Civics and Citizenship - Year 6 by Teacher Superstore

Ready-Ed Publications

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Acknowledgements i.

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Contents National Curriculum Links Teachers' Notes

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7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

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Section One: Government And Democracy Federation And The Westminster System 1 Federation And The Westminster System 2 Federation And The Westminster System 3 Federation And the Westminster System 4 Who's Who in Federal Parliament The Role Of The Monarchy 1 The Role Of The Monarchy 2 Parliament 1 Parliament 2 Parliament House The House Of Representatives The Magna Carta 1 The Magna Carta 2 The Courts 1 The Courts 2 The Courts 3 Three Levels Of Government 1 Three Levels Of Government 2 Three Levels Of Government 3

4 5

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32 33 34 35 36 37 38 39 40 41

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Section Four: Global Citizens Global Citizenship - Fair Trade 1 Global Citizenship - Fair Trade 2 Making A Global Difference 1 Making A Global Difference 2 Global Citizenship - The Environment 1 Global Citizenship - The Environment 2 Global Citizenship - The Environment 3 Global Citizenship - The Environment 4 Answers

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Section Two: Federal Laws The Passage Of A Bill 1 The Passage Of A Bill 2 Creating New Laws 1 Creating New Laws 2 Section Three: Australian Citizens The Rights And Responsibilities Of Australian Citizens Rights And Responsibilities Australia's Democratic Beliefs 1 Australia's Democratic Beliefs 2 The Citizenship Test 1 The Citizenship Test 2 Australians Of Asian Heritage 1 Australians Of Asian Heritage 2 Stories Of Migration And Citizenship 1 Stories Of Migration And Citizenship 2

43 44 45 46 47 48 49 50

51-54

National Curriculum Links Civics and Citizenship Knowledge and Understanding Government and Democracy • The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035) • The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system (ACHCK036) Laws and Citizens

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Citizenship, Diversity and Identity

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• How state/territory and federal laws are initiated and passed through parliament (ACHCK037)

• Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038) • The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Civics and Citizenship Skills Questioning and Research •

investigate the society in which they live (ACHCS040)

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• Identify over-generalised statements in relation to civics and citizenship topics and issues (ACHCS041)

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Analysis, Synthesis and Interpretation

• Use and evaluate a range of information to develop a point of view (ACHCS042)

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Problem Solving and Decision Making

o c . c e r Work in groups to identify h issues and develop possible solutions and a e o t r s s plan for action using decision making processes (ACHCS044) r upe

• Interact with others with respect, identify different points of view and share personal perspectives and opinions (ACHCS043) •

Communication and Reflection

• Present civics and citizenship ideas and viewpoints for a particular purpose using civics and citizenship terms and concepts (ACHCS045) • Reflect on personal roles and actions as a citizen in the school and in the community (ACHCS046)

Teachers' Notes Year 6: 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 at the bottom of each sheet. Students are given the opportunity to demonstrate civics and citizenship skills throughout the book. The book is divided into four sections, they are: Government And Democracy, Federal Laws, Australian Citizens, and Global Citizens.

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The first section of this book helps students to understand that federation made way for a new system of government based on the Westminster system - a sytsem of government which is still in place today. The Magna Carta and its influence on Australia's parliamentary government is explored, as is the role of the monarchy and the Governor-General in Australia's democratic system of government. As students work their way through this section they will also become familiar with the Senate and the House of Representatives located inside Parliament House in Canberra and the different roles that they play. Government And Democracy also asks students to focus on the judicial function of our legal system which involves the settling of disputes in courts. Students will be encouraged to investigate different types of courts in Australia and identify the disputes with which they deal. The final part of the first section of this book develops students' knowledge of the three levels of government - their individual and shared roles and responsibilities.

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The second section in this book investigates the stages of the passage of a bill, and clarifies where ideas for new laws emerge. The third section ensures that students are aware of the process of becoming an Australian citizen, know who is eligible to become an Australian citizen and what it means to be an Australian citizen. The experiences of people who have taken up citizenship in Australia are examined.

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The fourth and final section provides students with the opportunity to think about their role as a global citizen. Global issues and how we can work together to help solve them are a focus of this section.

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o c . che e r The pages in this book can be used r sequentially or in no particular order. To make life even o t s s r u e p easier for the teacher, the answers are provided at the back of this book. 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.

Activity

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Government And Democracy

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Information

Federation And The Westminster System 1 The first governments and laws in Australia were those of Indigenous Australians. Before the arrival of Europeans, indigenous laws worked through the kinship system. Problems were solved quickly and punishments were given to those who did the wrong thing.

Arguments against federation: Majority rule would favour the stronger states. Voting was seen as unfair and undemocratic. National railway line. People wanted to spend time getting the constitution right. A stronger Australia in Loss of state power. world affairs. Resistance against non-Europeans. The ability for Australia to govern itself.

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When the British came to Botany Bay they regarded Australia as terra nullius. This term means that the new arrivals believed that nobody owned the land. The rights of Indigenous Australians already living in Australia were not recognised. Their laws were ignored and the British implemented their own political and legal systems.

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Arguments for federation: Protection against foreign threats/ national defence. Better trade between the states.

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Federation’ he made a famous speech in 1898 supporting federation;

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Australia’s first European system of government consisted of a number of Governors who were appointed by the British government and responsible for making decisions in each colony. Each colony had one Governor and was selfgoverned. Australia at that time operated as a collection of colonies rather than one united country. After federation, the joining of the colonies, in 1901, a new system of government was developed. It was known as the federal system and was based on the British Westminster system. Some features of the Westminster system are: having a sovereign or head of state, a head of government (Prime Minister) and a lower house in Parliament.

Sir Edmund Barton: who played an important role in developing Australia’s constitution and was Australia’s first Prime Minister;

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The word federation is used to describe the joining of separate states and colonies to form one nation. Federation did not take place easily, as each colony worried about losing its identity and wanted to keep many powers. A compromise had to be reached.

Alfred Deakin: who was a great supporter of federation and Prime Minister of Australia three times.

Sir Edmund Barton and Alfred Deakin Wikimedia Commons

Henry Parkes

Wikimedia Commons

Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Activity

Federation And The Westminster System 2

RR After reading the information on page 7, complete the questions below. 1. In your own words, describe what federation is.

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r o e t s Bo r e 2. What laws were in place before Australia was colonised? p o u k _____________________________________________________________________ S _____________________________________________________________________ 3. What system of government was in place immediately after colonisation?

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4. What system of government was in place after federation?

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6. Write down three features of this British system of government.

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7. Write a speech using the table on page 7, which persuades an audience that federation provided a way for Australia to be better governed. In this speech you could counteract some of the arguments against federation.

