not allowed to vote by law in federal elections until 1962. A number of organisations campaigned for the laws regarding voting in Australia to be changed. Two of these organisations were: The Australia’s Women’s Suffrage Society and The Women’s Christian Temperance Union.

The right to vote in state elections was granted to women at *Officially Indigenous Australians had the same different times depending in which state they lived. rights as others, but from

1902, because they were denied the right to vote in federal elections they were often denied the right to vote in state elections.

1858 1902 © Re ady EdPubl i cat i ons Tasmania 1900 1903 • f o r r e v i e w pur posesonl y• Queensland 1859 1905 Victoria

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New South Wales

w ww

1. Who was initially excluded from voting in federal elections in Australia?

_______________________________________________________________________

. te o 2. Why was this voting law unfair? c . c e her r _______________________________________________________________________ o t s super _______________________________________________________________________ _______________________________________________________________________

3. Who is able to vote in Australian federal elections today? _______________________________________________________________________ 4. Why is this current voting law fair? _______________________________________________________________________ _______________________________________________________________________ Curriculum Link: Why laws are important (ACHCK013)

37

Teac he r

ew i ev Pr

r o e t s Bo r e p ok u SSection Four:

Citizenship, Diversity And Identity

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38

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Belonging To Religious Groups 1

Activity

RRRead the information, then complete the task below.

Information

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

People in Australia belong to different religious groups. Different religions have been introduced to Australia by migrants. The first British migrants were mainly of the Anglican faith. German migrants were associated with the Lutheran church and Italian migrants were mainly Catholic. The discovery of gold in the 1850s attracted Chinese Buddhists to Australia and Buddhism began to grow in popularity with the arrival of South-East Asians. Jewish migrants who arrived with the first Europeans in 1788 introduced Judaism, and Hinduism was introduced by Indian crews who came to Australia on trading ships soon after 1788. Later people from Fiji, Sri Lanka and South Africa were responsible for the growth of Hindus in Australia.

RRUse the information above to match the religions to the cultures who introduced them to Australia.

© ReadyEdPubl i cat i ons British

Judaism

Buddhism

•f orr evi ew pur posesonl y•

w ww

Italian

. te

Chinese

Jewish

Anglican

m . u

German

Catholic

o c . che e r o t r s super Lutheran

Hinduism

Indian

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

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Belonging To Religious Groups 2

Activity

RRStudy the graph which shows the number of people in Australia’s major religious communities, then answer the questions below.

14 12 10

Teac he r

8 6 4 2 0

r o e t s Bo r e p ok u S

Buddhism Christianity Hinduism

Islam

(Source: ABS Census 2011)

Judaism

1. How many people in Australia belong to a Christian religion?

ew i ev Pr

Religious Communities (in millions)

Religions In Australia

Other

© ReadyEdPubl i cat i ons 2. Why do you think that Christianity is still the major religion practised in Australia?

•f orr evi ew pur posesonl y• _______________________________________________________________________ _______________________________________________________________________

w ww

Information

m . u

RRRead the information, then complete the task below.

Many Australians of Asian heritage belong to religious groups. Australians with Indian backgrounds are of the Islam faith or practise Sikhism and Hinduism. Many Australians with Sri Lankan backgrounds are Hindus, and many Australians with Chinese and Japanese backgrounds are Buddhists.

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o c . c e r task Record the informationh er above in table or graph form. o t s super

40

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

Belonging To Religious Groups 3

Activity

People in Australia belong to different religious groups. These religious groups pray in different types of religious buildings.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

RRDraw and label three religious buildings in your local area which show that people in your community do not all belong to the same religious group.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

w ww

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m . u

Hindu Temple, Bayswater, Melbourne

o c . che e r o t r s super

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

41

Belonging To Different Cultural Groups

Activity Information

Different cultural groups share different beliefs and traditions. In the Chinese culture, the people celebrate the Chinese New Year on the first day of the lunar calendar. They have specific beliefs which determine their practices during this time of year.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

RRTo discover more about Chinese culture, draw lines to match the words with the pictures. You will need to draw two of your own symbols.

The whole house should be cleaned on New Year's Eve. Cleaning done on New Year’s Day is bad luck as it means that good fortune is cleaned away.

Firecrackers onb New Year's Eve represent © Ready EdPu l i c at i on s destroying the old year and welcoming the new.

•f orr evi ew pur posesonl y•

m . u

w ww

. te

At midnight on New Year's Eve, all doors and windows must be opened to let the old year out and the new year in.

