HUMAN SOCIETY AND ITS ENVIRONMENT
STATE AND FEDERAL GOVERNMENT
STAGE 3
1
Multiple
Intelligences
Writing and
Speaking
I enjoy
reading, writing
& speaking
Mathematical
I enjoy working
with numbers &
science
Visual
I enjoy painting
drawing &
visualising
Kinaesthetic
I enjoy doing
hands-on
activities
Musical
I enjoy making
& listening to
music
Interpersonal
I enjoy working
with others
Intrapersonal
I enjoy working
by myself
STATE AND FEDERAL GOVERNMENT – STAGE 3
Knowing
Understanding
List knowledge of
Australian Government
visit Parliament in
Focus use KWL chart
Worksheet 1
Outline
responsibilities of
the 3 tiers of
Government using a
Venn Diagram.
Worksheet 5
Compile a Senate list
Make a flow chart
for all States and mark
of how an election
on a map of Australia
/voting works
Senators
Electoral
Extension 7
Information
Task 9
Design for a new
Research Australian
Australian Flag
Prime Ministers write a
Australian Flag
biography and a draw
Debate
caricature. Task 6
Extension 1
Interview a local
Teach other
member of Government
students how an
Extension 5A
election works
Task 9
Learn some past advertising slogans/jingles of
political parties
Extension 3
Watch Parliamentary debate. Give a rating on
behaviour & performance
Extension 6B
Describe how you would
feel if you were prime
minister
Extension 6A
Visualise you are in
parliament on a
Y Chart
Extension 6C
Applying
Complete General
Knowledge
questionnaire on
Parliament members
Task 9
Examine the events
that led to
Federation create a
timeline
Example 3
Analysing
Draft a letter to
your local member
Devise action plan to
of parliament on an
Lobby against a Law
issue in the
Extension 10
community
Extension 5B
Draw a floor plan of Who’s who & who’s
where in chambers.
Worksheet 7
House of Reps
Senate
Design and make a poster for the upcoming
mock election
Task 9
Set up a polling booth and run an election
Task 9
Select music theme
for your political
party
2
Evaluating
Evaluate different
Government systems
in the world
Worksheet 2
World Parliaments
Evaluate Parliament
House using facts and
figures e.g. time and
costing to build
Parliament House
Extension 8
View images of Mace, Black Rod Despatch Box
from Signatures of Oz . Assess their
significance – draw your own illustration with
captions Extension 4
Form Political Party
and present
candidates speech
Task 9
Offer feedback to
candidates regarding
their speech
Task 9
Make up a jingle for your party in groups
Perform your jingle at an assembly.
Have others review it.
In a group outline your view to resolving
current controversial State Government
issue or Debate a current controversial
issue for Australian Federal Government
Extension 5 C & D
Explain how you would Mind map key points
feel if ‘Freedoms and
learnt about
Rights’ were removed.
Government
Worksheet 10
Evaluation
Shaded cells are suggested core activities
Creating
Role play the passing
of a bill.
Role Play
Task 8
Answer questions on
Australia’s
Constitution
Worksheet 4
Predict what will
happen if Australia
becomes a republic
Extension 2
Carry out a SWOT
analysis on the
Government Unit
Evaluation
Multiple Intelligences and Blooms Taxonomy
Overview:
This matrix provides opportunities for students to use Multiple Intelligences and Blooms
Taxonomy skills to investigate the people and processes involved in Federal, State and Local
Governments. The unit focuses on the responsibilities of different levels of Government and
how Parliament and the people in Parliament work.
It is designed to compliment and/or supplement the existing T.E.S.S. Unit of Work.
Each cell of the matrix provides a suggested learning activity, suggested core units (shaded
grey) can be teacher directed or student directed. All activities can be altered or extended
according to the needs of the class or individual learner.
Foundation Statement
Change and Continuity, Cultures, Environments, Social Systems and Structures
Students explore the principles of Australian democracy and explain its development over
time. They investigate significant events in Australia's past and explain the implications for
the development of Australian identity, heritage and cultural diversity. They locate
information from a variety of primary and secondary sources, presenting their findings in a
range of ways.
Students explain how shared culture, heritage and language, including those of Aboriginal
peoples, contribute to Australian and community identity. They explore cultural diversity by
