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Year 10 Business & Civics
Test: The Political & Legal System
1. Describe the idea of ‘separation of powers’.
_
2 marks
2. Choose two ‘principles of law’. Tell me what they are and give a quick explanation.
a)_
b) _
2 x 2 marks
3. A person whose views are ‘to the left’ is talking to a person whose views are ‘to the right’. Who prefers a larger role for government? Left person / Right person (circle)
1 mark
4. True or false
a) We use a preferential voting system. T / F (circle)
b) You put a #1 in your Most preferred candidate. T / F
c) Most candidates will belong to a political party. T / F
d) If no candidate gets over 50% of the votes, one is chosen at random as the winner. T / F
4 x 1 mark.
5. a) Was this unit relevant? Why do you think this?
_
b) Was it interesting? Why / why not?
_
Any answer to (a) receives 2 marks. No answer receives 0 marks.
Same for (b). 1 mark if you only say ‘yes’ or ‘no’.

Rest of class.
Lesson 7:
taxi problem (See Appendix B).
In Univille, 80% of the taxis are blue, and 20% are green. One night Mark witnesses a crime, and sees what he believes to be a green cab speeding from the scene. He is the only witness.
Mark’s eyes are tested and it’s found out his identification is correct 80% of the time with respect to both blue and green taxis.
What are the odds that the taxi was green?
Students take 5-10 minutes to answer the problem by themselves.
10mins

Year 7 History – Ancient Greece and Rome
Lesson 1:
Introductory lesson:
Explain that this is the first on a 12-lesson topic covering Ancient Greece and Rome.
Give topic outline.
c.5 mins to here.
Ancient Greece:
Timeline on the board. To be added to as we go through the lesson.
Previous cultural influences
Heyday of power.
Wars (Persian & Peloponessian)/ Olympics / Key Figures.
c.20 mins to here.
Very quick introduction to the two major cities of Athens and Sparta
Key difference – any prior class knowledge? If so, ask students to explain.
c.25 mins to here.
Ancient Rome:
Using same timeline as above, begin overview of Roman Empire.
Key dates to introduce students to:
Roman pre-history
The Republic
The Punic Wars
The Emperor’s
Division of Empire Rest of lesson.
Lesson 2:
Ancient Greece:
Ancient Athens:
Remind students of last class timeline. Student question: Ancient Athens’ heyday was … ?
Concept of a citizen: Adult, Male, Non-slave, Descended from a citizen.
Students to read p58 of Hienemann textbook section titled ‘Government in Athens’ 3rd paragraph.
Short discussion question: How much of this concept lives on today?
When were other parts disposed of? (Male only / slavery etc)
c.15mins to here
Government:
Students to read first 2 para’s from ‘Government in Athens’ section previously referred to.
Question 1d (p59) to be discussed orally in class.
Discussion question: What ideas of government live on in modern Australian society?
c. 30mins to here.
Famous Athenians:
Students asked to list any famous Ancient Athenians they have heard of and what they were known for. I’ll write on board. If no answers, I’ll prompt; Socrates, Plato, Aristotle, Euripidies, Pericles etc.
Rest of lesson.
Lesson 3:
Ancient Sparta:
Question: Has anyone heard of Sparta? Tell me about it. [It is likely they will at least be familiar with the Hollywood movie ‘300 Spartans’] 5-10 mins.
Students to read opening paragraph from p60 Heinemann book.
Quick rundown from me of Sparta as warrior state.
Students read Source A p60. Q3a,b and c to be discussed as a class.
c. 25mins to here.
Government in Sparta
Quick recap of the system of government that was developing in Athens.
Question: Do you think Sparta was a democracy? Why not?
Read ‘Government in Sparta’ section p60.
Questions: What do you think the Kings of Sparta were like?
Why did they have two?
Questions from students
Rest of class.
Lesson 4:
The Persian Wars:
The Persian Wars:
Question: Where is Persia?
This lesson will basically be working through pp.67 & 68 on a timeline.
Core events to note are:
- The battle of Marathon (include the tale of Pheidippidies)
- Thermopylae
- Platea.
Key themes to be reinforced during the lesson are;
- The unification of Greece.
- The great use of ‘home-ground advantage’ to defeat a much larger army & navy.
If there is time, I would like to include Q3 (specifically 3b) into a discussion. Will relate to a theme of ‘winners history’ which might be a worthwhile seed to plant, though not necessarily go into in huge detail, at Yr7 level.
Lesson 5:
The Peloponnesian Wars:
Question: The Persian Wars ended in the early fifth century BC. Greece had united to fend off a common enemy. What do you think happened afterwards?
Discuss fundamental differences between Greece’s two most powerful city-states.
