TEACHING METHODS – HaSS Student Name: Jessica Thompson. ID No.

: 32002378

FORWARD PLANNING DOCUMENT

Year Level: 8 Learning Area Discipline / Unit: Civics and Citizenship. How citizens' choices are shaped at election time (e.g. public debate,
media, opinion polls, advertising, interest groups, political party campaigns)

General Capabilities:

Personal and Social

Literacy Numeracy ICT Critical and Creative Thinking Ethical Behaviour Intercultural Understanding
Competence

Cross-curriculum priorities:

Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
Cultures

FPD COVER PAGE

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 Week/ Knowledge & Concepts & Specific
Lesson Understandings Lesson Objectives
Week 6 How citizen’s 1. Identify and describe
choices are shaped the main points of the Bill
at election time by
Shorten and Scott
Lesson public debates and Morrison debate.
1 the media.
2. Assess the positive
Bill Shorten vs Scott and negative impacts of
Morrison. public debates.
‘The Project’ and 3. Explain how media
‘The Drum’. portrays different parties
during election time.
4. Review and evaluate
the techniques media
use to influence citizens
opinions on elections.
Week 6 How citizen’s 1. Identify and describe
choices are shaped the purpose of opinion
at election time by
polls.
Lesson opinion polls.
2 2. Analyse and
news polls. distinguish the data of
similar and contrasting
opinion polls.
3. Determine and assess
the predictions of opinion
polls and how they shape
citizens choices.
4. Explain the concept of
two- poll opinion polls
and how they impact
minor political parties.
Specific Skills Teaching & Learning Experiences (include Focus/Key questions) Resources and
Assessments
Introduction: - Oxford 8
Analysing - Think pair share on how public debates and media shape citizens choice at election
information and time. Answers will be written on the board in a mind map. Students copy mind map in - Shorten vs
ideas from a range of notebook. Morrison debate
Body:
sources - Introduce public debate topic by explaining what a public debate is. - The Project
- Watch Bill Shorten public debate. Students will analyse how Shorten and Scott
Paragraph writing videos
influence the citizens that have an undecided vote. What type of arguments do they
make (long- and short-term impacts, policies etc) How both are characterised? Write - The Drum
Note taking answers and then class discussion. videos
- Students research the positive and negatives of public debates. Students will then
Evaluating positive write answers on a Venn diagram. - Dice and
and negative on a t- - Introduce media topic by asking students what media is. Timer
chart - Students will watch a video from The Project and The Drum and compare and
contrast how the media portrays parties during election time on a T- chart. - T chart
- Students will be told several statements on how the techniques media uses to
influence opinions. Students will walk to the agree or disagree side of the classroom. - Venn Diagram
Students will be asked why they agree or disagree with the statements.
Conclusion:
- Review of the lesson by two circles activities. Students will sit in an outer and inner
circle. Roll the dice and the number on the dice students will move seats. Students
will then answer what they learnt from the lesson, what they found interesting, and
one thing they found confusing. Students have 2 minutes to answer the questions.
Introduction:
Collecting - Conduct opinion poll based on what flavour ice cream students most prefer. Ask
- Oxford 8
information and data students to raise their hands when the preferred flavour has been stated. Tally
- opinion polls
answers on table on the board.
Presenting - Introduce topic by stating the opinion poll activity is an opinion poll and students will
- Socrative quiz
conclusions be focusing on opinion polls during elections and how they influence citizens choice.
Body:
Research to make - Explain what an opinion poll is and the purpose.
evidence-based - Display two differing opinion polls on the board. Students analyse the graphs and
answer a question/ answer worksheet.
conclusions - Students will assess the predictions of different opinion polls and describe how the
origins of the source reflects the opinions.
Analysing date - Class discussion on how citizens can be influenced by opinion polls. Assess two-
through comparing poll opinion polls and how minor parties are impact. Students will write answer in
and contrasting. paragraph form.
- Students will conduct their own opinion poll. Students will pick a topic and choices,
Paragraph writing ask different students to answer and then place answers on a graph. Graph will be
marked by the teacher.
Conclusion:
- Students will answer a Socrative quiz to leave the classroom.
2
 Week/ Knowledge & Concepts & Specific Specific Skills Teaching & Learning Experiences (include Focus/Key questions) Resources and
Lesson Understandings Lesson Objectives Assessments
Introduction: - ads
Week 6 How citizen’s 1. Find two video Research - Students will watch 2-3 tv ads. Class discussion on the effectiveness of the
choices are shaped advertisement and two ad. Have 1-10 on a number line, students will fill out where on the scale the - oxford 8
at election time by image advertisements Evaluating the ad is effective.
Lesson advertisements. from different political purpose of sources Body: - conclusion
3 parties. - Students research 4 ads (video and image) to compare and contrast the activity
Television ads, Finding evidence- purpose of the ads and different techniques used. posters
images, YouTube 2. Analyse the based conclusions - Class discussion on how ads shape the way citizens choose during election
ads. techniques used in by analysing different time. How would people react to the ad? What are some likely opinions?
advertisements that ads - Students read pages from Oxford 8. Students will then answer a question/
Negative and shape citizen’s choices. answer worksheet.
Positive portrayed in Note taking Conclusion:
advertisements. 3. Find one positive and - Strongly agree, agree, strongly disagree and disagree on the corners of the
negative ad and discuss Reading classroom. Teacher will say several statement and students will move to a
the purpose of each. corner to answer.

1. Research social media Introduction: - Oxford 8

How citizen’s Research
platforms and describe - Kahoot of all the topics covered in the last 4 lessons.
choices are shaped
how they might shape Body: - paper
Week 6 at election time Answering questions
citizens choices. - Students will research different social media platforms that can shape
social media. in paragraph form
citizens choices at election time. - social media
2. Identify the positive - Students will find examples of politicians who use social media to influence post maker
Lesson Evaluating the
and negative impacts of viewers. Questions will be placed on the board and students answer in their
4 impact of social
politicians using social notebook. Students should assess the positive and negative impacts on
media
media. politicians using social media.
- Students read pages from Oxford 8. Students will then answer a question/
3. Research a political answer worksheet.
party policy and create a - Students will create a social media post that either positively or negatively
social media post that influences people on a political party. Students must research a policy and
would influence people’s either agree or disagree with the policy in their social media post.
opinions. Conclusion:
- Snowball activity. Students will write one thing they learnt from the lesson
and one thing they need clarification on.