examining how cultures change through interactions with other cultures and the environment.
Students analyse Australian and global environments, identifying environmental issues and
problems and they explore in which individuals and groups can contribute to solutions for
these. They investigate human interactions with environments and recognise ecologically
sustainable development. Students recognise various beliefs and practices and explain how
these influence interactions with environments. They sketch, label and use maps, applying
appropriate conventions and terminology.
Students identify Australia's social and economic connection to the world and the rights and
responsibilities of Australian and global citizens. They examine decision-making processes at
state and federal levels and explain the structures, roles and responsibilities of government.
They examine changes in work practices and the rights and responsibilities of producers and
users of goods and services. Students apply knowledge of participatory democracy to
formulate plans and create possible solutions illustrating fairness and social justice for
school, local, national and global problems.
3
Integrated Links and Outcomes
H.S.I.E:
CCS3.1 Explains the significance of particular people, groups, places, actions and events in
the past in developing Australian identities and heritage.
CCS3.2 Explains the development of the principles of Australian democracy.
SSS3.8 Explains the structures, roles, responsibilities and decision making processes of
State and federal governments and explains why Australians value fairness and socially just
principles.
ENS3.6 Explains how various beliefs and practices influence the ways in which people
interact with, change and value their environment.
English
TS3.1 Communicates effectively for a range of purposes and with a variety of audiences to
express well developed, well organised ideas dealing with more challenging topics.
TS3.2 Interacts productively and with autonomy in pairs and groups of various sizes and
composition, uses effective oral presentation skills and strategies and listens attentively.
RS3.5 Reads independently an extensive range of texts with increasing content demands and
responds to themes and issues.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text
being read.
WS3.9 Produces a wide range of well-structured and well-presented literary and factual
texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas,
issues and written language features.
WS3.12 Produces text in a fluent and legible style and uses computer technology to present
these effectively in a variety of ways.
Science
INVS3.7 Conducts their own investigations and makes judgments based on the results of
observing, questioning, planning, predicting, testing, collecting, recording and analysing data,
and drawing conclusions.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology,
materials and other resources to meet the requirements and constraints of investigation and
design tasks.
Maths
M3.7 Construct and interpret timetables and timelines in real-life situations.
WS3.12 Produces texts in a fluent and legible style and uses computer technology to present
these effectively in a variety of ways.
WM3.1 Extends a mathematical investigation by asking ‘what if’ questions.
WM3.2 Selects & uses appropriate problem solving strategies to complete investigations.
WM3.3 Uses mathematical terminology and some conventions to explain, interpret and
represent mathematical situations in a variety of ways.
4
WM3.6 Selects appropriate technology and uses it to help carry out mathematical
investigations.
S3.4 Uses simple coordinates or compass points to describe position, and marks out points on
a grid.
Creative Arts
VAS3.1 Investigates subject matter in an attempt to represent likenesses of things in the
world.
VAS3.2 Makes artworks for different audiences, assembling materials in a variety of ways.
MUS3.2 Improvises, experiments, selects, combines and orders sound using musical concepts.
MUS3.3 Notates and discusses own work and the work of others.
MUS3.4 Identifies the use of musical concepts and symbols in a range of musical styles.
PD PE Health
COS3.1 Communicates confidently in a variety of situations.
DMS3.2 Makes informed decisions and accepts responsibility for consequences.
INS3.3 Acts in ways that enhance the contribution of self and others in a range of
cooperative situations.
PSS3.5 Suggests, considers and selects appropriate alternatives when resolving problems.
Resources