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

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Federation And The Westminster System 3 In order to make sense of the past it is important to develop a logical order or chronology of events. At home or school, for example, time is referred to by saying ‘after lunch’ or ‘in summer’. Historians also have ways to divide time. Time was previously referred to as BC or AD (before and after the death of Jesus Christ) but today is usually noted as CE (the Common Era). This is the period of measured time beginning with Year 1 (the traditional birth date of Jesus) to the present. To understand Australian’s path to Federation and its adoption of the Westminster system look at the timeline below.

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1860 – 1866 Laws for the British colonies in Australia are made in Britain. 1883

Australian colonies meet to discuss French and German interest in the South Seas and begin talking about joining together.

1885

Federation Council is established. New South Wales refuses to join.

1889

New South Wales’ Premier, Henry Parkes makes a famous speech known as the Tenterfield speech. In the speech he calls for serious consideration of federation.

Formation of the Australasian Federation League in New South Wales. The People’s Convention in Corowa (New South Wales) – accepts the idea that people are to vote for delegates to the next convention to consider the constitution.

1895

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Australasian Federation Conference decides that the joining of the colonies is a good idea.

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1890

Premiers meet in Hobart and agree to the Corowa Conference approach to achieving federation.

1897

Final draft constitution is sent to the state parliaments. Eventually a federation bill is presented and people in each colony vote for or against the federation. Referendums are held a number of times with varying results of yes and no votes from the colonies.

1898

Referendum vote result: yes vote in Victoria, Tasmania, South Australia and New South Wales but not the required majority in New South Wales.

1899

Secret Premiers' Conference to amend the constitution to satisfy New South Wales and Queensland. Referendum vote – all colonies except Western Australia vote yes.

1900

Western Australia votes yes.

1901

The colonies become the Commonwealth of Australia. A new system of government is established based on the Westminster system.

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Activity

Federation And The Westminster System 4

RR After reading the information on page 9, complete the tasks below. RR Match the dates with the events.

1893

1889

1890

1897

1900

1901

r o e t s Bo r e p ok u S Six colonies become a nation.

The Australasia Federation Conference is held.

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Henry Parkes makes a speech promoting federation.

The first referendums for people to vote are held.

The result of Western Australia's referendum is yes.

The Constitution Bill is amended at a secret conference.

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RR Colour each colony's government in a different colour. Include Tasmania. RR Write the year that each colony agreed to become one nation inside the map.

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RR Draw lines to divide Australia into five separate colonies.

o c . che e r o TT Use your research skills to find a copy of t r s super Henry Parkes' Tenterfield speech. TT When did the colonies become the Commonwealth of Australia? Circle. 1901BC 1901AD 1901CE

Copy the line that you think is the most persuasive here.

____________________________________________________________________________ ____________________________________________________________________________ TT Read through the federation timeline on page 9. Why do you think Western Australia was initially reluctant to join the federation? ____________________________________________________________________________ ____________________________________________________________________________ 10

Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Who’s Who In Federal Parliament

Activity

Prime Minister:

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Treasurer:

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RR Use your research skills to find names and pictures for the specified Senators and Members of Parliament.

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Minister for Trade:

Leader of the Opposition Party:

Minister for Defence:

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Cabinet Secretary:

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Minister for Foreign Affairs:

Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Information

The Role Of The Monarchy 1 In 1901 when Australia became a federation, a new system of government was developed based on the British Westminster system. This system became known as federalism or the federal system. This system of government is still in place today.

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The Queen is represented at a state level by the Governors of each state who are appointed by her on the advice of each state's Premier.

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One part of our federal system of government is the Queen. She is Australia's head of state even though she resides in the UK. She is represented at the federal level by our Governor-General who resides in Australia. The Governor-General is appointed by the Queen on the advice of the Prime Minister of Australia.

© ReadyEdPubl i cat i ons When the Queen acts on behalf of Australia she is known as the Queen of Australia, f omonarch. rr ev ew ur p s esano nl y• not as the• British Asi our headp of state, sheo has made oath before God

Because Australia has a monarch as the head of state, Australia’s system of government is also known as a constitutional monarchy.

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to dedicate her life to serving all of the Australian people according to its rules and customs. She often acknowledges issues which affect Australia through messages, and congratulates Australian achievement. When in Australia she undertakes various ceremonial duties, such as Constitutional Monarchy the opening of important events and buildings. Queen – Head of State She is represented at a federal level by.. She supports Australian public service through The Governor – General her patronage of a large He/she is represented at a state level by.. number of organizations, such as The Partially Blinded Governors Soldiers Association of Australia and The Royal Children’s Hospital.

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

The Role Of The Monarchy 2

Activity

RR Use the information on page 12 to complete the questions below. 1. Who is Australia’s head of state?

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2. Who represents the Queen at a federal level?

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5. What is our current system of government known as?

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6. Who is the current Governor-General in Australia?

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3. Who represents the Queen at a state level?

7. Find out who is next in line to the throne.

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8. The Queen has been asked to attend your school assembly and tell you about her relationship with Australia. In the speech bubble write down what she tells you.

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

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Parliament 1 There are three parts to the federal government. The Queen is the first part. She is the head of state and is represented by the Governor-General in Australia. Because Australia has a monarch as the head of state, Australia’s system of government is known as a constitutional monarchy. The other two parts are the two Houses of Parliament. They are:

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• The House of Representatives (or lower house); • The Senate (or upper house).

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Both Houses have very different roles. Any parliament that is made up of two Houses is known as a bicameral parliament, such as England and the USA. In Australia the people elect representatives for each House.

The House of Representatives

The Senate

This House is traditionally the more powerful of the two. The Prime Minister must come from this House and its most important role is to form the government. The government is formed by the political party with the majority of members in the House of Representatives. Usually proposals for laws start in this House and it is this House (the lower house) that is responsible for laws to do with taxation and spending money. The 150 members of the House of Representatives represent the people who live in their electorate and they often spend a large part of their time in their electorate dealing with local issues. Members are elected for a period of three years. The décor in the House of Representatives is green.

This House is sometimes known as the state’s house. When the idea of federation (the joining of the colonies together) was proposed, many of the smaller states were worried that their interests would be overlooked and their concerns not listened to. The Senate was established as a ‘state’s house’ where each state would elect the same number of senators regardless of the size of their population. As political parties have grown over the years, the role of the Senate as a state’s house has changed, with senators often voting according to the views of their political party rather than their state. The Senate also operates as a house of review for proposed laws (called bills). For a bill to become law it must be voted for by a majority in both Houses. There are 76 senators (12 representing each of the six states and two senators representing each of the two territories). Members are elected for six-year terms. The décor in the Senate is red.

