Civics and Citizenship - Year 3

Ready-Ed Publications

Year 3: Civics And Citizenship © 2014 Ready-Ed Publications Printed in Australia Author: Lindsay Marsh Typesetting and Design: Shay Howard Illustrators: Terry Allen, Heather Leane, Alison Mutton

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

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.

ew i ev Pr

Teac he r

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

Copyright Notice

The purchasing educational institution and its staff have the right to make copies of the whole or part of this book, beyond their rights under the Australian Copyright Act 1968 (the Act), provided that:

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

The number of copies does not exceed the number reasonably required by the educational institution to satisfy its teaching purposes;

Copies are made only by reprographic means (photocopying), not by electronic/digital means, and not stored or transmitted;

3.

Copies are not sold or lent;

4.

Every copy made clearly shows the footnote, ‘Ready-Ed Publications’.

w ww

2.

Any copying of this book by an educational institution or its staff outside of this blackline master licence may fall within the educational statutory licence under the Act.

. te

For details of the CAL licence for educational institutions contact: Copyright Agency Limited Level 19, 157 Liverpool Street Sydney NSW 2000 Telephone: (02) 9394 7600 Facsimile: (02) 9394 7601 E-mail: info@copyright.com.au

Reproduction and Communication by others

Except as otherwise permitted by this blackline master licence or under the Act (for example, any fair dealing for the purposes of study, research, criticism or review) no part of this book may be reproduced, stored in a retrieval system, communicated or transmitted in any form or by any means without prior written permission. All inquiries should be made to the publisher at the address below.

o c . che e r o t r s super

The Act allows a maximum of one chapter or 10% of the pages of this book, whichever is the greater, to be reproduced and/or communicated by any educational institution for its educational purposes provided that

Published by: Ready-Ed Publications PO Box 276 Greenwood WA 6024 www.readyed.net info@readyed.com.au

ISBN: 978 186 397 896 5 2

m . u

1.

educational institution (or the body that administers it) has given a remuneration notice to Copyright Agency Limited (CAL) under Act.

Contents National Curriculum Links Teachers' Notes

4 5

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

Section Two: Rules Rules Of The Road Cultural Rules Rules At Home Rules At School Rules In Sport Rules In Public Places Rules Keep Us Safe The Rules Of National Parks Developing A Fair Set Of Rules Who Makes Rules?

Flag Rules Rules In The Indigenous Community Breaking Rules 1 Breaking Rules 2 Breaking Rules 3 Creating Rules

7 8 9 10 11 12 13 14 15

ew i ev Pr

Teac he r

Section One: Democratic Decisions Making Decisions 1 Making Decisions 2 Governments Around The World Democracies - Rule By The People 1 Democracies - Rule By The People 2 Democracies - Rule By The People 3 Democratic Communities Decision-Making 1 Decision-Making 2

17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32

w ww

m . u

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

Section Three: Community Groups, Projects And Contributions Indigenous Community Groups 1 Indigenous Community Groups 2 School Projects 1 School Projects 2 School Projects 3 School Projects 4 School Projects 5 School Projects 6 Water Project More Projects 1 More Projects 2 Aid Projects Contributions To The Community Making A Difference

. te

Answers

34 35 36 37 38 39 40 41 42 43 44 45 46 47

o c . che e r o t r s super

48-50

3

National Curriculum Links Civics and Citizenship Knowledge and Understanding Government and Democracy • How and why decisions are made democratically in communities (ACHCK001) Laws and Citizens

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

• How and why people make rules (ACHCK002) Citizenship, Diversity and Identity

Civics and Citizenship Skills Questioning and Research • Pose questions about the society in which they live (ACHCS004) Analysis, Synthesis and Interpretation • Distinguish facts from opinions in relation to civics and citizenship topics and issues (ACHCS005)

ew i ev Pr

Teac he r

• Why people participate within communities and how students can actively participate and contribute (ACHCK003)

© ReadyEdPubl i cat i ons Problem Solving Decision •and f o rr eMaking vi ew pur posesonl y• • Use information to develop a point of view (ACHCS006)

• Interact with others with respect, share views and recognise there are different points of view (ACHCS007)

w ww

Communication and Reflection • Present ideas and opinions on civics and citizenship topics and issues using civics and citizenship terms (ACHCS009)

. te

o c . che e r o t r s super

• Reflect on their cultural identity and how it might be similar and different from others (ACHCS010)

4

m . u

• Work in groups to identify issues, possible solutions and a plan for action (ACHCS008)

Teachers' Notes Year 3: 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 the civics and citizenship skills throughout the entire book. The book is divided into three sections. The three sections are entitled: Democratic Decisions, Rules, and Community Groups, Projects And Contributions.

Teac he r

ew i ev Pr

r o e t s Bo r e p oandkdefine the term The first section of this book helps students to understand u democracy. Students are encouraged to make democratic decisions within the S classroom setting, to help them to understand this system of government.

The second section in this book encourages students to examine rules in society, understand why they exist and who makes them. It is hoped that students will begin to perceive rules as needed and necessary in small and larger communities to protect people's rights.

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

m . u

The third and final section of this book gives students the opportunity to explore groups in the Australian community as well as become a member of a group. Students will recognise, by completing set tasks with their peers, that group work can be positive and can benefit Australia as a whole.

w ww

To demonstrate their knowledge and skills, students will use their research skills, work in groups, question, sequence, experiment, create, organise, interpret and voice their opinions.

. te o The pages in this book can be used sequentially or in no particular order. To c . c e at the back of make life even easier forh the teacher, the answers are provided r e o this book. r st super

5

Teac he r

Activity

r o e t s Bo r e p ok Section One: u S

ew i ev Pr

Democratic Decisions

w ww

. te

6

m . u

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

o c . che e r o t r s super

Activity

Making Decisions 1

RRRead the information, then answer the questions below.

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

ew i ev Pr

Teac he r

Every country has a government – a system of management.

Not every country has the same type of government.

• There are democracies - Australia is an example of a democracy.

• There are communist countries - China is an example of a communist country.

• There are autocracies - North Korea is an example of an autocracy.

These three forms of government operate differently, but all three types of government make decisions for their people.

