Upper Primary Themes - Series 1: Democracy by Teacher Superstore

RIC-6468 5.1/51

Additional titles available in this series: Wet and dry environments (Ages 10 ) Australian identity (Ages 10+) Climate change (Ages 10+) +

Published 2005

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

Environmental issues (Ages 10+) Natural disasters (Ages 10+) Australian identity (Ages 10+) Rainforests (Ages 10+)

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In some cases, websites or specific URLs may be recommended. While these are checked and rechecked at the time of publication, the publisher has no control over any subsequent changes which may be made to webpages. It is strongly recommended that the class teacher checks all URLs before allowing students to access them.

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DEMOCRACY FOREWORD Democracy is one title in a series of eight books designed specifically for upper primary students. Democracy investigates what a democracy is, its various forms, the history of democracy, explores key figures who have contributed to the development of democratic ideals, provides examples of world democracies to study and encourages students to investigate democratic processes in their home, school and community as well as wider government arenas. The varied activities in this book touch all major learning areas but in particular connect to the key learning areas of English, Society and its Environment, Science, Personal development/Physical Education/Health and The Arts.

r o e t s Bo r e p ok u S • Democracy • Australian identity

CONTENTS

• Climate change • Rainforests

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Titles in this series: • Wet and dry environments • Antarctica • Environmental issues • Natural disasters

Teachers notes ..................................................................................................................................................................................................................................... iv – v Democracy overviews ......................................................................................................................................................................................................................... vi – ix Quiz questions .................................................................................................................................................................................................................................... x – xix Quiz answers .................................................................................................................................................................................................................................... xx – xxi What is a democracy? . ............................................................................... 2–5 What is a democracy? . ............................................................................... 2–4

Peter Lalor and Mary Lee ....................................................................... 42–45 Peter Lalor and Mary Lee . ...................................................................... 42–44

A very democratic speech . .............................................................................. 5

Amazing Australians: commemorative stamps ............................................. 45

Types of democracies ................................................................................. 6–9 Types of democracies ................................................................................. 6–8

Power to the people ................................................................................ 46–49 Power to the people ................................................................................ 46–48

A democratic food cooperative ........................................................................ 9

My Magna Carta ............................................................................................. 49

History of democracy .............................................................................. 10–13 History of democracy . ............................................................................. 10–12

Equality for all . ......................................................................................... 50–53 Equality for all .......................................................................................... 50–52

Ancient Greek word history . .......................................................................... 13

Rights for the oppressed! . ............................................................................. 53

Why are democratic principles important? ......................................... 14–17 Why are democratic principles important? ............................................ 14–16

Prisoners for democracy ........................................................................ 54–57 Prisoners for democracy ......................................................................... 54–56

Political cartoons ............................................................................................ 17

Prisoners of politics ........................................................................................ 57

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Democratic rules and laws .................................................................... 18–21 Democratic rules and laws ..................................................................... 18–20

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The Republic of India . ............................................................................. 58–61

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Rules for cartoons .......................................................................................... 21

Democratic rights and values ................................................................ 22–25 Democratic rights and values ................................................................. 22–24 Artists for human rights ................................................................................. 25

Democracy in Australia ........................................................................... 26–29 Democracy in Australia ........................................................................... 26–28 The Eureka Stockade ..................................................................................... 29 Three levels of government ................................................................... 30–33 Three levels of government . ................................................................... 30–32 Public speaking .............................................................................................. 33 Influences on Australian democracy .................................................... 34–37 Influences on Australian democracy: Parkes and Barton ...................... 34–36 Time travel interview ...................................................................................... 37 Australian women for democracy ......................................................... 38–41 Australian women for democracy . ......................................................... 38–40

Three generations of prime ministers .................................................. 62–65 Three generations of prime ministers .................................................... 62–64 Prime ministers of India ................................................................................. 65

Mahatma Gandhi (2/10/1869 – 30/01/1948) ...................................... 66–69 Mahatma Gandhi (2/10/1869 – 30/01/1948) ...................................... 66–68 Salt Satyagraha .............................................................................................. 69

United Nations .......................................................................................... 70–73 United Nations ......................................................................................... 70–72 United students . ............................................................................................. 73 Amnesty International ............................................................................. 74–77 Amnesty International ..................................................................... 74–76 Amnesty International Golden Jubilee celebrations ................................. 77

Other forms of government . .................................................................. 78–81 Other forms of government . ................................................................... 78–80 It’s the best! Believe me! . .............................................................................. 81

Australian women for democracy playscript ................................................. 41 R.I.C. Publications®

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TEACHERS NOTES The book has been organised into 20 units which follow a similar format. Each of the units is divided into one or more groups of four pages: • a teacher page • a student information page • a student comprehension page • a cross-curricular activity. An overview for teachers has been included on pages vi–ix with suggestions for activities to further develop the theme with the whole class or as extension work for abler students.

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The teacher page has the following information:

The title of the text is given.

Indicators state literacy outcomes for reading and comprehending the informational text and outcomes relating to the cross-curricular student page.

Page numbers for quiz questions relating to the section are given in the worksheet information section.

Cross-curricular activities suggest further ways to develop the topic in the same, or another, learning area.

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Worksheet information details any background information required by the teacher or presents specific details regarding the use of the worksheets.

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Answers are given for all questions, where applicable. Open-ended tasks require the teacher to check the answers.

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Outcome links are given for the particular society and environment area relating to the topic, English outcomes are given for the comprehension pages and/or the cross-curricular student page as well as for activities which fall into other learning areas such as PD/PE/ Health, Creative Arts, Science and Technology.

QUIZ QUESTIONS Quiz questions with answers are given for each section on pages x to xxi. The quiz questions are presented in a ‘half-page’ card format for ease of photocopying and may be: – given orally, with students answering on a separate sheet of paper – photocopied and given individually as a written test – combined with the other appropriate pages for the unit(s) as a final assessment of the topic, or – photocopied and used by pairs or groups of students as ‘quick quiz’ activities.

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TEACHERS NOTES The student pages follow the format below: • The first student page is an informational text, written at a student’s level of understanding. Illustrations and diagrams have been included where necessary to assist in student understanding of the topic being covered. • The second student page is a comprehension page to gauge student understanding of the text. A variety of activities is provided, including answering literal, inferential and applied questions, compiling information for a retrieval chart and cloze activities. • The final student page is a cross-curricular activity. Occasionally, these activities may fall within the same learning area, such as in English.

r o e t s Bo r e p 2o u k S STUDENT PAGES

The title of the section is given. Informational text about the particular topic is provided. Diagrams or maps that assist in explaining the particular topic are included, if relevant.

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The title reflects the type of activity to be completed. Answers are provided for this page if needed.

Fact file: An interesting fact is included on student pages 2 and 3 to extend student knowledge.

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Comprehension activities are provided to gauge student understanding.

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Fact file: An interesting fact is included on student pages 2 and 3 to extend student knowledge.

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OVERVIEW The cross-curricular activities suggested below may aid in developing this theme.

DEMOCRACY

English

Mathematics

• Hold a class debate on one of the proposed changes to the Australian constitution that Australian people have been pushing. These include changing the flag, becoming a republic, including a bill of rights, recognising Aboriginal and Torres Strait Islander people in the preamble and giving the Commonwealth government authority and responsibility for the environment.

• After a visit to the chamber in Parliament House, draw a bird’s-eye-view map of the seating arrangement and furniture used. Indicate where the Speaker sits, the ministers in power and the opposition sit, the leaders of each party sit and the recording station (Hansard).

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• Write a narrative in which an incident occurs at home or at school that requires a democratic decision be made. • Write the script for a short play in which a non-democratic decision made within your social group upsets a number of people. Conclude with a democratic resolution to the problem. • Write and deliver a speech explaining why you appreciate Australia’s political system.

• Randomly choose 20 countries of the world. Determine their government types. Draw a pie chart to show the percentage of each government type in this group.

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• Compile a glossary of words related to democracy; e.g. ‘veto’, ‘constitution’, ‘monarchy’, ‘republic’, ‘referendum’, ‘suffrage’, ‘preferences’.

• Survey local, distant and international schools by email to find out how many students are elected to the student council, are sports captains, class captains etc.

• Draw a time line for Australia since Federation. Record each change of federal party in power. Determine the percentage of time (in years) that each party has held power. • Hold a class election and use various maths skills in the process; e.g. tallying votes, compiling statistics etc. • Create a time line showing the careers of Australian prime ministers. Compare their length of time in office.

• Compare and contrast three of the main forms of government: democracy, authoritarianism and anarchism.

• View and discuss the various advertising techniques used by political parties to win votes close to an election.

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• View various speeches made by prominent political leaders. Ask students to evaluate each and discuss what makes a great and inspiring speech. Create a class chart with bullet points outlining how to produce a great speech. Students then put the ideas into practice by creating a speech and presenting it to the class. Invite students to evaluate each other and give feedback.

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• Write a descriptive and imaginative prose which begins, ‘If I were the prime-minister (or premier) …’ • Debate the following topic:

‘The United States is the ‘role-model’ of a democratic society, which all other democratic countries should aspire to’. • Present a humorous television interview between a talk show host who wishes Australia to become a republic and sees little use for the monarchy, and the Queen of England.

Democracy

• Research to find information on what is involved in managing a budget. Try making your own budget for a onemonth period. How easy did you find it to stick to? Consider what percentage of your budget is allocated to different aspects. • Design and create a survey to determine if people (adults) believe Australia should become a republic. Survey teachers, parents, family members and other adults (such as coaches, babysitters etc.) Convert the results into percentages and compare them with the result of the 1991 referendum which showed 52% of Australians were in favour of Australia becoming a republic.

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• Skim current newspapers for articles referring to battles between political parties and their leaders. Choose one to summarise for the class.

• When voting for class captains, calculate the percentage of votes each person earns. Use this information to establish a class poll to show who is in the lead throughout the counting process.

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• With a group, write and perform a short scene showing an important moment in the history of democracy.

• Find out the date of the last federal election (or an up coming one). Was it/is it during daylight savings time? List the time differences between each of the states and territories. What is the time span between the last time to vote for each state? • Design and create a short survey to determine whether people can name the current Governor-General of Australia, and if they can list any of his five main powers. Survey teachers, parents, family members and other adults (such as coaches, baby sitters etc.) • Find out the number of people eligible to vote in each state or territory in Australia. Display them on a map of Australia. R.I.C. Publications®

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OVERVIEW The cross-curricular activities suggested below may aid in developing this theme.

DEMOCRACY

Human society and its environment

Creative Arts

• Create a time line of major developments in the history of democracy in Ancient Greece or when key figures in the development of democracy were born.

• In small groups, create role-plays about elections; for example, someone arriving at a polling booth to be confronted with different people handing out ‘How to vote’ pamphlets, or a local member doorknocking to speak to members of his or her electorate on issues.

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• Write to the local, state or federal government member, voicing their concerns about an issue or praising the handling of one. • Compare and contrast some aspects of life under a democratic government with that under a communist government.

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• Invite a guest who has lived in a country with a nondemocratic style of government to speak to the class about his/her personal experiences. The class can make notes and use them to write reports.

• Compare the voting system of two democratic countries; e.g. Australia and the USA.

• Randomly choose a country with a democratic form of government. Determine three national icons of the country. Using different art forms, create images of these icons.

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• Choose one continent. On an outline political map of the continent, label each country and use a colour key to show the government types of each country.

• One student is a television reporter on a current affairs program and the other is a member of a political party being interviewed about an issue. Students will need to research to find a current topical issue and prepare their interview questions and answers. The interview could be videotaped.

• Dramatise a short play based on the difficulties parents of three children, with very different personalities, have in making democratic decisions at home. • Create portraits of important figures in the development of democracy, according to popular art styles of their era.

• Set up your class as a different form of government: democracy, authoritarianism or anarchism. Live by each system for a one-week period. At the end of the trial, discuss and evaluate which form of government you like best and say why you liked it. Survey the class and record the results as to which form of government was most preferred by students.

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• Research to find out about various government bodies which have been established by your government to help people in your local community. Discuss what other types of organisations might be of use in your community. Put together a proposal and submit it to your local government with supporting data and information.

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• Role-play a ‘hard-hitting’ interview with the current Australian prime minister about a topical political issue. • Create clay busts of significant people in the history of democracy. Display them with a brief description of their impact on democracy. Organise the display in chronological order to show when each person had an impact on the democratic process.

• In small groups, create and perform a skit showing what goes on behind closed doors when a serious issue is being discussed between the leader of a country and his/her colleagues.

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• Establish a class issue that needs to be addressed. Hold a referendum to assess the majority decision on that particular issue.

• Create a jingle which could be used in an advertising campaign leading up to an election. Remember, it needs to be simple and very catchy.

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• Research referendums that have been held in Australia or another democratic country. Present the results for each referendum on a poster, highlighting those which were passed and those which were not.

• Visit the local shire office (town or city). Find out about the local government structure and the people in power. Try to meet and speak to as many people as possible and learn about their positions and main roles. • Compare a constitutional monarchy with a democratic republic. Present the similarities and differences in a table.

• Draw humorous cartoons which show each of the following groups’ choice of leader. – If kids could vote … – If babies could vote … – If dogs could vote … – If cats could vote … • Design and present a set of three posters to be displayed in a school common area, which graphically show the different powers of the three governments: – Federal government (defence, money, customs etc.) – State (transport, education, police, hospitals etc.) – Local (minor roads, parks, baby health centres, rubbish collection etc.) • As a class, discuss the personal qualities, both necessary and desirable, to be a great leader of a democratic country. Create a ‘wanted’ poster searching for the perfect leader.

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OVERVIEW The cross-curricular activities suggested below may aid in developing this theme.

DEMOCRACY

Science and technology • Research to find out what the Ancient Greeks knew about the earth and beyond—or other scientific phenomena—around the time democracy was being introduced. Compare with modern-day knowledge.

• Invite a guest speaker who uses the process of democracy in his or her job to pursue equality; for example, someone working to get better rights for victims of crime or someone involved in saving an animal such as the sun bear in SouthEast Asia. Questions should be prepared beforehand.

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• Design a system of political voting that you think would be better than the current Australian system. Explain why.

• Research to find out how your government is working towards reducing greenhouse gases and conserving water supplies and the impact this can have on the Earth. • Identify ways your local government is caring for your environment. What conservation strategies have been implemented to care for ‘at-risk’ habitats and wildlife?

• Research to find which governments have signed the Kyoto Agreement, Ramsar Convention and any other agreements designed to save the environment. • Design and create a new Australian flag. • Research design materials and ‘gimmicks’ for advertising purposes and create a pamphlet to be used in a letterbox drop for someone who wishes to be elected at the next local, state or federal election.

• Students make suggestions for a novelty race to be included at the next school swimming or athletics meeting. Use the democratic process to explain/inform what each race entails. Vote to see the top five choices and vote again on these to see which one race will be included.

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Personal development, Health and Physical Education

• Discuss the feelings of people who are subject to unpopular, undemocratic decisions. Share your experiences of this situation. How has this exercise influenced your opinion on the importance of democratic decision-making?

• Make a list of times when you have made non-democratic decisions. If you could turn back the clock, what, if anything, would you change?

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• In a small group, create an advertising campaign using audiovisual equipment to promote why you should be elected. Remember to include your policies and ideas and how you intend to better the school environment. • Review websites for government bodies. How easy are they to use? How could they be improved?

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• Research to write a report on apartheid and how it affects the lifestyles of people. • Discuss and evaluate how people’s political views affect their values and beliefs. Examine the impact these views have on the wider community.

• Identify health and values issues within your local community. Devise a plan which could be put into place by the local or state government to improve the situation. You may like to present these to your local council or state government.

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• Using the computer, create a worksheet that could be used to help people identify a problem and those affected by it. Include space to record the course of action to be taken to resolve the problem in a democratic way.

• Research the goals and achievements of Amnesty International.

• In small groups, present brief skits which show what it means for a citizen to take part in ‘civic life’.

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• Design a ‘futuristic’ ballot box which can read, sort and count votes, and spit out any dummy votes (such as ‘Donald Duck’ etc.). • Create a simple PowerPoint™ presentation which clearly explains the organisation of a democratic government. Make it visually appealing to younger students.

• Present a two-minute talk expressing empathy with people who live in countries under communist rule or a dictatorship.

• Currently, people who are away from their electorates during an election can complete a postal vote some time before election day. Imagine extraterrestrials were given the right to vote. Design and create a voting form which can travel through space and across galaxies to reach the ballot box.

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CONNECTED OUTCOMES GROUP OVERVIEWS

English

Human Society and its Environment

Science and technology

Creative Arts

PD/PE/Health

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QUIZ – WHAT IS A DEMOCRACY?

Pages 2–5

1 Write short answers. (a) Democracy literally means …

(b) Democracy usually refers to a form of

and

2 Complete the sentences. (a) Democracy is believed to have originated in

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(b) Three people who helped develop democratic processes are:

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1 Answer True or False.

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(a) There are many types of democracies.

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(b) Direct democracies have many representatives. (c) Canada has a government which is a direct democracy.

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(d) Direct democracies are the purest form of democracy.

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(e) Direct democracies are usually found in very large countries. (f) A direct democracy has initiatives, referendums and recalls. 2 Write Yes or No.

(a) An initiative is an idea suggested by anyone.

(b) A referendum is an idea voted on by the people (c) Recall occurs when a person retires from public office and is then asked to come back to work. (d) Representative democracy and liberal democracy are not connected to each other.

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QUIZ – HISTORY OF DEMOCRACY

Pages 10–13

1 Circle the person who established the first true democratic government in Athens in 507 BCE. Solon

Cleisthenes

Pericles

Ephialtes

2 List three reasons that prevented people becoming citizens. • • •

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3 Answer True or False.

(b) You had to be over the age of 18 to be on the Council or the jury. (c) An expelled politician had to leave Athens for 10 years. (d) Voting on an issue at Assembly was usually written on ostraka. (e) Citizens on the council were elected by voting.

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(a) Five hundred people had to be present at Assembly before points of view could be heard.

(a) Holding free, fair elections is a basic democratic principle.

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(b) Anyone can vote and be voted for in a democracy. (c) Elected representatives can do as they please once elected.

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(d) Students have no influence in the school hierarchy.

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(e) Parents have no influence in the school hierarchy. 2 Write short answers.

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1 Answer True or False.

(a) Three ways students can exercise their right to vote in schools are:

•

(b) Two ways parents can exercise their right to vote in schools and communities are:

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Democracy

QUIZ – DEMOCRATIC RULES AND LAWS

Pages 18–21

1 Complete the sentences. (a) A rule is

(b) A law is

groups.

(d) Laws usually relate to

groups.

2 Answer Yes or No.

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(a) There are different rules and laws for different people. .............................................. (b) Rules and laws set boundaries. .................................................................................

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(c) Rules and laws ensure that we keep our rights. ......................................................... (d) We have rights but we have no responsibilities. .........................................................

(e) Legislation is the process for making things legible. .................................................. 3 Write the names of the people or group who:

(a) propose laws

(b) signs the Bills to make them laws

(b) passes Bills

1 Answer True or False for each statement.

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(a) In a democracy, all people are equal before the law.................................................

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(b) Democracies are exclusive societies........................................................................ (c) In a democracy, groups are more important than individuals....................................

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(d) In a democracy, all people have the opportunity to be educated............................... 2 Answer Yes or No.

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(a) Tolerance, respect and valuing individual differences are important democratic values.

(b) The rights of people in a democracy are rejected. . ...................................................... (c) People in a democracy have different rights. ...............................................................

(d) Citizens in a democracy have responsibilities as well as rights. ................................... (e) Citizens in a democracy have different responsibilities. ...............................................

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QUIZ – DEMOCRACY IN AUSTRALIA

Pages 26–29

1 Tick the question to this answer. Answer: 1 January 1901 (a) Women given the right to vote in South Australia. .......................................................................... (b) The colonies given the right to raise taxes. .................................................................................... (c) The colonies become a federation. ................................................................................................ 2 Australia is a constitutional monarchy with two leaders, a country and the

, the Queen, who rules the

, who is the leader of the government.