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Everything borrowed should be returned by New Year’s Day or it means that you will be borrowing all year.

If you wash your hair on New Year’s Day, you wash away your luck for the year.

Wearing red will bring you a happy and bright future.

42

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

Belonging To Social Groups 1

Activity

People belong to different social groups.

r o e t s Bo r e p ok u S

ew i ev Pr

Teac he r

RRLook at what the three people below are wearing. Name the social group to which each person belongs.

RRDraw a social group to which you belong below.

w ww

. te

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

43

Belonging To Social Groups 2

Activity

People belong to different social groups.

RR Complete the table below using ticks to show the different groups to which you and your family members belong.

r o e t s Family BFamily r e oo2: p Member 1: Member u k S

Family Member 3:

ew i ev Pr

Teac he r

Your Name:

Family Group

School Group

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Dance Group

Choir Group

o c . che e r o t r s super

Other

44

m . u

Sports Group

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

Activity

Belonging To Indigenous Language Groups 1

RRRead the information then complete the questions.

Information Before colonisation there were over 250 different indigenous language groups in Australia. Today there are a lot less and many are in danger of being extinct.

r o e t s Bo r e Indigenous families joined together to form bands. Bandso p u joined together to form clans. Clans could consist of as manyk S spoke the same language and were as 500 people. Clans

ew i ev Pr

Teac he r

How were language groups formed?

known as language groups. Some clans spoke the language of other clans who lived nearby.

Each language group would care for its territory and see itself as the traditional owners of this territory. Each group would live off the land using its resources carefully and respectfully.

Each language group would pass down stories in its own language, known as The Dreaming. The Dreaming stories taught a clan: its beliefs and laws, its history and heroes, hunting and gathering skills, how to take care of the land, animal behaviours, about natural features of the land, and how to keep safe in storms, floods or fires.

w ww

1. In your own words describe what a language group is.

m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

_______________________________________________________________________

. te o _______________________________________________________________________ c . c e he r 2. Summarise what members of a language group had o in common. t r s super _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ 3. Explain the connection between Dreaming stories and language groups. _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

45

Activity

Belonging To Indigenous Language Groups 2

RRAccess the following website to choose a language group in your local area: 4www.abc.net.au/indigenous/map

Language Group:

Teac he r

1. Is this language group extinct or still spoken?

ew i ev Pr

r o e t s Bo r e p ok u RRUse your research skills to answer the questions based on your chosen S local indigenous language group.

_______________________________________________________________________ 2. To what clan did the language group belong?

_______________________________________________________________________

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• 3. Name some nearby clans.

4. Where exactly did your chosen language group first settle?

m . u

_______________________________________________________________________

w ww

5. How did the group's location affect the way that its members lived and what they ate? _______________________________________________________________________

. te o _______________________________________________________________________ c . c e her r 6. What was the group's relations like with colonisers? o t s super _______________________________________________________________________ _______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________ 7. Write down one of the group's beliefs. _______________________________________________________________________ _______________________________________________________________________ 46

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

Activity

Belonging To Indigenous Language Groups 3

RRResearch an indigenous clan, then complete the table below.

Approximate number of people in the clan:

ew i ev Pr

Teac he r

Clan name:

r o e t s Bo r e p ok u S

w ww

Language spoken:

Customs:

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m . u

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

Territory that the clan live in and own:

o c . che e r o t r s super

Laws:

Curriculum Link: How a person's identity can be shaped by the different cultural, religious and/or social groups to which they may belong (ACHCK014)

47

Answers P7 1. The local government The local government The national/federal government

Teac he r

The national/federal government The state/territory government The national/federal government The national/federal government The local government The local government The local government The state/territory government The state/territory government

r o e t s Bo r e p ok u S

P10 1. Students should draw lines to show that the mayor and the shire president represent the local government; the premier and the chief minister represent the state/territory government; and the Prime Minister represents the national/federal government.

2. Federal elections are held at least every three years and every Australian must vote for a party to lead the country. State elections are held at least every four years and people in states and territories vote for politicians to represent their state/territory.

ew i ev Pr

P8 1.

2.

3.

4.

5.

6.

7.

8.

9.

P17 Suggested order: 1. Talk to a local council planner to see if you can build in the zone; 2. Get advice from a professional to draw up plans; 3. Discuss your building plans with the neighbours; 4. Check to see if the building complies with council rules; 5. Lodge a building application that includes your permit and plans; 6. Wait for council approval before starting to build.

