- You are here:
- Home
- For Teachers
- School Case Studies
- Port Lincoln High School, SA
- Teacher Plan for Year 8 Unit 'Justice'
Teacher Plan for Year 8 Unit 'Justice'
Week | Lesson | Teacher and student activities |
Week 1 | English 45 | Students begin reading Parvana. Teacher reads first two chapters. Students construct a title page. |
English 90 | Teacher reads Chapters 3 and 4 of Parvana. Students complete a map of Afghanistan. | |
English 90 | Teacher reads Chapter 5. Students construct a family collage showing the alive and deceased members of Parvana's family. | |
TASKS |
| |
SOSE 45 | Introduction to key concepts: rules, laws and customs. Students take notes from the board and brainstorm five examples of each. | |
SOSE 90 | Island activity (Discovering Democracy Lower Secondary Units, p 40). | |
SOSE 90 | Identify laws in daily life. Why do we need laws? (legally wrong; morally wrong) | |
TASKS |
| |
Week 2 | English 45 | Teacher to read Chapters 6 and 7 of Parvana. Complete the Word Find. |
English 90 | Teacher to read Chapters 8 and 9 of Parvana. Students to complete the worksheet and make notes of conditions of life under the Taliban. | |
English 90 | Teacher to read Chapters 10 and 11. Introduction of 'Letter from Parvana' major task. These two chapters are particularly powerful (grave digging) and will require opportunity for the class to discuss their thoughts. Parvana Homework Sheet (nouns/verbs). | |
TASKS |
| |
SOSE 45 | The Earliest Laws notes and worksheet. Choose two early punishments and illustrate them. Choose two modern punishments and illustrate them. Describe how punishments have changed/stayed the same. | |
SOSE 90 | Hammurabi's Code (Lower Secondary Units, p 43). | |
SOSE 90 | Different types of government (Lower Secondary Units, pp 11–13; 'Who Should Rule?', Australian Readers Discovering Democracy Lower Secondary Collection, pp 7–9). | |
TASKS |
| |
Week 3 | English 45 | Teacher to read Chapters 12 and 13 of Parvana. Students draft their letter. |
English 90 | Teacher to read Chapters 14 and 15 of Parvana. Students complete their letter. | |
English 90 | Oral presentation of Parvana letters. | |
TASKS |
| |
SOSE 45 | What are the sources of Australian law? (Lower Secondary Units, pp 46–50, Activity 1). | |
SOSE 90 | What are the sources of Australian law? (Lower Secondary Units, pp 46–50, Activities 2 and 3). | |
SOSE 90 | How do we make laws today? (Lower Secondary Units, pp 52–5, Activity 1). | |
TASKS | Activities 1 and 2 from Lower Secondary Units. | |
Week 4 | English 45 | View Mulan. |
English 90 | View Mulan. | |
English 90 | Retell the story of Mulan: class notes. | |
TASKS |
| |
SOSE 45 | How do we make laws today? (Lower Secondary Units, p 53, Activity 2). | |
SOSE 90 | How do we make laws today? (Lower Secondary Units, p 54, Activity 3 and Research activity). | |
SOSE 90 | How do we make laws today? (Lower Secondary Units, p 54, Research activity). | |
TASKS | Research activity on page 54 of the Lower Secondary Units. | |
Week 5 | English 45 | Activity related to Mulan. |
English 90 | Activity related to Mulan. Suggestion: class discussion on the treatment of females 'That women should be allowed to fight in wars'. | |
English 90 | Activity related to Mulan. | |
TASKS | Activity related to Mulan. | |
SOSE 45 | Students to read the short story 'Schooly Mac' by Oodgeroo Noonuccal in Heinemann English Links One and answer the questions. | |
SOSE 90 | 'Schooly Mac' questions and discussion of discrimination. View Rabbit-Proof Fence. | |
SOSE 90 | View Rabbit-Proof Fence. Class discussion of the historical facts of the Stolen Generation issue. | |
TASKS | Rabbit-Proof Fence Worksheet (homework). | |
Week 6 | English 45 | Read The Burnt Stick: silent reading in the lesson. |
English 90 | Reflection on the first 20 pages: The Burnt Stick Worksheet 1. Homework: Complete reading the novel. | |
English 90 | The Burnt Stick Worksheet 2. | |
TASKS |
| |
SOSE 45 | Types of laws: brainstorm and handout. | |
SOSE 90 | A3 poster: In pairs students design an A3 poster from newspaper stories which look at specific types of laws which were broken (eg traffic law/law of torts). | |
SOSE 90 | Completion of poster and presentation to the class. | |
TASKS |
| |
Week 7 | English 45 | The Burnt Stick Worksheet 3. |
English 90 | The Burnt Stick Worksheet 3. | |
English 90 | The Burnt Stick Worksheet 3. | |
TASKS | The Burnt Stick Worksheet 3. | |
SOSE 45 | Discuss the arguments used for taking the children away and the effect this issue has had on Aboriginal people and their culture. | |
SOSE 90 | Stolen Generation: A3 brainstorm. | |
SOSE 90 | In small groups students read sections of The Ngarrindjeri People to learn about aspects of this group's traditional lifestyle and culture. Students then report their findings to the whole class. | |
TASKS | Stolen Generation: A3 brainstorm. Report to class about Ngarrindjeri lifestyle and culture. | |
Week 8 | English 45 | Review of 'justice' in English: three major issues of focus:
|
English 90 | Major assessment task that involves a choice between one of the three major issues and a 500-word piece/project/commentary produced. | |
English 90 | Major assessment task that involves a choice between one of the three major issues and a 500-word piece/project/commentary produced. | |
TASKS | Major assessment task that involves a choice between one of the three major issues and a 500-word piece/project/commentary produced. | |
SOSE 45 | Origins of Aboriginal law in the Dreaming (Lower Secondary Units, p 50; The Ngarrindjeri People pp 54–6). Worksheet on Aboriginal Law: The Dreaming. | |
SOSE 90 | Read a variety of Dreaming stories, preferably ones of local significance. Students to analyse them to elicit the rules for living contained in them. Ngurunderi worksheet. | |
SOSE 90 | Guest speaker: member of the local Aboriginal community. Focus of discussion:
| |
TASKS |
| |
Week 9 | SOSE 45 | Students to choose one Dreaming story and represent it in another way (ie artwork, performance, poetry). |
SOSE 90 | Dreaming story work. | |
SOSE 90 | Guest speaker from the Aboriginal Court or if not possible students to view Aboriginal Court video. Explore how the mainstream Australian legal system is beginning to accommodate the needs of Aboriginal people. | |
TASKS | Activity 3: The place of customary law (Lower Secondary Units, pp 51–2). |