Year 10

Topic	Focus	Duration	AC V9.0
1. Features of Australia’s system of government	Comparing systems of governments.	3 h	AC9HC10K01
2. Australia’s global roles and responsibilities: foreign aid	How foreign aid contributes to achieving the sustainability development goals.	2 h	AC9HC10K02 AC9HC10K04 AC9HC10K05
3. Protecting World Heritage: Franklin River controversy	Australia’s international legal obligation: a case study.	2h 10min	AC9HC10K02 AC9HC10K03 AC9HC10K04
4. The Constitution and the High Court	The role of the High Court in state and federal law making.	2h 30min	AC9HC10K03 AC9HC10K04
5. Rights in Australia	What makes a resilient and cohesive society?	3h 30min	AC9HC10K03 AC9HC10K04 AC9HC10K05

Topic 1: Features of Australia’s system of government (3 h)

Curriculum alignment
AC9HC10K01

Getting started (20 min)

As a class, read the Australian system of government fact sheet.

Direct students to summarise the key features of Australia’s system of government in a table like the one below:

Key features of Australia's system of government

Representative democracy (Parliament and representation)	Constitutional monarchy (Constitution and head of state)
Federation of states (Levels of government)	Separation of powers (Separation of powers)

Promoting democratic values (40 min)

Explain to students that Australia is one of many democracies across the world. A democratic country has a system of government where people can participate in decision making. Each democracy is unique and works in diverse ways.

Introduce 3 examples from democracies in the Pacific region: 

1. In Indonesia, the legal voting age is 17 years old. In Australia, the voting age is 18 years old.
2. In India, some seats in Parliament are reserved for minority groups and these representatives are elected by all voters. Australia does not reserve seats for minority groups.
3. In Japan, the emperor has a purely ceremonial role and no political power. Australia is a constitutional monarchy, where the monarch (at present King Charles III) is the Head of State.

Next, ask students to work in pairs to decide whether adopting any of these ideas would make Australia more democratic.

Finally, as a class, discuss and debate which, if any, of the 3 aspects might strengthen Australian democracy.

Comparing systems of government (1h 30min)

Divide the class into small groups of 4. Each group will choose one of the following democratic systems of government to research: India, Indonesia, or Japan.  Give students the following scaffold to guide their research:

Key features of ………………….’s system of government

Parliament and representation	Constitution and head of state
Levels of government	Separation of powers

In their groups, students generate 2-3 research questions for each of the categories above. A team member is assigned a category to research. At the conclusion of their research, students share their findings with the rest of their group. They could use a Venn Diagram to demonstrate an understanding of the key similarities and differences between Australia’s system of government and the country they have researched. 

As a class, discuss the following:

• What factors might shape a nation’s system of government?
• Countries that define themselves as democracies can have vastly different systems of government. In your opinion, what features MUST a system of government have for it to be a democracy? Why are these features important and what would happen without them?

Make and display a class list of the features (criteria) established above. 

Individual writing task (30 min)

Students write at least one paragraph on the following topic:

• Compared to the country you researched, is Australia’s system of government more democratic, less democratic, or simply different? Make a clear judgement justified by using the class constructed criteria.

Topic 2: Australia's global roles and responsibilities: foreign aid (2 h)

Curriculum alignment
AC9HC10K02
AC9HC10K04
AC9HC10K05

Getting started (15 min)

• Distribute tokens or skittles unevenly between groups of students in your class, keeping the majority for yourself. 
• Inform students you have the most because you are an adult. Do they think the current distribution of resources is fair? Why or why not? If not, what would be fair? 
• Give groups one minute to develop a reasoned argument for why you should share your resources with them.  Ask a representative from each group to present their argument.
• Explain to students that if the classroom were the Pacific region, you would be Australia. Ask the whole class if Australia should address this inequality by sharing its wealth with its neighbours? Encourage a diverse range of opinions and encourage students to justify their reasoning.
• Inform students that in 2024 Australia spent $4.96 billion globally to support other nations grow and develop. This represented about 0.2% of Australian gross national income.
• As a point of comparison, tell students that in the same, the Australian Government budgeted $16.5 billion for Australian road and rail projects.
• Ask students again if the distribution of tokens or skittles should be redistributed. Why/why not? Encourage a range of views.
• If using skittles, you might allow students to eat them at this point.

How and why Australia gives foreign aid (15 min)

Watch the World Vision What are the different types of aid? video (4min 12s). Use the video content to assist in defining the terms bilateral, non-government (NGOs) and multilateral aid.

Sustainable Development Goals (SDGs) (1h 30min)

In 2015, Australia - alongside the 192 other member states of the United Nations - signed the 2030 Agenda for Sustainable Development. At the Agenda’s heart are 17 Sustainable Development Goals (SDGs) that urge developed and developing countries to work together to end poverty and preserve the environment. By signing the Agenda, Australia agreed to strive to achieve these goals at home, and work with other nations to achieve the goals globally. 