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3 In Australia, the Queen is represented: (a) in Canberra by

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(b) in each state and territory by

5 Circle the correct word to complete the sentence. The constitution is the highest law of Australia and can only be changed by: the Prime-minister

. the Governor-General

. a referendum

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4 Tick true or false. (a) Sir Henry Parkes wrote Australia’s Constitution........................................................ (b) After Federation, men who did not own property could enter parliament.................. (c) All Aboriginal Australians have had the right to vote since 1962...............................

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, 2 List the five parts of federal parliament. • • • • •

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and

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1 The three levels of government are:

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3 Tick the statements that are true.

(a) Members of the Senate are representing the states and territories................................................. (b) Offering baby health centres is the responsibility of the federal government................................... (c) The party which has the second highest number of votes in an election becomes the opposition.... 4 List three services state governments offer. ,

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QUIZ – INFLUENCES ON AUSTRALIAN DEMOCRACY – PARKES and BARTON Pages 34–37

1 True or false? (a) Before Federation, each colony in Australia had its own laws. ................................ (b) Edmund Barton is known as the ‘Father of Federation’. . ........................................ (c) Sir Henry Parkes died before Federation was achieved. ......................................... (d) Sir Edmund Barton was the second Australian prime minister. ...............................

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2 In which town did Parkes deliver his famous speech in support of Federation?

3 On which date did Australia achieve Federation?

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4 To which overseas city did Barton travel in 1900 and why?

5 Who was born first – Edmund Barton or Henry Parkes?

1 (a) When and where was Catherine Spence born?

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(e) How was Catherine Spence’s work commemorated?

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(b) Where did Catherine Spence live in Australia?

2 (a) When and where was Rose Scott born?

(b) Where did Rose Scott live most of her life in Australia?

(c) Which group of people did Rose Scott try to improve conditions for? (d) Which three reforms was she involved in establishing? (e) Which courts did she lobby for? xiv

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QUIZ – PETER LALOR AND MARY LEE

Pages 42–45

1 One thing Peter Lalor and Mary Lee had in common was that they both emigrated to Australia from which country? 2 Tick the statements which are true. (a) Peter Lalor lost his arm in a mining accident. . ............................................................................. (b) Mary Lee had six children. . .........................................................................................................

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(c) South Australian women were the first women to vote in Australia. . ............................................ (d) The bloody battle at Eureka improved conditions for miners. .......................................................

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3 Circle the correct decade in which each of these events occurred.

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(a) Mary Lee was born in Monaghan, Ireland. ....................................................... 1820s 1830s 1840s (b) Peter Lalor led an uprising known as the Eureka Stockade. ............................. 1840s 1850s 1860s

4 What offer did Mary Lee decline at the age of 75?

1. Who ruled Greece at the beginning of the 6th century BCE?

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Most of the population of Greece was under threat of 3. Circle the correct answer. Solon believed in: anarchy monarchy

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2. Fill the gaps in the sentence. (a)

and

(b)

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aristocracy

4. (a) Which democratic leader was assassinated in 461 BCE? (b) Who was this leader’s successor? 5. Answer True or False.

(a) The Magna Carta was King John’s idea.................................................................... (b) The English barons forced the king to sign the Magna Carta.................................... (c) The Magna Carta increased the powers of the king.................................................. (d) Habeas corpus means imprisonment without trial.................................................... (e) Habeas corpus protects against unlawful imprisonment...........................................

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QUIZ – EQUALITY FOR ALL

Pages 50–53

1 By what names was President Abraham Lincoln known? 2 Fill the gaps in the sentence. President Lincoln played a key role in the 3 What caused the outbreak of the American Civil War in 1860?

(a)

(b)

4 What declaration in 1863 altered the focus of the American Civil War?

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5 By what name were Emmeline Pankhurst and her followers known?

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6 What was the name of the Act, passed in 1913, which allowed weak hunger strikers to be freed and re-arrested when they were stronger? 7 (a) From (i) what age and (ii) when, were women originally given the right to vote in Great Britain?

(i)

(ii)

(b) When were women in Britain given equal suffrage with men?

1 With which organisations are (a) Aung San Suu Kyi and (b) Nelson Mandela associated? (a)

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(b)

2 Which international prize do Aung San Suu Kyi and Nelson Mandela hold in common?

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3 Circle the correct answer.

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(a) Aung San Suu Kyi is from Cambodia Vietnam (b) Nelson Mandela is from Zimbabwe Swaziland

Myanmar

Namibia

Laos

India

South Africa

Lesotho

4 What do Aung San Suu Kyi and Nelson Mandela want for their countries? 5 What great political scandal occurred in Myanmar in 1990? 6 With which President did Mandela have negotiations about South Africa’s future? xvi

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QUIZ – THE REPUBLIC OF INDIA

Pages 58–61

1 Choose the correct word. (a) India is one of the smallest

largest

(b) The head of state is a president

democracies in the world.

monarch

state

2 Match the branches of government to their official role. (a) Executive

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• to debate and vote upon bills

(b) Legislature •

• to maintain justice

• day-to-day management of the country

•

(a) bicameral (b) federal

4 Circle the people who make up the Executive. speaker

president

vice-president

secretary-general

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3 What do these words mean?

prime minister

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1 Who was: (a) the founder of the ‘Monkey Brigade’?

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(b) President of the Youth Congress? (c) President of the Indian National Congress?

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3 Why did the people of India choose 14 November to celebrate Children’s Day? 4 Two of the three Prime Ministers were assassinated. Which two were they?

5 Why did Nehru hoist a flag of independence when India was not yet independent?

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xvii

QUIZ – MAHATMA GANDHI

Pages 66–69

1 What event triggered Gandhi to fight for equality for all people? 2 How did Gandhi’s parents influence him?

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3 What does ‘Mahatma’ mean?

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4 Why is Mahatma Gandhi known as the ‘Father of India’?

5 What approach did Gandhi take to make his point?

6 Why did Gandhi establish two newspapers?

1 After which international hostilities was the United Nations established?

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2 In which country are the headquarters of the United Nations?

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3 What is the name of the treaty which all new members of the UN must agree to abide by?

4 (a) What are MDGs? (b) How many are there?

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5 Match the word with its correct definition. political •

• relating to human interaction

social

• relating trade and finance

•

economic • xviii

Democracy

• relating to government R.I.C. Publications®

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QUIZ – AMNESTY INTERNATIONAL

Pages 74–77

1 What text does Amnesty International use as the basis for its human rights movement? 2 What are the two main principles by which Amnesty International works? • •

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3 Who is entitled to help from Amnesty International?

4 Give two ways in which Amnesty International promotes its work. • •

5 How is Amnesty International funded? Circle two options. governments

fundraising

political parties

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membership

economic interests

1 Circle the correct answer.

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(a) A government which has one person as the head of state and who has inherited his/her title or throne is called: a monarchy a dictatorship a communist government. (b) A government controlled by a single leader who has absolute power and usually uses military power or political trickery to maintain power is called: a monarchy a dictatorship a communist government.

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(c) A government which is controlled by a single party where voters have a restricted choice of candidates to elect and which controls factories and production and limits personal freedom is called: a monarchy a dictatorship a communist government. 2 Write the name of the leader of the country. (a) Spain

(b) Netherlands

(d) Libya

3 Name two countries which have a communist government.

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xix

QUIZ ANSWERS

What is a democracy?.........................2–5 Democratic rules and laws.............18–21 2. Tenterfield 1. (a) rule by the people (b) government (c) principles/ideals; processes

1. (a) Teacher check (b) Teacher check (c) small

2. (a) Ancient Greece (b) Answers will vary but will include three (3) of the following: Pericles, King John, Abraham Lincoln, Nelson Mandela, Aung San Kyi, Emily Pankhurst, Henri Dunant, Mahatma Gandhi (c) free and fair elections; majority vote makes decisions, many political parties, separation of powers, based on laws and constitution

2. (a) No (b) Yes (c) Yes (d) No (e) No

3. 1 January 1901 4. London; to have the Australian Commonwealth Bill passed by the British parliament 5. Parkes

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Australian women for democracy ....................................38 – 41

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1. (a) 1925, Scotland (b) Adelaide, South Australia (c) owned own school; governess (d) girls, women, children Democratic rights and values......... 22–25 (e) Her image was placed on one side of Australia’s 2001 Federation Types of democracies..........................6–9 1. (a) True (b) False commemorative five-dollar note 1. (a) True (c) False 2. (a) 1847, Glendon, near Singleton, New (b) False (d) True South Wales (c) False 2. (a) Yes (b) Sydney (d) True (b) No (c) women (e) False (c) No (d) Crimes (Girls Protection Act), Women’s (f) True (d) Yes Legal Status, First Offenders Act 2. (a) Yes (e) No (e) Children’s Court (b) Yes (c) No Democracy in Australia...................26–29 Peter Lalor and Mary Lee................42–45 (d) No 1. (c) 1. Ireland History of democracy......................10–13 2. monarch, prime-minister 2. (c) and (d) 1. Pericles 3. (a) Governor-General 3. (a) 1820s (b) 1850s 2. females/slaves/freed slaves/metics/those (b) Governors (c) 1890s who had a parent not born in Athens/ 4. (a) False males under 18 (b) True 4. To stand for parliament. (c) True 3. (a) False (b) False Power to the people.........................46–49 5. a referendum (c) True 1. The land-owning aristocracy (d) False Three levels of government. . ...........30–33 (e) False 2. (i) debt 1. federal, state and local (ii) slavery Why are democratic principles 2. House of Representatives, Senate, 3. democracy important?.......................................14–17 Executive, High Court, Governor-General 4. (a) Ephialtes 1. (a) True 3. (a) and (c) (b) Pericles (b) True 4. Choose from: education, hospitals, 5. (a) False (c) False Aboriginal welfare, police, roads, housing (b) True (d) False estates and public transport (c) False (e) False (d) False 2. (a) by voting for class captains, school (e) True Influences on Australian captains, sporting captains and student democracy – Parkes and Barton..... 34–35 council representatives Equality for all..................................50–53 1. (a) true (b) voting for people for parent (b) false 1. ‘Honest Abe’ and the ‘Great Emancipator’ committees, voting in local council (c) true elections, voting for representatives in 2. (i) abolition (d) false organisations such as Rotary etc. (ii) slavery

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QUIZ ANSWERS

3. The withdrawal of 11 pro-slavery southern 4. Indira Gandhi and Rajiv Gandhi states from the Union. 5. To encourage the people of India 4. The Emancipation Proclamation to support their bid for national independence. 5. The suffragettes

Informing the news media of all our cases. Raising public awareness by expressing our concerns in posters, newsletters and through the Internet. Using peaceful protest and lobbying to highlight a cause. Mahatma Gandhi.............................66–69

6. The Cat and Mouse Act 7. (a) (i) 30 (ii) 1918 (b) June 1928

1. When he was ejected from a train for not sitting in the appropriate carriage for his colour, even though he had purchased a first-class ticket.

5. fundraising and membership

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Prisoners for democracy.................55–56 1. (a) National League of Democracy (NLD) (b) African National Congress (ANC)

2. His parents taught him to be truthful, honest and to have integrity.

Other forms of government.............78–81 1. (a) a monarchy (b) dictatorship (c) a communist government

2. (a) Juan Carlos I (b) Queen Beatrix 4. Because he fought to establish India as an 3. (a) Myanmar (c) Robert Mugabwe independent country. (b) South Africa (d) Muammar al-Quaddafi 5. He used patience, sympathy and non 4. A democracy in which everyone has equal 3. People’s Republic of China, Democratic violence to show wrongdoers what they rights. People’s Republic of Korea, Socialist were doing was wrong. Republic of Vietnam 5. The military junta refused to recognise the 6. He wanted to spread his message for landslide victory of the National League independence and to develop social for democracy. awareness among the Indian people. 6. President FW de Klerk 3. great soul

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2. Nobel Peace Prize

The Republic of India.......................58–61

1. (a) largest (b) president (c) state

United Nations.................................70–73 1. World War II 2. USA

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2. (a) Executive – day-to-day management of the country (b) Legislature – to debate and vote upon bills (c) Judiciary – to maintain justice 3. (a) two parliamentary chambers (b) separate states and territories are united under a central government (c) to be led by a president rather than a monarch

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3. The United Nations Charter

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4. president, vice-president, prime minister, ministers

Three generations of Prime Ministers...............................62–65 1. (a) Indira Gandhi (b) Rajiv Gandhi (c) Jawaharlal Nehru

Amnesty International.....................74–77

1. Universal Declaration of Human Rights 2. impartiality and independence

3. Any man, woman or child from any background, culture, religion or political persuasion who has been deprived of his/her basic human rights. 4. Choose from:

Using expert staff supported by specialists in international law and media technology to give credibility and professionalism to our movement. 3. As recognition for Nehru’s work in the area Recording every aspect of each case in a comprehensive report. of welfare, education and development of resources for children and young people. 2. (a) Indira Gandhi (b) Jawaharlal Nehru (c) Rajiv Gandhi

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xxi

WHAT IS A DEMOCRACY? Indicators

Answers

• Reads and completes answers about democracies.

Page 4 1. Teacher check

• Compiles notes for a persuasive speech about democracy.

Worksheet information • More detailed explanations about the history of democracy, key figures who have developed further democratic principles in their countries, organisations or across the world, studies of democratic countries etc., will be covered in subsequent sections.

3. Answers will vary but should indicate that voting in elections is important because it ensures that everyone’s opinions are considered and that representatives always represent the people.

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• Democracy has been described as ‘a form of government, a way of life and a goal or ideal’. • In all democratic countries, the government officials must follow the law and are accountable to the people who elected them.

• ‘Separation of powers’ is a term created by Frenchman, Baron de Montesquieu. Montesquieu based his model on the British constitutional system because he was able to see a separation of powers among the king, parliament and the courts of law. This model was used to establish the governments of democratic countries/states. The model says that states are divided into branches and each branch has separate powers and areas of responsibility which are independent of the other branches. The normal divisions of branches are the executive, the legislative and the judicial. A series of ‘checks and balances’ prevents one branch from becoming more important than the others. Further information about ‘separation of powers’ can be found by typing the name into an Internet search engine.

4. (a) majority (b) political parties (c) separation of power (d) executive, legislative, judiciary (e) laws (f) powers, responsibilities 5. (a) control what the government can do (b) tell how laws are made and enforced

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2. Answers should include six of the following: Pericles, King John, Abraham Lincoln, Nelson Mandela, Aung San Kyi, Emily Pankhurst, Henri Dunant, Mahatma Gandhi.

Page 5 Teacher check

Cross-curricular activities

• Students research to find out which groups or individuals constitute the executive, legislative and the judiciary branches of his/her own democracy.

• Students write a string poem, describing poem, syllable poem or cinquain about some of the principles of democracy.

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• Quiz questions relating to this section may be found on page x.

• As a class, compile a list of countries in the world which are democracies.

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SOSE

English

NSW

SSS 3.7, SSS 3.8

TS3.1, TS3.2, RS3.5, RS3.6, WS3.9

Vic.

SOGE0402

ENSL0401, ENSL0403, ENSL0404, ENRE0401, ENRE0404, ENWR0401, ENWR0402

ICP 4.1, NSS 4.2

LS 3.2, LS 3.4, R 4.1, R 4.4, W 4.2

3.2, 3.3, 3.7, 3.10

3.2, 4.2, 3.3, 4.3, 3.4, 4.4, 3.6, 4.6, 3.10, 4.10, 4.11

Qld

SRP D4.6

Refer to curriculum documents on http://www.qsa.qld.edu.au

Democracy

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WHAT IS A DEMOCRACY? – 1 Democracy (from the Greek demos meaning ‘people’ and kratos meaning ‘rule’) literally means ‘rule by the people’. The term is usually applied to a form of government where the power is in the hands of the people, either directly or indirectly, because a system is used where representatives are elected by free elections held at regular intervals. The term ‘democracy’ can also be applied to a country which has a democratic form of government.

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The principles or ideals and processes of democracy can also be applied to groups and organisations from those at the home and school level to those in the international community.

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The concepts and principles of democracy are believed to have originated in Ancient Greece and developed during the Middle Ages, eighteenth, nineteenth and twentieth centuries. Many well-known figures throughout history have been instrumental in developing these concepts and principles. Some of these include Pericles (495–429 BC) in Ancient Greece, King John in the early thirteenth century, Abraham Lincoln (1809–1865) who fought for the abolition of slavery in the 1800s in the United States of America, Nelson Mandela (first president of South Africa), Aung San Kyi (founder of the National League for Democracy in Burma), Emily Pankhurst (1858–1928), one of the founders of the British suffragette movement, Henri Dunant (founder of the International Committee of the Red Cross) and Mahatma Gandhi (political and spiritual leader of India and the Indian independence movement).

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• Free and fair elections are held so that people can choose a leader or give their opinions about particular issues. Elections are held periodically to make sure that elected representatives always represent the people. Elected representatives may be voted out if they do not seem to be doing what the majority of people want. Each person who votes has the same power as any other. Votes are conducted by secret ballot to allow people to freely express their own opinions. • Decisions must be approved by a majority vote before they are put into place. The majority rules but the minority still have the right to express their opinions.

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• Democratic countries have many political parties to represent the varied interests and points of view of the people. • Democracies use a model called ‘separation of powers’ to ensure that no single controlling group has too much power. The three main controlling branches are the executive (the head of state, ministers, government employees or civil servants who are responsible for the day-to-day running of the state), the judiciary (courts, judges, magistrates, other adjudicators and personnel who run the judicial system) and the legislative (the parliament or congress which makes the laws). ‘Separation of powers’ is usually written in the constitution (a document which details the basic principles under which a nation, state or political body is governed). • Democratic governments are based on laws and, usually, a written constitution. The powers and responsibilities of the government written in the constitution control what the government can do and say how laws are made and enforced. www.ricpublications.com.au

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Democracy

WHAT IS A DEMOCRACY? – 2 Use the text on page 3 to complete the following. 1. Write a definition for ‘democracy’.

4. Complete the sentences.

(b) In democratic countries, there are usually

vote.

by a

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two or more

to make sure that the varied interests and points of view of all the people are considered.

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(a) Decisions in a democracy must be approved

to make sure that no single group has controlling power.

(d) The three main branches of a democratic

state are the

the

and the

2. Name six people who have been instrumental in developing democratic principles or processes in their country or around the world.

written in a constitution.

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3. Why are free, fair elections important to democracies?

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(f) The constitution also has in it details about

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which are

and

of the

government.

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5. What two things does the constitution aim to do? (a)

(b)

Democratic countries aim to offer their citizens basic freedoms such as freedom of speech, freedom of the press, freedom to assemble as a group and freedom of religious worship.

Democracy

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A VERY DEMOCRATIC SPEECH Sir Winston Churchill was a famous British statesman, soldier, author and speaker. He said, ‘Government of the people, by the people, for the people, still remains the sovereign definition of democracy’. Imagine that you are to deliver a speech to persuade the citizens in your country that democracy would be a good thing to have. 1. Complete the boxes below in order to prepare for your dramatic speech.

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(a) What main features about democracy will you include in your speech? (These may be in bullet point form!)

(b) What persuasive words, phrases or language will you include in your speech?

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(c) What dramatic gestures, facial expressions, body language or vocal techniques could you use to emphasise particular aspects of your speech? (If applicable, use symbols and refer to the points they belong to in the information in the first box above.)

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2. Write your speech adding notes about how to present it then practise and present it to the class or a small group of students. Did you know that democracies never make war on each other?

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Democracy

TYPES OF DEMOCRACIES 4. (a) An initiative is an idea suggested by any person.

Indicators • Reads and completes answers about types of democracies. • Make decisions as a democratic group to plan a healthy food cooperative.

Worksheet information • After reading the information about different types of democracies, the students should discuss the text with a partner, in a small group or as a class to ensure that they understand the difference among the different types of democracies. Some of the differences are very slight and can be confusing. It may assist students to complete a compare and contrast table.