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Parliament 2

Activity

RR After reading the information on page 14, complete the questions below. 1. Name two other countries that have two Houses of Parliament.

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2. Which House of Parliament has more power? Why?

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3. Which House is known as the lower house?

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4. Which House is known as the upper house?

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5. How many members are there in the House of Representatives?

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6. Who does each member of the House of Representatives represent?

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7. Where do the members of the House of Representatives spend most of their time?

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10. What colour is the décor in the Senate?

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11. In which House are laws usually proposed?

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8. For how long are the members of the House of Representatives elected?

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o c . ___________________________________________________________________ c e her r 13. What is the Senate also known as, and why do you think this is? o t s super ___________________________________________________________________

12. In which House are laws usually reviewed?

14. Why do you think that it is important to have the Senate as well as the House of Representatives?

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15. How many members of the Senate are there and who do they represent?

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16. For how long are members of the Senate elected?

___________________________________________________________________ Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Parliament House

Activity

RR Read the information, then complete the questions below.

New South Wales N

Sydney

Canberra ACT

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Victoria Melbourne

Parliament House is where members of the House of Representatives and members of the Senate meet to discuss matters of importance. Parliament House is located on Capital Hill in Canberra and was opened in 1988 by the Queen of Australia – Elizabeth II. Its location settled the dispute between Sydney and Melbourne – both states fought to have Parliament located in their cities.

There are 4,700 rooms inside Parliament House and many of these rooms are made available for the public to view. The kilometres public entrance leads to the main foyer which in turn leads to the Great Hall which displays a tapestry based on the work of the Australian artist Arthur Boyd. Below the tapestry is a removable division which leads to the Members’ Hall which houses a large water feature. The Members’ Hall is not open to the public. The Members’ Hall is situated between the House of Representatives chamber and the Senate chamber and there is access to both Houses from the Members’ Hall. In the Ministerial Wing of the building are the Prime Minister’s and other ministers’ offices. 200

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Within the House of Representatives, there is a press gallery to seat members of the media directly above the Speaker. Either side of the press gallery are galleries reserved to seat 388 members of the public. A gallery to seat school groups is located at the very top. It is soundproof as there is no talking permitted when members of the House are present. The Prime Minister and the Opposition Leader sit in front of their respective teams at the central table. Minor and independent members sit in the central curved part of the U-shape. The Speaker runs the chamber and ensures that rules (standing orders) are followed. The Mace is a symbol of the authority of the House of Representatives and the Speaker. It is made of silver and is coated in gold. It weighs around 8 kilograms. It is placed on the central table at the start of each sitting and points towards the government members. The layout of the Senate is very similar to that of the House of Representatives.

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1. Based on the information above, sketch a basic floor plan of Parliament House on the back of this sheet. 2. Look at the picture of the front entrance of Parliament House above. It is boomerangshaped. Outline the shape of the boomerang using a coloured pen on the picture. 3. Parliament House is topped by an 81 metre flag pole. Create a scale for the flag pole. 16

__________________________________________________________________________ Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

The House Of Representatives

Activity

RR Read the information on the previous page, then complete the task.

officials

speaker

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1. Add a press gallery and two public galleries to the seating plan. 2. Indicate with the letters PM where you think the Prime Minister (if present) would sit. 3. Indicate with the letters OL where you think the Opposition Leader would sit if present. 4. Colour with a blue crayon where you think cabinet members would sit. 5. Colour red where minor party and independent members would sit. 6. On the back of this sheet, explain the Speaker's role and the significance of the Mace.

government members

mace

opposition members

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the central table

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clerk

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Information

The Magna Carta 1

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The charter required the King to accept that no “freeman” could be punished except through the law of the land – a right which still exists. This meant that the King had no right to arbitrarily punish people according to his own personal will.

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The Magna Carta, which is Latin for Great Charter or Charter of Liberties, was a document created in 1215 in England by the feudal barons of King John of England. The feudal barons were a group of men who served the King. They presented it to the King and put great pressure on him to sign it. They created the King John signing the Magna Carta. charter to limit the King’s powers Wikimedia Commons and protect their privileges.

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This document is an important part of history because it led to The Magna Carta. the rule of constitutional law Wikimedia Commons in the English-speaking world, including Australia. Constitutional The Magna Carta is a very important law means that laws are made document which has influenced in Parliament but are generally the Australian parliamentary punished by the courts. It is government and our court system. a document which supports The charter is written in iron gall ink fundamental democratic beliefs on parchment in medieval Latin and implemented in Australia today is currently held at the British Library. - that we are all innocent until proven guilty and that our punishments must fit our crimes.

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Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

The Magna Carta 2

Activity

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RR Read the information on the previous page, then complete the questions.

1. In the speech bubbles write what you think the feudal baron and King John of England are saying to one another. 2. Who created the Magna Carta and when?

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3. How do you think the Magna Carta expressed its main aim? Write inside the document below.

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o c . che e r o t r s superson, er 4. What are the dangers of allowing one p such as a monarch, to punish people according to his/her own free will?

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5. Why is it important that more than one person decides whether a person is innocent or guilty and determines their punishment?

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_____________________________________________________________________ Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

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The Courts 1 The law and the government systems in Australia are very much intertwined. There are three functions of our legal system: the legislative function (laws being made); the executive function (laws being carried out); the judicial function (laws being resolved).

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the small claims tribunal; the equal opportunity board; and the ombudsman.

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The third function of government, known as the judicial function, involves the settling of disputes in courts. Not every dispute, however, comes before the formal courts of Australia. In addition to courts there are other bodies, which are designed to hear complaints and decide on issues, which are more minor. Some of these are:

Small claims tribunals typically deal with private disputes which don’t involve a lot of money, e.g. the collection of small debts, evictions, disputes between landlords and tenants, etc. The ombudsman resolves disputes outside of the court system. It handles complaints and conducts investigations about actions and decisions of Australian government departments and agencies. It is free and there is an ombudsman in every Australian state and territory.

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Divorce and separation issues, child custody issues, and domestic disputes are all dealt with in family courts.

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The highest court in Australia is known as the high court – it hears cases to do with the states and international laws. The higher courts in each state are also able to hear appeals from people who have already had their cases heard in the lower courts.

o c . che e r o t r s Judges, magistrates, lawyers, and s r u e p jury members are all people who you will find in a courtroom.

Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Activity

The Courts 2

RR Read the information on the previous page to help you to answer the questions below. 1. Which function of the government is to do with the settling of disputes in court?

