This term sees Year 6 focus on the topic of Government in Inquiry Studies. The initial thoughts of most students about this topic is one of boredom and total disinterest.
Initial questioning of the students revealed a distinct lack of knowledge and awareness in this area. Students could tell me who the Prime Minister of Australia was, they knew Barack Obama and a few (1 or 2) other world leaders. Despite this they were unable to tell me in any great depth what it was that a government does.
The opening lesson in the unit saw us view a clip from Lord of the Flies. Following this there was discussion as to why the events that we were viewing were occurring. The discussion lead to the common response was because there were no rules or laws. My follow up question was simply "What does a government do?" The reply was "Creates rules and laws".
After dissecting what a government does we then move onto types of governments where in small groups students do mini projects on democracies, communism, monarchies and dictatorships.
Investigating how the Australian system of government works can become a little tedious. There is nothing overly stimulating on a how a bill becomes a law. I try to make this participatory by conducting an election in the same manner of how this occurs in Australia and then having a class parliament where all students are assigned roles.
The final part of the unit is the key, the most stimulating part for the students. It is a sub-unit entitled "Making My Voice Heard: Taking a Stand". In this section the students choose an issue that interests them, research the cause and then get the message they are trying to make out to others. This section of the unit is to show that we can all play a part in the political process. Last year my students chose some fascinating topics such as children in detention centres, killing of dolphins, coal seam gas mining to name a few.
Why do we do the government unit? I believe it is important that young people are not ignorant of how our political system works. They see it in the world around them; on TV, on the web. They hear their parents discussing political issues and often complaining about their leaders. I want my students to generate opinions for themselves even at this young age. They need to know that they can make a difference and when the age comes they need to think carefully about for whom to cast their vote.
When the time comes for my students to step forward and write on a ballot paper I would be thrilled if they casted their minds back to what they learnt in Year 6 and this assisted them in their voting decision.
Initial questioning of the students revealed a distinct lack of knowledge and awareness in this area. Students could tell me who the Prime Minister of Australia was, they knew Barack Obama and a few (1 or 2) other world leaders. Despite this they were unable to tell me in any great depth what it was that a government does.
The opening lesson in the unit saw us view a clip from Lord of the Flies. Following this there was discussion as to why the events that we were viewing were occurring. The discussion lead to the common response was because there were no rules or laws. My follow up question was simply "What does a government do?" The reply was "Creates rules and laws".
After dissecting what a government does we then move onto types of governments where in small groups students do mini projects on democracies, communism, monarchies and dictatorships.
Investigating how the Australian system of government works can become a little tedious. There is nothing overly stimulating on a how a bill becomes a law. I try to make this participatory by conducting an election in the same manner of how this occurs in Australia and then having a class parliament where all students are assigned roles.
The final part of the unit is the key, the most stimulating part for the students. It is a sub-unit entitled "Making My Voice Heard: Taking a Stand". In this section the students choose an issue that interests them, research the cause and then get the message they are trying to make out to others. This section of the unit is to show that we can all play a part in the political process. Last year my students chose some fascinating topics such as children in detention centres, killing of dolphins, coal seam gas mining to name a few.
Why do we do the government unit? I believe it is important that young people are not ignorant of how our political system works. They see it in the world around them; on TV, on the web. They hear their parents discussing political issues and often complaining about their leaders. I want my students to generate opinions for themselves even at this young age. They need to know that they can make a difference and when the age comes they need to think carefully about for whom to cast their vote.
When the time comes for my students to step forward and write on a ballot paper I would be thrilled if they casted their minds back to what they learnt in Year 6 and this assisted them in their voting decision.