(b) A referendum is an idea suggested and passed by the government where the people can vote ‘for’ or ‘against’ the idea. (c) A recall is a situation where the people can ‘recall’ someone whom they have already elected. 5. Answers will vary but will be similar to: A representative democracy is a form of government where people elect representatives to a governing body to act in their interest.

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• Quiz questions relating to this section may be found on page x.

7. a liberal democracy

8. the right to individual freedom; the right to representative government

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• There are many different types of democracies, including republican democracy, social democracy, deliberative democracy, illiberal democracy, participatory democracy and non-partisan democracy. More information about these can be found by searching Internet sites.

6. Answers will include four of the following: judiciary body, constitution, Royal Commission, referendum, initiative, recall election, ‘Upper House’ constraints

9. (a) Switzerland/Swiss Cantons (b) Germany/UK (c) Australia, USA, NZ, Canada Page 9 Teacher check

Answers

Page 8 1. direct democracy, representative democracy, liberal democracy

• Research to find out how your local civic organisation works.

2. Answers will vary but will be similar to: A direct democracy is a system where everyone is involved in the process of voting and making decisions about an issue.

• Classify a number of countries by the type of government that controls them. If they are democracies, state what type they are.

3. initiatives, referendums, recall

• Investigate the artworks of political cartoonists, in particular those who comment on democratic processes.

Cross-curricular activities

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SOSE

English

PD/PE/Health

NSW

SSS3.7, SSS3.8

TS3.1, TS3.2, RS3.5, RS3.6, WS3.9

COS3.1, DMS3.2, INS3.3

Vic.

SOGE0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402, ENSL0403

HPSR0403

ICP 4.1, NSS 4.2

LS 3.1, LS 3.2, LS 3.4, R 4.1, R 4.4, W 4.1

IPS 4

3.7, 3.10, 4.10

3.3, 4.3, 3.4, 4.4, 3.6, 4.6, 4.11

4.3, 3.5, 4.5

Qld

SRP 4.3, SRP 4.5

Refer to curriculum documents on http://www.qsa.qld.edu.au

EPD 4.4

Democracy

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TYPES OF DEMOCRACIES – 1 Although the term ‘democracy’ is used to describe one form of government, a democracy can actually take many different forms. Some of these include direct democracy, representative democracy and liberal democracy. A direct democracy is a system where ALL the people who want to be involved can vote on the important decisions which must be made. It is the simplest or purest form of democracy. It is called ‘direct’ because there are no representatives involved—all the decisions are made directly by the people.

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Direct democracies are usually smaller communities or city-states as larger electorates would make voting difficult. Modern direct democracies have three main structures to strictly control representatives: • referendums (an idea is suggested or passed by the government and the people vote ‘for’ or ‘against’ the suggestion; for example, whether to have daylight savings or shops open on Sunday etc.) and • recall (the people can recall a person who has been elected). Direct democracies can be found in the 26 cantons (or states) of Switzerland, in civic organisations or in towns with populations of under 10 000 people.

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• initiatives (ideas can be suggested by any person),

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The power of elected representatives in a representative democracy is limited by a constitution or other measures such as a judiciary body (Supreme Court), Royal Commission, referendum, initiative, recall election or ‘Upper House’ body. Germany and the United Kingdom are two examples of representative democracies.

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A liberal democracy is a form of representative democracy. The power of elected representatives is limited by a constitution which protects individual liberties and the rights of minority groups. These rights may include freedom of speech and assembly, freedom of religion, the right to own private property, the right to privacy, and to be treated fairly under the law.

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A representative democracy is a form of government where the people elect representatives to a governing body to act in their interest. Representatives are elected by a majority vote of the people and may represent the electorate as a whole or a district or constituency. The representatives have the power to elect other representatives such as a president, leader or other officials.

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Some countries which have a liberal democratic system include Australia, the United States of America, New Zealand and Canada. Democracy

TYPES OF DEMOCRACIES – 2 Use the text on page 7 to complete answer the questions. 1. What are three different types of democracy?

5. What is a representative democracy?

•

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•

2. What is a direct democracy?

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6. What means are in place to limit the control of the power of elected representatives in a representative democracy? Name at least four.

3. What are the three main structures which control representatives in a modern direct democracy? •

7. What is one form of representative democracy?

•

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4. What is the definition of: (a) an initiative?

(b) a referendum?

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8. What are the two main parts of a liberal democracy? • •

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9. What is one example of a country which has: (a) a direct democracy?

(b) a representative democracy?

and

A liberal democracy combines the right to have individual freedom with the right to have a representative government.

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DEMOCRATIC FOOD COOPERATIVE Cooperatives are businesses run and used by the people who own them. The members help themselves, are responsible for everything, are democratic, are equal and fair, and work as one group. 1. In a group of four to six people, complete the questionnaire for a healthy food cooperative. You will need to make your decisions as a group in the same way that a direct democracy does.

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(a) What healthy food will be in your cooperative?

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(b) Where will you get these foods?

(d) How big will the premises for your cooperative need to be?

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(f) How will you display your goods?

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(g) What rosters will you need to keep the cooperative running efficiently (e.g. selling, setting up, opening/closing, ordering new foods etc.)?

(h) Who will be available for each roster so that everyone is helping? (Use the back of this sheet if desired.)

2. Rate how well your group made decisions as a ‘direct democracy’ by colouring the hands. Five is the best rating and one is the worst rating.

Everyone should exercise his/her right to vote. A number of historical events are believed to have occurred due to a one vote majority; in 1961 an election in Zanzibar (now part of Tanzania), Africa, was won as a result of a single vote. www.ricpublications.com.au

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HISTORY OF DEMOCRACY Indicators • Reads and answers questions about the history of democracy. • Cooperates in a small group to create and perform a rap about wetland plants.

Worksheet information • Ancient Athens practised direct democracy where all who were deemed citizens had the right to participate in political decisions under majority rule procedures. The practicalities of all being allowed to have a say if they desired would have been difficult if all who were eligible to attend Assembly did so. This is not possible today with such large and/or widespread populations, unless voting in a referendum. Some form of representative system of government is used by democracies today.

monarchy – monos (alone), arkhein (to rule); rule by one person aristocracy – aristos (best), kratos (rule, power); rule by a privileged class (elite, nobility, upper class) tyranny – tyrranos (lord, master), tyrannia (rule of a tyrant); cruel or unjust use of power oligarchy – oligoi (small, few), arkhein (to rule); government by the few

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• Quiz questions relating to this section can be found on page xi.

Answers

P age 12 1. Athens and other city-states were mostly ruled by the rich and powerful and the lower and middle classes had no say in the running of their city. Increasing unrest by these people led to reforms and a democratic government being created.

anarchy – an (without), arkhos (leader); lack of a leader autocracy – autos (self), kratos (rule, power); ruling by oneself, absolute government

Cross-curricular activities

• Discuss the logistics of a speaker being able to project his voice to a crowd of thousands of people at Assembly and be heard coherently. Technology such as microphones and loudspeakers was not available. Students could give suggestions such as Assembly members repeating parts of the speech to those behind them or the Pnyx having auditorium qualities where voices carried.

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• Poor citizens were paid a day’s wage to attend Assembly so they could afford to take an active part in government. Wealthy citizens were expected to make extra contributions to the state.

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P age 13 Teacher check sentences.

• Collect pieces of broken tiles or pottery (ostraka in Greek) to use as tokens or slips when voting on a class issue, team captains etc. Use charcoal or lead pencil to etch ‘Yes’, ‘No’ or the person’s name.

2. most stable, long-lived

3. males under 18, females, slaves, freed slaves, metics and those who had a parent not born in Athens

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4. Teacher check

o c . che e r o t r s super

SOSE

English

NSW

CCS3.1, CCS3.2, SSS3.8

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11

Vic.

SOSE0302, SOSE0402, SOHI0402

ENRE0401, ENRE0404, ENWR0401, ENWR0403

ICP 4.1, C 4.2, TCC 4.1, TCC4.2, TCC 4.3, NSS 4.2

R 4.1, R 4.4, W 4.1, W 4.4

3.2, 3.3, 3.10, 4.10

4.3, 4.4, 4.7, 4.8, 4.11

Qld

TCC 4.1, TCC 4.2, TCC 4.3, TCCD 4.8, SRP 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Democracy

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HISTORY OF DEMOCRACY – 1 The beginnings Democracy was first developed in ancient Greece in the early 500s BCE (Before Common Era). Greece was not a nation at that time and consisted of hundreds of separate city-states scattered around the Mediterranean Sea and the Black Sea. Consequently, hundreds of democracies were developed, with different forms of democracy. The most stable and long-lived—and the one to which the creation of the first democracy, from which others were developed—was in Athens.

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Democracy means ‘people’ (demos) ‘power’ (kratos). The people or citizens of Athens had an equal power or right to take part in government and could vote on any issue brought up at Assembly. However, ‘citizens’ at that time did not mean all people. Only adult males over 18 who had completed their military training could be citizens. Females, slaves, freed slaves, metics (people who lived in Athens but came from another city-state or country) and those who had a parent not born in Athens could not be citizens. But Athens was the closest any country has come to a pure democracy.

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Before democracy, Athens and other city-states were ruled by a few rich, powerful men, many of who were tyrants. From the 620s BCE until democracy was established, laws and reforms were gradually created to give a more just system of government, where not merely the rich and powerful had a voice in the running of the city. This was a response to the increasing unrest of middle and lower economic classes. Political leaders who were key figures in the origins of democratic government include Solon, Cleisthenes, Ephialtes and Pericles, who established the first true democratic government in Athens in 507 BCE.

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The Athenian democratic model

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• The Athenian democracy was a direct democracy—all citizens met, discussed and voted on issues and laws. The Assembly became the central power of the state. Assemblies were held in the open space on top of the hill of the Pnyx. As many as 30 000 citizens were eligible to attend and 6000 had to be present before points of view could be listened to from speakers on the platform. After discussions on an issue, a vote, usually by a show of hands, was taken.

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• The Council (boule) consisted of 500 citizens over the age of 30, whose job was to suggest new laws and policies. They were selected by lottery and could serve for one year (but twice in a lifetime if picked again). • The Assembly also served as a law court. To be on the jury, a citizen had to be over 30 and his name had to be drawn. There were no lawyers, and, after a trial, jury members cast their votes using bronze discs— solid-centred for innocent and hollow-centred for guilty. • Assembly members could vote once a year to expel a politician they did not trust. They wrote the name on pieces of broken pottery called ‘ostraka’. A citizen who received the highest number of votes (minimum of 6000) had to leave Athens for 10 years.

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HISTORY OF DEMOCRACY – 2 Use the text on page 11 to answer the questions. 1. Explain the reasons behind a democratic government being created in ancient Greece.

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2. Write two phrases from the first paragraph that describe why the Athenian democratic system was considered the best.

3. Who were not considered citizens in ancient Athens?

4. Write keywords and phrases about these aspects of the Athenian democratic model.

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The Council

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The running of the Assembly

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The running of the law court

Expulsion of a politician

The pieces of broken pottery (ostraka) that were used as voting tokens served as a form of free scrap paper, as papyrus was expensive to purchase. 12

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ANCIENT GREEK WORD HISTORY Many political terms, particularly those dealing with forms of government or types of power, have their origins with the ancient Greeks. To complete the table below, use a comprehensive dictionary or a word etymology (word history) site on the Internet to help you find the Greek word origin and the word meaning. In the blank space under each word, write a sentence that includes the word. Word

Greek word history

democracy

Democracy

Meaning

r o e t s Bo r e p ok u S demos (people) kratos (power)

power by the people

monarchy

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Democracy was first established in Ancient Greece in the early 500s BCE.

aristocracy

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oligarchy

anarchy

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autocracy

The official meeting place for Assemblies, known as the ‘Pnyx’, where thousands of citizens congregated, means ‘tightly packed together’ in Greek. www.ricpublications.com.au

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WHY ARE DEMOCRATIC PRINCIPLES IMPORTANT? Indicators • Reads and completes answers about the importance of democratic principles. • Views and analyses a ‘political’ cartoon.

5. (a) a sporting team (b) local council elections, Rotary or other charity groups

Worksheet information • Pages 14 to 25 relate to each other. They are intended to explain the most important principles of democracy and how these principles relate to the everyday life of students. They also are intended to reinforce the importance of teaching democratic processes and principles in schools as part of key learning areas.

Page 17 Teacher check

• It is important for students to be familiar with Arts in Society, such as political cartoons, and the influence they can have on readers of newspapers. • Quiz questions relating to this section can be found on page xi.

Cross-curricular activities

• Students create a pyramid graphic organiser which shows different levels in schools from many individual students at the bottom to the principal at the top. Label all levels clearly. Repeat the activity for a student representative council group and a parent group.

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6. Teacher check

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• Cartoons are sketches or drawings that are used to make a satirical, witty or humorous comment. They are usually found in newspapers and periodicals and are characterised by symbolising or caricaturing some subject or person in an exaggerated way. Politics, public affairs, current news items, social customs, fashions and sporting events or personalities are popular targets of cartoonists.

Answers

4. (a) Any (b) voted (c) express their opinions (d) change things to make them better or safer for the students

• Discuss and compose a list of local community groups which employ some democratic principle to establish and run the activities of the group.

• Research to find out how a politician named William Tweed, who lived in New York in the 1870s and supposedly stole millions of taxpayer dollars, was successfully brought to justice by a political cartoonist called Thomas Nast.

Page 16 1. when electing class captains, sporting captains, student representative council members and school captains

2. They have a responsibility to express the opinions of the people who elected them.

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3. anyone

o c . che e r o t r s super

SOSE

English

Creative arts

NSW

SSS 3.7, SSS 3.8

RS3.5, RS3.6, WS3.9

VAS3.3, VAS3.4

Vic.

SOES0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

ARAR0403, ARAR0404

ICP 4.1, NSS 4.2

R 4.1, R 4.4, W 4.2

AR 4, AIS 4

3.7, 3.10, 4.10

3.3, 4.3, 3.4, 4.4, 4.11

3.4, 4.4, 3.5, 4.5

Qld

SRP 4.3, SRP 4.5

Refer to curriculum documents on http://www.qsa.qld.edu.au

VA 4.3

Democracy

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WHY ARE DEMOCRATIC PRINCIPLES IMPORTANT? Basically, democracies have a few main principles: • Free, fair elections are held to vote for people. • Representatives are elected to act on behalf of the people who chose them. • In a democracy, all people are treated in the same way and are equal to each other. • Democracies are based on laws.

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• A constitution protects the rights of the individuals.

• Citizens of a democracy have the power to change things.

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Democratic principles are used in the school and community every day.

In the school environment, all the members of a class vote to choose a class captain. All the members of a sporting house vote to elect a sports captain. Classes, grades or year levels vote to elect a student representative for student councils or school captain.

Every student who wishes to be considered for a representative position is usually given the opportunity to be chosen and all students are treated equally. Class captains, school sporting captains and student council representatives are expected to express the opinions of the students who elected them. Elected representatives have the power to change things which they don’t like and try to protect the rights of the members of their group.

ME!

to do so. In fact, most schools encourage parents to become involved.

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Within each parent group, office bearers and representatives are voted for and elected by all the other parent members of the group. Parent groups are free to express the opinions of their group to school executive staff, including the principal.

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Parent representatives try to change things to make things better for the students at the school and to protect their rights. Many fundraising activities held by parents are used to buy new equipment for classrooms, to replace old equipment or to make the playground safer or more enjoyable for the students.

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Many students are involved in leisure activities in the community on the weekend and after school. The members of sporting teams elect a captain to represent all the other players and parents may be elected to become office bearers of the sporting club. Parents and other community members vote to elect council members to represent their community at local government level. They are free to vote for anyone they feel will represent their best interests and the interests of the community. Parents may also participate in community groups such as Rotary or charities where office bearers have to be elected. These groups try to make the lives of other people better or safer.

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WHY ARE DEMOCRATIC PRINCIPLES IMPORTANT? – 2 Use the text on page 15 to complete the following. 1. List three examples when free, fair elections are held for students to vote for people in schools. • • •

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2. What responsibility do class captains, school sports team captains and student representatives have to the students who elected them?

3. Who can be nominated for a position as class captain, sporting team captain or student representative council member?

(a)

parent who wishes to may become involved in a parent school committee group. for and

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(b) Office bearers and representatives in parent school groups are elected by the other parents in the group.

to the principal and school executive.

(d) Parent groups in schools try to

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5. Write one example of each:

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(a) a weekend or leisure activity for students which involves voting in elections (b) a community activity for parents which involves voting in elections

6. Give another example of each from your personal experiences. (a) student (b) parent In Australian Aboriginal societies, laws and rules show people how to behave, what their responsibilities are to other people and the environment and how to show respect. 16

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POLITICAL CARTOONS Political cartoons are one of the most important ways in which a newspaper can make a comment about the government or politics of a state or country. In a democratic country, newspapers are allowed to do this because they have the freedom to express their opinions.

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(a) What event or issue could have inspired the cartoon?

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1. Look at the ‘political’ cartoon below and then answer the questions.

(b) Who is portrayed in the cartoon?

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(d) Are there any symbols or stereotypes portrayed in the cartoon?

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If so, what are they?

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(d) What is the cartoonist’s opinion about the topic portrayed in the cartoon?

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(e) Do you agree or disagree with the cartoonist’s opinion? Why?

2. In small groups, discuss the quote ‘A picture is worth a thousand words, but when it comes to politics, it’s probably more accurate to say a picture is better than any words’. Australian Aboriginal children learn about their roles and responsibilities through Dreamtime storytelling. Rules and laws can then be learnt and used as a part of everyday life. www.ricpublications.com.au

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DEMOCRATIC RULES AND LAWS Indicators

Cross-curricular activities

• Reads and completes answers about democratic rules and laws.

• Discuss who makes the rules and regulations at home. How much input do the children in the household have? Have rules changed (such as bedtimes, cooking, household chores etc.) as the children grow older and more responsible?

• Creates a ‘political cartoon’ about a judge.

Worksheet information • Introduce the topic by playing a familiar game such as ‘tip’ or baseball with and without the rules. Compare the differences.

• Select from a list of local community groups one group which employs some democratic principles and try to find out if it has a constitution to abide by and what it might entail. Invite a representative of the group to the class to tell about the constitution if possible.

• After reading the text on page 19, discuss it with the students. Ask questions such as ‘What is a regulation?’, ‘Why do we need rules to give boundaries?’, ‘What does it mean by “we need rules to regulate how things are arranged”?’ and ‘How can judges make laws by “interpreting existing laws in their own way”?’

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• Revise what a constitution is by discussion or by checking the meaning in a dictionary.

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• Make a list of individual rights and responsibilities in the classroom.

• In the weeks preceding the students attempting the activity on page 21, collect any relevant clippings from newspapers or magazines. Display and discuss them to provide motivation for the students. • Quiz questions relating to this section can be found on page xii.

Answers

Page 20 1. (a)–(b) Teacher check 2. (a) small (b) large

3. (a) fairly (b) boundaries (c) rights (d) responsibilities (e) live together

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4. Teacher check: Answer will be similar to ‘Legislation is the process or steps taken to make laws’.

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5. 3, 4, 2, 1

Page 21 Teacher check

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o c . che e r o t r s super

SOSE

English

Creative arts

NSW

SSS 3.7, SSS 3.8

RS3.5, RS3.6, WS3.9

VAS3.3, VAS3.4

Vic.

SOES0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

ARAR0403, ARAR0404

ICP 4.1, NSS 4.2

R 4.1, R 4.4, W 4.2

AR 4, AIS 4

3.7, 3.10, 4.10

3.3, 4.3, 3.4, 4.4, 4.11

3.4, 4.4, 3.5, 4.5

Qld

SRP 4.3, SRP 4.5

Refer to curriculum documents on http://www.qsa.qld.edu.au

VA 4.3

Democracy

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DEMOCRATIC RULES AND LAWS – 1 Democracies are based on laws. A constitution protects the rights of individuals. Each time we play a sporting game, board game or a card game, there are rules to follow. When we are at school, out in the community or at home, there are rules to obey.