Achieving the goals requires collective action: governments, businesses, academics, non-government organisations, and individuals all have a role to play. Providing developmental aid to nations in our region is one way the Australian government is working to achieve the SDGs. As a class, use the Department of Foreign Affairs and Trade (DFAT) website to identify the top 3 countries Australia currently gives aid to. Focus the search on the Pacific. As a class discuss why Australia might prioritise near neighbours when providing foreign aid.

SDG bingo

• Divide the students into small groups.
  
• Provide each group with the Sustainable Development Goals bingo card.
• Follow this link to DFATs Development Cooperation Factsheets and guide the students through the bingo card. The first entry has been completed – Papua New Guinea.
• Show the students that the SDGs relevant to each nation are included on page 2 of each factsheet.

After completing the SDG bingo activity, discuss the following as a whole class:

• Do you think the Sustainable Development Goals will be achieved by 2030?
• In your opinion, are the goals realistic?  What are the advantages and disadvantages of setting ambitious goals like ‘zero hunger’?
• How is Australia’s commitment to the Sustainable Development Agenda reflected in its regional foreign aid?

Topic 3: Protecting World Heritage: Franklin River controversy (2h 10min)

Curriculum alignment
AC9HC10K02
AC9HC10K03
AC9HC10K04

Getting started - World Heritage (20 min)

Ask students if they have been to or would like to go to any of the following sites: The Great Barrier Reef, Uluru, Kakadu, Ha Long Bay (Vietnam), Grand Canyon National Park (United States), the Swiss Alps. What do all the listed places have in common? 

Explain that all these places are UNESCO World Heritage sites. Use the UNESCO World Heritage explained video (2min 8s) to introduce students to the concept of UNESCO World Heritage. After watching the video, discuss the following with students:

• The video describes World Heritage Sites as places of ‘Outstanding Universal Value.’ What do these words mean? What characteristics should a site of Outstanding Universal Value have?
• What are some of the threats to World Heritage identified in the video? Review the list of Australia’s World Heritage sites. Are any vulnerable to these threats?
• Countries that have signed the 1972 World Heritage Convention agreed that they would protect sites of Outstanding Universal Value on their territory. Can nations effectively protect their World Heritage on their own or is global co-operation also required?

Case Study: The Franklin River Dam controversy (20 min)

Introduce students to the Franklin River Dam controversy. The National Museum of Australia’s Defining Moment Franklin Dam and the Greens entry provides a succinct introduction, including a short video (3min 6s). Key points students should understand are:

• In 1979, the Tasmanian Government approved a plan to build a hydroelectric dam on the Gordon River. This plan would impact the Gordon River and the environmentally sensitive Franklin River nearby.
• The dam was opposed by environmental protestors in a large and co-ordinated campaign. In 1982, thousands of protestors blockaded the site to stall construction of the dam.
• The Franklin River was added to the United Nations World Heritage List in 1982.
• The Tasmanian Government, the state opposition and many Tasmanian workers remained in staunch support of the dam. They believed it was needed to meet future power demands and create jobs for Tasmanians.
• In March 1983, the Australian Government passed a law to stop construction of the dam. They did this shortly after a federal election. The Australian Labor Party (ALP) won the election, and their campaign included a promise that they would save the Franklin River if elected.
• The High Court of Australia was asked to determine the validity of the Australian Government’s law. The majority of the High Court found that the Australian Constitution permitted the Australian Government to make the law. Construction of the dam did not go ahead.

Source interpretation (1h 30min)

Organise students into small groups and direct them to the National Archive of Australia’s Protesting the Franklin Dam learning resource. The resource contains 6 primary sources that reveal the complexity of the issue. Assign each student in the group a source to analyse. The sources differ in length and complexity - from photographs to cabinet minutes - assisting differentiated learning.

Students examine their assigned source to identify:

• who created it
• when it was created
• why was it created?

You might choose to use the source analysis templates available from the State Library of Victoria website to assist students to analyse sources.

Students share the source they analysed and summarise their findings. Encourage students to focus their discussion on why each source was created and whether it supports or opposes the construction of the dam.

• To conclude this activity, ask students the question: How did Australia’s international legal obligation to the 1972 World Heritage Convention lead to the passing of a new Australian law?

Topic 4: The Constitution and the High Court (2h 30min)

Curriculum alignment
AC9HC10K03
AC9HC10K04

Getting started (30 min)

Reintroduce students to the Australian Constitution and the High Court’s role in interpreting it. Play the Australian Constitution quiz or Australian Constitution Kahoot! as a whole class. Then watch The Constitution video (2min 26s) and read The Australian Constitution in focus paper.

Ensure students understand the following key information:

• The Australian Constitution was written for Federation in 1901 to set up how the newly federated country was to run.
• The Constitution outlines the relationship between the Australian Parliament and the state and territory parliaments. Sections 51 and 52 of the Constitution describe the areas the Australian Parliament has the power to make laws.
• Any area not transferred to the Australian Parliament in 1901 remain the responsibility of the states. The states have the power to make laws in any area not listed in the Constitution. These are called residual powers.
• The High Court of Australia has the power to resolve disputes over the meaning of the Constitution. If an Australian law is believed to be ‘unconstitutional’ – that is the Australian Parliament did not have the constitutional power to make it – the law can be challenged in the High Court.

