CIVICS AND CITIZENSHIP YEAR 4 Unit 1 - Semester 1: 10 x 1 hour lessons

Unit Title: What does Local Government do for me?

Achievement Standard

By the end of Year 4, students explain the role of local government and distinguish between rules and laws. They describe factors that shape a person’s identity and sense of belonging.

Students pose questions about the society in which they live and use information to answer them. They suggest solutions to an identified issue. They develop and present their ideas and opinions on an issue using civics and citizenship terms.

Civics and Citizenship Concepts

Content Descriptions Assessment (A)

Government and Democracy

Laws and CitizensCitizenship,

diversity and identity

Knowledge and Understandings* The purpose of government and some familiar services provided at the local level (ACHCK011)* How a person’s identity can be shaped by the different cultural, religious and/or social groups to which they may belong(ACHCK014)SkillsPose questions about the society in which they live(ACHCS015)Use information to develop a point of view (ACHCS017)Work in groups to identify issues, possible solutions and a plan for action (ACHCS019)Interact with others with respect, share views and recognise there are different points of view (ACHCS007)Present ideas and opinions on civics and citizenship topics and issues using civics and citizenship terms (ACHCS009)Reflect on their cultural identity and how it might be similar and different from others (ACHCS010)

Assessment For Learning - In Lesson 1 - students watch an election campaign speech for Tony Abbott and then fill in a What I know/ What I’m not sure about table

Assessment As Learning - Report back to class on a service the local government provided our community, questions posed for councillor, role-play activity (ACHCS007)(ACHCS019) (ACHCS015) (ACHCK014)

Assessment Of Learning - Produce poster (or other work) reflecting on Big Question: (ACHCK011) (ACHCK014) (ACHCS009) (ACHCS010)

Civics and Citizenship Bands

Skills Key Questions

Year 3 4 BandYear 5 6 Band

Questioning and ResearchAnalysisSynthesis and InterpretationProblem Solving and Decision MakingCommunication and Reflections

How can a local government contribute to community life?How has my identity been shaped by the groups to which I belong?

Learning Framework Community ContributorLeader and Collaborator

Active InvestigatorEffective Communicator

Designer and CreatorQuality Producer

Cross Curricula Priorities

Catholic EthosAboriginal and Torres Strait Islander

Histories and Cultures

Social Emotional LearningAsia and Australia’s Engagement with

Asia

Inclusive EducationSustainability Education

General Capabilities LiteracyCritical and Creative Thinking

NumeracyEthical BehaviourIntercultural Understanding

Information and Communication Technology

Personal and Social Competence

Links to other LA’s English, History (Aboriginal Traditions), Technology

Learning and Teaching StrategiesWeek 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Critical and Creative Thinking

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Activity 1Show children an election campaign speech of e.g. Tony Abbott (see Teacher Resources - please note you probably only need to see 1st 2-3 minutes of this speech). After students watch, work with a partner to fill in a table regarding the clip as below:

What I know What I’m not sure about

Focus on discussion around - this is our prime minister, he is a member of government, he is trying to get elected, and he will be elected by democratic voting. (Don’t worry about which faction of government yet nor which party he represents)

Activity 2Before class begins, make three paper circles: a large one with 'Federal Government, Australia' on it, a medium one with 'State Government' and the name of your state or territory on it, and a small one with 'Local Government' and the name of your local council on it.

Teacher Resources*Tony Abbott Election Campaign launch - youtubehttp://www.youtube.com/watch?v=OtK2z3xfKJU*Civics and CItizenship Education - Local Government Services - Joining inhttp://www.civicsandcitizenship.edu.au/cce/local_government_services_and_joining_in,9454.html*3 paper circles as listed in Activity 2* Tony Abbott election campaign video* picture on IWB or print out of current premier of Qld and local mayor.