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What is a rule and what is a law? A rule is a principle or regulation which controls personal behaviour, actions, ways of acting or the way in which things are arranged.

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A law is a formal order or direction made by a court or a regulation controlling how the court works. Generally, rules apply to small groups in special circumstances but laws apply to the wider society or community. (Rules only affect a few people but laws affect more people!) Rules cover groups in a family, players in a game, members of a group or team. Laws relate to communities, states and countries.

Why do we need rules and laws? The rules which guide the manner in which a game of sport, board game or card game is played, ensure that everyone involved is treated in the same way. Everyone is treated fairly and equally. Setting rules also gives boundaries which everyone knows.

© R. I . C.Publ i cat i ons orr e i ew pThe ur po es oisnl y• Road rules• in af community are v actually road laws. purpose ofs having them to enable all community members to use the roads in the community safely.

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Rules and laws help people live together safely, fairly and happily.

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Rules and laws make sure that we are given the ‘rights’ we are entitled to and that we know what responsibilities we have as well. For example, we have the ‘right’ to ride safely in a car or ride a bicycle safely on the street, but we also have the responsibility to make sure that we drive safely on the road and wear a seat belt or a helmet.

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How are laws made and enforced? Legislation is the act of making or passing laws. It follows this process:

• The people elect representatives for a parliament, congress or governing body, which makes the laws. • The elected representatives propose laws (called Bills). • If the parliament or congress passes the Bill, it is signed by a Governor-General, president or leader and becomes a law. • The judges and courts decide whether laws have been broken or not and what punishment will be given. Laws are usually written down in a constitution and open to everyone. Judges may have a say in making laws by interpreting existing laws individually. www.ricpublications.com.au

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DEMOCRATIC RULES AND LAWS – 2 Use the text on page 19 to complete the following. 1. Write a definition of each in your own words. (a) A rule is (b) A law is

2. Circle the correct word for each sentence.

(a) Rules are usually applied to small/large groups such as players in a game. (b) Laws are usually applied to small/large groups such as people in a community. 3. Write a word (or words) to complete the sentence.

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

and equally.

(a) Rules and laws make sure that everyone is treated

(b) Rules and laws set

we have.

(e) Rules and laws help people to

safely, fairly and happily.

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4. Write a definition of legislation. Legislation is

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(d) Rules and laws make sure that we know what

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5. Number the sentences about making and passing laws in the correct order.

If the parliament or congress passes the Bill, it is signed by a Governor-General, president or leader and becomes a law. .............................................................. The judges and courts decide whether laws have been broken or not and what punishment will be given. .......................................................................................... The elected representatives propose laws (called Bills). ....................................................................................................................................... The people elect representatives for a parliament, congress or governing body which makes the laws. ......................................................................................... One Australian Aboriginal law states that you should share things with your family. Another says to look after the environment and everything in it. 20

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RULES FOR CARTOONS 1. Follow the rules to create a ‘political cartoon’ of your own about a judge who enforces laws. Tick each rule when you have included it in your cartoon. This political cartoon must: be inspired by a real or imaginary event or issue relating to a judge’s actions or comments. . ................

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portray a real or imaginary judge. .......................................................................................................... include some symbols of a judge or could be a stereotype of a judge. ...................................................

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relate the cartoonist’s opinion of the judges’s actions or comments in some way. .................................. include some comment or speech in a speech bubble. .......................................................................... include any other character or person who is relevant to the judge’s comments or actions. ...................

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2. Swap your cartoon with a classmate to see if he/she understands what you are trying to say. Were you successful? Australian Aboriginal laws state that you should not enter someone else’s land without getting permission first and you should respect your elders. www.ricpublications.com.au

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DEMOCRATIC RIGHTS AND VALUES Indicators • Reads and completes answers about democratic rights and values. • Completes a plan for an indigenous artwork depicting the right to be free and equal.

Worksheet information • The principles of democracy underpin schools values programs. They promote the following values: care and compassion, doing your best, a ‘fair go’ for all, freedom, honesty and trustworthiness, integrity, respect, responsibility, understanding, tolerance and inclusion.

(e) inclusive – enclosing; embracing; including the different population groups, (f) diversity – the state or fact of being diverse; difference; unlikeness (g) indigenous – originating in and characterising a particular region or country; native

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(h) assembly – a company of persons gathered together, usually for the same purpose, whether religious, political, educational or social 2. (a) … before the law; Teacher check

(b) … value and tolerate individual differences in each other, and to respect each other; Teacher check. (c) … protected; Teacher check

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• Brainstorm and discuss examples where people cannot be discriminated against because of age, gender etc. (See paragraph 1 of text.) These may include examples such as girls being able to play soccer where once they weren’t allowed to; people who are over 60 or 65 being able to continue to work while they are still mentally and physically able to etc. Then brainstorm and discuss examples of ‘inclusivity’ in schools; for example, including handicapped or disabled students etc.

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(d) marital status – relating to state of marriage; e.g. married, single, defacto relationship, widowed etc.

(d) same, law; Teacher check 3. Teacher check

• Quiz questions relating to this section can be found on page xii.

Page 25 Teacher check

Answers

Cross-curricular activities

Page 24 1. (a) discriminate – to make a distinction, as in favour of or against a person or thing: to discriminate against a minority; to note or observe a difference; distinguish accurately: to discriminate between things; to note or distinguish as different.

• Students research to find out the thirty points of the Universal Declaration of Human Rights.

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(c) ethnic – relating to or peculiar to a human population or group, especially one with a common ancestry, language, etc.; relating to the origin, classification, characteristics, etc. of such groups.

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• After collecting suitable materials, allow students to create individual pieces of artwork for display.

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(b) race – a group of people sharing a language or culture or traditional beliefs or practices.

• Many musicians write or sing songs to make others aware of the plight of groups of people whose human rights are being violated. Investigate the work of some of these, including Joan Baez, Bob Dylan, the Beatles and BandAid.

o c . che e r o t r s super

SOSE

English

Creative arts

NSW

SSS3.7, SSS3.8

RS3.5, RS3.6, WS3.9

VAS3.1, VAS3.2, VAS3.4

Vic.

SOGE0402

ENRE0401, ENRE0404, ENWR0401, ENWR0402

ARAR0401, ARAR0402, ARAR0403, ARAR0404

ICP 4.1, NSS 4.2

R 4.1, R 4.4, W 4.2

AI 4, ASP 4, AIS 4

3.2, 3.3, 3.7, 3.10

3.3, 4.3, 3.4, 4.4, 4.11

3.1, 4.1, 3.2, 4.2, 3.3, 4.3, 3.6, 4.6

Qld

SRP D4.6

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

VA 4.1, VA 4.3

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DEMOCRATIC RIGHTS AND VALUES – 1 In a democracy, all people are treated in the same way and are equal to each other. A constitution protects the rights of individuals.

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In the school environment, all students are treated the same. They usually learn the same things, go on the same excursions, can be involved in the same activities and have the same tests, tasks and homework—no matter what their background. In many countries where democracy does not exist, people may not have the opportunity to be educated at all!

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In a democracy, each citizen is equal before the law. No person can be discriminated against because of his/ her race, skin colour, ethnic and national background, gender, age, place of residence, preferences or marital status. Every individual is important and should be included. Democracies are ‘inclusive’ societies with diversity among the people.

The principles of a democratic society encourage citizens to value and tolerate individual differences in each other, and to respect each other. Classroom and school rules reflect this belief. As well, most schools have values or personal development programs which try to teach students to appreciate the differences in each other and to show respect and tolerance for each other. Many democracies encourage their citizens to value the unique place of the indigenous people of the country as part of the democracy. In schools, students learn about their culture and traditions.

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The rights of people in a democracy are protected. Each person is entitled to the same basic freedoms and rights. Some of these rights include freedom of speech and assembly, freedom of religion, the right to own private property, the right to privacy, and to be treated fairly under the law and to have freedom of information. Imagine not being able to say when you like something or not, or complain about a test or homework assignment! Imagine not being able to go out with a group of friends or go to church if you want to, own a mobile phone, your own books, clothes or stereo or a car or house! Imagine having no privacy or not being able to read any magazine, comic book or newspaper that you want to! These are the sorts of rights which democracies protect.

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Each citizen in a democracy has the same responsibilities under the law. Citizens are responsible for obeying the laws and they must accept the consequences if they break laws. They are responsible for their own actions. School rules enforce this understanding. Students are made aware of their rights, responsibilities and the consequences of not obeying school rules. Adults know that if they disobey a road rule, such as exceeding the speed limit, they must suffer the consequences. This applies to everyone whether they are rich or poor, well-educated or not and no matter what ethnic background they may come from. Citizens also have a responsibility to be involved in decision-making by voting in elections, by discussion and debate with others and by voicing their opinions. But individuals also have a responsibility to listen to, and consider, the ideas and points of view of others. To sum it all up—democracies show value for the dignity of other human beings and aim to have social justice for all. www.ricpublications.com.au

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DEMOCRATIC RIGHTS AND VALUES – 2 Use the text on page 23 to complete the following. 1. Use a dictionary to write the meanings of the following words or phrases. (a) discriminate (b) race (c) ethnic (d) marital status (e) inclusive

(g) indigenous

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(f) diversity

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(h) assembly

2. Complete the sentences then explain what each means in your own words. (a) In a democracy, each citizen is equal

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(d) Each citizen in a democracy has the

responsibilities under the

3. In your own words, explain what the words ‘show value for the dignity of other human beings and aim to have social justice for all’ mean.

Some Australian Aboriginal Dreamtime stories which teach laws are not told until children reach a certain age; others are only told to some people who have a right to know them. 24

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ARTISTS FOR HUMAN RIGHTS In October 2006, a group of artists called the Artists for Human Rights opened an art show in New York as part of an international tour. The show featured a variety of artworks by 36 international artists, each depicting some aspect of the 30 points of the Universal Declaration of Human Rights.

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1. Complete the plan for an artwork to be included in a similar art show. This artwork must: • be in the form of an artwork of a type created by indigenous people of your country, state or local area, and • depict the first human right, which is the right to be free and equal.

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What form of indigenous artwork will you choose (e.g. sculpture, jewellery, painting etc.)?

What symbols, picture or scene will you use to show that all people have the right to be free and equal?

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2. In the box provided, draw a preliminary sketch of your artwork. Include labels, if necessary, to show any materials which may be required. Complete it using appropriatelycoloured pencils.

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What skills, techniques and processes will you use which are indicative of the indigenous people?

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Did you know that Article 21 of the Universal Declaration of Human Rights is the right to democracy? Australian Aboriginal law existed in Australia for over 60 000 years before Europeans arrived. The law was passed down from one generation to the next under the guidance of the elders. www.ricpublications.com.au

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DEMOCRACY IN AUSTRALIA Indicators • Completes a text about the Eureka Stockade by calculating multiplication problems.

Worksheet information • Abraham Lincoln, a president of the United States, said ‘Democracy is a government of the people, by the people for the people’. • Quiz questions relating to this section can be found on page xiii.

Answers

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Several months later, conditions for the miners improved. The cost of a mining licence became one pound per year and miners were given the right to vote. The miners had helped Australia along the road to democracy.

(b) True (d) False (f) False

2. The monarch (the Queen) and the Prime Minister 3. (a) 1901 (c) 1894

On 2 December 1854 a stockade was built from logs, rocks, broken carts and stakes. It was to serve as a fort for the miners. At 3 am on Sunday 3 December, soldiers and police stormed the stockade, attacking the miners. A bloody and furious battle followed and 22 miners were killed.

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Page 28 1. (a) True (c) False (e) True

In June 1863, a group of diggers formed the Anti-Gold Licence Association to give miners a voice and to protest against their conditions. Thirty thousand diggers signed a petition which was taken to Melbourne and presented to Lieutenant-Governor CJ LaTrobe. No changes were made after this peaceful attempt to improve their lives, so the diggers elected a small group to lead them to fight. Peter Lalor, an Irish digger, was the leader.

Cross-curricular activities

(b) 1890s (d) 1823

4. Governor-General, the state Governors 5. (a) Why does the Queen appoint a Governor-General in Canberra and Governors in each of the state capitals? (b) Since the adoption of the Australian constitution, how many changes have been made to it?

• Choose one of the following to research and present a summary of its history: – Australian National Anthem – Australian flag – Commonwealth Coat of Arms

• Present an information poster on the first woman to be elected into federal parliament, the Senate or a specified state government.

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Page 49 In 1863 about 60 000 diggers and their families were living in canvas tents on the Victorian Goldfields, searching for gold. For this right, the diggers had to pay the government 30 shillings per month, which was impossible for many unlucky diggers. When the authorities came to collect the mining licence fee, many diggers hid. If captured, a five pound fine was incurred which doubled every time they were discovered without a licence.

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• Design and create a survey to determine if people (adults) believe Australia should become a republic. Survey teachers, parents, family members and other adults (such as coaches, babysitters etc.). Convert the results into percentages and compare them with the results of the 1991 referendum, which showed 52% of Australians were in favour of Australia becoming a republic.

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6. As poorer people could enter parliament, a wider range of people were able to contribute to policies and decisionmaking in Australia.

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SOSE

English

Mathematics

NSW

SSS3.8, CCS3.2

RS3.5, RS3.6

NS3.2

Vic.

SOES0402

ENRE0401

MANUM401

NSS3.2, NSS4.2

R 4.1

N3.2

3.1, 3.2, 4.10, 4.10

4.3, 4.11

3.6, 3.8

Qld

SRP3.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

N3.3

Democracy

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DEMOCRACY IN AUSTRALIA – 1 A democracy is a system where voters can choose – On 1 January 1901, the colonies became a people from one of a number of political parties to federation—a new country under one flag. The represent them in parliament. It is founded on the Commonwealth of Australia was created. Each belief that everyone should have an equal say in state had a government and the people could elect choosing the government. their leaders to make decisions on their behalf.

Australia’s system of government is based on the British system because the first white settlers arrived in Australia from Britain. Queen Elizabeth II is the monarch of Britain and Australia. Because the Queen can not live in Australia, she appoints a Governor-General in Canberra and Governors in each of the state capitals. The Governors represent the Queen and can act as ‘umpires’ when there is a crisis. They also protect the constitution. The monarch and her representatives have the power to dismiss a government if it is seen to be acting against the constitution or illegally.

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A democracy Australia became a role model of democracy for the rest of the world. All men were given the right to vote and could do so by secret ballot. Rules were changed so members of parliament did not have to own property and would be paid, allowing poorer people to enter parliament.

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A constitutional monarchy Australia follows a representative democracy called a constitutional monarchy, where the monarch (the Queen) is the head of state (meaning head of the country as a whole), and the Prime Minister is the head of the government.

Changes occurred at different times in the states and territories. For example, suffrage for women (the right to vote) occurred in South Australia in 1894 but not until 1903 in Tasmania. In some of the colonies, Aboriginal Australian men could vote from the 1850s until 1901. In other colonies, they were not able to vote until suffrage for all Aboriginal Australians was introduced in 1962.

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include: – how to elect members of parliament; – powers to forbid states and territories to do certain things; – outlines of powers of the high court and judges.

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Federation Australia’s system of government has seen many changes since the arrival of the First Fleet in 1788. Some examples are: – One man, the governor, in early New South Wales made all local law. By 1823 he was advised by a small council. – 50 years after the first convicts arrived, the British colonists in Australia began requesting their own government. – Sir Henry Parkes organised public meetings calling for the colonies to unite and for Australia to have a federal government. – In the 1890s, a constitution (a set of rules outlining how the country will be governed) was drawn up. A referendum was held with all colonies in favour of the constitution. – The colonies achieved self-government and could now raise taxes, organise their own defence and post. Laws still had to be approved by the British government.

The constitution is the highest law of Australia and can only be changed by referendum. Since it was created there have been 12 changes made. Some Australians wish for more changes, such as having a different flag and Australia becoming a republic.

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DEMOCRACY IN AUSTRALIA – 2 Use the text on page 27 to answer the questions. 1. Tick True or False. (a) In a democracy, the people in parliament have been chosen by the public. ...................... (b) The constitution is protected by the Queen’s representatives. .......................................... (c) Women’s suffrage refers to the amount of housework they have to do. ............................ (d) No Aboriginal Australian could vote in Australia until 1962. .............................................. (e) The constitution can only be altered by a referendum. ..................................................... (f) The Prime Minister is the highest law of Australia. ...........................................................

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2. Australia is a constitutional monarchy. Name the two leaders of the country.

3. Write the year next to the event. (a) The colonies became a federation. ................................................ (b) The Constitution was written. ........................................................ (c) Women able to vote in South Australia. ..........................................

© R. I . C.Publ i cat i ons 4. Other than the Queen, who can dismiss a government if it acts illegally or outside the constitution? •f orr evi ew p ur posesonl y• and (d) A small council joined the governor of NSW to make decisions. .....

(a) Answer: Because the Queen can’t live in Australia.

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Question:

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(b) Answer: Twelve changes have been made.

Question:

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5. Write a question to match these answers.

6. Explain how changes to the rules about men entering parliament helped to make Australia a role-model for democracy. The first indigenous person to be elected to federal parliament was Neville Bonner, Senator for Queensland, elected in 1971. 28

Democracy

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THE EUREKA STOCKADE The uprising in the Victorian Goldfields was the first time a group of non-Indigenous Australians united and stood up to fight for their rights. The Eureka Stockade has become an important symbol of democracy for Australia. 1. Find out more about the Eureka Stockade by solving the multiplication code to complete the text. 40

12 100 56

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In 1863 about 60 000 diggers and their families were living in canvas

8x3

10 x 10

6x3

on the Victorian Goldfields,

6x4

8x8

searching for gold. For this right, the diggers had to pay the government 30

7x2

6x6

10 x 3

6x5

9x4

6x3

per

5x1

8x8

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month, which was impossible for many unlucky diggers. When the authorities

came to collect the mining

5x4

15 x 2

12 x 3

10 x 2

20 x 5

9x2

fee, many diggers hid. If captured, a five pound fine was

50 x 2

incurred which doubled every time they were discovered without a licence.

In June 1863, a group of diggers formed the Anti-Gold Licence Association to give miners a

3x3

10 x 2 4x9

and to protest again their conditions. Thirty thousand diggers signed a

10 x 10

8x3

6x7

6x6

10 x 6

3x6

5x5

2 x 50

5x6

4x7

2 x 30

6x6

5 x 20

5x2

12 x 2

30 x 2

3x7

and presented to Lieutenant-Governor CJ LaTrobe. No changes were made after this

2x9

5 x 20

peaceful attempt to improve their lives, so the diggers

100 x 1

10 x 3

2 x 50

4x5

4x6

10 x 10

6x2

was built from logs, rocks, broken carts and stakes. It was to serve as a miners.

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8x7

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a small group to lead them into fight. Peter Lalor, an Irish digger, was the leader. On 2 December 1854 a stockade

15 x 4

21 x 2

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for the

12 x 2

At 3 am on Sunday 3 December, soldiers and police stormed the stockade, attacking the miners. A

30 x 2

10 x 6

2x6

and furious battle followed and 22 miners were killed. Several months later,

per year and miners were given the right to

The miners had helped Australia along the road to

4x5

2 x 15

4x4

conditions for the miners improved. The cost of a mining licence became one 4x3

2x5

8x3

5x5

3x3

5 x 12

10 x 10

6x2

14 x 2

25 x 4

15 x 4

4 x 15

7x3

6x3

2 x 10

6x7

4 x 10

4x4

2. One the back of this sheet, sketch a scene from the text. Colour and label it. The first political party to be elected as the government of Australia in 1901 was the Protectionist Party, which wanted to protect Australian industries from foreign competition. www.ricpublications.com.au

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THREE LEVELS OF GOVERNMENT Indicators

Cross-curricular activities

• Reads and answers questions about Australia’s three levels of government.