Analysing the High Court’s interpretation of the Constitution in the Tasmanian Dams Case (1 h)

Distribute High Court of Australia case study: Tasmanian Dams Case. Before students read, brainstorm the key facts of the Franklin River Dam controversy. After reading, students summarise the Facts, Issue, Verdict and Reasoning of the case. Challenge them to reduce the content to 3 concise dot points per heading.

In small groups, students complete Tasmanian Dams case analysis guide. Encourage students to formulate their responses in their groups and listen to different perspectives.

As a whole class, share and compare responses.

Writing task (1 h)

Students complete a short-written response (1-2 paragraphs) addressing the following question:

• What does the Tasmanian Dams High Court case reveal about how different interpretations of the Constitution can shape a High Court decision? 

In their response, students should consider:

• how competing arguments influenced the judgement
• what this case shows about the importance of the High Court in settling constitutional challenges.

Topic 5: Rights in Australia (3h 30min)

Curriculum alignment
AC9HC10K03
AC9HC10K04
AC9HC10K05

Getting started (1 h)

Watch the Australian Human Rights Commission What are Human Rights? video (5min 11s) to introduce students to the concept and history of human rights.

Issue the class the Universal Declaration of Human Rights or the simplified version of the Universal Declaration of Human Rights.  Ask students to work in pairs to sort the articles of the Declaration into the 3 categories below. Although many could fit into more than one category, students should discuss the purpose of each right with their partner to reach an agreement about which category it fits into best.    

Rights to protect freedom	Rights to ensure dignity	Rights to promote equality

Ask students to review the 30 articles and highlight those rights that they believe should be ‘absolute’. The Australian Attorney-General’s Department defines ‘absolute’ rights as those which should not be limited under any circumstances in Australia. Discuss findings as a class.  

Safeguarding rights and freedoms in Australia (1 h)

Read the Rights in Australia in focus paper. Divide students into groups, with each group responsible for taking notes about a different section of the paper and reporting back to the whole group. Ensure students understand that after the Australian Government signs an international agreement, it only becomes binding if the Australian Parliament makes a law to put it into action.

Gamify learning:

• instruct each group to submit 2-3 questions on their section of the paper
• create a quiz – such as a Kahoot! – to test and reinforce student knowledge and understanding
• play the quiz again at the start of the next lesson. Provide students with the link to quiz so that they can practise before the lesson if they choose.

Discuss findings as a class and consider:

• How are human rights protected in Australia? [A deep response might include that human rights are protected in Australia by a combination of the Australian Constitution, statue law made by federal, state and territory parliaments, and common law made by courts. Students may also include the role of customary law, as well as the Australian Human Rights commission and the Parliamentary Joint Committee on Human Rights.]
• Do students believe they are well protected, or could more be done?
• If Australia were to have a federal bill of rights, what rights would students consider most important to include? Point out to students that the Australian Capital Territory, Victoria and Queensland have human right laws which are similar to a bill of rights. 
• What can students promote human rights – globally, locally, and in the school community?

What makes a democracy resilient and cohesive? (1h 30min)

Pose the question to students: What keeps a democracy strong and fair for everyone?

Record student ideas on the board. Explain that, as a class, they will explore the two key ideas of resilience and cohesion.

Divide the class into small groups. Each group creates a brief explanation of resilience and cohesion based on the following:

• definition – write the idea in your own words
• example – identify where you can see this in Australian society
• importance – how does this idea make Australia more and/or less democratic?

Encourage groups to present their response creatively. Examples might include mind map, flow chart, verbal explanation, poem.

Note the similarities and differences between each group’s explanations of resilience and cohesion.

Explain that one way democracies remain resilient and cohesive is by protecting important freedoms such as freedom of speech and the freedom to protest. These rights allow citizens to share ideas, challenge decisions and actively participate in democracy.

Watch the SBS video Explained: Freedom of speech in Australia (2min 7s), asking students to focus on the questions:

• Does the Constitution guarantee freedom of speech?
• Does freedom of speech mean that people can say anything without consequences?
• How can we balance freedom of speech with protecting minority groups?

After viewing, discuss each question as a class. Ask students to use examples to support their response.

Watch the Behind the News (BTN) video Protest Laws (4min 32s). Discuss:

• the main points from the video
• why some states have introduced new protest laws
• how protests have helped create change in Australia
• what counts as disruptive protest.

Create a mind map as a class. Use these questions to guide the discussion and mapping:

• What is a protest and what does it look like?
• Why do people protest?
• How can protests bring about change?
• Can a protest go too far?
• How does the media shape public views of protests?
• Have you or someone you know been involved in a protest?
• How can young people make their voices heard?

Encourage students to add examples to the mind map.

To conclude this activity, use the opinion continuum from Discussion strategies to consolidate student learning and provoke deeper thinking on the following:

• Freedom of speech is the most important democratic right.
• A cohesive society works best when people share their different views openly.
• Protest keeps Australian society strong and accountable.
• Young people should have more opportunities to speak on issues that impact them.

 

• Australian Constitution
• System of government
• Bills and laws
• Getting involved
• History
• Years 9+10