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2. Complete the table below. Read each dispute and write down where you think each dispute will be heard. Add one of your own.

wilful murder

a case of unfair dismissal in a work place a tenant who has failed to pay rent for the last month arson causing extensive damage an oil spillage by an overseas ship on Australian shores

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a divorce

a client of a large bank who believes that he has been charged unfair fees

a parent seeks sole custody of his/her children

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a terrorist attack on an Australian building by an overseas group

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3. Name three types of people who you are likely to find in a courtroom. Choose one and say what you think his/her role is in court.

4. Access a virtual tour of any Australian court, then list some of the features below.

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The Courts 3

Activity

RR A jury is a group of people who might be present in an Australian court. One day you might be called up for jury duty. You might even know someone who has sat on a jury. Do some online research to answer the questions below.

r o e t s Bo r e p ok u S In your own words describe a jury and its role.

Who might be called up for jury duty in Australia?

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Research

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jury chosen? Why do you think that this method is used?

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having a jury present at a court case?

. Who is not teCan people called o eligible to be c up for jury duty be . on a jury? c e her excused? r o t s super

Curriculum Link: The key institutions of Australia's democratic system of government based on the Westminster system, including the monarchy, parliaments, and courts (ACHCK035)

Information

Three Levels Of Government 1

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Local Government

rubbish disposal libraries footpaths parks and ovals building approvals

State/Territory Government schools hospitals police public transport making roads

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In 1901 when Australia became a federation, the new system of government was known as federalism. A federal system of government is one which has: a national or federal government; state/territory governments; local governments. There is a division of powers between national, state and local governments. This means that each level of government has its own roles and responsibilities, but some of these roles and responsibilities overlap, and are therefore shared. For example, both the federal and state governments share the power to tax, but only the federal government can declare war. Look at the table below which outlines the basic roles and responsibilities of the three levels of government. Federal/National Government taxation immigration trade defence international relations

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Here are some examples of when the roles and responsibilities of the three levels of government overlap and are shared:

. te o c The state has become more reliant on federal funding to run state. schools and cfrom hospitals. In fact, grants the federal government make r upe about half of the states’ h e o t r and territories’ total revenue. The federal government can direct state and territory s s r u e p governments on how to spend this money, controlling, to a certain degree, how Example 1

schools and hospitals are run.

Example 2 In recent times there has been efforts made to take a national approach to health, education and other areas of concern. This means that state and territory government members may meet with members from the federal government to discuss implementing uniform laws and rules. One such example is the recent creation of the new national curriculum.

Curriculum Link: The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system (ACHCK036)

Three Levels Of Government 2

Activity

RR After reading the information on page 23, complete the questions below. 1. Taxes are generally thought to be the responsibility of the federal government. Say how taxation is also a shared responsibility between all three levels of government.

_____________________________________________________________________

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r o e t s Bo r e 2. Define the term ‘a national approach’ . p ok u _____________________________________________________________________ S

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3. Why do you think we need to adopt a national approach to certain areas in life? Identify one advantage and one disadvantage of adopting a national approach.

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5. Identify six problems below. Beside each problem, write down which level of government would be involved in resolving the problem.

. t e o ii. _ _________________________________________________________________ c . che e iii. _ _________________________________________________________________ r o t r s super iv. _ _________________________________________________________________

i. _ _________________________________________________________________

v. _ _________________________________________________________________ vi. _ _________________________________________________________________

Research The management of the Murray-Darling river system involved multiple levels of government. Use your research skills to tell the class how the management of another project required the involvement of different levels of government. 24

Curriculum Link: The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system (ACHCK036)

Three Levels Of Government 3

Activity

RR Look at the table on page 23. Find or draw pictures to represent two responsibilities from each level of government. Include a brief description of each level of government on the lines provided.

Federal Government

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___________________ 2.__________________ ___________________ ___________________

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State/ 2 territory Government © ReadyEdPubl i cat i ons

1.__________________ •f orr evi e w pur posesonl y• ___________________

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o c 2 . che Local e r o Government r st super 1.__________________ ___________________ ___________________ 2.__________________ ___________________ ___________________ Curriculum Link: The roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia's federal system (ACHCK036)

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Federal Laws

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

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Information

The Passage Of A Bill 1 Every citizen is required to obey a number of laws. Not only are there local laws and laws that apply to a particular state or territory in which a person lives, but there are also national (or federal) laws and international laws. Who makes them all up? Originally laws were made from something known as precedent. If a case came to court (say for a theft) then the next time a similar case came along the previous judgement would be considered. Decisions in similar cases would then be continually developed. This is known as common law. If the circumstances of a case were different, then the decision may be different and the new decision would become a precedent for the next similar case.

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Statute law is the most common way of making laws in Australia today. This type of law is made in parliaments by governments who have been elected by the people. Sometimes cases may come before the court where parliaments have not made any laws, so court cases are decided according to common law. In matters where there are laws, judges must follow these laws. If there is ever any conflict between the two types of law then statute law is followed.

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r o e t s Bo r e p o u k Common S Law Precedent

Bill

Statute ÂŠ ReadyEdPubl i cat i o ns Law â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

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The draft of a new law is called a bill. The first step to making a new law is for it to get read out in the lower house of Parliament.

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Most proposals for new laws (called bills) can usually be made by either House of Parliament (with some exceptions).

. te o c At the committee stage, Members of Parliament . c e discuss the bill and suggest changes. he r o t r s s uper A third reading is given following any At the second reading it gets read out again in more detail.

changes and then Members of Parliament get to vote for or against the bill.

Once the bill is approved in the lower house it goes to the upper house and once it is approved it goes to the Governor (or GovernorGeneral) for signing and then becomes law.

Curriculum Link: How state/territory and federal laws are initiated and passed through parliament (ACHCK037)

The Passage Of A Bill 2

Activity

RR After reading the information on page 27, complete the questions below.

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1. Complete the flow diagram to show the five stages of making a new law.

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2. Explain the difference between statute law and common law.

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. te o _____________________________________________________________________ c . che e r o Extra t r s super Think of a new law or bill that could be implemented in your classroom. Decorate and display the bill for all the members of the class to consider. Divide the class into a lower house and an upper house and then select a Governor. Role-play the passage of a bill in the classroom. 28

Curriculum Link: How state/territory and federal laws are initiated and passed through parliament (ACHCK037)

Bill

If you are late to class you will be required to collect ten pieces of rubbish at recess.

Creating New Laws 1

Activity

Politicians are not the only people who get to have their say on new laws. Often the idea for a new law has come from the general population – there may have been a problem in the community that can best be settled by a new law.