Could Greece remain united under totally different forms of government?
Back to timeline: Starting with the end of Persian Wars, note the beginning of the Peloponnesian War in 431 BC – Sparta v Athens.
Into Small groups: Discuss;
1. What military advantages did Sparta and Athens have over each other? (hint: look at where they are on a map, and refer to what we have learnt about the respective societies).
[Hopefully, with some prodding, we can nut out that Sparta had a superior land army and was able to attack Athens by raiding Attica. Athens used it’s superior naval fleet to raid the coast of Peloponnesia.]
2. Now, in 413BC, Athens has part of it’s naval fleet wiped out in Sicily, and Sparta receives help from Persia to attack Athens fleet in the Aegean sea. What happens? [Athens surrenders. Sparta now controls all of Greece].
3. Staying in groups, discuss what might have happened in the aftermath of a Spartan victory. Points to note – Sparta’s population, the incompatibility between the sytems of government and what had happened in Greece in the previous 100 years.
[Hopefully the students can gain an understanding of the fundamental instability that plagued Ancient Greece in the aftermath and Sparta’s organizational inability to rule all of Greece (though maybe not in those words!)].
Lesson 6:
Ancient Greece Today:
I’ll write some words on the board, and together as a class we can work through what they mean, where they originated from and, hopefully, students will begin to see the profound influence Ancient Greek civilization had on us.
DEMOCRACY
HIPPOCRATIC OATH
ARCHIMEDES
PHILOSOPHY
OLYMPICS
EPICURE
PYTHAGORAS’ THEOREM
DRAMA (TRADEGY, SATIRE, COMEDY)
ETC.
Lesson 7:
Ancient Rome:
The Rise of Rome:
Class Question: What do you know about Ancient Rome?
About 10-15mins
Students to read ‘The legend of Romulus and Remus’ – source 6.1.3 p107 Longmann.
Question: Did this happen as described? Why do you think not? Why then the need to invent a story?
About 25mins to here.
Student to then read out the section titled ‘Monarchy’.
Class questions:
- When did the early era of the Kings finish?
- What are some problems when a country is ruled by a powerful person?
- What might have increased the resentment the people of Rome felt towards Tarquin the Proud? [he was Etruscan].
After Tarquin the Proud was banished, what did Rome become? [Republic]
What does republic mean? [No king or queen – power rests with the people]
If there’s a little left over time at the end, but not enough to start the next lesson, I can ask the students what are some well known Republic’s today.
Lesson 8:
The Republic and The Emperors.
Re-establish the meaning of a republic, and that it began in 509BC.
Question: Do you think the republic, with power resting with the people, was similar to the democracy that was developing in Athens? In what ways might it have been similar/different?
Me to draw social hierarchy on the board. Include Patricians, Plebians, Slaves.
About 25mins to this point.
Student to read out ‘The First Emperor’ p72 Heinemann.
On a timeline on the board, I’ll map out the ascension of Julius Caesar in 49BC, his death in 44BC by Senators, the fighting that continued after his death, and the rise to power of Octavian, who changed his name to Augustus in 27BC and became the first Emperor.
Ask students for any Roman Emperor’s they may have heard of. If no reponses I’ll prompt with Nero, Marcus Aurelius, Caligula etc and we can discuss what they were famous for.
Rest of class
Lesson 9:
Roman Army and The Punic Wars
Student to read out p109 Longmann.
There are 4 clear sections and I can ask 1 or 2 questions at the end of each section
to break up any monotony etc.
1st Section:
- How long did a soldier serve? Why was a part-time army not feasible?
2nd Section:
- The leader of a century was called what?
3rd Section:
- What did soldiers do during periods of peace?
4th Section:
- Give me one reason why someone might join the Roman army?
About 20mins
Punic Wars:
Me to describe Rome’s situation at 264BC, and how Carthage is a main rival with claims to Sicily and the Mediterranean Sea.
I put the dates of the Punic Wars on the board.
Question: What does this tell you about the relative strength of Rome & Carthage at the time? [That they were about equal]
Has anyone heard of Hannibal? Who was he?
Me to describe Hannibals journey across the Alps and how he was defeated.
Question: What do you think Rome did after Carthage was finally defeated?
If there’s a little time at the end left over (which I highly doubt) we can discuss how this might be different today.
Lesson 10:
Religion:
Question: What sort of religion did the Romans have?
Who were the gods? [Jupiter, Mars, Neptune etc]
Why did the Romans have the gods they had? [reflects and reinforces what was important in Roman society].
Quick look at the Greek gods. Notice that they were almost equivalent. What might this tell us?
About 35mins.
Christianity:
Someone to read out ‘The Spread of Christianity’ p82 Heinemann.