The Board’s website (http://www.boardofstudies.nsw.edu.au) lists current available
resources such as some selected background information sheets, websites, texts and
other material to support this unit.

The Australian Electoral Commission and the Parliamentary Education Office (PEO), for
current resources.

Australian Electoral Commission — Division of the Returning Officer; Parliamentary
Education and Community Relations.

Discovering Democracy units of work (Curriculum Corporation, 1998), eg ‘People Power’.

Excursions to parliaments and the Electoral Education Centre in Canberra and/or
Sydney.

The Parliamentary Education Office’s kit Class Parliament, to establish a school
parliament.

The CD-ROM Parliament Stack.

Media texts on issues related to government or involving government decision-making
5
Government / Democracy Web Sites

Parliament in Focus http://www.peo.gov.au/kidsview/menu.html

Parliament of Australia http://www.aph.gov.au/

Parliament of NSW: http://www.parliament.nsw.gov.au/prod/web/common.nsf/V3Home

World Parliaments: http://www.knesset.gov.il/portal/eng/parls_eng.htm

Electoral Information http://electionresources.org/australia.html#AU

Democracy Timeline http://www.foundingdocs.gov.au/timeline.asp

Lobbying against a law: http://www.peo.gov.au/archive/tws/tws0498.htm

Signatures of Oz http://www.peo.gov.au/kidsview/signatures/interactive.html

Constitution http://www.aph.gov.au/parl.htm

Australian Prime Ministers (2) http://www.pm.gov.au/your_pm/prime_ministers.html

Australian Flag Debate http://www.ausflag.com.au/info/flagsamnd.html

Australian Prime Ministers http://primeministers.naa.gov.au/meetpm.asp

Mind Map 2: http://www.peterussell.com/mindmaps/mindmap.html

Floor Plan of the House of Representatives:
http://www.aph.gov.au/house/work/chamber.htm

Floor Plan of the Senate: http://www.aph.gov.au/senate/general/chamber.htm

Senators http://www.aph.gov.au/Senate/senators/index.htm

Webcast of Parliamentary Debate: http://www.aph.gov.au/live/webcast3.asp

Role Play Scripts: http://www.peo.gov.au/resources/for_teachers/role-plays.html

Parliament House http://www.peo.gov.au/resources/building.html

Human Rights http://www.hreoc.gov.au/youthchallenge/unit1/stage3/resource_undec.html
Other Websites

KWL Chart: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr2kwl.htm

Y Chart: http://www.education.tas.gov.au/english/ycharts.htm

SWOT Analysis: http://www.myread.org/monitoring_swot.htm

Mind Map http://www.jcu.edu.au/studying/services/studyskills/mindmap/index.html
6
Task/ s
Task 1
Task 2
Task 3
Task 4
Learning Experiences
List prior knowledge of Australian Government
 Before the Unit begins ask students to write down in point form what
they know about Government.
 Next ask students to list what they want learn. Complete answers in
KWL chart Worksheet 1.
 Students may like to view the Parliament in Focus website for an
introduction into Government.
 The ‘what I have learned’ will be completed at the end of the Unit.
 Complete a title page for work book
Extension
1. Read the Australian Flag Debate Your job is to design a new one
Review different Government systems in the world
 Read/Research the various forms of Government from encyclopaedias
and/or internet resources. World Parliaments/Forms of Government
From the information gained:
 List in point form the main basis of that Government style
 List an example country.
 Add an illustration or image
 Complete Worksheet 2
Extension
A) Australia is thinking of becoming a Republic – write what your
thoughts are
Creating a timeline of events to Federation in 1901
 Students examine a variety of Australian History timeline books and
internet Democracy Timeline as a starting point to the events that
occurred to the lead up to Federation in 1901.
 Students select important events using research techniques and skills
Example 3
Extension
 View footage of past Political campaigns – listen to jingles and themes