The influence that people in a country have, over the decisions that their government makes, varies. People who live in democracies have the most influence over the decisions that their governments make. The people who live in autocracies and communist countries have no influence over the decisions that their governments make.

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• 1. What type of government is in place in Australia?

2. Do the Australian people have any influence over their government's decisions?

w ww

3. Name two other types of government.

m . u

_______________________________________________________________________ _______________________________________________________________________

. te o _______________________________________________________________________ c . che e _______________________________________________________________________ r o t r s super extra!

4. In your opinion, which is the fairest form of government? Support your answer.

Complete your answers on the back of this sheet

Imagine that your teacher is taking the whole class to the cinema this afternoon.

1.

2.

3.

4.

5.

Imagine that your class is an autocracy. Who will decide what movie you will see?

Why might this way of making a decision not be fair?

Imagine that your class is a democracy. Who will decide what movie you will see?

How might this decision be made?

Is this way of making a decision more or less fair than the way a decision was made when the class was an autocracy? Explain your answer.

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

7

Making Decisions 2

Activity

RRRead the information, then answer the questions below.

Democracy

r o e t s Bo r e p ok u S The people are in charge in a democracy.

The people make the decisions.

ew i ev Pr

Teac he r

Communism

One small party of people is in charge of the people living in a communist country.

One political party therefore makes the decisions.

One person is in © Ready E dP ubl i cat i ons charge of the people living anu autocracy.

Autocracy •f orr evi e winp r posesonl y•

w ww

1. Who makes the decisions in a communist country?

m . u

One person therefore makes the decisions.

_____________________________________________________________________

. te o __________________________________________________________________ c . ch e 3. Who makes the decisions in an autocracy? r e o t r s super ___________________________________________________________________ 2. Who makes the decisions in a democracy?

4. Which system of government includes people in their decision-making? ______________________________________________________________________ 5. Which systems of government exclude people in their decision-making? ______________________________________________________________________ 6. Have you ever been left out from making a decision? How did this make you feel? ______________________________________________________________________ 8

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

Activity

Governments Around The World

1. Use the key below to colour the map. Your coloured map will show where different types of governments are located in the world.

United Kingdom

Mongolia

China

Iran India The Maldives

South America

Sri Lanka

North Korea South Korea

ew i ev Pr

Teac he r

North America

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

Vietnam

w ww key

Red = communist countries (China, Vietnam)

m . u

Australia © ReadyEdPu bl i cat i ons Zimbabwe Africa •f orr evi ew South pu r posesonl y•

. te countries (North Korea, The Maldives, Zimbabwe, o Yellow = autocratic Iran) c . che e r o r st su per 2. Which governments might Australia struggle to get along with? Explain your Blue = democratic countries (United Kingdom, North America and Australia)

answer.

______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

9

Activity

Democracies – Rule By The People 1

RRRead the information, then answer the questions below.

The Ancient Greeks invented democracies. The actual word democracy comes from the Greek words demos meaning the people and kratos meaning power.

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

ew i ev Pr

Teac he r

People living in democracies show that they have the power to influence their governments’ decisions by voting for people to represent them in government. Australia is one of the few countries in the world where voting is compulsory. Failure to vote will incur a fee and/or other penalties. Voting in Australia is done confidentially.

This means that nobody knows who you are voting for. To make the voting process fair, each person only gets to vote once. To make sure that each person only votes once, a voter has his/her name crossed off on the electoral roll as he/she enters the polling booth.

1. Why do you think that it is important for every person (who is eligible) to vote?

© ReadyEdPubl i cat i ons ______________________________________________________________________ •f orr evi ew pur posesonl y• ______________________________________________________________________ 2. Why do you think that it is important to be able to vote confidentially?

______________________________________________________________________

m . u

w ww

______________________________________________________________________ 3. Why is it important to make sure that one person only votes once?

. te

______________________________________________________________________

o c .

4. Look at the picture of c the polling booth e he r (right). How does this show that when we o t r s uper vote in Australia nobody sees ours vote?

______________________________________________________________________

___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ ___________________________________ 10

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

Activity

Democracies – Rule By The People 2

RRComplete the task and the questions below.

Imagine that you have put your name down to be the class prefect. There is only one position but three students want this position! The rest of the class must vote. How will you convince the class to vote for you? Write a persuasive speech to address to your classmates. Your speech should outline the characteristics that you have which will make you a good prefect and what you will do (strategies/policies) if you become prefect.

Remember to greet the class and thank them for listening. Plan your speech below.

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

Good afternoon …___________________________ I think I should be prefect because I am :_ ________

__________________________________________ __________________________________________ __________________________________________ __________________________________________ __________________________________________

ew i ev Pr

Teac he r

__________________________________________

© ReadyEdPubl i cat i ons __________________________________________ •f orr evi ew pur posesonl y• If I were prefect I would …_____________________

____________________________________________________________________________

m . u

____________________________________________________________________________

w ww

____________________________________________________________________________ Thank you for listening to …_____________________________________________________

. te o 1. As well as speeches, how do you think that politicians convince people to vote for them? c . che e __________________________________________________________________________ r o r st super __________________________________________________________________________ extra!

__________________________________________________________________________ __________________________________________________________________________ 2. Write down three real occasions when you have had to vote. __________________________________________________________________________ __________________________________________________________________________

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

11

Activity

Democracies – Rule By The People 3

RRRead the information, then complete the sentences at the bottom of the page.

People can influence the decisions made by a democratic government by writing letters to local politicians. Politicians are elected into their jobs to represent the people. People’s opinions and how they feel are considered important in a democracy.

r o e t s B r e oo In Australia, there are three levels of government and each level looks after p u different services in our community. People can write to the person who k S represents them at each level, as well as to the Federal Minister who is responsible for addressing issues relating to the government.

Issues people could write about

- recycling - climate change - deforestation - protecting wildlife - saving water

Local Government Councillors led by mayors or shire presidents look after: • local parks • local ovals

ew i ev Pr

Teac he r

Who can people write to in Australia to make themselves heard?

• rubbish collection • footpaths • libraries • street signs

© Read yEdPubl i cat i ons State/territory Government •f orr ev i ew ofpParliament ur poled se onl y• Members bys premiers or chief ministers look after:

w ww

. te

• hospitals • public transport

• roads • police

m . u

• schools • universities

National/federal Government

Members of Parliament led by the Prime Minister look after:

o • currency c .