Class group to answer Q2.
Rest of lesson.
Lesson 11:
Expansion & Decline:
Look at Source C on p77.
- Someone tell me what is happening?
- Over how many years is this process occurring?
5-10mins to here.
Students to do Q4 p77 by themselves for 5mins.
Group discussion of the answers.
About 20mins to here.
Turn to p85. Source C.
- Tell me what’s going on here.
Discussion. About 30mins to here.
Question: What might be done when an Empire becomes too big to control?
Someone to read ‘Constantine creates a new capital’ p89.
Question: Did it work?
Someone to read ‘The Victory of the Barbarians’.
Rest of lesson.

Year 10 Philosophy: Reason, Rationality and Science
Lesson 1:
Students take 5 question rationality test. (See Appendix A) Remainder of class.
The test will be conducted anonymously.
The aim is not to score the students or show who won.
The aim is simply to collect data to use for the analysis
which will take place in later classes.
Opening question: ‘What is rationality?’
Sub-questions: ‘Are we rational?’
‘Why would we be?’
20-25mins
Homework for Ego: Do you think you are rational and why? (1/2 page – 1 page)
Lesson 2:
Go through results of the test. This will take up to 3 lessons.
Question 1:
Half the class will have had the test with the quote attributed to Thomas Jefferson, and the other half will have had the test with it attributed to Adolf Hitler (they both said it).
Results of the question will be shown on the board.
E.g. Students who had Jefferson were 70% agree / 30% disagree, while those who had Hitler did 10% agree / 90% disagree or whatever.
Though the students may have discussed the test amongst themselves already, they otherwise won’t yet know the point of this question.
One student who circled ‘agree’ to offer their reasoning to the class, and one student who circled ‘disagree’ to offer up theirs. Other students may then contribute to the discussion.
The key point of course is to discuss how we can maintain an insistence that we analysed the statement rationally when our view of the content was clearly skewed by our impression of the speaker.
Approx 25mins to this point.
Question 2:
Again results will be put up on board in a ’12 (or 7, 15 etc) students picked ‘A’, and 12 students picked ‘B’ form’.
Again, students will be asked to offer up their reasoning. A short debate shall be allowed to see if anyone can get the correct answer with correct reason.
This question has a correct answer which is A. The reason this is so, is that B is a subset of A, so the probability of A occurring must be greater.
This will be explained, and questions taken. Rest of class.
Lesson 3:
Test analysis continued.
Question 2 will be finished off in the first 10 mins if it wasn’t finished properly in the last class.
Question 3:
As ridiculous as this sounds, many students will get this incorrect. The answer is 22. Many students will be amazed that they answered it incorrectly as they would have assumed that the question was a ridiculous gimmie.
The key question for discussion will be to ask the students “Why?”
The class will be asked for some ideas as to why so many got it wrong. The key question to posit is;
“What does this say about how we read?”
Some new theories might be proffered when informed that native speakers of English do WORSE on this question than non-native speakers.
There is no definite explanation to this problem. Key theories include the fact that we read “f’s” as “v’s”, and also that native speakers read whole words and don’t analyse individual letters.
Approx 30mins to here.
Question 4:
Like questions 2 & 3, this does have a correct answer. Again, it is 22. Many students will have answered 183 (365/2 rounded up).
Before giving the students the answer, again it will be interesting to hear the logic of the students who are willing to defend the reasoning of their particular answers.
The specific reasoning for the answer obviously relies on probability theory a long way beyond the students’ capability, so there will be not much more to be said after the answer is given and a general explanation given for the reason. It will give them a very good intro to the concepts behind the topic of combinations and permutations they will study in later mathematics.
Rest of class.
Lesson 4:
Test analysis continued:
Question 5:
This is the classic Prisoners dilemma, and will introduce them to the important idea of the Cancellation Principle in logic.
This does surprisingly have a correct answer (sort of). Whatever the friend does, the subject will be better off by confessing. This will be demonstrated to the class graphically.
The point for them to understand is that they should not be trying to guess what the friend will do, because it doesn’t affect what they should do.
Some students will remain unconvinced, and may be right to do so, depending on their reasons (they need to assume that the welfare of their friend is a consideration that in itself warrants personal detriment. They are wrong to not confess on the grounds of trust in the friend. They also need to recognize an assumption – that their partner was offered the same deal).
This should lead to a very interesting class discussion. Should the discussion be about morals and ideas about ‘right and wrong’, I will let it go for a while but soon bring it back to the idea of the Cancellation Principle.
If time allows, students will be asked to offer up some examples they can think of in their everyday life where the Cancellation Principle would be of use. Other students will critique the examples, and conclusions can be reached regarding whether it was a sound example of the Cancellation Principle.
