Focus question 2: How do governments and political parties respond to new issues?
Conduct activities 1, 2, 3, 7.
Substitute activities 4, 5, 6 with the 'Getting Things Done' segments of the Discovering Democracy Secondary Video and Stories of Democracy CD ROM.
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7 | Assessment task
Vocabulary: levels of government.
- Provide the definitions for the class, clarifying difficult vocabulary and concepts: politics, political power, political values, party policy, public policy, government, common views, electoral process, election campaign, election.
- Conduct 1a as a class discussion.
- Read The Labor Party's and The Liberal Party's fundamental beliefs with the class, clarifying difficult vocabulary and concepts: fundamental, equality, distribution of income, provision of resources and services, private businesses, injustices, for the benefit of workers, for the common good, trade union members, tend to favour, federal government, wealth making, standard of living, business sector.
- Conduct 1b as a class discussion, recording the information on the board.
- Conduct 1c as a class discussion.
Activity 2: Influencing and making policy
- Read 'Decisions, decisions, decisions: public policy-making' with the class, explaining vocabulary and concepts: parliament, interest group, public service, the media, corporate sector, draft policy, opposition, amend, legislation, House of Representatives, Senate, senator, economic growth, synthesise, technological distraction, sacrifice, semi-independent, confronting.
- Conduct this as a small group activity.
- Provide groups with ESL learners with newspapers that have more accessible language and reduce the required number of headlines. Groups discuss and complete 2a to 2d.
- Discuss groups' responses as a class.
Activity 3: Parties and the Franklin
- Read 'Economic development and the environment with the class, explaining, vocabulary and concepts: rate of unemployment, successive governments, hydro-industrialisation, economic development, blue-collar jobs, financial stability, economic prosperity.
- Discuss 3a as a class. Record responses on the board.
- Discuss 3b as a class.
- These activities present significant demands for ESL learners. Substitute by allowing ESL learners to review the 'Getting Things Done' segments of the Discovering Democracy Secondary Video and Stories of Democracy CD ROM.
Governments' actions, party beliefs and people represented
- Conduct 7a as a class discussion.
- Conduct 7b as described. Discuss groups' responses.
- Conduct 7c as a class discussion.
- Conduct 7d as a joint small group construction.
- Debating is a demanding task for ESL learners. Divide the class into groups, placing ESL learners with students who have better spoken English. All members of the group work on preparing the speeches but only some participate in the actual debate.
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