• taxation che e r o t r s s r u e p Ask your teachers and parents or use the Internet to complete the • defence • trade • foreign relations • immigration

sentences.

My local government representative is: ______________________________________ My state/territory government representative is:________________________________ My national government representative is:_ ___________________________________

12

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

Activity

Democratic Communities

RRRead the information, then complete the task below.

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

ew i ev Pr

Teac he r

As well as voting - peaceful protests, signed petitions and letter writing are all methods used by the general public living in a democracy to influence the decisions made by their government.

Imagine that at the end of your street there is a huge grass oval.

You think that this grassed area could be put to better use.

Maybe you think that the government should build a children’s playground on it and/or erect floodlights and football posts, so that sporting teams can train there in the evenings. How do you make your voice heard? How do you show people power?

In the space below, write a letter to your local government representative to persuade the government to develop the grassed area at the end of your street. Find out the address as well as the name of your local government representative. Include his/her name and address on your letter. On the back of this sheet, draw up a petition which supports your ideas, and get your classmates to sign it.

___________________________________

___________________________________

w ww

To_____________________________________

m . u

© ReadyEdP ubl i cat i ons ___________________________________ •f orr evi ew pu___________________________________ r posesonl y•

. te _________________________________________________________________________ o c . che e _________________________________________________________________________ r o t r s super _________________________________________________________________________ _________________________________________________________________________

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ Yours faithfully, ______________________________________ Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

13

Activity

Decision-Making 1

RRRead the information, then answer the questions.

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

Jury duty is another way in which people in a democracy can make their voices heard.

ew i ev Pr

Teac he r

In a democracy, lots of people are involved in making important decisions.

When somebody commits a crime for example, they might appear in front of a jury. A jury is made up of lots of different people – members of the public.

Jury members are randomly selected from the electoral roll to sit and listen to court cases and help decide if somebody is guilty. If you are called up for jury duty you must attend – it is considered your duty as a member of a democracy.

1. Explain how jury duty means that people living in a democracy are part of an important decision-making process.

_______________________________________________________________________

© ReadyEdPubl i cat i ons 2. If there was jury inr ae court, who decide if as person wasn innocent •nof o r vi e wwould pu r po eso l y•or guilty

_______________________________________________________________________ of a crime?

m . u

_______________________________________________________________________

w ww

3. How might the presence of a jury make the decision-making process in court fairer? _______________________________________________________________________

. tecertain people should be excused from jury duty?oExplain your 4. Do you think that c . answer. che e r o _______________________________________________________________________ r st super _______________________________________________________________________

_______________________________________________________________________ extra!

Arrange the classroom so that it mirrors a courtroom. Select a member of your class to pretend to have been charged with a serious crime. Decide on the crime, then randomly select other class members to act as a jury. Role-play a hearing and have the jury members together with the judge, decide whether the defendant is guilty or innocent.

14

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

Activity

Decision-Making 2

RRComplete this task in small groups.

In a democracy, lots of people are involved in making important decisions. Get together with some of your classmates and pick an issue which you wish to resolve. It could be: • how to reduce litter around the school grounds;

r o e t s Bo r e p okplace write down Decide together how to resolve the issue. As the meeting is taking u your strategies to solve the problem. Remember to work together to make decisions S - include every member of the group. This is how decisions are made in a democracy.

• how to reduce the use of water at school;

Date:

Time: Issue chosen:

ew i ev Pr

Teac he r

• how to make sure that everybody gets a turn at using the class computer.

w ww

. te

m . u

Things to be done: © Ready EdPubl i cat i ons •f orr evi ew pur posesonl y•

o c . che e r o t r s super

Next meeting date:

Curriculum Link: How and why decisions are made democratically in communities (ACHCK001)

15

Teac he r

Rules

ew i ev Pr

r o e t s Bo r e p ok Section Two: u S

w ww

. te

16

m . u

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

o c . che e r o t r s super

Rules Of The Road

Activity

Rules are important. There are many rules which we must obey to stay safe on our roads.

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

ew i ev Pr

Teac he r

RRLook at the picture below, then complete the questions below.

w ww

m . u

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

1. Write down three rules of the road which people are obeying in the picture.

. te

i. _ _________________________________________________________________

o c . iii. _ _________________________________________________________________ che e r o t r 2. Rules are in place to protect people's rights.

Write down the rights that s s r u e p are being protected of two rules that you have identified above. ii. _ _________________________________________________________________

i. _ _________________________________________________________________ ii. _ _________________________________________________________________ 3. Identify two rules of the road which are being broken in the picture. i. _ _________________________________________________________________ ii. _ _________________________________________________________________ Curriculum Link: How and why people make rules (ACHCK002)

17

Activity

Cultural Rules

Different cultures have different rules. We learn these rules from being part of a culture. Cultural rules may also be referred to as protocol, customs, social etiquette or cultural norms.

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

ew i ev Pr

Teac he r

RRLook at the pictures then answer the questions.

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• 1. What cultural rule do you think the little muslim boy is following?

2. What cultural rule are the two Australian men obeying?

m . u

_______________________________________________________________________

w ww

3. Can you think of another culture which does not follow this rule? How do people of this culture greet one another?

. town cultural rule. Illustrate and write about it below.

4. Write down youre o c . che e r o

_________________________________ t r s super __________________________________________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

18

Curriculum Link: How and why people make rules (ACHCK002)

Activity

Rules At Home

Rules are important. Your parents may have created some rules for you to obey at home.

RRFor each room, write down a rule which is followed in your house.

Bathroom r Room or eTheatre st B

e p u S

oo k

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

Teac he r

_________________________________

ew i ev Pr

_________________________________

©R eadyEdPubl i c at i ons Play Room Kitchen •f orr evi ew pur posesonl y•

_________________________________

_________________________________

_________________________________

w ww

_________________________________

. te

m . u

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

_________________________________

o c . c e her r Bedroom Garage o t s super

Curriculum Link: How and why people make rules (ACHCK002)

19

Activity

Rules At School

Rules are important. Your teacher may have created some rules for you to obey in the classroom.

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

ew i ev Pr

Teac he r

RRLook at the picture below, then complete the task.

w ww

m . u

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

Write down four rules that you think the children in the picture are following.