Whole class
Lesson 5:
Go back to original questions in Lesson 1: ‘Are we rational?’
Who has changed their mind and why.
15mins
Homework (to do in class): ½ page review/reassessment of what you wrote earlier in Ego.
Lesson 6:
Introduction to logic:
A is heavier than B.
B is heavier than C.
Is A heavier than C? [Yes]
5mins
Hopefully most/all of the class say ‘Yes’. One student to explain.
A is faster than B 100% of the time.
B is faster than C 100% of the time.
Is A faster than C 100% of the time. [Yes]
Same as first question. Answer is yes. Same reason. Student to explain.
5mins.
A is faster than B 60% of the time.
B is faster than C 60% of the time.
Is A faster than C at least 60% of the time?
Students will be asked to explain. Most will say yes. Answer is No. Can anyone get it? If no-one gets it in 10 mins, I’ll explain. Some still won’t believe it. Can they explain why not?
Rest of class.
Lesson 7:
Problem distributed to class: Blue/green taxi problem (See Appendix B).
Students take 5-10 minutes to answer the problem by themselves.
10mins
Students get into groups of 3 or 4 to discuss answers and come up with a solution and reason in about 10 mins.
Approx 20mins to here.
Each group representative to give explanation of their answer.
Approx 30mins to here.
Teacher to give answer [50%] and explain reason – Bayes theorem.
Rest of class.
Homework: (results in Ego)
Students to give problem to one other family member and bring back their answer and reasons.
Lesson 8:
Continuation of Blue/green taxi problem:
What were some of the answers that the family members came up with?
10mins
What do you now really believe the ‘true’ answer is? I.e. Have you been convinced? If not, why not?
Approx 25mins to here.
Introduction into some areas of everyday life that this problem is evident in (AIDS testing etc).
Approx 40mins to here.
Final thought (and if time, discussion):
Juries. If we all (or at least everyone else) believe the answer is 80%, how can we present this information accurately, and in a way that people believe it?
Lesson 9:
New topic: Motivation & Rewards
Question:
How can we encourage kids to read more?
Class to discuss possible answers and their merits.
I want to get onto the topic of rewards and the role they play in education. Some students will probably suggest setting up some reward scheme. Here, I want to analyze why they think this will help students read more.
Approx 15mins to here.
Question:
Do rewards work?
Sub questions – How?
What do they work at doing?
Approx 30mins to here.
Tale of the old man and the mean kids: - One student to read
An old man is continually being teased by a group of school kids who pass his house on the way to school everyday. The old man grew tired of the jeers and ridicule about his age, hunched back and baldness, and hit upon a brilliant scheme to stop the students:
“Tomorrow I will give one dollar to anyone who comes back and teases me.”
The students couldn’t believe their luck and were back earlier than ever the next morning with a fresh round of ridicule more hurtful than ever. True to his word, the old man ambled out and gave each boy a dollar.
“Come back tomorrow, and I’ll give you 50 cents for your troubles.” The kids thought this was still pretty good and were back the next morning. After the usual heckling, the old man walked out and dutifully paid the students 50cents. “From now on,” he announced, “I can only give you 10 cents for doing this.” The kids looked at each other in disbelief. “10 cents!” one said, “you’re kidding?” mocked another, “forget it!” cried another. And they never came back again.
What had the old man done, and why did it work?
Approx 40mins to here.
Back to question at start of lesson:
How can we encourage kids to read more?
Rest of class
Lesson 10:
Study at university of Illinois:
3 groups of 10y.o.’s asked to taste new fruit-flavoured yogurt drink.
Group 1 were simply handed a full glass.
Group 2 were praised for drinking (“Well done, you drank the whole thing” etc.)
Group 3 were offered a free movie ticket for drinking the whole thing.
Which group drank the most drink?
[Groups 2&3 did drink more – the incentive had worked]
Which group liked the drink the most a week later?
[Group 1 liked the drink just as much, and probably slightly more, a week later. Group 3, and even group 2, found it much less appealing].
Approx 10mins to here.
Pizza Hut in America had a popular food-for-reading program.
What do you think happened?
Do you think students read more?
[Analysis finds that, yes, they did read more, but much shorter and simpler books, and they performed MUCH worse at answering questions about the books. The program would probably have encouraged reading much more effectively if they offered a free book for every pizza they ate! (and maybe helped them lose weight?!)]
Now class discussion on analogies in the students own education.
Rest of class.
Possible Homework?: reflection on the misuse of rewards in their own education.
- grades, tests etc.

John Macarthur:
Arrived in 1790 holding the rank of Lieutenant and was appointed as commandant at Parramatta.
was the first man to clear and cultivate 50 acres, and granted a further 100 acres for doing so.