• Find out the state electorate the school is in. Use the Internet to find out who represents that electorate in parliament. Which party does he/she belong to? As a class, create a list of questions you would like to ask him or her. Include these in a letter and post it.

• Follows a checklist to present a three-minute speech to an audience. • Evaluates own performance according to public speaking criteria.

Worksheet information

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• The federal and state parliaments may make laws about the some of the same things, such as roads and health. Section 109 of the Australian Constitution states that if a state law conflicts with a federal law, then the federal law will override state law.

• Study parliament house and the interior of the House of Representatives and the Senate. What do the colours represent? Where does the layout originate? Design a new and modern layout for a Parliament House. It must include places for each group of people to sit and present reasons for those positions.

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Page 33 Public speaking • Teachers can conference with students to discuss their selfevaluation of their speech once completed. A list of goals/targets can be written for the student to work towards for the next oral presentation in class.

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• Create a large poster which clearly shows the three levels of government, who leads them, the number of people in each and who they represent. Colour code each section. Add pictures drawn or cut from magazines to show the services each level of government provides.

• Quiz questions relating to this section can be found on page xiii.

Answers

Page 32 1.

Federal government

State government

Local government

Queen’s representative

Governor-General

Governors

None

Head of government

Prime Minister

Premier

Mayor, Lord Mayor or Shire President

Your representative

Member of Parliament

Councillors

Services

supplying money, Aboriginal education, hospitals, Aboriginal welfare, pensions and jobstart welfare, police, roads, housing allowance, customs, immigration estates and public transport and the defence forces

3. (a) True (c) True

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2. (a) 150 (c) 42

baby health centres, libraries, parks and ovals, minor roads and footpaths, swimming pools, street lights, public toilets and parking areas

(b) 12, 2, 76

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(b) False (d) False

4. All citizens of Australia over the age of 18 vote for politicians from political parties such as the Australian Labor Party, the Liberal Party of Australia and the National Party of Australia. If elected, the politicians become members of parliament. The political party with the most members forms the government.

SOSE

English

NSW

SSS3.8, CCS3.2

RS 3.5, RS 3.6, TS4.1

Vic.

SOES0402

ENRE0401, ENSL0403

NSS3.2, NSS4.2

R 4.1, R 4.4, LS 4.1

3.1, 3.2, 4.10, 4.10

4.2, 4.3, 4.4, 4.11

Qld

SRP3.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Democracy

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THREE LEVELS OF GOVERNMENT – 1 Australia is a federation with power shared among three levels of government—federal, state and local. Each level of government is run by a democratically elected parliament or council. Federal government The Prime Minister is the leader of the federal government. The federal government can create laws (which is called ‘passing a bill’) in the areas of: • taxation • defence • post • immigration • emigration • currency • census • foreign affairs • trade with other countries and states Its services include supplying money, Aboriginal welfare, pensions and jobstart allowance, customs, immigration and the defence forces.

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The Constitution states there should be five parts to the federal government.

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• The House of Representatives – (also called the Lower House). New laws are created here.

Australia is divided into electorates, which are areas with approximately the same number of people. One person from each electorate sits in the House of Representatives. There are 150 electorates in Australia and so 150 members are elected to sit in the House of Representatives. • Senate – (the Upper House) represents the six states and two territories of Australia. There are 76 members elected by voters—12 members of the Senate for each state of Australia and two for the Northern Territory and ACT. New laws can be passed in the Senate.

• Executive – The Prime Minister and Cabinet Ministers are part of the Executive—42 people in total.

• High Court – includes judges who interpret the Constitution and sort out issues between the federal and state governments.

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State governments are quite independent from the federal government and from each other, with each having a premier as its leader. They can make important laws but all ‘bills’ passed must have the consent of the state or territory Governor (the Queen’s representative).

State government services include: education, hospitals, Aboriginal welfare, police, roads, housing estates and public transport. www.ricpublications.com.au

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The Federal government sits in Canberra at the Commonwealth Parliament House. All citizens of Australia over the age of 18 vote for politicians from political parties such as the Australian Labor Party, the Liberal Party of Australia and the National Party of Australia. If elected, the politicians become members of parliament. The political party with the most members forms the government. The party which comes second forms the Opposition.

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Local government

States are divided into smaller areas which govern themselves, known as either a city, town or shire, depending on the population. The leader of the local government or council area is the Lord Mayor, Mayor or Shire President. To meet the needs of the people in the local community, by-laws are created. The state decides in which areas the local government can pass laws. People in the community elect councillors to the local council. There are 650 councils in Australia. Local government services include: baby health centres, libraries, parks and ovals, minor roads and footpaths, swimming pools, street lights, public toilets and parking areas. Democracy

THREE LEVELS OF GOVERNMENT – 2 Use the text on page on page 31 to answer the questions. 1. Complete the table. Federal government Queen’s representative

State government

Local government None

Head of government Your representative

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Services

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2. Add the number facts to complete the sentences.

Australia sitst ini the © R. I . Celectorates .Puinb l i ca ons • f o reach r e vi ew pur po se sonl y• people from Australian state and from each

(a) One person from each of the House of Representatives.

territory make up the

people who sit in the Senate.

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(c) The Prime Minister and Cabinet Ministers are part of the who form the Executive branch of the federal government. 3. Tick True or False.

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(b)

(a) It is the responsibility of the High Court to interpret the Constitution. . ..............................

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(b) Laws created by a state government must have the consent of the Prime Minister. ......... (c) If a bill has been ‘passed’, a new law has been created. ..................................................

(d) Local government has control over the areas in which it can pass by-laws. ..................... 4. Explain how a political party comes to govern Australia.

The tradition of decorating the Senate in rich, dark reds follows the British tradition; however, the Senate in Canberra uses a shade of red which reflects the colour of Australian desert sand and rock. 32

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PUBLIC SPEAKING Politicians spend a lot of their time giving speeches to large audiences, many of which are televised to the nation. Public speaking is high on the list of people’s worst fears, but it is a skill that can be learnt, practised and improved. How do you feel about public speaking? 1. Practise your public speaking skills by preparing and presenting a speech.

THREE-MINUTE PRESENTATION

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(a) Choose a topic that interests you and which you will be able to speak about for three minutes.

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(b) Research the topic and collate all relevant information. . .............................................................

(d) Time yourself reading your speech aloud. Time 1:

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(c) Read aloud your information and make any corrections or additions. .......................................... min Time 2:

min

Adjust your speech so it is three minutes long. ...........................................................................

(e) Write the final copy of your speech. ............................................................................................ (f) Collect and prepare any visual aids you will use in your presentation, such as charts, posters,

PowerPoint™ presentations, items to display etc. ........................................................................ (g) Summarise your speech under several headings and write the text as brief bullet points. (h) Practise your speech in front of a mirror and take note of your body language and stance—stand up straight and make regular eye contact with the audience. .......................

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(i) Read your speech aloud for the final time. Think about your volume, pace

(speed you are talking) and the clarity of your voice (speak clearly). ............................................

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Remember to relax, speak confidently and look at the audience regularly.

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2. SELF-EVALUATION Mark a cross on the scale. 1 – Disappointing 5 – Average  – Brilliant! • Choice of topic: • Timing: • Body language:

• Voice volume, clarity and pace: • Confidence: • Overall performance: 3. On the back of this sheet, write a list of things you will do differently the next time you speak publicly. Often in surveys, a majority of people rank their fear of public speaking higher than their fear of dying.

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INFLUENCES ON AUSTRALIAN DEMOCRACY – PARKES AND BARTON Indicators

Answers

• Reads and answers questions about two key figures in the development of Australian democracy (Sir Henry Parkes and Sir Edmund Barton).

Page 36 1. Answers will vary but may include the following: they both began their working lives in fields other than politics; they were both elected to the New South Wales Legislative Assembly; they both attended the 1891 National Australasian Convention.

• Plans and performs a character interview with a partner.

Worksheet information

2. Answers will vary, but should include the following: • 1815 Born in England • 1837 Emigrated to Australia • 1854 Elected to the New South Wales Legislative Council • 1856 Elected to the New South Wales Legislative Assembly • 1889 Delivered famous speech in Tenterfield • 1890 Federation conference held • 1891 Organised National Australasian Convention • 1896 Died

• Quiz questions relating to this section can be found on page xiv.

• Hold a formal debate on the following topic: ‘Sir Henry Parkes made the greatest contribution to Australian democracy’.

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• Students will need to work in pairs to complete the activity on page 37. As well as reading the provided text on their chosen character, they should also do further research using the Internet or other resources to study pictures, photographs and written information for further clues as to what they think this person would have been like. Encourage the students to use a combination of information about their character’s face and body, education, employment, actions and other people’s opinions at the time (e.g. about their speeches) to help them build up an image of the person. Simple costumes, especially for female students, would also be useful in helping the students to create a character. When the students are devising their interview questions, encourage insightful, open-ended questions; e.g. ‘How did you feel after delivering your speech and why?’ The students may present their interviews in any style; e.g. as part of a television ‘chat’ show or as a more serious ‘hard-hitting’ current affairs interview.

3. Teacher check 4. Teacher check 5. Teacher check

Cross-curricular activities

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• Create a poster that Parkes or Barton could have used to promote Federation to reluctant colonists.

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SOSE

English

Creative arts

NSW

CCS3.1, CCS3.2

RS3.5, RS3.6, WS3.9

DRAS3.1, DRAS3.2, DRAS3.3

Vic.

SOHI0402

ENRE0401, ENRE0404, ENWR0401

ARDR0401, ARDR0402, ARDR0403

TCC4.2, TCC4.3, NSS4.2

R4.1, R4.4, W4.1

ASP4, AR4

3.1, 3.2

4.3, 4.11

3.1, 3.2, 3.3

Qld

TCC4.3, TCC D4.8, SRP4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

DR4.1, DR4.2, DR4.3

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INFLUENCES ON AUSTRALIAN DEMOCRACY PARKES AND BARTON – 1 When the British first arrived in Australia, they established six separate colonies – New South Wales, Victoria, South Australia, Western Australia, Tasmania and Queensland. From around the 1850s, each of these was like a small country, with its own parliament, army and navy, money and stamps. The colonies were also officially British. Any laws they made could be overruled by Britain. Over time, some people began to see the need for a single government to make laws for all Australians. Two key Australian figures who were influential in the Federation movement were Sir Henry Parkes and Sir Edmund Barton.

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Sir Henry Parkes

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In 1854, Parkes’s political career began when he was elected to the New South Wales Legislative Council and, two years later, to its Legislative Assembly. Later, he served as the Premier of New South Wales. He helped to introduce laws which improved hospitals, prisons and the lives of farmers with small holdings.

Edmund Barton was born in 1849 in Sydney. After leaving school, he attended the University of Sydney and became a barrister. After practising law for several years, he developed an interest in politics and was elected to the New South Wales Legislative Assembly in 1879, becoming the youngest ever Speaker of the House in the same year.

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Sir Henry Parkes is remembered as ‘The Father of Federation’. Born in England in 1815, he emigrated to Australia at the age of 24. He first worked as a labourer and a bone and ivory turner, then became a journalist and started the Empire newspaper.

Inspired by Parkes’s 1889 federation speech and politician Andrew Inglis Clarke, Barton became a passionate supporter of federation and, in 1891, was one of the New South Wales delegates to the National Australasian Convention. Upon Parkes’s death in 1896, Barton took over as the leader of the federal convention between 1897 and 1898. In 1900, he was selected as the leader of a delegation which travelled to London with the Australian Commonwealth Bill 1900, and lobbied for the Bill to be passed by the British parliament. Finally, in September, Queen Victoria proclaimed that the nation of Australia would be recognised on 1 January 1901. On his return to Australia, Barton was named as the first Australian prime minister in recognition of his achievements in the Federation movement. He served as prime minister for just over two and a half years, before he resigned and became a High Court judge until his death in 1920.

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interest in a federated Australia. But it was on 24 October 1889 that he delivered his famous speech in the town of Tenterfield, calling for ‘a great national government for all Australians’. He wanted delegates from each colony to meet to create an Australian constitution. Parkes continued to pursue this idea and, in 1890, in Melbourne, a federation conference was held, with Parkes determining many of the issues to be discussed, such as trade and defence. The following year, he organised the National Australasian Convention in Sydney, where the first draft of the Constitution was written. Ten years later, Australia achieved Federation. Unfortunately, Parkes did not live to see it. He died in 1896.

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INFLUENCES ON AUSTRALIAN DEMOCRACY PARKES AND BARTON – 2 Answer the questions using the text on page 35. 1. Apart from their passion for federation, name two things Parkes and Barton had in common.

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1815

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2. Create a time line showing six important events in Parkes’s life.

1896

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4. What advantages do you think there were to Federation? Name three. • •

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3. What sort of person do you think Edmund Barton was? Give reasons.

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• 5. Give your opinion on these facts.

Parkes being named the ‘Father of Federation’

Barton being named as the first Australian prime minister

At the 1890 federation conference organised by Henry Parkes, each colony was well represented and his opening speech was greeted with great applause. 36

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TIME TRAVEL INTERVIEW Imagine you could travel back in time to a year of your choice to interview either Edmund Barton or Henry Parkes about their lives and their influence on Australian Federation. What do you think they would have been like? What would they say? Find a partner to work with. Your task is to prepare two interviews. In one interview, you will be the interviewer and your partner will play either the character of Parkes or Barton. In the other interview, your partner will be the interviewer and you will play the remaining character.

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1. Choose which character you will play and in which year your interview will be set. Write notes about what you think your character’s personality would have been like based on pictures, photographs and other information. Year:

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My character:

2. Think carefully about how you will use your voice and body to portray your character. Write notes in the space below. Voice

Body

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3. When your partner is ready, share your character notes with each other. Have your partner help you to write a list of five interesting interview questions to ask his/her character about his life and achievements.

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4. Rehearse your two interviews, making sure the characters give full sentence answers. When you are ready. perform your interviews for the class. 5. What did you think of your performance? Give yourself a rating and the reasons for your choice. On fire!

Sizzling

Hot

Warm

Cool

Icy

None of the colonies followed the constitution that came out of the first federal convention in 1891.

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AUSTRALIAN WOMEN FOR DEMOCRACY Indicators • Reads and completes answers about Catherine Helen Spence and Rose Scott. • Creates and performs a simple playscript about the impact of Catherine Helen Spence.

Worksheet information • Catherine Helen Spence became a literary critic and social commentator in 1878 and her work was well regarded. Memorials to Catherine Helen Spence include a bronze statue in Adelaide, a building named after her at the University of South Australia, and a wing of the State Library of South Australia and a street named after her in Adelaide. Her portrait hangs in the South Australian Art Gallery.

• Quiz questions relating to this section can be found on page xiv.

Cross-curricular activities • Students complete a narrative (using the correct format) from a story starter which describes the work of Rose Scott.

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• Students investigate and discuss community and health agencies available today to help those in need.

• Write notes for a debate ‘Social justice for all those who require it is an impossible task’.

• View Weeping Woman by Pablo Picasso which shows the faces and emotions of women ‘broken-up by grief’ and painted in the cubist style. Discuss the effectiveness of the artwork to show grief. Use the same style to depict other emotions.

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• Rose Scott is considered to be one of the early feminists. She worked tirelessly to find ways to reduce men’s powers over women and to provide more options for women to become independent. She was opposed to Federation and, later, conscription. She believed that women should remain

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independent of party politics and was opposed to competition and aggression. She was considered to be one of the most important people of her time.

Answers Page 40

Catherine Helen Spence

Rose Scott

Year and place of birth

1825, Scotland

1847, Glendon, NSW

Education and/or occupation

operated own school; governess

home schooled by mother

Main concerns/issues campaigned for

rights, education and votes for women; orphaned, destitute children; parliamentary representation

women’s rights; shop hours for women; juvenile criminals; women in prison; legal status of women

Major achievements

• writer of many novels, textbook • kindergartens established • first secondary school for girls in Australia (Advanced School for Girls) • teacher training for women • member State Children’s Council • Member Destitute Board • Boarding-out Society • first female politician in Australia • Working Women’s Shirtmaking Co-operative • leader Women’s Political Association • picture on Australia’s 2001 Federation commemorative five dollar note

• • • • • • • • • • •

1910

1925

Year of death

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founded Women’s Literary Society – Women’s Suffrage League Early Closing Act (1899) matrons in prisons women factory inspectors improved conditions for women prisoners Crimes (Girls Protection Act) 1910 Women’s Legal Status, First Offenders Act (1918) Children’s Courts first President Women’s Political Education League President Sydney Branch Peace Society secretary International Council Women NSW

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

Creative arts

NSW

SSS 3.7, SSS 3.8

TS3.1, TS3.2, RS3.5, RS3.6, WS3.9

DRAS3.1, DRAS3.2, DRAS3.3, DRAS3.4

Vic.

SOGE0402

ENSL0401, ENSL0403, ENSL0404, ENRE0401, ENRE0404, ENWR0401, ENWR0402

ARDR0401, ARDR0402, ARDR0403, ARDR0404

ICP 4.1, NSS 4.2

LS 3.2, LS 3.4, R 4.1, R 4.4, W 4.2

AI 4, ASP 4, AR 4, AIS 4

3.2, 3.3, 3.7, 3.10

3.2, 4.2, 3.3, 4.3, 3.4, 4.4, 3.6, 4.6, 3.10, 4.10, 4.11

3.1, 4.1, 3.2, 4.2, 3.3, 4.3, 3.4, 4.4, 3.5, 4.5

Qld

SRP D4.6

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

DR 4.1, DR 4.2, DR 4.3, DDR 4.4, DDR 4.5

Democracy

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AUSTRALIAN WOMEN FOR DEMOCRACY – 1

Author, teacher, journalist, politician and suffragette! Catherine Helen Spence was born in 1825 in Scotland.

She became a member of the State Children’s Council in 1866 and a member of the Destitute Board. In 1872, with Caroline Emily Clark, she established the Boarding-out Society which ‘fostered’ orphaned and destitute children into homes.

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As a teenager, Catherine wrote short pieces and poetry which were published in The South Australian. She opened her own school and worked as a governess for wealthy families in Adelaide. (The rate of pay was sixpence [5 cents] an hour!) Later, she wrote many novels including Clara Morison – A tale of South Australia during the gold fever and Tender and true, as well as a social studies textbook titled The laws we live under.

She worked hard to obtain the vote for women and to establish a system of parliamentary representation in government. She became the first female politician in Australia, even though she was unsuccessful in gaining a seat in the federal election.

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In 1839, her family emigrated to South Australia where her father, a former lawyer and banker, eventually found employment as the Town Clerk in Adelaide.

first secondary school for girls in Australia. Women were finally admitted to teacher training colleges and university.

She established the Working Women’s Shirtmaking Co-operative which operated a clothing factory run, controlled and managed by and for women. After Federation, she became the leader of the Women’s Political Association.

She died in 1910 and her life’s work was © R. I . C.Pub l i cat i o commemorated by n her s image being placed on one side of Australia’s 2001 Federation five dollar note. •f orr evi ew pur posesonl y•

Women’s rights activist, public speaker and suffragette!

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Rose Scott was born in 1847 at Glendon, near Singleton, in New South Wales. She was educated at home by her mother while her brothers attended boarding school.

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When her father died, leaving her a small allowance, she took care of her sick mother and sister. She never married but in 1880 when her sister died, she adopted her nephew and moved with him to Sydney. In her Sydney home, she held weekly meetings which involved politicians, judges, writers and poets and her influence grew.

In 1889, she founded the Women’s Literary Society, which in 1891 became the Women’s Suffrage League. She became a much sought after public speaker and campaigner for women’s rights. One meeting in her home is believed to have resulted in the Early Closing Act of 1899 for shops and factories.

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Other reforms which she achieved were the appointment of matrons at police stations, women inspectors in factories and shops and improvement in the conditions for women prisoners. She was involved in reforms including the Crimes (Girls Protection Act) in 1910, Women’s Legal Status and First Offenders Acts (1918) and she lobbied for children’s courts to be established for juvenile offenders.