. te o c 2. _____________________________________________________________________ . c e her r 3. _____________________________________________________________________ o t s super 1. _____________________________________________________________________

4. _____________________________________________________________________ extra! Write down three rules in your classroom.

1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 20

Curriculum Link: How and why people make rules (ACHCK002)

Rules In Sport

Activity

Rules are important. Sporting associations create rules in sport. If we don’t have rules in sport, people may get hurt or not play fairly. Write one rule for each sport illustrated below. If you do not know any specific rules, write one way in which a person could be injured in each sport if the general rules are not obeyed.

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

One rule:_ ________________________________________________

ew i ev Pr

Teac he r

Sport:____________________________________________________

_________________________________________________________

Sport:____________________________________________________ One rule:_ ________________________________________________

©R eadyEdPubl i cat i ons _________________________________________________________ •f orr evi ew pur posesonl y• Sport:____________________________________________________

m . u

w ww

One rule:_ ________________________________________________ _________________________________________________________

. te o Sport:____________________________________________________ c . c e h________________________________________________ r One rule:_e o t r s super _________________________________________________________

Sport:____________________________________________________ One rule:_ ________________________________________________ _________________________________________________________ Curriculum Link: How and why people make rules (ACHCK002)

21

Rules In Public Places

Activity

We share public places. It is important that we follow rules so that everyone can enjoy these places.

RRLook at the picture.

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

ew i ev Pr

Teac he r

The rules in this park are: 1. Walk on the paths.

2. Do not drop litter.

3. Take care not to disturb the wildlife.

4. Take care of our flowers and plants.

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

RRColour the people who are breaking the rules with a red pencil crayon RRColour the people who are obeying the rules with a blue pencil crayon.

RRDiscuss how the children are breaking and obeying the rules in small groups.

22

Curriculum Link: How and why people make rules (ACHCK002)

Activity

Rules Keep Us Safe

It is important that we follow rules so that our right to remain safe is protected.

RRLook at the places pictured below. Underneath each picture write down one rule which must be followed in each place. Then write down how this rule keeps people safe.

r o e t s BoSite r Camp e p ok u S

ew i ev Pr

Teac he r

Playground

w ww

Canteen

. te

Train

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 and why people make rules (ACHCK002)

23

The Rules Of National Parks

Activity

Rules are important. If you visit a national park, you might be given a set of rules to follow on entry. This is because national parks are very special places and we must take care of them. When walking around a national park you might see signs like the ones below to remind you of the rules.

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

_________________

ew i ev Pr

Teac he r

RRLook at the signs. Write the rules underneath the signs and write down and/or discuss one consequence of breaking each rule.

_________________

_________________

_________________

_________________

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

w ww

. te

m . u

_________________

o c . che e r o t r s super

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

_________________

24

Curriculum Link: How and why people make rules (ACHCK002)

Developing A Fair Set Of Rules

Activity

Rules are important. Following rules protects us from danger and anti-social behaviour.

RRWrite down a fair set of rules for students to follow in the classroom. Cut these rules out then glue them onto a separate piece of paper to show their order of importance.

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

ew i ev Pr

Teac he r

Classroom Rules

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 and why people make rules (ACHCK002)

25

Activity

Who Makes Rules?

Certain people have the authority to make rules in different places.

RR Write down some rules that the people below would have the authority to make. Add two of your own at the bottom of the page. _______________________________ r o e t s Bo r e p ok _______________________________ _______________________________ u S _______________________________ _______________________________

ew i ev Pr

Teac he r

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

w ww

_______________________________

. te

m . u

© ReadyEdPubl i cat i ons •f or r evi ew pur posesonCoach l y• Teacher

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

o c . che _______________________________ _______________________________ e r o t r s supe r _______________________________ _______________________________

26

Curriculum Link: How and why people make rules (ACHCK002)

Flag Rules

Activity

RRBelow is a picture of the Australian flag. Colour it accurately then use your research skills to find four rules about our flag that must be followed. Write these rules around the flag.

Rule 1

Rule 2

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

ew i ev Pr

Teac he r

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

w ww

m . u

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

. te

o c . che e r o t r Rule 3 s Rule 4 super

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

_______________________________

Curriculum Link: How and why people make rules (ACHCK002)

27

Activity

Rules In The Indigenous Community

Indigenous families join together to form bands, bands join together to form clans. Clans follow rules so that they live peacefully.

RRDraw lines to match the pictures and the words to show the rules that Indigenous Australians follow within a clan.

Teac he r

Males make weapons for hunting and produce tools.

ew i ev Pr

r o e t s Bo r e ok Males huntp large animals. u S

Women gather plants, seeds and insects.

w ww

. te

m . u

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

Women make baskets, mats and string.

o c . c e he r Some people in a clan have to look after the sick. o t r s super

RRDraw lines to match the symbols to the rules.

Some people in a clan are chosen to pay another person’s debts.

Some people in a clan are chosen to marry others.

28

Curriculum Link: How and why people make rules (ACHCK002)

Breaking Rules 1

Activity

If we do not follow rules, we can ruin places for others.

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

ew i ev Pr

Teac he r

RRLook at the pictures below. Under each picture, write what rule is being broken and the consequence of it being broken.

Rule Broken:_ __________________

Rule Broken:_ __________________

______________________________

______________________________

______________________________

______________________________

© ReadyEdPu bl i cat i ons Consequence:__________________ •f orr evi ew pur p osesonl y• ______________________________ ______________________________ Consequence:__________________

______________________________

w ww

m . u

______________________________

. te

o c . che e r o t r s super Rule Broken:_ __________________ Rule Broken:_ __________________ ______________________________

______________________________

______________________________

______________________________

Consequence:__________________

Consequence:__________________

______________________________

______________________________

______________________________

______________________________

Curriculum Link: How and why people make rules (ACHCK002)

29

Activity

Breaking Rules 2

If we do not follow rules, we can ruin places for others.

RRLook at the pictures below. Under each picture write what rule is being broken and the consequence of it being broken.