He named the property Elizabeth Farm after his wife and profitably farmed wheat and sheep.
(Acting Governor) Grose came to depend on Macarthur's administrative skills and appointed him as paymaster for the regiment and as superintendent of public works, which Macarthur resigned in 1796 to concentrate on his business and farming interests.
This resulted in Paterson challenging Macarthur to a duel in which Paterson was severely wounded in the shoulder. Governor King had Macarthur arrested then released him and appointed him as commandant on Norfolk Island to try and diffuse things. Macarthur refused to comply and demanded a court martial by his fellow officers. King, realising that this would be pointless, sent Macarthur to England for trial.
In 1796 he imported some poor quality Merinos, which being Spanish were better suited to the local climate, from South Africa and began trying to breed up the quality of his flock's fleece.
Governor William Bligh was appointed, with backing by Sir Joseph Banks, to crack down on the commercial activities of the NSW Corps, especially their trade in alcohol. Macarthur was a prime target and the pair clashed throughout 1807.
Macarthur was sent to England where he remained for eight and half years to avoid an arrest warrant for him in Sydney.
On his return to NSW Macarthur devoted himself to his farming. Wool had great advantages as an industry for New South Wales, which because of its distance from European markets needed a commodity which did not perish during long sea-voyages and which offered high value per unit of weight. Wool also had a ready market in England because the Napoleonic Wars had increased demand and cut English cloth-makers off from their traditional source of quality wool, Spain.
The export of wool soon made Macarthur the richest man in New South Wales. In 1822, The Society for the Arts in London award him two medals for exporting 150,000 lb (68,000 kg) of wool to England and increasing the quality of his wool to that of the finest Saxon Merino.
Macarthur established Australia's first commercial winemaker and was a founding investor of both the Australian Agricultural Company (London 1824) and the Bank of Australia. His Involvement in the Rum Rebellion blocked him from being appointed as a magistrate in 1822 but in 1825 he was nominated to the NSW Legislative Council where he served until 1832 when he was suspended due to his failing mental health.
Macquarie:
Lachlan Macquarie was born on the island of Ulva off the coast of the Isle of Mull in the Inner Hebrides, a chain of islands off the West Coast of Scotland.
In 1808, Macquarie's cousin, Elizabeth Henrietta Campbell became his second wife.
In April 1809 Macquarie was appointed Governor of New South Wales. He was given a mandate to restore government and discipline in the colony following the Rum Rebellion against Governor William Bligh.
Macquarie is also a very great, skilled builder whose constructions still famously stand today.
Macquarie was a conservative disciplinarian who believed, in the words of the historian Manning Clark, "that the Protestant religion and British institutions were indispensable both for liberty and for a high material civilisation."
When he arrived in Sydney in December 1809. Macquarie ruled the colony as an enlightened despot, breaking the power of the Army officers such as John Macarthur, who had been the colony's de facto ruler since Bligh's overthrow.
In 1812, the first detailed inquiry into the convict system in Australia by a Select Committee on Transportation, supported in general Macquarie's liberal policies. [4] However, the committee thought that fewer tickets-of-leave should be issued and opposed the governor having the power to grant pardons.
On a visit of inspection to the settlement of Hobart Town on the Derwent River in Van Diemen's Land (now Tasmania), Macquarie was appalled at the ramshackle arrangement of the town and ordered the government surveyor James Meehan to survey a regular street layout. This survey determined the form of the current centre of the city of Hobart.
The end of the Napoleonic Wars in 1815 brought a renewed flood of both convicts and settlers to New South Wales, as the sealanes became free and as the rate of unemployment and crime in Britain rose (as they always did when armies and navies were demobilised). Macquarie presided over a rapid increase in population and in economic activity - by the time of his departure the population had reached 35,000. The colony began to have a life beyond its functions as a penal settlement, and an increasing proportion of the population earned their own living. All this, in Macquarie's eyes, made a new social policy necessary.
Central to Macquarie's policy was his treatment of the emancipists: convicts whose sentences had expired or who had been given conditional or absolute pardons. By 1810 these outnumbered the free settlers, and Macquarie insisted that they be treated as social equals.
He set the tone himself by appointing emancipists to government positions: Francis Greenway as colonial architect and Dr William Redfern as colonial surgeon. He scandalised settler opinion by appointing an emancipist, Andrew Thompson, as a magistrate, and by inviting emancipists to tea at Government House. In exchange, Macquarie demanded that the ex-convicts live reformed lives, and in particular insisted on proper marriages.
In 1813 he sent Blaxland, Wentworth and Lawson across the Blue Mountains, where they found the great plains of the interior.