Introduce this discussion by writing 'RUBBISH' on the board. Read the word, and then ask students what happens to the rubbish at home and at school. Lead a discussion which focuses on who collects the rubbish and who is in charge of organising the collection. The local council should be identified throughout the discussion. At the end of this discussion, put a circle around Local Government.Add the circles for State Government and Federal Government, using larger circles to identify the coverage of population they are responsible for in their role. Read the labels on each circle. Explain to the students that these are names of three spheres of government. Ask the students why they are different sizes. Ask them to think about why the state or federal government is not in charge of local rubbish collection. Guide a general discussion to highlight some of the major differences in what each level of government does.Tell the students that in the next few days they will find out more about local government. Explain that the work of local government is usually done by a council. Discuss any local variations to terms which cover local government, e.g. shire, borough. Tell the students that they will find out about some of the work that the local council does in their area.Reflection - think back to Tony Abbott - which part of government does he represent? What is the leader of the federal government called? Prime Minister. What do we call the leader of our state - Premier, leader of our local government - mayor? Show students pictures of current premier and mayor. Lead discussion on the concept that all these people are democratically elected. (Idea of democratic voting was taught in Year 3)

Student Resource* paper/ book to copy in table

Civics and Citizenship Metalanguage Assessment Opportunities

democratic, democracy, voting, election, government - state, local, federal, Premier, Mayor, Prime MinisterCivics and Citizenship Metalanguage Link

Assessment For Learning - In Lesson 1 - students watch an election campaign speech for Tony Abbott and then fill in a What I know/ What I’m not sure about table. Look for students prior knowledge of democratic voting, concept of government

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability

General Capabilities

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Engage Resources

Activity 1Explain that local government is usually called a Council (e.g. Cairns Regional Council, Atherton Regional Council, Cassowary Coast Regional Council). Revisit the idea that our Local Council has elected members who make decisions for our local area. Point out that a lot of people work for Council who are not elected - their job is to provide services to our area. Refer to back to discussion on rubbish collection. Is the person who collects garbage democratically elected or employed by council?Think pair share what other services our local government may provide. Read the Handout on Local Government Services (see Teacher resources). As reading, get students to tick off services they have already thought of. Group discussion on other services mentioned and any dealings students have had with them e.g. pound, swimming pool, library.Discuss Big question - What does our local government do for me?

Activity 2In pairs - give students a topic to become an expert in e.g. waste collection, library, art gallery, council environmental initiatives (e.g. protection of local species), care for the elderly (e.g. aged homes, meals on wheels), swimming pool, local parks. (Same topic can be given to 2 or 3 pairs) Have pamphlets from council ready for students to use and show them how to navigate your council’s website.Elicit some inquiry questions as a class:E.g. What is the name of the service or group?What service is the council providing?Who do they employ to provide this service?

Teacher Resources* Discovering Democracy Units - Joining In - Focus Question 5 - Handout 15http://www1.curriculum.edu.au/ddunits/downloads/pdf/mp4_hand15.pdf* pamphlets from local council on services* local council website

Student Resources*pamphlets*access to local gov’t website

Can we help too? (e.g. volunteers)How does it help our community?How does it help you individually?Is this service something all councils would do or is it special to our area? Why/not?After giving time to research, students can report back to group on what they learned.

Discuss Big Question - What does or local government do for me?

Civics and Citizenship Metalanguage Assessment Opportunities

Council, Regional Council, elected members, Council employees, Local Government ServicesCivics and Citizenship Metalanguage Link

Assessment As Learning - Report back to class on a service the local government provided our community. Can the students identify what the local government is doing for them?

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Catholic Ethos, Inclusive Education, Aboriginal and Torres Strait Islander Histories and Cultures

General Capabilities Intercultural Understanding, Critical Creative Thinking

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Activity 1Revisit the idea of community groups (this should have been touched on in Year 3 but may need to teach more explicitly). Explain to students that one of the community groups they belong to is their school group. Other community groups people may belong to are:* cultural e.g. to celebrate cultural events such as Diwali, polish dancing group, aboriginal groups* religious - local parish group, other religious groups e.g. Sikh, 7th Day Adventist* social - Rotary, Lions, kids clubs,* sport - soccer, yoga, netball etc. PCYC* the arts - Toastmasters (speech), young performers, painting group, danceGet students to draw an outline of themselves in their books and put the community groups they belong to around the outside. Please note these body outlines will be used again in Activity 3 (next week’s lesson).** Ensure you include the diversity of cultural/ religious groups that may exist in your class