Make up a music theme and/or jingle for your own Political Party

Perform at assembly
Examining Australia’s Constitution
 Teacher to read or provide a copy of the general introduction to the
Australian Constitution to students.
 Students are to answer/discuss listed question from Worksheet 4
 Students may pose further questions for answering/debating
Extension
 View Signatures of Oz compose images of mace, black rod and
despatch box – list significance and value - Draw illustrations with
captions
7
Date
Task 5
Comparing responsibilities of the 3 tiers of Government
 Divide the class into 3 groups each group has the responsibility of one
tier of government.
 Provide resources which list the responsibilities of each of the 3 tiers
of Government.
 Each group will write the responsibilities on coloured post it notes
(different colours for each tier) and place in a circle drawn on
butchers paper
 At the end of an allocated time all students come together to collate
information and determine which responsibilities overlap
 Start with Federal and State – overlapping each circle and placing any
that are the same in the centre section
 Repeat for State and Local Governments
 Overlap all three and select any responsibilities that appear for all 3
tiers and transfer information to Venn Diagram Worksheet 5
Extension
A. Interview a local member of Government on community issues or
B. Draft a letter to local member of Parliament on a Community issue.
C. In a group outline a view on resolving a current controversial State
Government issue
D. Make a debate out of one of the more controversial Federal
Government Issues
Task 6
Biography of Australian Prime Ministers
 Students research one Prime Minister and complete a biography
1.
Add a caricature (cartoon image) to complete your biography
Extension
A. Describe how you would feel if you were Prime Minister
B. Watch a Parliamentary debate – give an opinion on
behaviour/performance
C. Visualize yourself in Parliament Complete a Y Chart
Task 7
Who’s who & who’s where in chambers
 View floorplan of House of Reps Senate Worksheet 7
 Research the position names of Members of Parliament and personnel
 Attempt to complete placement of members correctly into floorplan
 Answers can be checked against the web site.
Extension
 Compile a list of 15 Senators Names Senators. Mark where they are
from on map of Australia Task Sheet 7B
Task 8
Debating a Bill
 Use the Parliament Education Office Debating a Bill and select a ‘bill’
suitable to your age group / needs or relevant to you school
 Proceed through all the aspects to make that bill a law. Use (simple)
8
Task 9
Task 10
costumes and place classroom seating similar to that researched in
Who’s who and Who’s Where in Chambers.
Extension
 Examine Parliament House facts and Figures list the costs to build /
Time it took to build etc for a “Did you know Sheet!”
Election
 Read Electoral Information
 Prepare all steps for a mock election
 Call an election candidates announced
 Start campaigning through school media and meetings
 Prepare and listen to speeches
 Enrol on the electoral roll
 Prepare for election day and polling booth – posters / flyers etc
 Having your name marked off the roll
 Filling in a ballot, placing it in the ballot box,
 Results tallied and election declared
Extension
 Complete a general knowledge questionnaire on Politicians and
Government personnel Task 9
Human Rights
 Discuss and define each of Human rights:
 Have students discuss how they would feel if a right was removed
 What would be the consequences
 Students to write in point form their opinions and views Worksheet 10
Extension