Macquarie's own contribution to Australian nomenclature was the name "Australia," suggested by Matthew Flinders but first used in an official despatch by Macquarie in 1817.
His statement, in a letter to the Colonial Secretary, that "free settlers in general... are by far the most discontented persons in the country," and that "emancipated convicts, or persons become free by servitude, made in many instances the best description of settlers," was much held against him.
He ordered punitive expeditions against the aborigines. However, when dealing with friendly tribes, he developed a strategy of nominating a 'chief' to be responsible for each of the clans, identified by the wearing of a brass breast-plate engraved with his name and title. Although this was a typically European way of negotiation, it often did reflect the actual status of elders within tribes.
Bigge generally agreed with the settlers' criticisms, and his reports on the colony led to Macquarie's resignation in 1821: he had however served longer than any other governor. Bigge also recommended that no governor should again be allowed to rule as an autocrat, and in 1824 the New South Wales Legislative Council, Australia's first legislative body, was appointed to advise the governor.
Macquarie returned to Scotland, and died in London in 1824 while busy defending himself against Bigge's charges.
His grave in Mull is maintained at the expense of the National Trust of Australia and is inscribed "The Father of Australia."
As well as the many geographical features named after him in his lifetime, he is commemorated by Macquarie University in Sydney, which publishes the Macquarie Dictionary.
Bigge:
Bigge was called to the Bar in 1806 and from 1814–1818 he was chief justice of the former Spanish colony of Trinidad.
had wanted to examine whether transportation was an effective deterrent to crime. The commissioner may also have been appointed in response to complaints to London from leaders of the community of free settlers including John Macarthur.
While Bigge was in Australia, there was noticeable friction between himself and Governor Macquarie and he spent much time in the company of the Macarthur's.
Bigge’s first report was published in June 1822 and his second and third reports in 1823. Elements of Bigge’s reports criticised Governor Macquarie’s administration including his emancipist policy, expenditure on public works and management of convicts. Macquarie answered criticisms to the secretary of state, Lord Bathurst in 1822. Bigge's reports are now viewed as not showing sufficient detachment and although there were many excellent recommendations, there were also trifling recommendations and hyper-critical detail.
n 1823, many of Bigge’s recommendations from his second report were incorporated into the NSW Judicature Act which legislated to provide for the colony’s government and judicial system. It also provided for a separate administration for Van Diemen's Land (Tasmania).
suggest falsely that agriculture was drooping under Macquarie.
From 1823, Bigge was given a similar appointment to examine the government of the Cape Colony, Mauritius and Ceylon.
The arduousness of travel and climate told heavily on Bigge after he suffered a leg injury in falling from his horse at the Cape, for which, it is reported, he was treated by a doctor who turned out to be not only a quack but a woman posing as a man. In 1829 he had returned to England for the last time. He continued in poor health and was too indisposed to accept a position to report on clerical establishments in 1832. He never married and lived a solitary life in retirement until his accidental death on 22 December 1843 at the Grosvenor Hotel in London. He was buried as directed by his will 'without ceremony or superfluous expense'.

Year 9 Civics and Citizenship
Lesson 1:
Introduction:
Introduce topic outline and aims of the following three weeks i.e. that we want to:
- Take the citizenship test and develop our own one.
- Democratically develop a student Code of Conduct.
First discussion question: What do we understand by citizenship?
Follow-on: Do we have rights? Why?
Do we have responsibilities?
What are our rights and responsibilities as citizens?
- If students are struggling for ideas, I’ll lead them towards the concepts of the rule of law, a fair trial, respect for the rights of others etc.
Possible class debate questions depending on time:
- The voting age should be lowered to 14.
- We should be personally responsible for the actions of our pets.
Lesson 2:
The last class might have a bit left over, so I will allow a 10minute run-over from that class.
Citizenship:
Class discussion: What qualifies someone as a citizen?
And; What should the criteria be for aspiring ones?
About 20-25mins to here.
Introduce the concept of the citizenship test.
I’m not sure if students will have heard of it or not, but I can fill them in in 5 minutes if they haven’t.
Explain to the students that in the next class they’ll be taking the government’s citizenship test, and ask them to speculate about what’s on it.
Rest of class
Lesson 3:
Students take the test (See Appendix C). They have the whole class.
The test is 20 questions. They were taken from the website practice questions. I chose the first 20 questions I was given to ensure the sample was random.
Lesson 4:
Analysis of test results:
Quickly go through the test questions and show the students how they did as a class cohort and also how many students passed/failed the test.
Approx 1min per qn = 20-25mins.
Group analysis about the questions themselves.