Activity 2In pairs, students choose 1 community group in their area - perhaps provide a list on the interactive whiteboard to work from - encourage 1 pair to choose an Aboriginal or Torres Strait Islander group e.g. Mamu (Innisfail) or Gimuy Wallabarra Yidiinji (Cairns).Get students to list for their group: its purposes, any beliefs (this could be sporting belief, cultural belief, school motto), traditions (e.g. festivals/celebrations/annual events) and symbols used by their group (e.g. logo/ mascot). If students are unfamiliar with the community group they may need to conduct some research on this so encourage students to choose a group they are a member of.Report findings back to class. Lead discussion on the diversity of community groups.

Teacher Resources* list/ knowledge of community groups in your area

* Information on local aboriginal community group

Student Resource* paper/ journal to draw body outline

Civics and Citizenship Metalanguage Assessment Opportunities

community groups - religious, cultural, social, sporting, the arts Civics and Citizenship Metalanguage Link

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures, Social Emotional Learning

General Capabilities Literacy, Critical and Creative Thinking, Intercultural Understanding

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Explain Resources

Activity 3Discuss the idea of “identity” - how does being a member of community groups help make the person you are? Provide a child- friendly definition of identity.Students might say being a member of a cultural group helps them to connect with their culture; being a member of a sporting club develops relationships between coach and you, you and your peers - friendships and the idea of being a part of a team; being a member of a dance group helps build relationships as well as your individual confidence.After discussion, students go back to their body outline and add inside their body characteristics of their identity they have that comes from their community group e.g. friendship, team member, confidence…

Also discuss that the identity of Aboriginal and Torres Strait Islander Peoples in Australia is shaped by Country/Place, language and knowledge traditions. Background information on local aboriginal community group will assist teachers to direct this discussion.

Extension - search on Scootle R9851 (digital resource identifier). Watch “Aboriginal wetland burning in Kakadu, 2005 – part 1 of 3” This resource provides a vehicle for discussing the importance of sharing traditional knowledge and values. Students can consider the importance of this knowledge in the forming of identity. After watching the clip, get students to answer the following questions:

Teacher Resources* Information on local aboriginal community group

* Scootlehttps://www.scootle.edu.au/ec/search?q=R9851&field=title&field=text.all&field=topic* kids friendly definition of identity

● Why did the mother think it was important to share her knowledge with her family?● What other traditions and knowledge have aboriginal people shared?● Would you say sharing traditions and knowledge is part of aboriginal people’s identity? Why?

Activity 4Link idea of community groups back to our local government. Refer back to our handout on Local Government Services and remind students that one role of local government is to look after our people. Ask students what do you think our local government does for our community groups? (e.g. school, soccer club, local aboriginal group) Discuss what other people or parts of our local environment need to be protected. E.g. elderly, sick, special environmental protection area or animal e.g. cassowary. Why is it important for the government to look after this as well (i.e. it does what is best for the area/ all citizens - not just there to look after me).Explain to students that they will be visited by a member of local council (or someone who works for local government) in our next lesson. Get them to write out some questions to ask regarding how local government helps community groups and protects disadvantaged groups/ environment/ animals.E.g. How do you help our local soccer club? What do you do for our school? What are you doing to help the sick in our area?

Student Resource* body outline drawn in previous lesson

Civics and Citizenship Metalanguage Assessment Opportunities

community, community groups, identity, citizens of local government, member of local councilCivics and Citizenship Metalanguage Link

Assessment as Learning - can students pose questions about the society in which they live (individually or with assistance) Checklist can be used for each student. Alternatively teachers could audio/ video tape students asking these questions next week.(ACHCS015)

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability, Aboriginal and Torres Strait Islander Histories and Cultures

General Capabilities Literacy, Critical and Creative Thinking, Personal Social Capability

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Activity 1Students pose prepared questions to visiting representative from local council. If this is not possible - questions could also be answered through research (pamphlets from local council and council website).After visit - reflect on what our local government does for me/ community groups/ our community as a whole.