Read how to Lobbying against a Law
 Devise an action plan is a law impacts on you negatively
Evaluation
 Carry out a SWOT analysis on the Unit of Work
 SWOT analysis is a framework for analysing the Strengths (S) and
Weaknesses (W), and the Opportunities (O) and Threats (T) faced. It
will help to identify areas/focus/topics for further work.
 Begin with a question/statement, eg ‘How informative was this unit on
Government?’
 Identify activities/ practices in Strengths and Weaknesses.
 Then identify ideas and potential problems in Opportunities and
Threats.
 Mind map the key points learnt during the Unit
9
WORKSHEETS
EXAMPLES
AND
INFORMATION
10
Name:__________________
Outcome (RS3.5) (CCS3.2) (SSS3.8)
KWL Chart on Government
What I know
What I want to know
11
Worksheet 1
What I want to Learn
(find out)
Name _________________
Outcome VAS3.2
Activity 1
Australian Flag Debate
Extension
After reading the Australian Flag Debate it is your job to design a new
Australian flag. Have a competition within the class to see which flag
wins !
12
Name ____________________
Outcomes (TS3.1) (WS3.9) (ENS3.6)
Different Forms of Government
Worksheet 2
Research the various forms of Government from encyclopedias and/or internet
resources. Such as World Parliaments or Forms of Government
From the information gained:
 list in point form the main basis of that Government style
 list an example country.
 Add an illustration or image
13
Name _____________________________ Date ________________
Australia has considered becoming a republic. What is your opinion ?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
14
Name _____________________
Worksheet 3
Outcomes (TS3.1) (WS3.9) (CCS3.1) ( M3.7)
Timeline Information - Example
Review a variety of timelines e.g. Democracy Timeline Re create a timeline with
significant events that lead up to Federation in 1901 and beyond
1788
First Fleet arrived and began as British convict settlement in New South Wales.
1802
Settlers move into Victoria
1803
Settlers move into Van Dieman’s Land (Tasmania)
1824
A penal settlement was established in QLD, VIC and TAS all part of NSW
1825
Van Dieman’s land became a separate colony
1850
Australian Colonies Act passed by British Parliament
1851
Victoria separated from New South Wales
1855
Van Dieman’s Land renamed Tasmania
1856
Self Government achieved for New South Wales
1859
Queensland separated from New South Wales
1889
Sir Henry Parkes made a speech for a ‘great national government of all Australia’
1899
1901
Australian colonies (except WA) voted to become a Federation (now known as the
Commonwealth of Australia)
Commonwealth of Australia proclaimed
1902
Voting rights given to women but Aboriginal people denied voting rights
1901
Opening of Parliament in Melbourne
1908
National Capital site selected in the Yass district
1911
Responsibility for Northern Territory transferred from Sth Australia to
Commonwealth Government
1912
Walter Burley Griffith won competition to design the federal capital
1913
Federal capital named Canberra
1921
Edith Cowan (WA) first woman elected to an Australian Parliament
1924
Federal Cabinet met in Canberra for first time
1927
Duke of York (later King George VI opened Parliament in Canberra
2001
Centenary of Federation
15
Name ___________________
Outcomes: (SSS3.8) (RS3.5) (RS3.6) WS3.9)
Australia Constitution
Worksheet 4
Read and discuss our Constitution in a classroom situation then attempt the
following questions.
Q: Why do we have a constitution?
____________________________________________________
Q: Can the Constitution be changed?
___________________________________________________
Q: What are the Main Provisions of the Australian Constitution?
____________________________________________________
Q: What is the responsibility and role of The Governor-General?
____________________________________________________
____________________________________________________
Q: How does a representative Government work?
____________________________________________________
____________________________________________________
16
Part 2
Q: What are the two houses of Parliament?
____________________________________________________
Q: What is the role of the High Court?
____________________________________________________
Q: What does the Constitution require us to do?
____________________________________________________
____________________________________________________
17
The Australian Constitution Answers
The answers below are full and comprehensive answers. The students answers
may be brief and one or two points.
Q: Why do we have a constitution?
A: Australian Constitution sets out the structure and functions of the Australian Government.
It created the Commonwealth of Australia which changed the original British colonies into six
Australian states. Under the Constitution each state and territory also kept its own
constitution for its State Government.
Q: Can the Constitution be changed?
A: The words of constitutions can be changed. A proposed change to the Constitution must be
passed by both houses of Parliament and then by the people of Australia in a referendum. The
Constitution can only be changed if a majority of the people in a majority of the states vote
to pass the proposed change in the referendum.
Q What are the Main Provisions of the Australian Constitution ?
A: To have the Governor-General to represent the Crown as Head of State
A: To have a Representative Government
A To have two Houses of Federal Parliament
A: To have a Judicial System of checks by way of the High Court
Q 1b: What is the responsibility and role of The Governor-General?
A:
* opens each new Parliament and reads a speech which sets out the reasons for calling
Parliament together
* must sign all bills passed by Parliament before they can become law
* approves the appointment of senior judges and other officials
* signs regulations and many other actions which Ministers must carry out
* is Commander in Chief of the armed forces.
Q2b: How does a representative Government work ?
A: * members of Parliament are elected
* voters are regularly given a choice when they go to the ballot box
18
Constitution Answers continued
Q3b: What are the two houses in Parliament ?
The House of Representatives
 the members of this house are elected by people in electorates with approximately
equal populations
 this house has the sole power for originating and amending all bills concerning revenue
and taxation
Senate
 One of the concerns in creating a Federal Parliament was that the States would power
than the Federal Government. For this reason, the Senate which has equal numbers of
members from each of the States is a powerful house. It has to agree with the House
of Representatives before legislation can be passed.
 The senate can block supply i.e. not give the Government the money needed to govern
Q: What is the role of the High Court ?
 The High Court (which is made up of seven judges) has the overriding authority to