2

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

Rule broken:_ ________________

ew i ev Pr

Teac he r

1

Rule broken:_ ________________

© ReadyEdPu bl i cat i ons ____________________________ ____________________________ ____________________________ •f orr evi ew pur posesonl y• ____________________________

Consequence:________________

____________________________

____________________________

w ww

____________________________

m . u

Consequence:________________

____________________________

. te

o c . che e r o t Rule:_____________________________ r s super

RRWrite down an environmental rule and a consequence of it being broken. Illustrate this.

_________________________________ _________________________________ Consequence:_____________________ _________________________________ _________________________________ 30

Curriculum Link: How and why people make rules (ACHCK002)

Activity

Breaking Rules 3

If we do not follow rules, we can ruin places for others.

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

ew i ev Pr

Teac he r

RRLook at the picture below. It shows some people using the river irresponsibly.

No FishOver ing

w ww

Answer the questions.

1. What are the dangers of ignoring no jet skiing signs?

. te

m . u

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

_______________________________________________________________________

o c 2. What is over-fishing c and why do you think that it is important. not to over-fish? e her r o _______________________________________________________________________ t s super _______________________________________________________________________ _______________________________________________________________________

3. Why is it important that boats stick to the speed limit on the river? _______________________________________________________________________ _______________________________________________________________________ 4. Colour the people who are breaking the rules red.

5. Colour the person who is being affected by people breaking the rules blue.

Curriculum Link: How and why people make rules (ACHCK002)

31

Creating Rules

Activity

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

ew i ev Pr

Teac he r

RRIt is your birthday and you have decided to throw a party at your house.

You are inviting the whole class! That is a lot of people. You are going to have to create some party rules. Write one party rule in each balloon below. Illustrate each rule.

w ww

. te

32

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 and why people make rules (ACHCK002)

r o e t s Bo r Section Three: e p o

Teac he r

ew i ev Pr

u k S Community Groups,

Projects And Contributions

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

33

Activity

Indigenous Community Groups 1

RRRead the information, then answer the questions below.

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

ew i ev Pr

Teac he r

There are many Aboriginal and Torres Strait Islander community groups in Australia. One of these groups is known as the Indigenous Land Council. One of the things that this group has done recently is help indigenous communities acquire cattle stations which have been run down or are abandoned, for them to manage. These cattle stations are mainly situated in The Top End of Australia and are in a bad state because of over-grazing, invasion of weeds and poor infrastructures, such as fencing and sheds.

Some of the stations have been turned into sophisticated operations by indigenous communities and they now export cattle internationally. Others are smaller and produce mainly for the indigenous community living on the stations.

Indigenous Australians who have taken over the cattle stations are mainly stockmen who have had plenty of experience working on stations, however they have trained younger Indigenous Australians to work on the land.

© ReadyEdPubl i cat i ons 1. What is the of the indigenous ins theo article?

•name f or r e vi ewgroup pumentioned r pose nl y•

_______________________________________________________________________

m . u

2. What role has it played in enhancing the lives of local indigenous communities?

w ww

_______________________________________________________________________ _______________________________________________________________________

. tcattle station project was a success.

3. Explain why thee o c . che _______________________________________________________________________ e r o t r s super _______________________________________________________________________ _______________________________________________________________________

4. Try to explain the motivations of the people involved in the Indigenous Land Council. _______________________________________________________________________ _______________________________________________________________________ extra!

Use your research skills to name and give a brief description of an indigenous group in your local area.

34

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

Indigenous Community Groups 2

Activity

RRRead the information, then answer the questions below.

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

ew i ev Pr

Teac he r

There are a number of indigenous community groups, especially in The Top End of Australia, who have formed to support and promote awareness of ecotourism. Ecotourism is about preserving places of interest so that they can be enjoyed by future generations. It is also about educating people how to refrain from damaging the environment.

Some indigenous community groups guide tourists on nature walks to see precious rock art and animal inhabitants. These groups try to teach tourists about the negative effects of clearing natural vegetation, and the importance of local culture, history, plants and wildlife.

© ReadyEdPubl i cat i ons _______________________________________________________________________ •f orr evi ew pur posesonl y• _______________________________________________________________________ 1. In your own words define ecotourism.

2. Why would indigenous groups be particularly supportive of ecotourism?

w ww

m . u

_______________________________________________________________________ _______________________________________________________________________ 3. Describe what you think The Top End of Australia is like compared to where you live.

. te o _______________________________________________________________________ c . e 4. What is the role and c purpose of indigenous groups who guide tourists through The h r e o Top End? r st super _______________________________________________________________________

_______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. How could you support ecotourism in Australia? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

35

Activity

School Projects 1

RRRead the information, then complete the task below.

Food waste is easily biodegraded.

It breaks down quickly and easily, unlike plastic and non-recyclable materials. People use food waste to make compost and help gardens to grow. You can use the food waste at your school to make compost by starting a worm farm.

People in Australia are known as citizens. If a country is to operate well it needs the majority of its people to be good citizens.

r o e t s Bo r e p ok u S Worms eat food scraps and their

Teac he r

ew i ev Pr

What does being a good citizen mean? You can be a good citizen by participating in school projects that help to improve the environment.

The environment is a place for us all to enjoy – so we have a shared responsibility to take care of it.

castings can be added to the garden as compost, helping plants to grow. Once you have your worm bin (easy to find from nurseries) you can start your farm.

Creating a worm farm at school is a great project that everyone can get involved in at school.

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

Unpack your worm bin.

. te Add food scraps.

m . u

w ww

RRPlace the correct numbers in the boxes below to reveal the steps that you need to take to make a worm farm. In a group, follow the numbered steps to create and maintain a worm farm.

Assemble the worm bin.

o c . che e Make a feeding roster r o

to collect scraps.

Put newspaper bedding into the bin. r st su per Add worms to their new home.

Keep a worm diary to record observations.

Remove castings for the garden.

did you know?

Worms like eating: newspaper, tomatoes, bread, carrots and bananas. They don’t like onions, orange skins or plastic.

36

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

Activity

School Projects 2

RRRead the information, then complete the task below.

Turning off the lights when we are not using them is the easiest way to save energy.

Design two light switch covers for your school to help remind everyone to switch off the lights when they leave a room. Cut them out to the size of actual switches in your school and display.

Teac he r

ew i ev Pr

r o e t s Bo r e p ok Positive messages and messages of u S wonders! encouragement work

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: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

37

School Projects 3

Activity

RRRead the information, then complete the task and answer the questions.