RR Imagine this newspaper article has just been published in your state newspaper. In pairs read the article and complete the questions.

r o e t s Longer School Hours -B Only r e o Solution

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Community leaders met to discuss the growing problem of students returning home to empty houses because their parents were still at work.

When their parents are at work, boredom strikes and children make unwise decisions. If schools are open for a greater period of time, students could stay at school and play sport or do other worthwhile activities.” Another member said, “Kids could do their homework and teachers could help them.”

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p u S

Following a recent community forum, it has been proposed that school hours should be lengthened, so that schools operate from 8am until 6pm.

The community forum has said it © ReadyEdP u b l i c a t i o n s wants politicians to make a new One member of the forum was law sees operate • orr evi einto w pur pwhich ose sschools onl y • quoted asf saying, “Kids get for a longer period of time.

1. What is the problem identified in the article?

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trouble when alone at home.

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. te o c _____________________________________________________________________ . c e her r _____________________________________________________________________ o t s sneedpnew er 3. _Are there any solutions that do notu laws? Which ones? 2. The solution to the problem that is being proposed is to keep schools open longer. Suggest at least two other solutions.

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4. If a new law is made to keep schools open longer what would be the advantages and disadvantages of this law?

_____________________________________________________________________

_____________________________________________________________________ Curriculum Link: How state/territory and federal laws are initiated and passed through parliament (ACHCK037)

Creating New Laws 2

Activity

RR Using your research skills, work in groups to find out about one recent law that has been introduced in your state or territory. 1. What is the name of the law?

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r o e t s Bo r e p ok 3. What is the law designed to do or protect? u S __________________________________________________________________ 2. When was it introduced?

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4. Who will be affected by the law?

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____________________________________________________________________ ____________________________________________________________________ 5. Write a television report explaining the new law to the general public.

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________________________________________________________________ ________________________________________________________________ ________________________________________________________________

Curriculum Link: How state/territory and federal laws are initiated and passed through parliament (ACHCK037)

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

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Australian Citizens

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Information

The Rights And Responsibilities Of Australian Citizens Becoming an Australian citizen involves a number of steps. One of these steps is to take a public pledge (see below) at a citizenship ceremony. Part of this pledge declares that the person becoming an Australian citizen understands his/her rights and responsibilities as a citizen.

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whose rights and liberties I respect and whose laws I will uphold and obey. *optional

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r o e t s Bo r e The Pledge p God*), ok From this time forward, (under u I pledge my loyaltyS to Australia and its people, whose democratic beliefs I share,

Responsibilities can be defined as what a citizen will give to Australia, and rights can be defined as what Australia will give to a citizen. Read the rights and responsibilities that a person has as an Australian citizen below.

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The right to vote in federal, state and territory elections and in a referendum. The right to apply for work in the Australian Public Service or in the Australian Defence Force. The right to seek election to parliament. The right to apply for an Australian passport and re-enter Australia freely. The right to receive help from an Australian official while overseas. The right to register children born overseas as Australian citizens by descent.

o c . c e her r Responsibilities o t s sup The responsibility to uphold Australia’s values. er The responsibility to respect Australian authority and Australian laws. The responsibility to defend Australia should the need arise. The responsibility to serve on a jury if called to do so. The responsibility to vote in federal, state and territory elections and in a referendum.

Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Activity

Rights And Responsibilities

RR Read the information on page 32, then answer the questions below. 1. Which part of the pledge declares that the person taking the pledge understands their rights and responsibilities as an Australian citizen?

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2. Explain the difference between rights and responsibilities.

r o e t s Bo r e ___________________________________________________________________ p ok u 3. Write down one S more right that an Australian citizen has that is not listed on page 32.

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4. Write down one more responsibility that an Australian citizen has that is not listed on page 32.

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6. Look at the final line of the pledge. Write down two Australian laws that you know of that Australians have a responsibility to obey.

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RR Find another country's citizenship pledge. Copy it below. Think about how it is similar and/or different to the pledge taken in Australia.

___________________________________________________________________

___________________________________________________________________ Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Information

Australia’s Democratic Beliefs 1 The pledge that people take at Australian citizenship ceremonies also declares that the person taking the pledge shares Australia’s democratic beliefs.

The Pledge From this time forward, (under God*), I pledge my loyalty to Australia and its people, whose democratic beliefs I share, whose rights and liberties I respect and whose laws I will uphold and obey.

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*optional

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Australia’s democratic beliefs are defined as follows: Parliamentary democracy; The rule of law; Living peacefully; Respect for all individuals regardless of background; Compassion for those in need.

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Freedom of association; Freedom of religion and secular government. Australia also believes in equalities, such as: Equality in Australia; Equality of men and women; Equality of opportunity.

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Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Australia’s Democratic Beliefs 1

Activity

RR After reading the information on page 34, answer the questions below. 1. Write your own definition of a democracy. To help you to do this, you may like to define an autocracy. Get into small groups and read out your definitions. Discuss where in the world you find democracies and autocracies.

Democracy:____________________________________________________________

r o e t s Bo r e p ok ____________________________________________________________________ u Sis meant by the term ‘parliamentary democracy’? What do you think

____________________________________________________________________

Autocracy:_____________________________________________________________

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3. Give an example of a way in which a Parliament may show itself as undemocratic.

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4. What do you think involves ‘living peacefully’? Give two examples.

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5. What kind of behaviour do you think constitutes ‘respect for all individuals regardless of background’? Give two examples.

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6. Give an example of a way in which Australia and Australians have shown compassion for those in need.

7. Freedom of speech does not mean that an Australian is entitled to say anything to anyone. There are rules associated with freedom of speech. What are these rules?

____________________________________________________________________

____________________________________________________________________ Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Information

The Citizenship Test 1 Another step in becoming an Australian citizen is sitting an online multiple-choice test. This test has been designed to assess whether or not a person has sufficient knowledge of the place that they will begin to call home, and whether or not they fully understand the rights and responsibilities of being an Australian citizen.

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The citizenship test is also designed to determine whether the person being tested is competent in English. English is Australia’s national language and Australia believes that understanding and being able to speak English will help a citizen play a more active role in society and take full advantage of opportunities available to them in all areas of life, such as: education, and the workplace. To prepare for the test, potential citizens are given a booklet entitled Australian Citizenship: Our Common Bond. The test consists of 20 multiple-choice questions and a person has to get 75% or more to pass. If a person fails the test, he/she can take the test again.

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The citizenship test has not always been in place, and since its introduction there have been amendments to the test to make it what it is today. The Australian Government announced its intention to introduce the test on 11th December 2006. The Australian Citizenship Amendment Bill 2007 was then introduced into Parliament on 30th May 2007 and was subsequently passed by Parliament on 12th September 2007. The test was first implemented on the 1st October 2007. Following an independent review which was conducted into its effectiveness in 2008, some changes were made and a new test was released on the 19th October 2009.