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Through her writing, she urged education for women and as a result kindergartens and the Advanced School for Girls was established, which was the

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Rose Scott was the first President of the Women’s Political Education League in 1902, President of the Sydney Branch of the Peace Society in 1908 and International secretary of the International Council of Women in New South Wales. When she retired in 1921, a presentation gift of money was used to establish a prize for female law students at university. Rose Scott died in 1925 following a very painful illness. Democracy

AUSTRALIAN WOMEN FOR DEMOCRACY – 2 Use the text on page 39 to complete the table. Catherine Helen Spence

Rose Scott

Year and place of birth Education and/or occupation

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Main concerns/issues campaigned for

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Major achievements

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Year of death

Due to the influence of Catherine Spence, South Australia was the first state in the world to give women the right to stand for Parliament. Her work advanced the rights of suffragettes around the world. 40

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AUSTRALIAN WOMEN FOR DEMOCRACY PLAYSCRIPT A play script is one method of telling about an important issue in a relevant way which is appealing to the audience. The dialogue in a play can be written in either ordinary spoken language or verse and is used to tell a story involving some conflict. 1. In groups of three, complete the boxes to create a scene from a short play. Tick each box as you complete each section.

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• Bess, a destitute mother, living in Adelaide in 1870, who cannot feed her child • Ginny, her 12-year-old daughter; sickly, weak • Catherine Spence, women’s rights activist

Characters

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• Bess –

• Ginny –

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What actions, facial expressions or gestures will the characters use to show how they feel about their situation?

• Catherine Spence –

What events will show how the characters came to be in this situation and what will be done about it?

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What is the working title of play?

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What simple props are needed to show time, place or situation?

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2. Select one character each and role-play the parts, recording and changing the dialogue as you go until you are satisfied with it. ........................................................................................................ 3. Practise your completed playscript, adding any action which may be required............................................... 4. Collect simple costumes................................................................................................................................ 5. Perform your play for the class...................................................................................................................... 6. Evaluate the success of your play in presenting the impact Catherine Spence had on ordinary, destitute people of her time by circling the correct word. . .............................................................

Poor!

Needs improvement!

Okay!

Good!

Great!

Before the Early Closing Act was passed in 1899, young girls in shops worked from 8 am to 9 pm on weekdays and until 11 pm on Saturdays. www.ricpublications.com.au

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Democracy

PETER LALOR AND MARY LEE Indicators

Cross-curricular activities

• Reads and answers questions about Peter Lalor and Mary Lee.

• Sketch then paint a scene from the Eureka Stockade. Include the flag of the Southern Cross in your artwork.

• Designs commemorative stamps which recognise the achievements of Peter Lalor and Mary Lee.

Worksheet information • To complete the activity on page 45, students can view images of stamps from the late 1800s and early 1900s by using a search engine such as ‘google’ and clicking on ‘images’.

Year born

Year died and age at death Place of birth

Arrival in Australia

Occupation

• Find pictures on the Internet of monuments dedicated to Peter Lalor and Mary Lee. Show their location on maps of Victoria and South Australia.

Peter Lalor

Mary Lee

1827

1821

1889, 62 years old

1909, 88 years old

Queens County, Ireland

Kilnock, County Monahan, Ireland

1852

1879

Merchant of wine and provisions, construction worker for Melbourne Geelong Railroad, goldminer, politician

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Page 44 1.

• Write a descriptive poem about life on the Victorian Goldfields.

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• Quiz questions relating to this section can be found on page xv.

Answers

• Write a letter from a young girl to Mary Lee detailing how her life has changed since compulsory education for girls was introduced (in 1875).

Worked for SA Telegraph Department

Achievements

People free to voice opinions against the government

Better conditions for women, women’s suffrage, no exploitation in workforce, better education opportunities for women

• Commander of Eureka Stockade • Elected member of the Legislative Assembly for goldfields • Held the seat of Grant for over 30 years • Cabinet minister • Speaker of Parliament

• • • • • •

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Secretary of Social Purity Society Established Women’s Suffrage League in SA Formed Working Women’s Trade Union Vice President of Trades and Labour Council Achieved compulsory education for girls Nominated as first women to stand for parliament but declined • On Committee of Female Refuge

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Passion

o c . che e r o t r s super

SOSE

English

Creative arts

NSW

SSS3.8, CCS3.2

RS3.5, RS3.6

VAS3.1

Vic.

SOES0402

ENRE0401

ARAR0401

NSS3.2, NSS4.2

R 4.1

AI 4

3.1, 3.2, 4.10, 4.10

4.3, 4.11

3.1

Qld

SRP3.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

VA 4.1

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PETER LALOR and MARY LEE – 1

Peter Lalor Born in 1827 in Queens County, Ireland, Peter Lalor (pronounced ‘Lawler’) emigrated with his brother to Victoria in 1852. The siblings went into business together selling wine and other provisions to the people of Melbourne. Peter also became employed in the construction of the Melbourne to Geelong railway line.

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Once gold was discovered in Victoria, Peter left the railway to make his fortune. On the Eureka Land in Ballarat, he staked a claim on a piece of land and reluctantly paid the 30 shillings to the Victorian government each month for a mining licence fee. This amount was impossible for many unlucky diggers who hid from the authorities when they came to collect the money. Peter Lalor held strong beliefs that every man should be free to voice his opinions against the government, especially if it was acting unfairly or corruptly. There was great unrest among the miners at this time and some 1500 diggers made Peter Lalor their leader to fight for justice.

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built a fort (stockade). Early the next morning they were attacked by police and soldiers, and 22 diggers were killed. Lalor’s left arm was injured so he fled to the home of Father Smyth where his arm was amputated. For a few months after the battle, Lalor was in hiding from the authorities until he was acquitted of all charges. The bloody and furious battle at Eureka brought about improved conditions for the miners. The mining licence fee was reduced to one pound per year and miners were given the right to vote. Lalor became the goldfields representative in 1855—member of the Legislative Assembly for North Greenville. He stayed in politics holding the seat for the suburb of Grant for 30 more years, eventually becoming a Cabinet Minister and Speaker in Parliament. Lalor resigned as Speaker in 1887 when he became ill. He died in February 1889.

On 2 December 1854, diggers burnt their licences, pledged oaths to the flag of the Southern Cross and

Mary Lee

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proposed that women work in schools and offices and set up a Home of Domestic Instruction. She spoke at Democratic clubs and union meetings and initiated the Working Women’s Trade Union. Mary visited clothing factories and workshops, witnessing firsthand the exploitation of women. She became a member and vice-president of the Trades and Labor Council, enabling her to organise free food and clothing for women and children in poverty. This led With little funds, Mary found employment at the to her becoming a member of the ladies’ committee South Australian Telegraph Department. At this time, of the Female Refuge. Mary was also fighting to improve the social status of women and became the secretary of the Social Purity In 1893 Mary Lee and her companions collected Society. Lee realised that for women to be valued 11 600 signatures on a petition for women’s suffrage, in society and for their opinions to be heard, it was which was presented to the House of Assembly. The essential they be given the right to vote (suffrage). She Constitution was changed in December 1894, making established the South Australian Women’s Suffrage South Australian women the first in Australia to get the League in July of 1888 and worked tirelessly to raise vote! Women were also given the right to stand for parliament (the first in the world), which was offered public awareness of the status of women. to Mary Lee but, at the age of 75, she declined. Mary Mary Lee lobbied the government to offer educational Lee passed away 13 years later. opportunities for all young women in the colony. She Born in 1821 in Monaghan, Ireland, Mary Lee was married in 1844 and had seven children. After being widowed, Mary and her daughter, Evelyn, sailed in 1879 to Adelaide to nurse Mary’s son, John Benjamin, who later died.

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Democracy

PETER LALOR and MARY LEE – 2 1. Use the text on page 43 to complete the table. Peter Lalor

Mary Lee

Year born Year died and age at death Place of birth Arrival in Australia

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Occupation

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Passion

Achievements

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2. Which person do you think played a greater role in the development of democracy in Australia? Explain your choice. Continue on the back of the sheet. Choice:

Reasoning:

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A quote from Peter Lalor: ‘If democracy means opposition to a tyrannical press, a tyrannical people or a tyrannical government, then I have ever been, I am still, and will ever remain, a democrat!’. 44

Democracy

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AMAZING AUSTRALIANS – COMMEMORATIVE STAMPS Peter Lalor helped Australia along the road to democracy by leading goldminers in an uprising against the Victorian government at Eureka.

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1. Design a commemorative stamp which represents Peter Lalor and the Eureka Stockade.

Mary Lee worked to improve the conditions of women in South Australia and her achievements changed women’s lives for the better. 2. Design a commemorative stamp which represents Mary Lee and her incredible life and achievements.

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3. Rate your stamp designs.

HOT!

NOT!

• Peter Lalor commemorative stamp – • Mary Lee commemorative stamp – Although Mary Lee worked tirelessly for most of her life to improve conditions for others, she spent her final years in poverty. www.ricpublications.com.au

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Democracy

POWER TO THE PEOPLE Indicators • Reads and answers questions about milestones in the history of democracy. • Prepares a ‘Magna Carta’ appropriate for one aspect of his/her life.

Work sheet information • Revise knowledge of the Ancient Greeks. Consider the wealth of the ruling classes compared with the poverty and oppression of the masses. Discuss how democracy would have benefited the masses and the effect it would have had on the aristocracy.

• Quiz questions relating to this section can be found on page xv.

Cross-curricular activities • Create a time line to show the changes in rule in Ancient Greece from the time of Solon to the time of Pericles. Include major events on the road to Athenian democracy.

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• Complete a project on the ‘Age of Pericles’. • Create an explosion chart to show all the events of significance that occurred in Britain during the reign of King John.

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• The democratic system continued in Athens until 322 BCE, with only a minor setback when Athenian oligarchs regained control for a year after the Peloponnesian War in 404 BCE. In 322 BCE, the kingdom of Macedon took political control over all Aegean Greece. Although democracy continued in other parts of Greece, it was totally destroyed by the arrival of the Romans.

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• The French Revolution of 1789 caused the British government to take steps to avert a similar situation in Britain. While they did not immediately give in to the reform demands of the Chartist Movement, the demands were eventually met.

• Refer to the crippling poverty experienced by the villagers in the stories of Robin Hood, which are set in the reign of King John. Although the stories may be legend only, the historical backdrop is accurate. Encourage students to identify with these people and consider how hopeless their lives would be in similar circumstances.

Page 48 1. 600 BCE

• Greece ruled by land-owning democracy.

594 BCE

• Solon gains power. • Democratic reforms introduced.

507 BCE

• Cleisthenes grants full rights to all free men.

462 BCE

• Ephialtes establishes further reforms.

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461 BCE

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Answers

• Ephialtes assassinated. • Pericles becomes leader. Reforms continue. ‘Age of Pericles’ begins.

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2. If a free man cannot pay his taxes, he will have no chance to raise the money if imprisoned.

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3. Should refer to objectives of the two parties not being the same, a few benefit from the labour of many, greed versus poverty, everyone is equal therefore every person should have the right to vote and be free 4. Teacher check – e.g. Aung San Suu Kyi, Burma – military regime

SOSE

English

NSW

SSS3.7, SSS3.8

RS3.5, WS3.9

Vic.

SOES0402

ENRE0401, ENRE0404

NSS4.2

R4.1, R4.4

3.10, 4.10

3.5, 4,5, 3.7, 4.7, 3.8, 4.8

Qld

SRP4.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

Democracy

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POWER TO THE PEOPLE – 1

Throughout history, the move from one form of rule to democracy has occurred; not immediately, but over time, as leadership injustices have been recognised and opposed.

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Solon made the governing council open to all citizens of Athens instead of just the aristocracy.

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In Ancient Greece, at the beginning of the 6th century BCE, the country was ruled by the land-owning aristocratic minority, while the rest of the population was under the constant threat of debt and slavery. In 594 BCE, the aristocrat Solon gained power. He was determined to introduce legislation that would bring reform and ease the lives of the masses. He also introduced changes to the governing council, making it open to all citizens of Athens instead of just the aristocracy. In 507 BCE, the ruler Cleisthenes granted full rights to all free men. The journey towards Athenian democracy had begun.

Until the 13th century CE, the monarch in Britain was the most powerful person in the land as he had the final say in every decision made concerning the country. But in the reign of King John, many people suffered financial hardship because the king raised taxes to pay for his military defeats. The English barons, with whom the king was meant to discuss affairs of state, revolted and forced him to relinquish some of his power.

Pericles became known as the greatest statesman of the fifth century BCE.

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Pericles became known as the greatest statesman of the fifth century BCE. An inspired leader of the people, he was chosen as the leading general for 15 consecutive years. His time in power is referred to as the ‘Age of Pericles’.

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of the people. As many people had been imprisoned because they could not pay the high taxes the king had demanded, the right of habeas corpus was an important part of this document. Habeas corpus safeguards everyone from unlawful imprisonment as anyone who detains a person as a prisoner is required, by law, to complete a document justifying the reasons for the imprisonment.

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By 462 BCE, Ephialtes had established reforms that saw Athens being governed by a democratic assembly and law courts being introduced. But Ephialtes was not to experience life under this new regime as he was assassinated in 461 BCE by those in opposition to the new order. Under his deputy, Pericles, who became the new leader, the political revolution continued. Pericles embraced the ideals of democracy and peace which included the absolute power of the jury in all judicial matters.

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The conditions of the charter were not always adhered to during some of Britain’s turbulent history and many changes to the original were made over the years. But the Magna Carta became the cornerstone of civil liberty in Britain and is regarded as one of the most significant legal documents in the history of democracy.

King John was forced to sign the Magna Carta—one of the most significant legal documents in the history of democracy.

Democracy

POWER TO THE PEOPLE – 2 Use the text on page 47 to complete the following. 1. Write brief notes to describe what occurred in each year. 600 BCE 594 BCE

462 BCE

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507 BCE

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461 BCE

2. Why, do you think, imprisoning people who could not pay their taxes was a pointless exercise?

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4. Habeas corpus exists only in countries where the government respects the rights of the people. Give examples of individuals who have been unlawfully imprisoned and the type of government in their country. Sparta’s defeat of Athens in 404 BCE brought to an end the ‘Age of Pericles’, during which time all aspects of Greek culture, art and architecture that we know today were created. 48

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MY MAGNA CARTA 1. What democratic improvements could be made in your life? For each area of your life, record a list of problems and possible solutions that could be applied to give everyone involved a fair hearing. Problems

Area of life

School

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Home

Solutions

Clubs

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Action statements

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3. (a) Write/Print your action statements on separate paper using a gothic script. (b) Roll up, secure with ribbon and your seal, using melted wax and your initials. (c) Present to everyone involved to initial each statement.

K.L

King John renounced Magna Carta as soon as possible and the country was plunged into a civil war known as the First Barons War. www.ricpublications.com.au

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Democracy

EQUALITY FOR ALL Indicators

Answers

• Reads and answers questions about two people who fought for equality.

Page 52 1. (a) freedom (b) the right to vote

• Highlights the grievances of an oppressed group of people.

Work sheet information

2. (a) 11 (b) Civil War

• Abraham Lincoln came from a very humble background to become the president of his country. If he had lived in an established country at that time, with his birthright he would never have been able to achieve such political success.

3. To secure the right to vote for women.

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• Emmeline Pankhurst was brought up in an atmosphere of radical politics. Her father supported campaigns against slavery and her feminist mother took her to women’s suffrage meetings from an early age. Her husband, Richard, was a lawyer who supported the cause of equal voting rights for women. In 1895, she became a Poor Law guardian and regularly visited local workhouses. She was so horrified by the conditions and suffering endured by the female inmates that she became more determined to act for women’s rights.

5. Many women believed that the suffragettes disgraced women; women should be men’s accessories who did as they were told; women should act in a ladylike manner and not set a bad example. 6. Teacher check.

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There are many stories which tell of ‘Honest Abe’, the truly good man who would go out of his way to right any wrong he had inadvertently committed or not take the fees due to him if the client was less fortunate than himself. As a consequence, he never became a rich lawyer but he earned the respect of the people whom he would later serve as president.

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4. May include: domestic and financial hardship; no-one to work the farms and plantations; possible violent backlash from freed slaves

Cross-curricular activities

• List the major points made by President Abraham Lincoln in his ‘Gettysburg Address’ in November 1863. • On a map of the United States from 1860, name each state and shade those that withdrew from the Union to form the Confederate States of America.

• Quiz questions relating to this section can be found on page xvi.

• Select 12 western countries. Create a time line showing when these countries gave suffrage to women, from New Zealand in 1893 to the present day. Illustrate the time line with the national flag of each country.

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• Research the life of either Abraham Lincoln or Emmeline Pankhurst and present as a written project for an audience of your peers.

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SOSE

English

NSW

SSS3.7, SSS3.8

RS3.5, WS3.9

Vic.

SOES0402

ENRE0401, ENRE0404

NSS4.2

R4.1, R4.4, W4.4

3.10, 4.10

3.5, 4.5, 3.7, 4.7, 3.8, 4.8

Qld

SRP4.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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EQUALITY FOR ALL – 1

Despite a country having a democratic government, if the rights of a portion of the population are not recognised, it cannot be considered a true democracy. Two significant struggles for emancipation (freedom) in human history took place in the 19th and early 20th centuries.

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In 1903, Emmeline Pankhurst helped to establish the Women’s Social and Political Union, an organisation dedicated to the cause of securing the right to vote for women. Pankhurst’s two daughters, Christabel and Sylvia, were also activists in the group, whose members were named the ‘suffragettes’.

Abraham Lincoln Played an important role in the abolition of slavery.

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acts in Great Britain extended suffrage (the right to vote) to the majority of British adult men, but did not include British women.

The suffragettes were desperate for their voice to be heard and resorted to public outbursts and criminal damage which gained them only notoriety and prison sentences. There was little sympathy, even among some women, for their militant behaviour.

Many suffragettes were imprisoned and some © R. I . C.Pub l i c at i o ns went on hunger strike, only to be cruelly force-fed. The Cat and Mouse Act of 1913 was introduced •f orr evi ew pur os eson l y• top release hunger-striking prisoners who became

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In 1854, opponents of slavery established the Republican Party and, in 1860, their candidate, Abraham Lincoln, was elected President. At the same time, 11 pro-slavery southern states withdrew from the Union (the USA) to form the Confederate States of America. This resulted in the declaration of civil war to maintain the Union.

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too weak to finish their sentences. They were rearrested when they were strong enough to complete their time. During World War I, the government released all imprisoned suffragettes, many of whom worked hard to support the war effort. In February 1918, an act of Parliament was passed, giving women above the age of 30 the right to vote.

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In June 1928, Although the abolition of slavery had not been a Emmeline goal of the war, the Emancipation Proclamation, Pankhurst died, issued by Abraham Lincoln in 1863, declared that all just a few weeks people held as slaves in the Confederacy were now after women free. The war for the Union had become a war for above 21 years of freedom. age were given The Civil War ended in April 1865, but, five days later, the right to vote. Equal suffrage while enjoying a theatre show, President Lincoln was assassinated. After five years of war, he did not with men, at last! live to enjoy peacetime nor to witness the formal abolition of slavery under the 13th Amendment to the US Constitution. In December 1867, reform

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In the United States during the 19th century, many people were made to work as slaves. Known as ‘Honest Abe’ and the ‘Great Emancipator’, Abraham Lincoln, President of the United States, played an important role in the abolition of slavery.

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Emmeline Pankhurst Fought for equal suffrage with men.

Democracy

EQUALITY FOR ALL – 2 Use the text on page 51 to complete the following. 1. Define the terms: (a) emancipation (b) suffrage

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2. (a) How many American states withdrew from the Union? (b) What did this action precipitate?

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3. Why was the Women’s Social and Political Union established?

4. What effect do you think the freeing of all slaves in the Confederacy would have had on the families and plantation owners in those states?