- How well did they test the criteria we developed in lesson 2 about what ought to be required of a citizen? (With any luck there might be some critical analysis of the ‘trivia’ type questions and the value in screening immigrants with these questions.)
Rest of class.
Lesson 5:
Rights and Responsibilities at this school:
Students to separate into groups of 3 or 4. Put together a list of 5 rights and 5 responsibilities.
I’ll make sure when introducing the activity that along with things like “access to a coke machine”, I’m also looking for expected behavioural standards in class (of staff as well perhaps!) and behaviour towards others in all school environments.
15-20mins
Member from each group to deliver what answers they came up with. Also to answer a couple of questions that fellow students or I may have about their suggestions. There should be 4 or 5 groups, so with a few minutes each it will take the rest of the class.
The point of this exercise is essentially to get some brainstorming for what’s to come later.
Lesson 6:
Laws:
How does government pass a law?
I want to spend the whole lesson on giving students a lecture style rundown on how governments pass a law.
Key points to get across:
- Politicians are elected representatives of a certain area.
- They usually belong to a political party.
- A party will propose a Bill to parliament.
- The Bill must be approved by over 50% of the parliament.
- In most Australian jurisdictions the Bill must pass through 2 Houses (not so essential – if I don’t get to this, or I think it will confuse too many, it’s OK – the point is to give them an understanding of what they’ll be doing later).
Lesson 7:
Video:
Students watch a taped video of the previous days federal Question Time from ABC. I had thought that maybe students could do an excursion here to Question Time at State parliament. I decided against it as there really isn’t much benefit in it beyond that can be gained by watching it on telly, but am open to being convinced otherwise. What do you think?
Lesson 8:
Student parliament:
I want to explain to students for the first 10-15mins what we are going to do.
- Break them into parties
- I want 2 parties with 30-40% of the class, and a couple of 2-3 student smaller parties. I don’t care whether they call themselves Labor/Liberal/Green party, or make up their own names like “Girl Power” or “Chocolate Party” etc.
- Develop party policies. What they want, what they are prepared to negotiate and not negotiate on etc.
- Through the use of a Class Parliament, develop;
1. Australian Citizenship Test
2. Student Code of Conduct
- I’ll play the role of speaker in our single-chamber parliament
Students are to break up into parties.
If time, begin party policy development.
Lesson 9:
Students to break off into their own parties, go to library/yard etc, and work on developing party policies.
Also, negotiating with other parties to form voting blocks etc.
Lesson 10 & 11:
STUDENT PARLIAMENT
Maybe break it up with 15-20mins to go in lesson 10, so they can do some more negotiating if things don’t go smoothly in the first runningetc.
Lesson 12:
Spare lesson.
This can be used for;
- video purposes, or
- to reflect on the outcomes of the parliament; or
- compare laws passed with what the other class came up with; or continue with parliament if it’s not completed in time.

Year 10 Philosophy Test
1. “Now and then a revolution is a good thing” – Thomas Jefferson, 3rd President of the United States (1801-1809)
Agree Disagree
2. Which is more likely: (circle A or B)
A. A nuclear war between the United States and China.
B. A nuclear war between the United States and China beginning with a covert buildup of Chinese arms in North Korea, with rockets pointing directly at Tokyo. At the Japanese governments insistence, the American army base in Okinawa responds in kind, and when a Chinese/North Korean training rocket is misinterpreted as an act of aggression, war breaks out.
3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Count the words in the above sentence. Now count the Fs in the above sentence. Add the number of words with the number of "Fs". What do you get?
4. What is the minimum number of people needed in a room to ensure a 50% chance of at least one pair sharing the same birthday?
5. You and your partner in crime are being questioned in separate interrogation rooms. You are offered a deal. If you confess and if your partner doesn’t, you will get off. If you both confess you will receive severe, but not maximum sentences. You know that if neither of you confess, you will receive a light sentence. If you fail to confess however, and your partner implicates you, you will receive the maximum life sentence.
Should you confess? (Please circle)
Yes No
1. “Now and then a revolution is a good thing” – Adolf Hitler.
Agree Disagree
2. Which is more likely: (circle A or B)
A. A nuclear war between the United States and China.
B. A nuclear war between the United States and China beginning with a covert buildup of Chinese arms in North Korea, with rockets pointing directly at Tokyo. At the Japanese governments insistence, the American army base in Okinawa responds in kind, and when a Chinese/North Korean training rocket is misinterpreted as an act of aggression, war breaks out.
3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Count the words in the above sentence. Now count the Fs in the above sentence. Add the number of words with the number of "Fs". What do you get?
4. What is the minimum number of people needed in a room to ensure a 50% chance of at least one pair sharing the same birthday?