P18 2. Possible answers: they provide a space for entertainment and recreation; to meet and socialise; to be active; to walk the dog; to have picnics and eat; to appreciate fauna and flora; to hold social functions/events and bring the community together; they are free places for everyone to enjoy; to help you connect to the past and learn about the area’s cultural and historical significance; they are places of natural beauty.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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P13 1. By-laws are laws made by the local government.

2. Local governments have different bylaws because the areas which they represent have individual problems.

3. Taxes refers to money collected from residents living in specific areas by the government. Local governments use taxes (money that they collect from local residents) to improve their local area and provide and maintain facilities and services, such as: rubbish collection, libraries, street signs, footpaths and local sporting grounds.

4. 800 5. The Australian Capital Territory does not have a local council.

The territory government is in charge of their local concerns.

P19 Possible answers: • Arrange to have play equipment repaired so children can use it.

• Arrange for the debris to be cleared.

• Arrange for the grass to be mowed and maintained.

• Arrange for graffiti to be removed.

• Arrange for a ranger to be visible.

• Arrange for barbeques, seating and shade to be repaired.

• Arrange for toilets to be repaired and maintained.

Extra! Footpaths are important because they help people to avoid treading on and damaging vegetation and wildlife.

They provide a path for push-bikes and scooters, etc. They should be even surfaces and free of debris and weeds, etc. so that pedestrians do not injure themselves.

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P20 Possible answers: • To allow the general public access to computers; • to provide free activities for young children, such as story-time and craft; • to provide a place for children to socialise; • to encourage people to read texts and/or to listen to texts.

Students should colour: the computer; the craft activity; the audio-book listening station; DVDs; story-time sign; toilet sign; water dispenser.

•

Plant new trees and flowers.

Restore building facades- - this could be done by contacting the owners of the buildings and requesting that they improve the building facades within a given time-frame. If the buildings are government-owned their windows would need fixing, signs and shades repaired, the balcony resurrected, etc.

Lease out the shops so that they are fully functional again.

r o e t s Bo r e p ok u S

Students should colour: the lifeguard; the kick-boards; the laned-off areas; the inflatable water-slide; the toddler pool; the changerooms.

P25 Possible facilities: a skate park; play equipment such as a flying fox and a large climbing frame; a library; a museum; a swimming pool (indoor or outdoor); tennis/basketball courts; footy posts; a designated cycle path, etc.

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P21 Possible answers: • to encourage young children to learn to swim and develop swimming skills in a safe environment; • to provide a place for people to exercise and socialise; • to provide a training place for sports people.

Teac he r

• •

P26 Possible facilities: a park with play equipment such as: a slide, a swing, some monkey bars; an indoor or outdoor pool or water park; a library; a museum, etc.

P27 © ReadyEdP ubl i cat i ons 1. (Accurate in early 2014) P22 Stephen Ryan – Central Region •f orcontaining r evi e w pur p osesonl y• Netball: a sports stadium indoor Craig Cromelin – Wiradjuri Region

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Roy-Ah-See – Sydney/Newcastle Region Tom Briggs – Northern Region Neville “Jack” Hampton – South Coast Region Peter Smith – Mid North Coast Anne Dennis – North West Region Des Jones – Western Region Tina Williams – North Coast 2. So that each area is equally represented and their individual needs are heard and served.

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netball courts, or a large outdoor area with marked courts and netball posts.

Cricket: Outdoor grassed area and practice playing nets.

Swimming: Indoor or outdoor pool with changing rooms.

Tennis: Outdoor hard or grassed courts with tennis nets.

AFL: Outdoor grassed area with football posts and pitch markings.

Gymnastics: Indoor gymnastic stadium with specialised equipment, such as: beams, bars, trampolines, etc.

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Students might note other facilities needed to play sport such as: changing rooms, a clubhouse, a kiosk selling snacks and drinks, toilets, water fountains, etc.

P23 Possible answers: • Repair the cracks in the road.

• Repair the cracks and bumps on the footpaths.

P30 1. rule 2. rule 3. rule 4. law 5. law. 6. rule 7. law 8. law 9. rule 10. law 11. law 12. rule 13. rule 14. rule 15. rule 16. law 17. law 18. rule 19. rule 20. law 21. rule P32 1. Do not litter. Littering makes an area unsightly and attracts cockroaches, and other unwanted pests. It spoils places of natural beauty and can harm wildlife.