The Australian o c . Citizenship che e r o t Amendment Bill r s super

Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

The Citizenship Test 2

Activity

Read the information on page 36, then answer the questions below. 1. Some people disagree with the citizenship test and believe that it should be abandoned. In pairs, think about the advantages and disadvantages of this test and complete the pros and cons table below with your thoughts.

Australian Citizenship Test

Cons

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Pros

2. Join with another pair and compare your pros and cons tables. Write down one pro and one con from the other pair’s table that you haven’t written down.

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Con:_________________________________________________________________

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3. Imagine that you have to contribute to the writing of the Australian citizenship test. Create five multiple-choice questions that you think will be useful in assessing potential citizens. Provide the answers below. Can your peers answer your test questions?

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Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Information

Australians Of Asian Heritage 1 1. The United Kingdom 2. New Zealand 3. China 4. Italy 5. Vietnam 6. India 7. The Philippines 8. Greece 9. Germany 10. South Africa

In 1975, the Australian government agreed to accept Vietnamese refugees into Australia. Between 1975 and 1982, 65,000 Vietnamese were accepted into Australia. Many took up Australian citizenship. Read about Giao’s experience of migrating to Australia from Vietnam after the Vietnam War below.

r o e t s Bo r e p ok u S Source: Department of Foreign Affairs

Giao’s Story

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Australia is a very diverse place as people have migrated here from all around the world starting with the arrival of the convicts transported from Britain in 1788. Later, in the 1850s, a gold rush triggered thousands of people to migrate to Australia – some of those migrants were from China - and many stayed and became Australian citizens. Today almost 4 out of every 10 Australians are migrants or children of migrants. At the 2006 Australian census the greatest numbers came from the following countries of birth:

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I was born in a small village in the north of Vietnam where I lived with my mother and father and my two brothers and little sister. My family had a business, a shop selling groceries. In 1946 a war broke out in our country which made life very difficult for my parents and many other people. When the north defeated the south, people did not have any freedom and the economy went down day after day. In 1978 my family decided to escape the communist government and we travelled to Australia in a small boat. We were very worried about robbers when we were in the boat and the ocean was very rough causing many people to be sick. I was only very young (perhaps 5 or 6 years old) but I still remember the feeling of arriving in Australia. After everything that had happened in Vietnam, I remember feeling very relieved to be able to step on safe land. At first we stayed in a refugee camp. We had nothing when we arrived, we had to leave everything behind and start all over again. The first few months were particularly hard. My brothers and sister and I found the food so different from what we were used to, and we had upset tummies for some time. Australia was a huge culture shock. My dad had to learn English and we kids learnt English at school. Mum and dad started a plant nursery and after school and on the weekends I remember helping to pot plants. I know a lot about gardening now but I got very sick of it when I was growing up. My parents have worked extremely hard and have built up a very successful life here in Australia. As a result, all of us children have been able to go to university and have good careers.

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Coming from an Asian country was difficult as many people were prejudiced against us at first. Slowly we came to understand our new country and we have always been so grateful for being able to live here. For me, being Australian means having a safe environment and a great lifestyle to bring up my own children. Giao Nguyen, taken from Previous Diary Entries, 2009.

Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Australians Of Asian Heritage 2

Activity

RR After reading Giao’s story on page 38, complete the questions below. 1. Why did Giao and his family move to Australia?______________________________

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r o e t s Bo r 3. What was the journey like?e _______________________________________________ p ok u _____________________________________________________________________ S 4. What type of migrant was Giao?__________________________________________

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2. How did they get to Australia?____________________________________________

5. List five problems that the family faced when they arrived in Australia.

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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7. Do you think Giao is pleased that he migrated to Australia? How do you know?

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o c . 8. Illustrate one part ofc Giao’s story e her r o t s super

Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Stories Of Migration And Citizenship 1

Activity

TT As a pair your role is to interview a migrant living in Australia to find out his/her experiences. In the space below, individually brainstorm to identify some possible subjects to interview. Put your brainstorms together and make a choice about who to interview.

Brainstorm

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Once you have chosen the person who you will interview, you will need to tell him/her what the interview is about, what it will be used for and get his/her permission to be interviewed. If you plan to record the interview, it is important to make sure that your interviewee is happy for this to occur. Before your interview, it is important to arrange a date and time that the meeting is to take place.

Next it is important to develop a list of questions or topics that you want to discuss with your interviewee. It is best to write open-ended questions. This means that it is harder for the interviewee to answer either yes or no. For example, a closed question is, "Do you like living in Australia?" An open-ended question is, "What is it that you like about living in Australia?"

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Question 1:________________________________________________ __________________________________________________________

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o c . che __________________________________________________________ e r o t r s s r u e p Question 3:________________________________________________ Question 2:________________________________________________

__________________________________________________________ Question 4:________________________________________________ __________________________________________________________ TT Put your questions together to make a combined list of questions that you will ask. 40

Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

Stories Of Migration And Citizenship 2

Activity

TT Record the information that you collated on the previous page about your chosen migrant.

Fact File Name of migrant: qMale

r o e t s Bo r e p ok u S Year of birth:

Insert/draw picture:

(Indicate on map)

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Migrated from:

qFemale

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Three facts about the country this person migrated from:

o c . c e her r Why did they migrate to Australia? o t s super Extra

Imagine that you are a migrant living in Australia. On the back of this sheet write three things that you like about Australia. Curriculum Link: Who can be an Australian citizen, the formal rights and responsibilities, and shared values of Australian citizenship (ACHCK038)

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

Global Citizens

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Information

Global Citizenship – Fair Trade 1 Australian citizens have an obligation to others beyond their national boarders. This obligation is known as global citizenship. Australia has an obligation to trade fairly with other countries this is known as fair trade. Fair trade means that we make sure that those who produce products, particularly in developing countries, and export them to Australia are paid correctly for them. This helps to fight world poverty, encourage safe working conditions and discourage the use of child labour.

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Because fair trade focuses on helping developing countries, goods that are affected are mainly: coffee, cocoa, sugar, tea, bananas, cotton, wine, chocolate, flowers and gold.

Many African family-run farms produce cocoa. Fair trade allows African farmers to be members of Agricultural Co-operative which is an organisation that pays a fair price for goods. This ensures that farmers, once paid, have enough money for food, clothes and school fees.

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fair trade goods can help to promote global equality. Profits from goods traded freely might go towards community projects in developing countries. You can be an active global citizen by buying goods which have been traded fairly.