Information

We throw rubbish in the bin and the rubbish goes to the dump. Is this the end of its journey?

Does something magical happen to it?

r o e t s Bo r e p o u I noticed that …k S after 1 week after 2 weeks

RR In a group of three, follow the procedure below to find out how long it takes different types of rubbish to degrade or break down in the soil.

Teac he r

plastic

paper

after 3 weeks

ew i ev Pr

Materials: • three different pieces of rubbish (plastic, paper, food scraps); • a small shovel; • somewhere to dig three small holes; • three pegs.

© ReadyEdPubl i cat i ons steps: 1. Dig three• holes about f o rr evi ew pur posesonl y•

. te

food scraps

(add your own)

m . u

w ww

20 centimetres deep.

2. Bury a piece of rubbish in each hole.

3. Cover with soil and mark each hole with a peg.

4. Record your findings in the table right.

o c . che e r o t r s super 1. Which types of rubbish broke down easily?

_______________________________________________________________________ 2. Which types of rubbish didn't break down easily? _______________________________________________________________________ 3. Which types of rubbish should we be trying to use less of? _______________________________________________________________________ 38

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

School Projects 4

Activity

RRRead the information, then complete the task below.

Information In one day at your school, everyone throws out huge amounts of rubbish.

Some rubbish breaks down easily, but plenty of paper and plastics fill up the school bins everyday. To reduce the amount of rubbish thrown away at your school, you could encourage your peers to bring Nude Food to school.

Teac he r

ew i ev Pr

r o e t s r WhatB is o Non-Nude Food? e p • Food that iso wrapped in u k tinfoil and glad-wrap.

S • Drinks that are inside plastic

What is Nude Food?

• Food which breaks down easily such as apple cores or banana skins.

• Food or drink that is placed in reusable bottles, reusable zip lock bags and reusable containers, such as: sandwiches, carrot sticks and cheese.

or cardboard containers or other types of packaging.

RR To raise awareness of Nude Food, get together with a friend and create a poster in the space below to show everyone what Nude Food and Non-Nude Food lunches look like.

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: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

39

School Projects 5

Activity

RRRead the information, then complete the task below.

Information At home you have two bins: one for waste to go to the rubbish dump and one for recycling. Paper, glass, cans and some plastics can be broken down and remade into containers.

r o e t s Bo r e p ok u S RR Decorate and cut out the labels below and put them on four

ew i ev Pr

Teac he r

If we threw out all of these things instead of recycling them, they would take hundreds of years to break down and could put harmful chemicals in the soil. It makes sense to recycle as much as we can rather than throw things out and make new things. You can do your part at school.

separate bins at school to encourage people to do the right thing - RECYCLE. Then create your own label in the space provided.

w ww

. te

40

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: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

School Project 6

Activity

RRRead the information, then complete the task below.

Information

It’s great fun to feed the birds, but it isn’t good for them. Do you know why?

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

Follow the steps to help the birds in a healthy way.

Instead of hand-feeding the birds, plant some trees that birds love.

Step 1

ew i ev Pr

Teac he r

Feeding the local birds regularly, encourages them to become lazy. They eventually stop looking for food themselves and if they forget how to find their own food, they will die.

Use the Internet to find out which trees local birds enjoy.

Find Out:

Why birds love trees.

___________________________

© ReadyEdPub___________________________ l i cat i ons Step 2 f o rr ev i ew p ur posesonl y• Decide • which trees you would like to plant.

w ww

______________________________________

. te

Step 4

Step 3

m . u

______________________________________

Meet with your teacher and/or principal and gain permission to plant some trees at school.

You will need to explain why it is a good idea. Be prepared!

o c . che e r o t r s s per Have a tree planting u

lunchtime and carefully select where they should go.

!

Enjoy feeding the local birds in a healthy way.

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

41

Activity

Water Project

RRComplete the task below to find out if you can slash your water

use by using only 140 litres of water in 40 hours. This is the amount recommended by the Australian government. Challenge yourself and find out how much water you really use. Your whole family can try it.

Challenger: ______________________________ Amount Of Water

Getting a drink

0.5 litre

Teac he r

Tally

Total (litres)

2 litres

150 litres 80 litres 1 litre

ew i ev Pr

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

Water Use Action

Washing face/ hands Bath – high water level Bath – low water level Brushing teeth – water off Brushing teeth – water on

STEps: • Record all your water use over a 40 hour period in the table left. For example you could start at 7am on a Tuesday and finish at 11pm on a Wednesday.

• Use tally marks to record each time you complete a Water Use Action.

• To fill in the Total column, multiply the Amount Of Water used by the number of times you recorded the action in your Tally.

• Add up all of the results and record in the Total column (e.g, washed face 6 times; 6 times x 2 litres = 12 litres used).

RESULTS:

Laundry

110 litres

w ww

Cooking a meal Dishwasher

Washing up by hand Flushing toilet – half Flushing toilet – full

7 litres

1. Did you use more than 140 litres of water?

. ____________________________ te o 20 litres c 2. Did you surprise yourself? . che e r ____________________________ o 9 litres t r s super ____________________________ 15 litres

____________________________

4.5 litres

3. What will you do from now on to save water?

Other The average amount of water used for each action has been supplied as a guide to complete this project.

This activity has been adapted from the 40 hour drought www.abc.net.au/water/40hourdrought/

42

m . u

©8R eadyEdPubl i cat i ons litres •f o rr evi ew pur posesonl y• Showering 50 litres

____________________________ ____________________________ ____________________________ ____________________________

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

More Projects 1

Activity

RRRead the information, then complete the task below.

Information

"If you think you're too small to make a difference, you've never been in bed with a mosquito."

Anita Roddick

Everyday you make choices: what to do, what to eat and what to wear. These are all powerful choices about how you decide to live your life. You can make good choices that look after our planet or poor ones. It is up to you.

Teac he r

ACTIONS

Watch the news. Discuss it with your friends so that you are aware of the decisions being made about the world in which we live.

ew i ev Pr

r o e t s Bo r e Here are some ways thatp you can get involved in the worldo around u you. If you think that environmental problems are just too big,k remember; it onlyS takes one person to start making a difference.

Tick the ones you do regularly

© ReadyEdPubl i cat i ons Find out who your local politicians are.