5. You and your partner in crime are being questioned in separate interrogation rooms. You are offered a deal. If you confess and if your partner doesn’t, you will get off. If you both confess you will receive severe, but not maximum sentences. You know that if neither of you confess, you will receive a light sentence. If you fail to confess however, and your partner implicates you, you will receive the maximum life sentence.
Should you confess? Type in the content of your new page here.

Year 10 Philosophy Test
1. “Now and then a revolution is a good thing” – Thomas Jefferson, 3rd President of the United States (1801-1809)
Agree Disagree
2. Which is more likely: (circle A or B)
A. A nuclear war between the United States and China.
B. A nuclear war between the United States and China beginning with a covert buildup of Chinese arms in North Korea, with rockets pointing directly at Tokyo. At the Japanese governments insistence, the American army base in Okinawa responds in kind, and when a Chinese/North Korean training rocket is misinterpreted as an act of aggression, war breaks out.
3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Count the words in the above sentence. Now count the Fs in the above sentence. Add the number of words with the number of "Fs". What do you get?
4. What is the minimum number of people needed in a room to ensure a 50% chance of at least one pair sharing the same birthday?
5. You and your partner in crime are being questioned in separate interrogation rooms. You are offered a deal. If you confess and if your partner doesn’t, you will get off. If you both confess you will receive severe, but not maximum sentences. You know that if neither of you confess, you will receive a light sentence. If you fail to confess however, and your partner implicates you, you will receive the maximum life sentence.
Should you confess? (Please circle)
Yes No
1. “Now and then a revolution is a good thing” – Adolf Hitler.
Agree Disagree
2. Which is more likely: (circle A or B)
A. A nuclear war between the United States and China.
B. A nuclear war between the United States and China beginning with a covert buildup of Chinese arms in North Korea, with rockets pointing directly at Tokyo. At the Japanese governments insistence, the American army base in Okinawa responds in kind, and when a Chinese/North Korean training rocket is misinterpreted as an act of aggression, war breaks out.
3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Count the words in the above sentence. Now count the Fs in the above sentence. Add the number of words with the number of "Fs". What do you get?
4. What is the minimum number of people needed in a room to ensure a 50% chance of at least one pair sharing the same birthday?
5. You and your partner in crime are being questioned in separate interrogation rooms. You are offered a deal. If you confess and if your partner doesn’t, you will get off. If you both confess you will receive severe, but not maximum sentences. You know that if neither of you confess, you will receive a light sentence. If you fail to confess however, and your partner implicates you, you will receive the maximum life sentence.
Should you confess?

Year 10 Philosophy Test
1. “Now and then a revolution is a good thing” – Thomas Jefferson, 3rd President of the United States (1801-1809)
Agree Disagree
2. Which is more likely: (circle A or B)
A. A nuclear war between the United States and China.
B. A nuclear war between the United States and China beginning with a covert buildup of Chinese arms in North Korea, with rockets pointing directly at Tokyo. At the Japanese governments insistence, the American army base in Okinawa responds in kind, and when a Chinese/North Korean training rocket is misinterpreted as an act of aggression, war breaks out.
3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Count the words in the above sentence. Now count the Fs in the above sentence. Add the number of words with the number of "Fs". What do you get?
4. What is the minimum number of people needed in a room to ensure a 50% chance of at least one pair sharing the same birthday?
5. You and your partner in crime are being questioned in separate interrogation rooms. You are offered a deal. If you confess and if your partner doesn’t, you will get off. If you both confess you will receive severe, but not maximum sentences. You know that if neither of you confess, you will receive a light sentence. If you fail to confess however, and your partner implicates you, you will receive the maximum life sentence.
Should you confess? (Please circle)
Yes No
1. “Now and then a revolution is a good thing” – Adolf Hitler.
Agree Disagree
2. Which is more likely: (circle A or B)
A. A nuclear war between the United States and China.
B. A nuclear war between the United States and China beginning with a covert buildup of Chinese arms in North Korea, with rockets pointing directly at Tokyo. At the Japanese governments insistence, the American army base in Okinawa responds in kind, and when a Chinese/North Korean training rocket is misinterpreted as an act of aggression, war breaks out.
3. FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF YEARS.
Count the words in the above sentence. Now count the Fs in the above sentence. Add the number of words with the number of "Fs". What do you get?
4. What is the minimum number of people needed in a room to ensure a 50% chance of at least one pair sharing the same birthday?
5. You and your partner in crime are being questioned in separate interrogation rooms. You are offered a deal. If you confess and if your partner doesn’t, you will get off. If you both confess you will receive severe, but not maximum sentences. You know that if neither of you confess, you will receive a light sentence. If you fail to confess however, and your partner implicates you, you will receive the maximum life sentence.
Should you confess?