Some well-known western brands such as: The Gap and Nike have been accused of getting their products made in developing countries at a low cost in sweatshops. Sweatshops are dangerous work environments which exploit their staff by making them work unreasonable hours, often through the night, for very little pay. Sweatshops are renowned for using children as a means of labour. In developing countries, it is estimated that 250 million children aged between 5 and 14 are forced to work in sweatshops. As citizens of the globe it is important not to support companies which use sweatshops.

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Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Global Citizenship – Fair Trade 2

Activity

RR In the fact file below, write down reasons why fair trade is important. Use the information on page 43 to help you.

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Fact File

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RR In the space below, create a flyer which promotes the abolition of sweatshops. Use the information on page 43, together with your own research, to help you to complete this task.

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Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Activity

Making A Global Difference 1

RR Read the information, then complete the task and questions below.

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There are countries that are rich in resources and have high standards of living. These are often called developed nations and Australia and New Zealand are both in this category. This doesn’t mean that people don’t have problems in these countries or that such countries don’t have to make environmental and social improvements, but the problems in developed nations do not affect as many people as those living in developing nations. Developing nations have large numbers of people who struggle each day to access food and shelter. They do not have the luxury of excellent education or health systems. Many countries in Asia are developing, and Australia gives money to these countries to help improve the situation for people living in parts of the Asia region. Some of this money is from our Government via AusAid and the rest is from the public or from corporate donations.

RRVisit the websites listed below and find out how each group helps people. Write notes about the most interesting things that you find. Organisation

What They Do

Who They Help

UNICEF 4www.unicef.org

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RED CROSS 4www.redcross.org.au

WORLD VISION 4www.worldvision.com.au

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BILL AND MELINDA GATES FOUNDATION 4www.gatesfoundation.org

1. Summarise how Australia helps Asia develop economically.

_______________________________________________________________________ _______________________________________________________________________ 2. Why should Australia help Asia develop economically? _______________________________________________________________________ _______________________________________________________________________ Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Activity

Making A Global Difference 2

RR Read the information then complete the questions below. Many of the causes of death in less-developed countries can be linked to unsafe drinking water and poor sanitation.

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SOME FACTS 780 million people around the world do not have access to a clean water source. Almost a million children under five perish each year from infections caused by bacteria in unclean water. A third of the world’s population (7 billion in 2013) does not have access to adequate toilet and sewerage systems. 41 million people are blinded by trachoma, a disease that results from not being able to wash with soap in clean water.

1. List three ways in which unsafe drinking water affects children in less-developed nations.

i. __________________________________________________________________ iii. __________________________________________________________________

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2. Show two of the facts listed above in the form of pie charts. Each chart will need an appropriate title.

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Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Information

Global Citizenship – The Environment 1

r o e t s Bo r e p ok u S Global Warming Cause

Cause

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As a citizen of the world, we have a shared responsibility to look after the Earth. Environmental problems affect everyone. Environmental problems can be human-made. Our main environmental problem is the release of CO2 (carbon dioxide) in the air. If there is too much carbon dioxide in the air, our world heats up. This is known as global warming.

Most of our electricity is generated from fossil fuels like coal, oil and gas.

Deforestation refers to the process of clearing trees to convert land to farming or other industry.

When we burn fossil fuels carbon dioxide is released. The extra CO2 contributes to global warming.

Deforestation has resulted in the destruction of some of the world’s most important forests. Rainforests contribute oxygen to our atmosphere and can help address climate change. In fact, most of the world’s oxygen is supplied by trees, because they breathe in the carbon dioxide lingering in the air (the gas that we breathe out) and release oxygen back into the atmosphere. Deforestation contributes towards our warming planet.

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Solution

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Scientists are trying to think of new ways to generate electricity which won’t emit carbon dioxide into the atmosphere. Solar, hydro and geothermal energy are the most exciting. To do our part as a global citizen we can think of ways to reduce our use of electricity and be open to innovative alternatives to generating electricity.

Solution

As a global citizen we can put pressure on the government to put a stop to deforestation. We can also recycle paper and limit our paper use.

Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Activity

Global Citizenship – The Environment 2

RR Fill in the empty boxes with information about global warming and how we can help cool down our world. Your chart should aim to create awareness of this global problem and encourage people to want to work towards a solution. Use the information on page 47, together with your own online research, to help you to complete this task.

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These websites might help you with your research: 4www.bbc.co.uk/climate 4www.powerhousekids.com/kids/

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Global Warming: Let's Cool Down Our World

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Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Activity

Global Citizenship – The Environment 3

RR Read the information below, then illustrate or use words to show the effects of our oceans heating up.

hot oceans! Oceans are cooler than the air temperature and they absorb CO2 from the atmosphere. If our planet heats up, then the oceans won’t be able to absorb as much of the CO2 gas and the oceans will get hotter.

smog-related illnesses and deaths.

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r o e t s Bo r As the temperature ofp thee oceans rise, so will the probability ok of strong hurricanes, droughts, heat-waves and fires. u Slevels of CO creates smog and A world with high

If the oceans warm up, our ice-caps will melt. The ice-caps are fresh water. When they melt they will desalinate the oceans affecting its temperature. They will also cause sea levels to rise which could endanger whole countries, and cause flooding. This will also affect animals’ habitats, such as the polar bear. As a result of its changing environment the polar bear would move and encroach on other eco-systems.

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Extra Access this website and note down some of the ways in which we can work together to cool our oceans down4http://oceanexplorer.noaa.gov/ Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Activity

Global Citizenship – The Environment 4

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RR Write down all of the things that you can think of that make our planet get hotter and cooler on the concept maps below. Use the information on pages 47 and 49 to help you.

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Curriculum Link: The obligations citizens may consider they have beyond their own national borders as active and informed global citizens (ACHCK039)

Answers The colonies became the Commonwealth of Australia in 1901. Possible answer: because Western Australia is one of the most isolated states and it is rich in resources.

1889 – Henry Parkes makes a speech promoting federation. 1890 – The Australasia Federation Conference is held. 1897 – The first referendums for people to vote are held. 1900 – The result of Western Australia’s referendum is yes. 1899 – The Constitution Bill is amended at a secret conference. 1893 – The People’s Convention is held.

because the Prime Minister must come from this house. 3. The House of Representatives. 4. The Senate. 5. 150. 6. The people of their electorate. 7. In their electorate. 8. Three years. 9. Green. 10. Red. 11. The House of Representatives. 12. The Senate. 13. The state’s house because the senators represent particular states or territories. 14. So the policies of the House of Representatives are reviewed; so each state and territory is represented. 15. 76. Each state is represented by 12 senators and each territory is represented by 2 senators. 16. Six years.