Write to them • f o r r e v i e w p u r posesonl y• and tell them your environmental ideas.

w ww

Make your own veggie patch. You can then be certain about what you are eating and how it is grown. You can be certain that no pesticides or sprays have been used.

m . u

Choose to take public transport – encourage your family to do this as well.

. te o Take your own bag to the supermarket. Every person in Australia usesc about .

300 plastic bags a year. Each plastic bag takes 500 years to break down. ch e r er o t s super Check out your list.

Now you can see some of the ways that you can take charge.

Share this list with your family so that they can help you become an active citizen.

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

43

Activity

More Projects 2

 How much waste do Australian families produce? Read the information below about household waste, then complete the task.

Information

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

ew i ev Pr

Teac he r

Each year: • an average Australian family of four, produces enough waste to fill up a threebedroom house; • on average, every Australian throws in the bin 415 kilograms of food, 500 aluminium cans, 150 kilograms of paper and 200 bottles and jars; • 800 million disposable nappies are delivered to landfills. A disposable nappy takes centuries to break down completely; • 98% of Australian households said that they sorted waste for recycling.

This means that more than 90% of all glass and plastic bottles and paper and cardboard is being recycled or reused to save our environment.

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

Source: Australian Bureau of Statistics

. te

m . u

w ww

 Work in a small group. Brainstorm ways that you could contribute at home and at school to reduce the amount of waste that goes to landfill.

Jot down your ideas on the back of this sheet.  Join up with another group and share your ideas. Have a vote on the two best suggestions and note them in the space below. Present your suggestions to the class.

o c . che e r o t r s super Suggestion 1: Suggestion 2:

44

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

Aid Projects

Activity

RRRead the information, then complete the task below.

Information There are many organised groups in Australia which have formed to promote global citizenship. Global citizenship is a term used to describe people’s attempts to bridge the gap between poor and wealthier nations.

r o e t s Bo r e p Organisations ok u S 50 x 15 Organisation • Save The Children Organisation

You can do your part by becoming a member of one of these organisations and supporting their endeavours by raising awareness of its mission.

Teac he r

ew i ev Pr

• • One Laptop Per Child Project

• Oxfam International

Pick one of the organisations listed above. Use your research skills to prepare a one minute talk in class about your chosen organisation’s: aims, strategies, money raised, achievements, etc.

© R_______________________________________________________ eadyEdPubl i cat i ons _______________________________________________________ •f orr evi ew pur posesonl y•

Prepare Your Speech

_______________________________________________________

w ww

m . u

_________________________________________________________________________ _________________________________________________________________________

. te

_________________________________________________________________________

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

_________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________ _________________________________________________________________________

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

45

Contributions To The Community

Activity

RRRead the information, then complete the tasks below.

Information The only way that change will happen is if people make different choices in life. There are many passionate people who fight for a cleaner, greener planet.

r o e t s Bo r e Green p Hero Word List ok u S

Find the names of people who have contributed to the community and words associated with them in the word search.

Teac he r J

L

Tim Flannery Attenborough campaign National Geographic conserve care

I

F

E

A C

E

C A

E

P N

E

G

E M V

L

J V

R U

I

P

UN Greenpeace WWF tree lead save

ew i ev Pr

David Suzuki Jane Goodall protect Steve Irwin Anita Roddick inspire

I

J

K

B W W F

R G

T N

E

T

R D N A

O Y

T

C

E D S

E

N

E

Y

B

C

© ReadyEdPubl i cat i ons T T E N H A V E C R G C M O B E S • r i wL p p s y Nf Ao T r Ie Ov Ne A Gu Er Oo Gs Re A o P n Hl I C•

w ww

O D S

V

E

O S

T

I

A

E

R

E

S M

m . u

A

P O E W T

P

P

A M E O N N T

R

E

I

A

M F

R

Y M Y O U

E

E

R Q

. te I D S U Z U K I L O M W V oR I A V E G A N I T A R O D D I C. K E G c c e L E S T h E e V E I R W I N Eo Dr C W B N t r s s r upe L H E A T T E N B O R O U G H I N D

D A V

C

E

T

L

A N N

E

Choose three people or three organisations from the Green Hero Word List and jot down an environmental achievement by each one.

Name of Person/Organisation

46

Environmental Achievement

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

Activity

Citizenship Certificate

Making a Difference This is to certify that

r o e t s Bo r e p oliving  learning about the environment 

caring for all things u k 

conserving materials 

spreading the word to others S and energy Signed

date

You should be very proud that you have received this certificate from your teacher. It means that your efforts have been recognised and worthwhile.

ew i ev Pr

Teac he r

_______________________________________ is making a difference by:

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

w ww

Making a Difference

This is to certify that

m . u

Citizenship Certificate

. te o _______________________________________ is making a difference by: c . che e r o  learning about the environment 

caring for all t living things r s s r u e p 

conserving materials and energy 

spreading the word to others Signed

date

You should be very proud that you have received this certificate from your teacher. It means that your efforts have been recognised and worthwhile.

Curriculum Link: Why people participate within communities and how students can actively participate and contribute (ACHCK003)

47

Answers

values and beliefs than Australia regarding human rights and welfare, such as the treatment of children and the treatment of animals.

P10 1. So that every person's voice is heard and the majority of people's preferences are considered in government.

2. So nobody can influence your vote and to avoid corruption.

3. So that one person's voice is not privileged over another.

4. We vote in individual screened polling booths. When we post our votes in the ballot box, our vote is folded so nobody can see anybody else's vote. The ballot box is not transparent so votes cannot be seen once placed in the box.

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

ew i ev Pr

Teac he r

P7 1. A democracy.

2. Yes, they can influence their government's decisions.

3. An autocracy and communism.

4. A democracy is the fairest type of government because it considers and serves the people's needs and wishes, more than communist and autocratic countries.

EXTRA! 1. The teacher.

2. Only the teacher's wishes are being considered. The class's wishes are being neglected/ignored.

3. Everybody in the class will play a part in deciding which movie the class will attend.

4. By a class vote or discussion led by the teacher.

5. It is fairer, because the preferences of more people are being considered and served.

P11 1. Politicians go out into public places to meet different types of people and talk to them face-to-face about how their policies will affect them. They might visit hospitals, schools, aged-care homes, etc. They might also draw up and mail out flyers, display promotional posters on billboards, in magazines and newspapers. They might also participate in interviews on the radio and on the television, and/or get involved in a fund-raiser or a charity event.