Teacher Resource* local council rep or pamphlets/ website pageStudent Resource*prepared questions for local council rep

Civics and Citizenship Metalanguage Assessment Opportunities

Civics and Citizenship Metalanguage Link Assessment as Learning - Reflection after visit from representative of Council. Can students see the connection

between services directly for me and services that assist other citizens and our community as a whole? (e.g. environment)

Reflection

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities Sustainability

General Capabilities Ethical Understanding, Intercultural Understanding, Critical Creative Thinking, Literacy

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Elaborate Resources

Activity 2This is a role-play activity with the idea of teaching children that the Council has competing interests to satisfy and cannot always make “me” happy (the individual).Set up the activity by dividing class into 6-8 groups (aim for no more than 4 in a group).1 group will represent the Council Members1 group will represent a local sporting club who would like eg a new grandstand at their club field

Teacher Resources* cards/ planning sheet for each group in role-play (see sample)Student Resource* planning sheet

1 group will represent a group who would like a community celebration eg street parade to celebrate Chinese New Year1 group will represent the school who would like eg the road outside their school fixed1 group will represent an environmental group who want eg to host a tree-planting day1 group will represent the RSPCA/ Animal Refuge who want money eg to feed animals they are looking after1 group will represent the life saving club who would like money eg for a new stinger enclosure

Give each group approx 15 minutes to prepare an application for a “grant” to help their cause. Explain that there is only $1200 and the Council will only choose 3 groups to give this money to. While they are doing this the Council Members should be looking at each group and thinking about:

how many people may benefit from a grant? how does it look after the people and/ or the environment?

Groups applying for money should prepare their application on a handout (sample below) to organise their ideas:

Group Name:

Money to be used for:

Which people in our community will this benefit?

How might this money help our community as a whole?

Come back together as a class and run as a town meeting in the ‘town hall’. Give each group a chance to put their case forward and then give Council members a chance to distribute “grants” and explain reasons why some groups received money/ while other groups missed out.

Civics and Citizenship Metalanguage Assessment Opportunities

town hall, grants, citizens, competing interests Civics and Citizenship Metalanguage Link Assessment as Learning - Do students understand the idea of competing interests/ council doing what is best for citizens as a whole? Were they able to come up with a plan for the grant?(ACHCS019)

Reflection

Cross Curricular Priorities

General Capabilities Information Communication Technology, Literacy, Critical Creative Thinking, Personal Social Capability, Ethical Understanding

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

Assessment of LearningGo through Assessment Task Sheet and Rubric with children. Students are to create a poster or brochure OR use ICT (e.g. power point, prezi, Google Presentation, Book Creator) to present their findings on the big question for this unit:“What does my local government do for me?” Ensure that children are to use what they have found out throughout the unit to inform their ideas – i.e. research on services, my community groups, questions to councillor, grant process.Also ensure children include some ideas on how local government contributes to the community as whole (i.e. me as part of my community).To meet (ACHCS010) students should be aware that what local government does for them will differ depending on which community groups they belong to.

Student ResourceTask Sheet/ RubricComputersPoster paperPencils/ colours

Civics and Citizenship Metalanguage Assessment Opportunities

Civics and Citizenship Metalanguage Link Assessment of Learning - final assessment piece (see task sheet and Criteria sheet)

Week 1 2 3 4 5 6 7 8 9 10

Week 1 2 3 4 5 6 7 8 9 10

Cross Curricular Priorities

General Capabilities Literacy, Critical and Creative Thinking

Engage ⇒ Explore ⇒ Explain ⇒ Elaborate ⇒ Evaluate

Evaluate Resources

ReflectionTell students that we are going to take part in a democratic process now to agree on a “slogan” that reflects what we have learnt in this unit. Explain to students that during election campaigns - candidates come up with slogans to help them get elected eg Barack Obama “Time for Change”, Gough Whitlam “It’s time” or Tony Abbott “A New Way”.With a partner - come up with a phrase that captures our learning in this unit (e.g. “Local Government - for me, for us, for our environment.”) 2 pairs then join together. Now put agreed captions on interactive board for students to democratically vote on which one is the best.This ideas comes from Jenny Nayler “Inquiry for Change” (see below)Activity: One phrase to capture it all