2. Save electricity. Turn off lights, the 49

television and other electrical devices when not in use. Electricity is a non-renewable resource and must be conserved.

3. Use public transport when possible.

Using public transport saves fuel and reduces harmful emissions being released into our atmosphere.

4. Save water. Water is a precious resource and using too much means we can cause shortages.

ew i ev Pr

r o e t s Bo r e p ok u S

P33 1. Height requirements on rides keep us safe.

There might not be adequate restraints for small children and/or small children may be thrown around. If we stand up on rides we could fall off or our hands or heads may get caught and/or bumped.

2. If you do not wear a hard hat and fall from a horse you could be severely injured.

Boots prevent feet from getting trapped or knocked. If you do not offer a horse food with a flat palm, the horse might accidently chew your hand or fingers. A horse could kick you if you walk behind it.

Teac he r

to socialise in an area which is full of debris. Litter attracts unwanted pests and threatens an area’s cleanliness.

P35 1. If students did not share and look after computers, school life would be less enjoyable because there would be no computers for students to use and some students would not get a turn on a computer.

2. If students did not look after classroom pets, there would be no pets for students to enjoy and the areas where pets were kept would lack hygiene.

3. If students did not put sports equipment away after use, it may get lost or damaged and not be available for other students to enjoy.

4. If students did not use the footpaths when moving around the school grounds, they could damage vegetation and ruin grassed areas.

5. If students littered, the school would become unsightly and not a pleasant place to be. It would threaten wildlife on the school grounds and attract unwanted pests, such as cockroaches.

6. You must tell a teacher if you see something bad happening. If you do not do this, schools would not be safe places and students would worry about attending school.

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

P34 1. No camp fires – if this rule was broken, fires could break out and spoil vegetation and threaten lives.

2. No camping – if this rule was broken, it would restrict access to certain areas because of the presence of tents and caravans and spoil vegetation as there would be no designated camping areas.

3. No pets – if this rule was broken, unfriendly pets may threaten the well-being of young people and may damage or spoil an area which does not facilitate pets.

4. No cycling – if there are no designated cycle paths, cyclists could bump into young people on foot. They might also damage vegetation when cycling in areas which do not facilitate bikes.

5. Do not feed the animals – feeding the animals makes them lazy and prevents them for developing the skills to feed themselves. This can put them at risk when no food is readily available from humans and means that the animals would not be there for us to enjoy anymore.

6. Do not litter – littering spoils an area for young people. People do not want

P36 1. The immigration law known as the White Australia Policy made it difficult for anyone from a non-English speaking background to enter Australia. It did this by requiring potential immigrants to sit a dictation test in English.

2. It was passed in 1901.

3. It was an unfair law because it was an exclusive law which prevented people from non-English speaking backgrounds from obtaining visas to settle in Australia.

4. This law would never be passed today in Australia because it is against the law to discriminate against any person based on his/her race, religion and culture. One of Australia’s fundamental values is equality.

5. A fair immigration law assesses potential immigrants on criteria which does not automatically exclude people because

o c . che e r o t r s super

of their race, religion and/or culture.

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P39 British – Anglican German – Lutheran Italian – Catholic Chinese – Buddhism Jewish – Judaism Indian - Hinduism

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P37 1. Everybody apart from wealthy males with a certain amount of property.

2. It was unfair because it meant that only the interests of wealthy men were served in Parliament.

3. Every Australian citizen who is over the age of 18 and who is of sound mind is able to vote in federal elections today.

4. The current voting law is fair because it is inclusive and does not discriminate against Australians because of their heritage, race or socioeconomic background. This means that all Australians’ interests are served in Parliament.

1. Indigenous language groups speak the same language and live in and care for the same territory. They pass down Dreaming stories in their language.

2. They spoke the same language, lived in the same territory and had their own Dreaming stories.

3. Each language group had its own Dreaming stories which taught a language group its beliefs and laws.

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P42 Cracker - Firecrackers on New Year's Eve represent destroying the old year and welcoming the new.

Window - At midnight on New Year's Eve, all doors and windows must be opened to let the old year out and the new year in.

Sweeping brush - The whole house should be cleaned on New Year's Eve. Cleaning done on New Year's Day is bad luck as it means that good fortune is cleaned away.

Shampoo - If you wash your hair on New Year's Day, you wash away your luck for the year.

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P40 1. Approximately 12 and a half million.

2. Because there are a large majority of Australians from British heritage.

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P43 A martial arts group, a dancing group and a soccer group.

P45 51

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