2. Possible answers are: to elect a class prefect or captain; among friends to decide where to spend the day; at home to settle a dispute, i.e., what to watch on TV.

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

. te

P9 1.

o c . che e r o t r s super P14

United Kingdom

North America

m . u

w ww

P8 1. One small party of people.

2. The people.

3. One person.

4. A democracy.

5. A communist government and an autocratic government.

Mongolia

North Korea South Korea

China

Iran India

Sri Lanka The Maldives South America Zimbabwe

Vietnam

Australia

South Africa

2. Communist and autocratic governments because they can have different 48

1. If you are part of a jury, you help to make a decision about whether a suspect is guilty or innocent of a crime that has been committed.

2. Most probably one person – a judge.

3. It means that many people’s points of view are heard and considered rather than just one, and this means that the

decision is more likely to be fairer.

4. Maybe people with young children who have no alternative care, or people who are sick. (Other answers maybe acceptable.)

P24 No camp fires (fires could spread and damage fauna and flora); no camping (camping in a non-designated camp-site increases the risk of litter and pollution); no pets (other animals are not threatened or scared); no cycling (wildlife and vegetation can be ruined); do not feed the birds (they need to learn to catch their own food or they may not survive); do not litter (it can threaten wildlife and spoil the park's natural beauty).

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

P18 1. Take off your shoes before entering the mosque.

2. When you meet somebody it is polite to shake hands.

3. Possible answers: In France they kiss one another on each cheek; in Bangladesh they salute one another with their right hands; in Cambodia they put their hands together as if praying and hold them against their chest.

ew i ev Pr

Teac he r

P17 1. The motorcar has stopped at the pedestrian crossing to let the pedestrian cross safely; the pedestrian is using the pedestrian crossing to cross the road; the motorcyclist is wearing a helmet.

2. The pedestrian has a right to cross the road safely; the motorcyclist has the right to wear protective equipment to ensure that he is safe on the road.

3. The man is jay-walking; the cyclist is not wearing a helmet.

boy standing on the ant-hill. Students should colour blue: the girl watering the plants and the girl who is weeding.

P27 Rules: The flag must always be flown in a superior position to any other flag if flown in Australia or on Australian territory. It can be flown on every day of the year. It should not be flown/displayed upside down. It is not to be placed/dropped on the ground, or used to cover an object.

Faded flags should not be displayed.

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

. te

m . u

w ww

P20 Possible answers: 1. Place all litter in the bin.

2. Wipe the whiteboard after use.

3. Hand in all completed work to the teacher to be marked.

4. Form a queue at the teacher's desk if she/he is busy.

5. Put up your hand if you wish to ask the teacher a question.

P29 Rule Broken: Do not litter in the park.

Consequence: Public places will look unsightly and will attract cockroaches, etc. Rule Broken: Use water wisely.

Consequence: Water is precious and using water recklessly means that we are wasting this precious resource. Rule Broken: Do not leave the fridge door open.

Consequence: The fridge will use more energy trying to cool itself down. Rule Broken: Look after our trees. Consequence: Can affect wildlife which live in trees. Trees give us shade and absorb carbon dioxide.

Harming trees, harms the environment.

o c . che e r o t r s super

P22 Students should colour red: the boy dropping litter, the girl not walking on the path, the girl disturbing the bee hive, the boy swinging on the branch and disturbing the bird’s nest of eggs, the

P30 1. Rule broken: No swimming in the gorge. Consequence: Unsafe, there could be dangerous animals such as crocodiles swimming in these 49

waters. Waters could be polluted; banks may not be secure, etc.

2. Rule broken: Do not litter in the park.

Consequence: Attracts cockroaches and other pests; spoils its natural beauty; there could be sharp objects which could injure visitors.

r o e t s Bo r e p ok u S P36 1, 4, 5, 3, 8, 2, 7, 6.

P46 J

L

I

F

E

A

T

T

E

N H A V

A C

R U E

C

N A

T

I

O N A

L

G

E O G R

E

C A

E

P N

E

E

R G

G

E M V

L

J

O Y

T

C

V

E

Y

B

R

I

P

I

J

K

B W W F

ew i ev Pr

Teac he r

P31 1. Swimmers and other vessels will not be looking out for jet-skis and this can cause accidents and endanger lives.

2. Over-fishing is catching too much fish – or catching too much of a certain type of fish. Over-fishing can cause a shortage of fish for other people and communities at large. We must share the fish in our rivers and oceans.

3. They can cause waves in built-up areas which can endanger lives and disrupt other vessels. There is less chance of colliding with other vessels.

4. Students should colour the person on the jet-ski and the fisherman red.

5. The swimmer should be coloured blue.

They care about its conservation and are dedicated to respecting natural vegetation and natural features.

4. To teach them to value ecotourism and understand the importance of looking after our land.

5. Through donations, by participating in educational programs run by indigenous communities, by being mindful of our fauna and flora.

R G C M O B

50

C

E

T

R D N A

E D S

E

N

T N

S M

O D S

V

E

P O E W T

P

P

A

T

A M E O N N T

R

R Q

I

A

D A V

I

D S

L O M W V

R

I

A V

E

G A N

I

T

A

E

G

L

E

S

T

E

V

E

I

R W

L

H

E

A

T

T

E

N B O R O U G H

C

E

T

I

M F

L

A N N

U Z U K

C

E

O S

I

E

R O D D I

E

N

E

R

I

C

K

E D C W B N I

N D

Y M Y O U

o c . che e r o t r s super

P35 2. Because Indigenous Australians are the traditional owners of the land.

I

P H

m . u

w ww

. te

S

A

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

P34 1. The Indigenous Land Council.

2. It has helped local Indigenous Australians manage their own cattle stations and in doing this, it has enabled them to: use their skills, pass on their skills to younger Indigenous Australians, and support their families and communities.

3. It turned otherwise unused cattle stations into prosperous businesses and enhanced the lives of many Indigenous Australians.

4. They want to support people from their culture by putting their skills to good use. This helps the environment and lifts community spirit.

E

E