● Invite students to think of one phrase that captures the learning and achievement of the completed investigation.● Students then each work with a partner to negotiate what their agreed phrase will be. Each pair joins another pair and repeats

the process.● This method of combining groups continues until all groups become one and a decision has been made as to the shared phrase

which captures the learning and achievement of the investigation.

Teacher ResourcesJenny Nayler “Inquiry for Change”

Civics and Citizenship Metalanguage Assessment Opportunities

election slogan, election campaign Civics and Citizenship Metalanguage Link

Reflection

Planning for Differently Abled Students

Student/s Different Ability Australian Curriculum Content Descriptions

being addressed

Learning and Teaching Strategies Assessment Strategies

Unit 1: “What does my Local Government do for me?”Assessment Task

Student Name:

Year Level: 4

Name of Task: What does my local government do for me?

Teacher:

Learning Area/s: Civics and Citizenship

Assessed By:

Date Commenced: Date Due:

Type of Task: Oral Written Other

Task Conditions: Individual Pair Group Work

In Class Homework Other

Opportunity to Access: Books Notes Library Technology

Assessed By: Self Peer Other Teacher

Task Description

Students are to answer the question “What does my local government do for me?” by creating a poster or brochure OR using ICT (eg powerpoint, prezi, Google presentation, Book Creator).

Procedure (You will)

1. Use the information you have learnt this unit eg research on services, my community groups, questions to councilor, grant process.

2. Work with a partner or on your own to create a document (either on paper or by using ICT) that answers the question, “What does my local government do for me?”

3. Ensure your document describes:

a. the purpose of local government;

b. some services provided by local government;

c. what local government may do for different community groups (including groups you belong to).

d. An opinion (supported by reasons) on why the local government may not be able to make every individual happy.

ResourcesNotes from the unit, access to computers, poster paper, brochure paper

Year 4 Unit 1: Civics and Citizenship Criteria SheetWHAT DOES LOCAL GOVERNMENT DO FOR ME?

A B C D E

KNOWLEDGE AND UNDERSTANDING

You were able to demonstrate a very high

level of understanding on the purpose of local

government and services provided by it.

You were able to demonstrate a high level of understanding on the

purpose of local government and services

provided by it.

You were able to demonstrate a sound understanding on the

purpose of local government and services

provided by it.

You were able to demonstrate a limited or confused understanding on the purpose of local

government and services provided by it.

You were not able to demonstrate an

understanding on the purpose of local

government and services provided by it.

You were able to identify with details and

demonstrating a very high level of

understanding what local government does for different community

groups (including groups you belong to).

You were able to identify with some detail what local government does

for different community groups (including groups

you belong to).

You were able to identify what local government

does for different community groups

(including groups you belong to).

You were able to identify what local government

does for different community groups with

teacher support.

You were not able to identify what local

government does for different community

groups.

SKILLS You present your ideas on this question clearly and use civics and citizenship

terms throughout.

You present your ideas on this question clearly and use civics and citizenship

terms.

You present your ideas on this question in your

document and use some civics and citizenship

terms.

Your ideas have been presented unclearly and/

or limited civics and citizenship terms were

used.

Your ideas have been presented unclearly and you have not used civics

and citizenship terms.

You have presented an opinion on why the local government may not be

able to make each individual happy which is

supported by detailed relevant reasons.

You have presented an opinion on why the local government may not be

able to make each individual happy which is

supported by relevant reasons.

You have presented a reasoned opinion on why

the local government may not be able to make

each individual happy.

You have presented an opinion on why the local government may not be

able to make each individual happy but it

was not supported by a reason or example.

You have not presented an opinion on why the local government may

not be able to make each individual happy.