P13 1. The Queen 2. Australia’s Governor-General 3. Governors from each state. 4. A system of government which has a monarch as its head of state. 5. Federalism or a federal system of government. 6. The current (2014) Governor-General is Peter Cosgrove. He replaced Quentin Bryce - the first woman to hold the role. She was in office from 2008 to 2014. 7. Prince Charles (2014), although there is some speculation that Prince William will be the next monarch.

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P8 1. The joining of the Australian states and colonies together to form one nation and one system of government. 2. Indigenous laws existed before Australia was colonised. These laws worked through the kinship system. Problems were solved quickly and punishments were given to those who did the wrong thing. 3. A European system of government was first introduced after colonisation. Governors who were appointed by the British Government were responsible for making decisions in each colony. 4. The federal system of government. 5. Based on the British Westminster system of government. 6. A sovereign or head of state, a head of government (Prime Minister) and a lower house of Parliament.

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WA – 1900 SA – 1889 NSW – 1899 Vic – 1889

Tas – 1889

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the public who have been called upon to attend a court hearing and help the judge make a decision. Who might be called up for jury duty in Australia: Any Australian citizen who is over 18 years of age and under 75 years of age (this age may vary depending on each state), is of sound mind and has no serious criminal convictions. How are members chosen and why this method is used: They are selected at random from the electoral roll. This method is chosen because the likelihood of jury members having a vested interest in a particular case or sharing the same points-of-view on the case is reduced. Who is not eligible to be on a jury: Any person who is not an Australian citizen, has a serious criminal conviction, is under 18 or above the age of 75 (this age varies from state to state), and/or is deemed to be of unsound mind. Can people called up for jury duty be excused: This will vary depending on which state people reside. People who can prove that they have a personal connection to a case might be excused. Generally people with young children who cannot get care or people who are ill can have their jury duty deferred. The advantages of having a jury present at a court case: The case is seen from many different perspectives which generally results in a fairer trial.

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P17 1. Students should draw the press gallery directly above the Speaker and the public galleries at either side of the press gallery. 2. The Prime Minister would sit at the central table in front of the Government Members and directly opposite the Opposition Leader. 3. The Opposition Leader would sit at the central table in front of the Opposition Members and directly opposite the Prime Minister . 4. Cabinet members would sit behind the Prime Minister in the row of seats marked Government Members. 5. Minor party members and independent members sit in the central curved part of the u-shape. 6. The Speaker's role is to ensure that the chamber is run according to the rules (standing orders). The Mace symbolises the authority of both the House of Representatives and the Speaker. It is placed on the central table at the beginning of each sitting day. It points towards the Government Members who sit to the Speaker's right.

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P19 2. The feudal barons who served King John of England in 1215. 4. It is undemocratic as people could be treated unequally and punished for a crime that they have not committed. 5. So people are less likely to be convicted of crimes that they have not committed.

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P21 1. The judicial function. 2. family court; high court; the equal opportunity board; the small claims tribunal; the ombudsman; high court; high court; high court; family court P22 A jury and its role: A jury is a group of people made up of members of 52

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tax residents for services such as the building of new roads. This tax is deducted from residents’ salaries. There are other examples. 2. A national approach means that state and territory governments meet with the federal government to ensure that the same laws and rules are implemented in certain

Other responses may be acceptable. P33 1. “…whose rights and liberties I respect...” 2. Rights are what Australia gives to citizens, and responsibilities are what citizens give to Australia. 5. Because by law in Australia everybody has the right to have a religion and they also have the right to have no religion.

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P28 1. The draft of a new law (a bill) is read out in the lower house in Parliament; the draft is read out a second time in greater detail; Members of Parliament have the opportunity to discuss the bill and suggest changes; a third reading is given which includes any changes, and Members of Parliament vote for or against the bill; once the bill is approved in the lower house, it is sent to the upper house to be approved and then goes to the Governor or GovernorGeneral to be signed. It is then law. 2. Common law is based on precedent. Statue law is made in Parliament House. P29 1. Many children are returning home from schools to empty houses because their parents are still at work. This, it is argued, results in children becoming bored and making silly decisions. 4. Possible advantage: children will be adequately supervised at all times and be safer. Possible disadvantage: pressure on teachers and education budget.

P35 2. A parliamentary democracy means that people choose representatives at regular elections. 3. If they ignore the voices of the people and do not serve the majority’s needs. Many examples may be acceptable. 4. Many examples will be acceptable such as: not initiating hate or violence, obeying the law, not disturbing the peace, etc. 5. Embracing Australia’s multicultural society; not discriminating against people based on their background, etc. Check individual responses. 6. Many responses will be acceptable, such as: our donation to the Philippines and Japan after natural disasters struck; our commitment to organisations such as World Vision, etc. 7. Australians are free to express themselves as long as what they say is not explicitly racist, sexist and ‘undemocratic’. Australians are not free to make claims about people which they know are not true.

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instances Australia-wide. 3. Possible advantages: easier to do business interstate; consistency between states and territories; easier to travel around Australia and move from one place to another; easier to work in different parts of Australia, etc. Possible disadvantages: individual states and territories have individual needs and different types of people require that their needs are met in different ways. What may work for one state/territory may not work for another because of the demographics in different areas in Australia. 4. Planning could be a local issue if the construction is affecting a local area. Planning can also be a state issue if the construction is on a larger scale and affects all people living in a state or territory.

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1. Because the standard of living in Vietnam under a communist government was poor. They came to Australia to escape the communist government’s policies. 2. In a small boat. 3. Many people were sick because the ocean was rough. Many passengers were worried that they 53

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would be robbed by pirates. 4. A refugee. 5. It was hard to adjust to the food and they felt ill during this period of adjustment; they had no money or possessions and had to build up some wealth; the culture was very different and took time to get used to; the language barrier; prejudices from others because of their background. 6. It was safe; it enabled his parents to start up their own business and be successful; the children attended school and learned English; they went on to university and secure good jobs; it is a good environment to bring up children in. 7. Yes, because he mentions many positive things about Australia and says, “..we have always been so grateful for being able to live here. For me, being Australian means having a safe environment and a great lifestyle to bring up my own children.”

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economically through organized groups who collect and donate money and resources. 2. Because we are all citizens of the globe and we have a shared responsibility to work towards global equality.

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P49 Effects of our oceans heating up: will increase the probability of hurricanes, droughts, heat-waves and fires; there will be an increase in smog and smogrelated illnesses and deaths; ice caps will melt and desalinate the oceans causing sea levels to rise endangering whole countries due to severe flooding; animals' habitats will be affected causing animals to move to different habitats which will disrupt eco-systems.

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