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5. Why do you think some women had no sympathy for the suffragettes?

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6. How important do you think it is for people to take up the fight for a cause that they may not live to enjoy? Use examples to support your opinions.

The Gettysburg Address about freedom and equality was made by President Lincoln in November 1863, during the Civil War. It is considered his most famous speech and is the most quoted speech in United States history. 52

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RIGHTS FOR THE OPPRESSED! 1. (a) Choose one cause. • slaves in the United States

• the women of Edwardian Britain

(b) Write a list of the grievances they had against the establishment. (Research will be required.)

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2. (a) Design a poster which could have been used at the time in support of the cause.

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(b) Use a range of art materials and A3 paper to create your poster. Suffragette Emily Davison was trampled to death when she threw herself in front of the horse owned by the King at the Derby (a famous British horse race) in 1913. www.ricpublications.com.au

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PRISONERS FOR DEMOCRACY Indicators

Answers

• Reads and answers questions about two famous political prisoners.

Page 56 1. (a) The peaceful whole-nation pro-democracy uprising (b) Military violently dispersed crowds, killing thousands of peaceful protesters (c) Formation of the National League for Democracy

• Researches to determine the extent of unlawful imprisonment throughout the world.

Work sheet information

2. Include: Because she is so popular they feel that she would be able to successfully mobilise the nation to revolt against the military.

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While imprisoned, Aung San Suu Kyi has written numerous essays and letters on her fight against authoritarian rule and her wish for democracy. Her book, Freedom from fear (1991) includes a description of Myanmar’s political, intellectual and literary history; essays on democracy and human rights; and tributes by her friends and scholars. Aung San Suu Kyi calls to people around the world, ‘Please use your liberty to promote ours’.

• Nelson Mandela has been awarded the United States Presidential Medal of Freedom by President George W Bush. Queen Elizabeth II has conferred on him the Order of Merit, a personal gift of very high prestige and the Order of St John, an organisation committed to the service of others since the days of the Crusades.

3. A peaceful, democratic and free society with equal rights for all. 4. (a) Racial segregation (b) Include: Fear of successful revolution 5. Include: Perseverance, dedication, selflessness, strength, courage

Cross-curricular activities

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• Aung San Suu Kyi is recognised throughout the world as a symbol of human dignity and worth. Among the many international awards she has received are the United States Presidential Medal of Freedom—the highest civil award—bestowed by President Bill Clinton in 2000 and the Jawaharlol Nehru Award from India—given in honour of the memory of the late prime minister and his dedication to the cause of world peace and international understanding.

• Create a time line of political activities involving the democracy cause that have occurred in Myanmar since 1988.

• In a group, discuss the things you would miss if you were denied the freedoms of speech, learning and travel. Write a poem based on the good fortune you had to be born into a democratic society. • Write a biography of the life of Nelson Mandela and present it to the class.

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During his 27 years of captivity, Nelson Mandela continued to be a powerful symbol of the anti-apartheid resistance movement and since his release, he has written, Long walk to freedom: The autobiography of Nelson Mandela. This book is an account of his extraordinary life. • Quiz questions relating to this section can be found on page xvi.

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3.10, 4.10

3.5, 4.5, 3.7, 4.7, 3.8, 4.8

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PRISONERS FOR DEMOCRACY – 1 Myanmar (Burma) in South-East Asia, is ruled by a military government which holds a number of political prisoners, the most famous of whom is the leader of the country’s National League for Democracy (NLD), Aung San Suu Kyi.

Since July 1989, Aung San Suu Kyi has been arrested three times and held under house arrest without charge or trial. The reason for her imprisonment is her peaceful calling for democratic reform in Myanmar.

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On 8 August 1988, a peaceful, pro-democracy uprising took place across the whole country, but thousands of people lost their lives as the military dispersed crowds and asserted their authority with violence. A month later, the National League for Democracy was formed with Aung San Suu Kyi at its head.

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During her periods of release, Aung San Suu Kyi has continued to strive for democracy in her homeland and is respected worldwide for her peaceful resistance in the face of oppression. In 1991, Aung San Suu Kyi was offered freedom if she promised to leave the country and give up politics. She refused.

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In recognition of her devotion to democracy and her country, Aung San Suu Kyi has been awarded many international prizes including the 1990 Rafto Although she was imprisoned at the time, Aung Human Rights Prize; the San Suu Kyi’s party won the 1990 general election 1990 Sakharov Prize (for with a landslide victory. The military, however, human rights); and the refused to acknowledge the results and maintained 1991 Nobel Peace Prize. their hold over the country.

Aung San Suu Kyi

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Nelson Mandela was arrested and imprisoned in 1964 for being a member of the banned African National Congress (ANC), the nationalist party dedicated to ending all racial discrimination in South Africa.

peaceful journey from apartheid to a free democracy. In recognition of this common goal, the 1993 Nobel Peace Prize was awarded jointly to Nelson Mandela and to President F W de Klerk.

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He was released in February 1990 after 26 years, when the ban on the ANC was lifted, following secret talks between Mandela and President F W de Klerk. The aim of these meetings was to negotiate Mandela’s release and to discuss the country’s www.ricpublications.com.au

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Although no longer active on the political stage, Nelson Mandela continues to be hailed as one of the world’s most honoured statesmen. He dreams of ‘a democratic and free society in which all persons live together in harmony and with equal opportunities’, away from the racial segregation of apartheid.

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The adoption of an anti-apartheid constitution finally came in 1993 and in 1994, the country held its first universal suffrage national elections. Nelson Mandela was elected President of South Africa as the ANC took 62% of the votes. During this term of office, Mandela had many social problems to address, such as housing and unemployment. The task was a difficult one and after the next general election in which the ANC had a landslide victory, Nelson Mandela stepped down as president to enjoy his well-earned retirement. Democracy

PRISONERS FOR DEMOCRACY – 2 Use the text on page 55 to complete the following. 1. (a) What major event in the history of Myanmar’s struggle for democracy took place on 08/08/88?

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(b) How did this event end?

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4. (a) What is apartheid?

(b) Why do you think the ANC was banned by the ruling pro-apartheid authority?

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to keep Aung San Suu Kyi under house arrest? Write your ideas in the binoculars below.

5. What qualities do you think both Aung San Suu Kyi and Nelson Mandela possess that have enabled them to endure their lives in captivity?

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3. To what cause has Nelson Mandela always been committed?

Aung San Suu Kyi is the daughter of General Aung San, Burma’s hero of independence from the British Commonwealth. General Aung San was assassinated in 1947. 56

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PRISONERS OF POLITICS We are very lucky to live in a country where we are free to express our opinions without fear of punishment from the authorities. There are many countries around the world where this is not possible. 1. (a) Use the Internet to find one country on each continent below in which basic human rights are denied. (b) Briefly describe one way in which the human rights of the people are denied. Continent Asia

North America

Denial of human rights

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Africa

Country

South America Europe

Oceania

© R. I . C.Publ i cat i ons 2. Choose one country above to research further. Include information on key figures, key problems, possible ofrom rr ev i ew pur posesonl y• solutions• and f help outside agencies.

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Country:

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South African athletes were banned from taking part in the Olympic Games held in Tokyo in 1964 because of the country’s racist apartheid policy. They were not allowed to compete again until the Barcelona Olympics in 1992. www.ricpublications.com.au

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THE REPUBLIC OF INDIA Indicators

Cross-curricular activities

• Reads and answers questions about the Republic of India.

• Establish your own Executive Council with the teacher as the President and students fulfulling the roles of the Vice-President, Prime Minister and the Council of Ministers. Each Council Minister must have a portfolio of responsibility for some aspect of classroom organisation.

• Researches to find current information about the Indian government and compares their system of government with that of India.

Worksheet information • The subcontinent of India became an independent nation on 15 August 1947 and split into two separate countries: India and Pakistan. Jawaharlal Nehru became the India’s first Prime Minister and over the next two years, the Constituent Assembly worked on developing the future of India. It finally became a republic on 26 January 1950.

• In small groups, research information relevant to the history of the government in India. Create a time line showing the major events that helped to shape Indian politics.

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• For helpful and current information on Indian politics, please refer to <http://india.gov.in/>

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• Quiz questions relating to this section can be found on page xvii.

Answers Page 60 1.

President Vice-President

Executive

Legislative

Prime Minister Council of Ministers

Supreme Court of India

Judiciary

High courts

(b) Lok Sabha

3. (a) Speaker (c) Executive (e) ministers

(b) Judiciary (d) Legislative

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District courts

4. (a) The country is ruled by a president rather than answering to a monarch from another country.

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(b) When the states are united under a central government. 5. Answers will vary.

Page 61 1. Teacher check current information.

2. Answers will depend on the system of government in your country.

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THE REPUBLIC OF INDIA – 1

India is considered to be one of the largest democracies in the world. It is also considered to be one of the most successful and oldest in Asia; believed to have been established before the 6th century BC. The government itself is known as a ‘Federal Republic’—federal meaning the country (28 states and 7 union territories) is united under a central government; republic meaning it is under presidential rule rather than being ruled by a monarch. India has three main branches of government:

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1 Executive The executive is made up of the President (head of state), VicePresident, Prime Minister (head of government) and Council of Ministers (each holding a portfolio). This team is responsible for the day-to-day management of the country. They maintain the budget, security, health and education portfolios of the country as well as representing the country overseas.

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2 Legislature India has a bicameral parliament, which means it has two parliamentary chambers: the upper house where each state and territory is equally represented at the federal level and the lower house, where seats are allocated based on the population, ensuring all citizens have equal representation. The role of the legistlature is to debate and vote upon bills.

Parliament (Sansad)

Direct representatives of the people

Representatives of the states and the President

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Council of States (Rajya Sabha)

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House of the People (Lok Sabha)

Important members of each house:

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Speaker (conducts business) Deputy Speaker

Leader of the House

Vice-President of India and the ex-officio Chairman

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Leader of the Opposition

Leader of the House

Secretary General

Leader of the Opposition

552 members in total

250 members in total

representatives need to be re-elected after a five-year term

representatives sit a six-year term which is staggered so only 1/3 of the office is up for election at any one time

3 Judiciary The judiciary is there to maintain justice. It is made up of the court system: the Supreme Court of India, the High Courts and District Courts. Its role is to interpret laws and administer justice. The Indian judiciary generally uses judges and magistrates to make final decisions rather than a jury. www.ricpublications.com.au

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THE REPUBLIC OF INDIA – 2 Answer the questions using the text on page 59. 1. Complete this table to show the components of the Indian government.

Executive

Vice-President

Legislative

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Supreme Court of India

2. What is the Hindi name for: (b) the lower house?

(a) the upper house?

3. Who is responsible for:

(b) interpreting laws?

(d) make decisions on various bills?

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4. What do you think it means to be: (a) self-governing?

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(b) a federation of states?

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(e) managing a portfolio?

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5. Which branch of the government do you think is the most important? Explain your choice.

The President and Vice-President are elected for a five-year term by delegates from the federal parliament and state legislatures. The President then appoints the Prime Minister. 60

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THE REPUBLIC OF INDIA – 3 1. Research to find current information to complete this fact file about the government of India. Where is the Parliament located? Who is the current: President? Vice-President? Prime Minister?

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Treasurer?

Chief Justice?

Opposition Leader? Which political party currently holds the balance of power in India?

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Minister for Defence?

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Why was the party formed? 2. Briefly compare the government system of India with the system of government in your country.

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The Constitution of India was introduced on 26 January 1950. Shortly after, Rajendra Prasad was elected as the first President of India. www.ricpublications.com.au

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THREE GENERATIONS OF PRIME MINISTERS Indicators • Reads and answers questions about the three generations of Prime Ministers. • Researches to complete a time line showing the Prime Ministers of India. Selects three Prime Ministers of India to research in depth.

Lal Bahadur Shastri . ........................9 June 1964 – 11 January 1966 Gulzarilal Nanda ........................ 11 January 1966 – 24 January 1966 Indira Gandhi . ............................. 24 January 1966 – 24 March 1977 Morarji Desai . ................................... 24 March 1977 – 28 July 1979

Worksheet information • Jawaharlal Nehru’s father was also a famous politician. His name was Motilal Nehru and he was the leader of the Indian National Congress which was instrumental in gaining India’s independence from Britain. This family is considered one of India’s most powerful political families of all time. Over the years, eight family members either by descent or marriage have served or are still serving in the political arena.

Choudhary Charan Singh ................28 July 1979 – 14 January 1980

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• Quiz questions relating to this section can be found on page xvii.

Indira Gandhi . ........................... 14 January 1980 – 31 October 1984 Rajiv Gandhi .............................31 October 1984 – 2 December 1989

Vishwanath Pratap Singh ..... 2 December 1989 – 10 November 1990 Chandra Shekhar ......................... 10 November 1990 – 21 Jun 1991 PV Narasimha Rao .............................. 21 June 1991 – 16 May 1996 Atal Behari Vajpayee ............................. 16 May 1996 – 1 June 1996

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Page 65 1. Gulzarilal Nanda .................................... 27 May 1964 – 9 June 1964

HD Deve Gowda .................................... 1 June 1996 – 21 April 1997

Answers

Inder Kumar Gujral ............................21 April 1997 – 19 March 1998

Page 64 1. (a) to overshadow (b) to kill by secret premeditated assault, usually for political reasons (c) to distribute from place to place (d) freedom from external control (e) bound to become

Atal Behari Vajpayee ......................... 19 March 1998 – 22 May 2004

Dr Manmohan Singh ..................................................22 May 2004 – 2. Answers will vary

Cross-curricular outcomes activities

• Research to find information on the first leader of government in your country. In pairs, prepare interview questions for the person and roleplay an interview. Record the interview as if for radio and present to your class.

2. (a) Nehru was the first Prime Minister of Independent India. (b) Indira was the first female Prime Minister of India. (c) Rajiv was the youngest Prime Minister of India.

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3. Nehru: first Prime Minister of India; worked towards India’s independence from Britain; worked hard in the area of children and youth

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Indira: first female Prime Minister; created the Monkey Brigade to aide the Indian Independence Movement; organised refugee camps and provided medical care

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• Research to find out about women in government in your country. Select one and complete a detailed biography of her political career. Present the information in the form of a television documentary.

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Rajiv: modernised India; youngest Prime Minister 4. (a) 2 (c) 0 (e) 40

(b) 14 November (d) 16 years

5. Answers will vary. SOSE

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M9b.4

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4.3, 4.11

4.5

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THREE GENERATIONS OF PRIME MINISTERS – 1 One family has dominated politics in India since its independence from British rule—that is the Nehru– Gandhi clan.

Jawaharlal Nehru (14/11/1889 – 27/05/1964) Working closely with Mahatma Gandhi, Nehru became a strong supporter. He wanted complete independence from Britain and worked towards achieving this goal. In 1929, Mahatma Gandhi nominated him for the position of President of the Indian National Congress. He was successful and became the youngest leader of the political party. On 31 December 1929, he famously hoisted the flag of independence to encourage the people of India to support their bid for national independence.

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His passion for social justice and equality appealed to India’s masses, the minority groups of India, the women and the youth. As a result of his popularity and his integrity, it was decided that he should hold the position as India’s first Prime Minister. He was sworn in on 15 August 1947 and held office until he died on 27 May 1964.

His birthday is celebrated as Children’s Day in India as recognition for his work in the areas of welfare, education and the development of resources for children and young people.

Indira Gandhi (19/11/1917 – 31/10/1984)

Rajiv Gandhi (20/08/1944 – 21/05/1991)

The grandson of Jawaharlil Nehru, he fought © R. I . C.Publ i cat i ons against a political career. Rajiv was a trained pilot for Indian Airlines and a family man. He was not •f orr evi ew pur p ose oatn y• interested in s politics all.l

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His modern approach appealed to the younger generation of Indian people, leading him to become the president of the Youth Congress. After his mother’s assassination in October 1984, he became the youngest person to hold the position of Prime Minister. He worked hard to modernise India and to prepare it for the 21st Century. He was assassinated in May 1991. His widow is currently involved in politics.

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During the time of Indian Independence, as Pakistan and India separated, she organised refugee camps and provided medical care. These experiences helped her immensely when she took up the position as the first female Prime Minister of India in 1966. Government officials initially chose her to take the role as they believed she would be easily manipulated and follow their ideals. However, they were wrong, and discovered that she was a highly skilled politician and very independent.

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His political career began with the death of his only sibling—his brother. He was put under a great deal of family pressure to take over his brother’s position in the Lok Sabha. He eventually did and became an important political adviser to his mother, Indira.

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The only child of Jawaharlil Nehru, she was destined for a political career. As a child she created the ‘Monkey Brigade’ for young boys and girls. It was part of the Indian Independence Movement and was responsible for organising protests, flag marches and circulating sensitive publications and banned materials to help the cause.

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THREE GENERATIONS OF PRIME MINISTERS – 2 Answer the questions using the text on page 63. 1. What do these words mean? (a) dominate (b) assassinate (c) circulate (d) independence (e) destined

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(a) Nehru •

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2. Match the person to the correct description.

• was the youngest Prime Minister of India.

(b) Indira •

• was the first Prime Minister of Independent India.

• was the first female Prime Minister of India.

3. Briefly describe the significance of each person.

Nehru

Indira

Rajiv

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(a) How many children did Indira Gandhi have? ..................................................................

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(b) What date is Children’s Day in India? ............................................................................. (c) How many brothers and sisters did Indira have? . ..........................................................

(d) For how many years did Nehru hold office? ................................................................... (e) How old was Rajiv when he became Prime Minister? ....................................................

5. Out of these three prime ministers, which one do you think made the biggest impact on India and why? Indira Gandhi was renowned for her strength and the role she played in elevating women’s rights in India as well as the inspiration she gave to other third world countries. 64

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PRIME MINISTERS OF INDIA 1. Complete a time line showing each Prime Minister of India and his/her time in office since independence. 2. Select three Prime Ministers and write a brief explanation of their major achievements while in office.

Jawaharlal Nehru (15/08/1947 – 27/05/1964)

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1947

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Today Nehru was responsible for introducing free primary education for all of the children in India. He also implemented a plan to reduce malnutrition by providing free milk and meals to school children. www.ricpublications.com.au

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MAHATMA GANDHI (2/10/1869 – 30/01/1948) Indicators

Additional activities

• Reads and answers questions about Mahatma Gandhi.

• Gandhi believed in vegetarianism. Research to find out about this belief, where it originated and what it involves.

• Researches and completes a detailed news report on the protest against the salt tax in India.

Worksheet information • Gandhi was nominated for the Nobel Peace Prize five times between 1937 and 1948. He was supposed to win the award in 1948, but was assassinated before it could be announced. Time magazine named Gandhi man of the year in 1930 and he was also runner-up behind Albert Einstein as person of the century in 1999. The Mahatma Gandhi Peace Prize is awarded by the Indian government annually to distinguished social workers, world leaders and citizens.

• Many famous activists refer to Gandhi as their mentor. Research to find one and present a detailed report to explain how Gandhi influenced him/her and what impact that person subsequently had on society.

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• Quiz questions relating to this section can be found on page xviii.

Answers

Page 67 1. Answers will vary.

2. b a r r i s t e o a y i n t e g c y o e q u a l t g g t w o r e a d h a b i

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(b) 78

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Page 68 1. The British used the funds raised by the salt tax to finance their rule in India.

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The British had made it illegal for anyone other than themselves to produce salt which could be gathered for free in the past by the Indian people. The salt tax affected all of India, particularly the poor who could not afford it.

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Gandhi marched for 23 days from Ahmedabad to Dandi, Gujarat to make salt on the beach. Many followers joined him.

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Many people were arrested or shot for breaking the law. Gandhi was arrested, but with the amount of civil disobedience taking place, the British government decided to talk with Gandhi and strike an agreement, which later led to Indian independence.

