Discovering Democracy Units
HomeThe UnitsTeacher NotesState & Territory LinksKey TermsA Guide to Government & Law in AustraliaSelected SourcesESL InformationCivics and Citizenship Education About DDUDownloadsSitemapSearchHelpDiscovering Democracy Banner

Focus question 2: Should one person rule?

ESL activities

Handouts 1-5

Teacher instructions

Conduct all activities.
Handouts 1, 2, 3, 4, 5.

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Activity 1: Destination Ancient Egypt

Vocabulary: Pharaoh, slaves.
Stories of Democracy

  • Construct a wall chart with the following headings: Time, Country, Who rules, Type of rule, Opinion. The wall chart replaces (or can be used in addition to) the top section of Handout 1. Add information to this chart as instructed through the course of the unit.
  • Introduce Ancient Egypt. Show students pictures of readily recognised Egyptian features, for example, pyramids, sphinxes, hieroglyphics. Some are available on Stories of Democracy CD ROM. Attach labels. Locate Egypt on a wall map or globe.
  • Ask students to imagine Egypt about 3000 years ago. Elicit information about how the country might have looked, how it was ruled, what the pyramids were and how they were built (by slaves).
  • Provide the information if not elicited, using extra visual support where possible (for example, an extract from the film The 10 Commandments).

Activity 2: Pharaohs of Egypt

Vocabulary: divine, tax, rights, freedom, monarch, ancient, flail, whip, crook, power, symbols of power, protector, punish, vizier.

  • Begin this activity with 2b.
  • Continue with 2c to 2h. Work through Handouts 2 and 3 with the class, explaining the vocabulary and content as you go. Record the answers to the questions on the board in note form. Then model how to expand them into sentences. Students, working in pairs, write their own sentences.

Activity 3: Rights and responsibilities & Activity 4: Power pyramid

Vocabulary: responsibility, title, occupation.

Note: These activities can also provide opportunities to learn some important language forms, for example, more/less/most powerful, allowed to/have to.

  • For both these activities clarify the tasks and place ESL learners in groups with students who have better spoken English.

Activity 5: Time travel report number 1

  • Conduct 5a as described, assisting ESL learners to understand the different types of texts used for different purposes, for example, fax, voice mail.
  • For 5b, provide ESL learners with opportunities to practise before presentation to a small group, or consider an alternative to oral presentation.

Activity 6: Egyptian system

Vocabulary: rights, absolute power.

  • Conduct 6a and 6b as described.
  • Fill in the information relating to Egypt on the prepared wall chart. Complete the opinion section after class discussion.

Back to 'Stories of the People and Rulers - At a glance'

AcknowledgementsLegal Information