Class: Stage 3 Date: Time: Start

• 
  Ss have prior experience in skills and elements of drama such as improvisation, space, facial expressions, and interaction with other performers.
  
• 
  Ss can define the term democracy and identify its significant development in the Australian government.
  
• 
  Ss can identify significant people and recognise their contribution to Australia as a democratic nation.
  

- CCS3.1: Explains the significance of particular people, groups, places, actions and events in the past in developing Australian identities and heritage.

- Be able to differentiate between the two types of democracy, Direct and representative.

Observe student’s ability to communicate ideas in role in collaboration with others.

• 
  Conveys ideas and fictional contexts using elements of drama.
  
• 
  Contributes ideas to support the making of drama.
  

Space availability during activity

• 
  Furniture must be re-arranged
  

• 
  NSW Board of Studies (2012). “Creative Arts K-6 Syllabus”
  
• 
  NSW Board of Studies (2012) “HSIE K-6 Syllabus”
  
• 
  IWB, Internet.
  
• 
  Reflection worksheet.
  

• 
  Ss further develop their drama skills, particularly improvisation, which will assist Ss in the role-play activity.
  

PowerPoint on democracy in ancient Greece:

• 
  Ss will develop an understanding of the origins of democracy.
  
• 
  Ss will be able to differentiate between the two types of democracy: Direct democracy and a representative democracy.
  
• 
  Ss will be able to identify what type of democracy there is in Australia.
  

10

T describes and illustrates the Greek Assembly in ancient Athens.

In a direct democracy there is a continuous participation of the citizens in the direct exercise of power.

*Questions:

• 
  What is Australia? (Representative democracy)
  

• 
  IWB
  
• 
  PowerPoint
  

Organisation:

• 
  Ss will be seated on the floor in front of IWB and T.
  
• 
  Space jump- Ss will be seated on floor in front of the stage.
  

• 
  Ss will be able to use skills they have previously learnt in drama in the role-play.
  
• 
  Through the group roles, Ss will be able to see what it felt like to be in their particular role.
  
• 
  Ss learn how the democratic process works.
  

T explains that in their groups Ss will be acting out a role-play on the Greek democratic process, where:

• 
  Ss vote on a agenda decided by the ‘Greek council’.
  
• 
  Slaves, men and women whose parents were not born in Athens and Athenian-born women could not vote.
  
• 
  As students move through the agenda, progressively eliminate each of these groups, explaining why. This leaves men of Athenian-born parents as the only participating group.
  

Within their groups Ss have to assign 6 roles for the role play:

• 
  Male slaves
  
• 
  Female slaves
  
• 
  Men born in Athens of Athenian-born parents
  
• 
  Women born in Athens of Athenian born parents
  
• 
  Men whose parents were not Athenian-born,
  
• 
  Women whose parents were not Athenian-born.
  

Each group has 10 minutes to organise their role-play sequence, including the allocation of props.

T calls class back to sit on the floor and one at a time each group presents their role-play to the rest of the class.

Ss perform role-play while the audience appreciates their performers.

When each group is finished performing the audience group will tell the group some positives about their performance.

Extension activity (Only if time permits):

Venn diagram, comparing and contrasting the democratic process between ancient Athens and Australia today.

• 
  Barrel or hat to draw names.
  
• 
  Props.
  

• 
  Ss will be seated on the floor while T organises groups.
  
• 
  Ss will be seated on the floor as the audience while each group performs.
  

• 
  Ss are now to reflect on the activity, and the roles they were given.
  
• 
  Ss can decide whether this type of democratic process was fair to people living in Athens at this time? Why/why not?
  

T asks for Ss feedback on lesson.

20

• 
  Discuss how students in each group felt about their role.
  
• 
  What would students think if this system operated in their classroom?
  
• 
  Should all students be allowed to vote? Why? Why not?
  
• 
  Are decisions being made fairly?
  

T calls Ss attention back, and asks for their feedback on the activities completed in the lesson. What they liked and disliked.

• 
  Ask Ss to clean up their areas.
  
• 
  Dismissal.
  

• 
  Reflection worksheet.
  
• 
  IWB
  

Organisation:

• 
  Discussion of reflection questions will be completed with Ss seated on the floor.
  
• 
  Worksheet activity will be completed at Ss desks.