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Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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MAHATMA GANDHI

(2/10/1869 – 30/01/1948) – 1

He is known as the ‘Father of India’. It is because of his beliefs that everyone should be treated equally and his persistence that India is an independent country today. After spending 20 years in South Africa, Gandhi decided to return to India to fight for independence from British rule. He travelled around India, uniting the people and gaining support for the cause. He began the There was nothing ‘Swadeshi Movement’. extraordinary about This was a protest Mahatma as a child. against the British by He was extremely shy the Indian people. It and kept to himself. His involved the Indian parents taught him to people boycotting British be truthful, honest and goods and services and to have integrity—skills only using locally-made which were to put him in goods. Gandhi also began good stead in the future. two newspapers in India: He left India for England Harijan and Young India. in 1888, where he He used these to spread Mohandas Karamchand (Mahatma) Gandhi studied to be a barrister. his message and to After three years, he returned to India, but was unable develop social awareness among the Indian people. to successfully secure work. He travelled to Africa where he worked in the legal system. It was there He is famous for his non-violent protests, which that he first became a victim of discrimination. He often involved him starving himself for several days had purchased a first class ticket on a train; however, or even weeks to make his point. He developed an when he boarded, one of the female passengers approach called ‘satyagraha’ which was considered complained that Gandhi (a non-white) was in first to be the weapon of the strong. Violence under any class. He was ejected from the train with his luggage circumstances was not allowed. He and his followers when he refused to move to the appropriate carriage used patience and sympathy to show the wrongdoers for his colour. He spent the night on the train platform what they were doing. He relied on being truthful and in disgust. It began his quest to fight for equality for the rewards of honesty. Eventually Britain agreed to grant India its freedom. all people. He had an amazing ability to unite people for a Gandhi’s campaign had been a success but India common cause. He believed that by using peaceful was internally divided. He travelled around India to protest, he could change the way things were. He encourage unity and harmony. He wanted everyone united the South African and Indian people to protest to have equal opportunities and status regardless of British injustices against them. It took many years and religious beliefs.

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He was born Mohandas Karamchand Gandhi. It was not until later that he became known as Mahatma Gandhi—a name given to him by the people of India. Mahatma means ‘great soul’.

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great deal of personal suffering, but he did manage Gandhi is the strongest symbol of non-violence of the to make a difference. The British agreed to give the 20th Century. He dedicated his life to the service of India and humanity. South African and Indian people more rights.

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MAHATMA GANDHI

(2/10/1869 – 30/01/1948) – 2 Answer the questions using the text on page 66. 1. Write six words you would use to describe Mahatma Gandhi.

2. Complete the crossword. 1

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6 7

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1. Mohandas studied to become a 5. He was taught to have

6. He believed everyone was 7. Mahatma means ‘ 8. Gandhi established 9. Gandhi had the

1. The Indian people

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British goods.

2. The weapon of the strong was ‘

3. Gandhi was very

4. Gandhi didn’t believe in

soul’.

’.

as a child. behaviour.

newspapers.

to unite people.

3. How old was Gandhi when: (a) he travelled to England?

(b) he died?

Mahatma Gandhi believed in a simple life. He wove his own traditional clothes using thread he spun himself. 68

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SALT SATYAGRAHA Part of Gandhi’s fight for Indian independence included a protest on the British salt tax. 1. Research to find the following information about the Salt satyagraha.

(b) Why did Gandhi decide to protest against the salt tax?

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(a) Why was the salt tax introduced by the British?

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(d) What was the result of the protest?

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2. Use the information to prepare a detailed newspaper report on the ‘Salt Satyagraha’ of 1930. In Indian culture, the phrase ‘to eat someone’s salt’ indicates that you are like their slave or their servant. www.ricpublications.com.au

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UNITED NATIONS Indicators

Cross-curricular activities

• Reads and answers questions about the United Nations.

• Create a graphic organiser which clearly shows how the United Nations is organised.

• Develops a United Students Charter based on the United Nations Charter.

Work sheet information

• Choose one area of the United Nations organisation to research in detail. Use examples to illustrate how this area works. • Research to find out how the United Nations was involved in the conflict between East and West Timor in September 1999. Present the information on a time line.

The eight Millennium Development Goals are: 1. Eradicate extreme poverty and hunger

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2. Achieve universal primary education

3. Promote gender equality and empower women 4. Reduce child mortality 5. Improve maternal health

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6. Combat HIV/AIDS, malaria and other diseases 7. Ensure environmental sustainability

8. Develop a global partnership for development Quiz questions relating to this section can be found on page xviii.

Answers

Page 72 1. (a) The UN is an international organisation that was established as a link between nations to work towards world peace through negotiations.

(b) The UN was established at the end of World War II in 1945. 2. Each nation must agree to abide by the United Nations Charter which defines basic principles of international relations. 3. The UNDP works to promote democracy through reform in countries which have experienced political upheaval.

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4. Nations share ideas for promoting:

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participation: for example, for health, education, economic and cultural benefits accountability: for example, ensuring those in positions of authority work for the people and do not abuse their power for personal gain

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effectiveness: for example, the best strategies for implementing new practices, policies and reforms.

5. In a democracy, people are free to raise issues and they have the expectation that politicians will listen to them and act appropriately for the majority. 6. Teacher check

SOSE

English

NSW

SSS3.7, SSS3.8

RS 3.5, WS3.9

Vic.

SOES 0402

ENRE0401,ENRE0404

NSS 4.2

R4.1, R4.4

3.10, 4.10

3.5, 4.5 3.7, 4.7 3.8, 4.8

Qld

SRP 4.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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UNITED NATIONS – 1

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The United Nations (UN) is an international organisation which was established in 1945, at the end of World War II. It provides the link between nations, through negotiations, to work towards world peace and make the world a better place in which to live. The UN is considered the keystone of worldwide efforts to solve the problems that constantly challenge humanity, from poverty and hunger to environmental In September 2000, at the United Nations disaster and the tragedy of war. Millennium Summit, eight Millennium Development Goals (MDGs), to be achieved by 2015, were set Most countries are members of the United Nations in response to the world’s major challenges to and they send delegates to represent them at humanity. The adoption of these goals by 189 meetings which are held at the headquarters in New nations consolidates the global partnership that has York. At these meetings, important decisions are developed from commitments accepted at world made about world affairs. When a nation becomes summits in the last decade. a member of the UN, it agrees to abide by the United Nations Charter, a treaty which defines basic The United Nations believes that democratic principles of international relations. governance is essential for the achievement of the MDGs. In an environment of democracy, political, The United Nations Development Programme social and economic issues can be raised freely (UNDP) works to promote democracy through by the people. These can then be addressed by reform in countries which have experienced politicians who are accountable for their actions and political upheaval. An example of this is the former bound to perform on behalf of the majority of the Yugoslavia, which was ravaged by bitter internal population. conflicts in the 1990s. From the Socialist Federal Republic of Yugoslavia, the six former states now In recognition of this, world leaders have agreed to have democratically elected governments. do everything in their power to promote democracy and strengthen the rule of law and respect for The UNDP mobilises people within nations and human rights. Poor nations have pledged to govern around the globe to establish relationships and share more effectively and invest in their people through ideas for promoting participation, accountability adequate health care and education programs. and effectiveness at all levels. It has a number Wealthier countries have promised to support them of functions and strategies aimed at promoting a through aid, debt relief and fair trade. smooth transition to democracy.

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UNITED NATIONS – 2 Use the text on page 71 to complete the following.

4. In paragraph 4, what do you think is meant by, ‘… and share ideas for promoting participation, accountability and effectiveness at all levels’?

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1. (a) What is the United Nations (UN) and why was it established?

5. Why do you think the UN believes that democracy is necessary for the achievement of the Millennium Development Goals?

member of the UN?

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6. What is your opinion of the United Nations as a vehicle for achieving world peace?

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3. What is the purpose of the United Nations Development Programme?

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Ban Ki Moon of the Republic of Korea is the 8th and current Secretary-General of the United Nations.

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UNITED STUDENTS When a nation becomes a member of the United Nations, it agrees to abide by the principles of the United Nations Charter. 1. (a) Type United Nations Charter into your search engine and print out a copy of the charter to read and discuss. (b) If you were to have a United Students organisation in your school, what would be its principal aims?

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2. In a group, discuss suggestions and record them in the table, together with ways in which you would expect to achieve them.

TER •

Strategies for achieving aims

•

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• UNIT

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Principal aims

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UDENTS C

•

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•

United Nations Day on 24 October each year celebrates the day in 1945 when the United Nations was created. www.ricpublications.com.au

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AMNESTY INTERNATIONAL Indicators • Reads and answers questions about Amnesty International (AI). • Acknowledges the work of Amnesty International in a written speech.

Worksheet information • AI is an international movement of people who campaign on behalf of any man, woman or child whose basic human rights, according to the Universal Declaration of Human Rights, are being denied. This is provided that they have not used force or violence themselves.

Cross-curricular activities • Read through the 30 articles of the Universal Declaration of Human Rights. Research to find examples of places where one of these rights is being abused. Report back to the class. • Research to discover how Amnesty International started. Write a brief report to present to the class.

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• In recognition of its efforts, Amnesty International was awarded the Nobel Peace Prize in 1977 and the United Nations Human Rights Award in 1978. Research the history of one of these awards, including past recipients, and present a report to the class.

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• Founded in 1961 by British lawyer Peter Benenson, Amnesty International has always embraced the principles of impartiality and independence. The original aim of AI was to launch an appeal in the UK which would result in an amnesty for prisoners of conscience all over the globe.

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4. Teacher check. Include: As all members are working towards the same goal, the differences within the membership would most likely promote greater understanding of the differences in culture, religion and politics around the globe.

• As AI grew, its focus included not just prisoners of conscience, but victims what it saw as other human rights abuses, such as unlawful imprisonment, torture and the death penalty. • In the new millennium, AI has extended the scope of its work to include economic, cultural and social rights. • Quiz questions relating to this section can be found on page xix.

Answers

Page 76 1. (a) True (c) False (e) False

2. (a) impartial – not taking a personal interest in any side in a dispute

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(b) independent – not requiring the help of an outside party 3. (a) Include: The aim of AI is to restore an individual’s human rights. AI must at all times remain focused on this task and not be swayed by personal beliefs which may agree or conflict with their own.

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(b) Include: Financial help from such an institution may be used as leverage to control the actions of AI which would lose its independence and impartiality and possibly result in corruption within the movement.

SOSE

English

NSW

SSS3.7, SSS3.8

RS 3.5, WS3.9

Vic.

SOES0402

ENRE0401,ENRE0404

NSS 4.2

R4.1, R4.4, W4.4

3.10, 4.10

3.7, 4.7, 3.8, 4.8

Qld

SRP 4.5

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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AMNESTY INTERNATIONAL – 1 Support Amnesty International

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• What do we do? We actively seek out and help victims of abuse and oppression by: – studying current, reliable media resources, – talking with victims, – attending trials and interviewing officials, – putting pressure on governments to stop the abuse.

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• Who are we? We are an international movement of people who campaign on behalf of any man, woman or child whose basic human rights, according to the Universal Declaration of Human Rights, are being denied.

• How do we promote our work? We use expert staff supported by specialists in international law and media technology to give credibility and professionalism to our movement. We record every aspect of each case in a comprehensive report. We inform the news media of all our cases. We raise public awareness by expressing our concerns in posters, newsletters and through the Internet. We use peaceful protest and lobbying to highlight a cause.

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• Who do we help? As an impartial movement, we come to the aid of anyone who is a victim of human rights violation, regardless of colour, creed or political persuasion. • Where are we based? We have offices in 80 countries worldwide but we work wherever we are needed.

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• How are we organised and financed? We are a totally independent, democratic and self-governing movement. Members and supporters are from all over the globe from different backgrounds and cultures and with different religious and political beliefs. As an impartial movement, we neither support nor oppose any government, political ideology, religion or economy. To remain independent and impartial, no money is taken from any government, political party or economic interest. Funding comes entirely from our worldwide membership and fundraising activities. • How can you help? Raise the awareness of Amnesty International and victims of human rights violations. Research to keep informed of the work we are doing and the plight of millions throughout the world.

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AMNESTY INTERNATIONAL – 2 Use the text on page 75 to complete the following. 1. Answer true or false to each statement. Amnesty International: (a) works for the human rights of all oppressed people; ........................................................ (b) actively seeks out victims of human rights violation; . ......................................................

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(c) uses aggressive, activist tactics to promote its cause; ..................................................... (d) helps any victim, regardless of background or beliefs; ..................................................... (e) is financed by political parties and economic giants. . ......................................................

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2. Define the terms: (a) impartial

(b) independent

3. Amnesty International acts on behalf of any individual whose human rights are being violated. With this statement in mind, why is it important that: (a) the cultural, religious and political beliefs of a person are not considered when campaigning for his/her human rights to be restored?

(b) financial help is not accepted from any political or economic party?

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4. Membership of Amnesty International is open to any citizen of the world. Do you think this helps or hinders the independence and impartiality of the movement? Explain your answer.

On 10 December 1948 the General Assembly of the United Nations adopted the Universal Declaration of Human Rights. 76

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AMNESTY INTERNATIONAL GOLDEN JUBILEE CELEBRATIONS In 2011, the world will celebrate 50 years of Amnesty International’s tireless efforts on behalf of oppressed people throughout the world. 1. As party coordinator for your school, how will you incorporate the global perspective of Amnesty International into the celebrations? With your team of delegates, complete the table with ideas for each section.

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Represent different cultures by:

Represent different religions by:

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Represent different nations by:

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efforts for the victims of human rights violations. On separate paper, draft such a speech, edit it and write it in the box.

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Amnesty International was launched in the United Kingdom in 1961 by lawyer Peter Benenson, following his newspaper article, ‘The forgotten prisoner’. www.ricpublications.com.au

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OTHER FORMS OF GOVERNMENT Indicators • Reads and answers questions about other forms of government besides democracy. • Writes three short recounts from the point of view of the son or daughter of a monarch, dictator and the leader of a communist party.

5. A communist government is one where one political party has all the power and the candidates which voters can choose. The government controls all the factories and means of production, private ownership is not allowed and there is little personal freedom. 6. People’s Republic of China, Democratic People’s Republic of Korea and Socialist Republic of Vietnam 7. Teacher check

• The list and varieties of forms of government is extensive as no two governments, including democracies, are exactly the same. Other forms of government include autocracy (where the political power is held by a single person such as in a dictatorship, facism, tyranny etc. ); plutocracy (where the state’s power is controlled by a wealthy social class) and republic (a state where the power rests with the people entitled to vote, and is exercised by representatives chosen directly or indirectly by the people). Numerous other examples may be found by searching books and Internet resources.

P age 81 3.3, 4.3, 3.4, 4.4, 3.7, 4.7, 3.8, 4.8, 3.11, 4.11

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• Anarchy is a state of society without government or law. • An interesting, comparative list of definitions of various forms of government includes: ~ anarchy - rule by no-one ~ democracy - rule by majority ~ oligarchy - rule by minority ~ autocracy - rule by one ~ republic - rule by law

Teacher check

Cross-curricular activities

• Students complete a comparison chart of democracy and other forms of government, listing advantages and disadvantages

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Worksheet information

• Research to investigate stories and newspaper and magazine articles about the lives of children or young adults who have lived in a country ruled by a dictator or oppressive monarch. • Use Internet resources to compile a biography of one of the monarchs or dictators mentioned on page 79.

• Quiz questions relating to this section can be found on page xix.

Answers

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Page 80 1. A monarchy is a form of government which has a monarch, who has inherited the title or throne, as its head. 2. Answers will include three from the following: United Kingdom/Queen Elizabeth II, Australia and Canada/Queen Elizabeth II, Spain/King Juan Carlos I, Netherlands/Queen Beatrix)

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3. A dictatorship is a form of government where one single person (dictator) or group has control over the citizens and government, usually gained by military force or trickery. 4. Answers will include three from the following: Cuba/Fidel Castro, Zimbabwe/Robert Mugabe, Iran/ Seyed Ali Khamane’i, Libya/Muammar al-Qaddafi.

SOSE

English

NSW

CCS3.1, SSS3.7

RS3.5, RS3.6, WS3.9, WS3.10, WS3.11

Vic.

–

ENRE0401, ENRE0404, ENWR0401, ENWR0403

ICP 4.1, ICP 4.2, C 4.3, NSS 4.2

R 4.1, R 4.4, W 4.1, W 4.4

3.3, 4.3, 3.7, 3.10, 4.10

3.3, 4.3, 3.4, 4.4, 3.7, 4.7, 3.8, 4.8, 3.11, 4.11

Qld

TCC 4.1, TCC 4.2, TCCD 4.8, SRP 4.4

Refer to curriculum documents on <http://www.qsa.qld.edu.au>

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OTHER FORMS OF GOVERNMENT – 1 When studying democracy as a form of government, it is helpful to look at other forms of government or political systems. Three of these are summarised below. A monarchy

In a dictatorship, a single leader (dictator) or group has absolute power over all citizens and maintains control over the government. Most dictatorships are formed by violent means or political trickery. Dictators have to continue to use force to remain in power and often do not allow democratic elections to occur, change votes or make people vote for candidates chosen by the government. They suppress civil liberties and limit freedom of the press.

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King Juan Carlos I (Juan Carlos Alfonso Víctor María de Borbón y Borbón-Dos Sicilias)

A monarchy is a form of government that has a monarch (one person) as its head of state. Monarchs usually inherit their title or throne. It is one of the oldest forms of government and, until the late 1700s, most countries were governed by monarchs. Since that time, most of the world’s monarchies have been replaced by republics where the head of government is an elected president.

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A dictatorship

There are many dictatorships around the world today, the majority of which are military dictatorships. Examples include Cuba (Fidel Castro), Zimbabwe (Robert Mugabe), Iran (Seyed Ali Khamane’i) and Libya (Muammar al-Qaddafi).

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Most countries that have remained monarchies today have become constitutional monarchies. This means that the real power is held by a democratically elected government and the monarch is, in reality, a figurehead, with few powers except for ceremonial duties. Examples include the United Kingdom (Queen Elizabeth II), Australia and Canada (Queen Elizabeth II, represented by the Governor-General), Spain (King Juan Carlos I) and the Netherlands (Queen Beatrix).

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A communist government

Fidel Alejandro Castro Ruz

A communist government runs under a one-party system and is traditionally the only real party with any power. Voters have no real choice of candidates; they can choose to reject the party’s candidate but can not vote for anyone else. The aim behind communism is to provide equality and economic security for all of the people, by the government controlling and owning all factories and means of production instead of individual or private ownership. Little personal freedom is allowed. In recent years, many communist governments have made reforms whereby some private ownership is allowed, people have more freedom of speech and the media are not as controlled. Examples of present-day communist governments include the People’s Republic of China, the Democratic People’s Republic of Korea and the Socialist Republic of Vietnam. www.ricpublications.com.au

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OTHER FORMS OF GOVERNMENT – 2 Use the text on page 80 to complete the following. 1. What is a monarchy?

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2. Give three examples of countries which are monarchies and name the monarchs. monarch

(a) country (b) country

monarch monarch

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3. What is a dictatorship?

4. Give three examples of countries which are dictatorships and name the dictators. (a) country

(b) country (c) country

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6. Give three examples of countries which have communist governments. (a) country

(b) country (c) country

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5. How does a communist government rule?

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7. Write one disadvantage for each: Monarchy

Dictatorship

Communist government

Fidel Castro is the world’s longest-serving dictator, having been in power since 1969. 80

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IT’S THE BEST! BELIEVE ME! Write notes for three short recounts written from the point of view of the son or daughter of each of the heads of government below. Your recounts must: • tell why your country is best under its current form of government • include things that may affect a child of your age • include some basic information about each form of government.

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You may write them as a diary entry, letter or eyewitness account. Write your notes as bullet points before completing your recounts on a separate sheet of paper.

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Communist party leader

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Monarch

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Thalassocracy (from the Greek meaning ‘sea rule’) is the term given to a state or country whose power came from its rule of the sea by its navy, such as with the Phoenicians or Minoans. www.ricpublications.com.au

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