interpret the Constitution and resolve problems arising from the division of
responsibilities between State and Federal Parliaments.
Q: What does the Constitution require us to do ?
A: Obedience to the Constitution by both Citizen and the Government
 Parliament makes the laws which citizens must obey
 Parliament itself must also operate within the Constitutional limits
19
Name _____________
Outcome(RS3.5) (UTS3.9) (VAS3.2)
Signatures of Oz
Extension Task 4
View the Signatures of Oz interactive website to see an image of the mace,
despatch box and black rod. Your task is to draw an illustration of each of these
items with accompanying captions.
Mace: _____________________
__________________________
__________________________
__________________________
Black Rod: __________________
__________________________
__________________________
__________________________
Despatch Box _________________________________________
____________________________________________________
20
Name ____________
Outcomes (TS3.2) (RS3.6) SSS3.8) (WM3.1) (W.M3.2)
3 Tiers of Government
Worksheet 5
Determine those responsibilities that are uniquely Federal Government State
and Local Governments. Write in the relevant circle. Any responsibilities that
overlap – list in the ‘overlapping’ sections.
Federal Government
State Government
21
Local Government
Name ___________
Outcome: (CCS3.1) (WS3.9)
Biography of Australian Prime Minister - Information
Locate information from Your Prime Ministers or Prime Ministers websites and
complete a biography.
A biography consists of :
2.
3.
4.
5.
6.
7.
8.
Full Name + Date of Birth/death + Place of Birth/Death
Family Details (where they lived went to school)
Occupation and/or area of Study prior to becoming Prime Minister
What Political Party and what seat
When they became/stopped being Prime Minister
Political achievements
Interesting facts
22
Name ______________
Outcome (COS3.1)
Extension Sheet 6
Being In Parliament
After viewing a Parliamentary debate, visualise yourself sitting in Parliament.
Write down what it would be like!
Y Chart
Looks Like
Feels Like
Sounds Like
23
Name: ________________
Outcomes; (RS3.6) (WM3.2)
Worksheet 7
Who’s Who and Who’s Where in Chambers
Task:
Below is an outline of both the House of Representative and the Senate seating arrangements
or Floor plan. Using information from readings and research locate the position of members
of Parliament and Senators as well as office and administrative personnel
When you are done check your work against the 2 websites listed below
Websites:
House of Representatives: http://www.aph.gov.au/house/work/chamber.htm
Senate: http://www.aph.gov.au/senate/general/chamber.htm
24
Name _________________
Outcomes: (SSS3.8) (RS3.6) (UTS3.9) (S3.4)
Extension Task 7B
Senate List
List 15 Senators in the box. Locate where they are from and mark the location
number on the map. Don’t forget to mark in state boundaries.
1.
Senators List
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15
25
Name ______________
Outcome: (INVS3.7)
Task 8
Did you Know These Facts about Parliament House !
26
Name: ________________
Outcomes (SSS3.8) (RS3.6) (UTS3.9)
Task 9
General Knowledge Questionnaire
After all the work we have done in this Unit you should be familiar with the
names of these people. Have a go and see how well you can remember the
important names of out Politicians and Government officials !
Title
Name of Person
Governor-General
Prime Minister
Party/coalition in Government
Leader of the opposition
Name of Opposition party/ies
Premier of NSW
Our Commonwealth Electoral Division name/s
The Federal Member of Parliament
The Chief Justice of the High Court
High Court Judge
27
General Knowledge Questionnaire Answers
Title
Person
Governor-General
Major General Jeffery
Prime Minister
John Howard
Party/coalition in Government
Liberal Party
Leader of the opposition
Kim Beazley
Name of Opposition party/ies
Labour Party
Premier of NSW
Morris Iemma
Our Commonwealth Electoral Division name/s
Varies with location
The Federal Member of Parliament
Varies with Location
The Chief Justice of the High Court
Chief Justice Gleeson
High Court Judge
Michael Donald Kirby
28
Name: _______________
Outcomes:(CCS3.2) (UTS3.9) (WS3.9)
HUMAN RIGHTS
Worksheet 10
We all have a number of basic Human Rights. However in some countries these
rights are denied. Fortunately, as Australians we do live in a ‘lucky’ country in
many ways.
Look at our ‘Rights and Freedoms’ under Australian Law and discuss what they
mean:
 A right to vote
 Freedom of worship
 A right to feel safe
 Freedom of speech
 A right to trial by jury
 Freedom of movement
 A right to own property
 Freedom of association
 A right to an education
 Freedom from discrimination
Then determine what would happen if that right was removed – what would be
the consequences? Who would be affected? How would it make you feel ?
Unsafe, insecure, considered unequal amongst other people in the
community/state/country?
What if these rights were removed ... What is your opinion.
A right to vote:
________________________________________________________________
________________________________________________________________
A right to feel safe:
________________________________________________________________
________________________________________________________________
A right to trial by jury:
_________________________________________________________________
_________________________________________________________________
29
Part 2
A right to own property:
_________________________________________________________________
_________________________________________________________________
A right to an education:
_________________________________________________________________
_________________________________________________________________
Freedom of worship:
_________________________________________________________________
_________________________________________________________________
Freedom of speech:
________________________________________________________________
________________________________________________________________
Freedom of movement:
________________________________________________________________
________________________________________________________________
Freedom of association:
________________________________________________________________
________________________________________________________________
Freedom from discrimination:
________________________________________________________________
________________________________________________________________
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Name __________
Evaluation
SWOT ANALYSIS
Strengths
Weaknesses
Opportunities
Threats
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Mind Map
List the things that you have learnt about State and Federal Government
Australian
Government
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