7 Humanities Civics and Citizenship: Democratic Systems

Assessment criteria:
 Criteria A: Knowing and Understanding
 Criteria B: Investigating
 Criteria C: Communicating
 Criteria D: Thinking Critically

Statement of Inquiry: Democratic

systems aim to provide equity for
perspectives, faiths and cultures.
Task:
 You are to conduct an inquiry about the values, system of law and government in a
Democratic country other than Australia. The country can be a full or flawed democracy
but not authoritarian.
https://en.wikipedia.org/wiki/Democracy_Index
 Complete an Action Plan for your inquiry time
 Answer all the factual, conceptual and debatable questions
 Analyse the system’s strengths, weaknesses and interesting points: using a PMI Chart:
Plus, Minus and interesting.
 Compare and contrast your chosen country’s system of government with the Australian
democratic system using a Venn diagram.

Criteria A: Knowledge and Understanding

https://www.cia.gov/the-world-factbook/
CIA World Factbook

https://www.dfat.gov.au/geo/countries-economies-and-regions
Department of Foreign Affairs and Trade

https://www.oecd.org/regional/regional-policy/country-profiles.htm
OECD

Factual Questions:
  Where is the country? (MAP)

 What is the country’s population? (YEAR)

 What type of democracy is it? (Where does it sit on the Democratic Ranking Index?
Full/Flawed?) https://www.eiu.com/topic/democracy-index

 Is it a secular nation? What faiths exist in the country?

 What levels of government does it have? What are the roles and features of
government? Do they have constitution or similar?

 Who is the Head of State?

Conceptual Questions:

 Is it a multicultural and multi-faith society? How are different perspectives, faiths and
cultures recognised in the country?

 What is historical background to their system of governance? (How long has the country
had this type of government?)

 What are the values and beliefs of the country? Are its citizens allowed to have a fair
trial? Do they have referendums or something similar?

Debatable Questions:

 Is it a cohesive country? (peaceful? united?)

 Is the system fair and equitable to all citizens? In your opinion, is there anything unfair
about this country?

Criteria B: Investigating

 Complete an Action Plan for your work.

 Detail what you hope to achieve each lesson and then provide comment at the end of the
lesson on what you have achieved.
 Adjust the Action Plan as necessary to include all inquiry sessions.

Action Plan

Date Date
Number of Lessons Number of Lessons
Planned work
(what do you
hope to achieve
in this lesson?)
 Completed
work (what did
you achieve
during this
lesson?)

Date Date
Number of Lessons Number of Lessons
Planned work
(what do you
hope to achieve
in this lesson?)

Completed
work (what did
you achieve
during this
lesson?)

Criteria C: Communicating
  Communicate in a detailed, clear and concise manner with the Helena approved
bibliography. Provide at least three sources.
 The assessment can be completed as a work document, a poster or a PowerPoint.

Criteria D: Critically Thinking

 Demonstrate critically thinking through detailed visual schemas (PMI chart) and
comparing and contrasting the inquired country and Australia through a detailed Venn
diagram.

The PMI chart will look at the Positive (Plus), Negative (Minus) and Interesting aspects of
the chosen country’s government.

Plus, Minus and Interesting facts about your chosen country’s system of government

Chosen Country

Plus (Positive) Minus (Negative) Interesting

 The Venn diagram will look at the similarities and differences in government between
Australia and your chosen country. (You will be given a paper copy of this)

Australia Chosen Country

Similarities
(what is the
same?) Differences
Differences
Criterion A: Knowing and understanding Maximum: 8
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-specific content and concepts,
through descriptions, explanations and examples.

Achievement level Level descriptor

T
0 The student does not reach a standard described by any of the descriptors below.

The student:

1–2 i. makes limited use of terminology

ii. demonstrates basic knowledge and understanding of content and concepts through limited
descriptions and/or examples.

iii.
The student:

3–4 i. uses some terminology accurately

ii. demonstrates satisfactory knowledge and understanding of content and concepts through simple
descriptions, explanations and examples.

The student:

5–6 i. uses considerable and relevant terminology accurately

ii. demonstrates substantial knowledge and understanding of content and concepts through descriptions,
explanations and examples.

The student:

i. consistently uses a range of terminology accurately

7–8
ii. demonstrates detailed knowledge and understanding of content and concepts through developed and
accurate descriptions, explanations and examples.

Criterion B: Investigating
i. formulate and follow an action plan to investigate a research question
ii. use research methods to collect and record appropriate, varied and relevant
information

Achievement level Level descriptor

T
0 The student does not reach a standard described by any of the descriptors below.

The student:
Partially formulates and follows an action plan, but it is not detailed or reviewed.
1–2
Provides very limited appropriate information, incomplete research.
 The student:
Partially formulates and follows an action plan, some detail is provided and it is simply reviewed.
3–4
Provides some appropriate information but may be incomplete.

The student:
Formulates and follows a detailed action plan, with review provided
5–6
Provides largely appropriate information; all inquiry tasks are completed.

The student:
Formulates and follows a detailed action plan, and it is extensively reviewed and modified as required
7–8 Provides very detailed appropriate information, completely addressing all set tasks..

Criterion C: Communicating
i. communicate information and ideas in a way that is appropriate for the audience and purpose
ii. structure information and ideas according to the task instructions
iii. create a reference list and cite sources of information.

Achievement Level descriptor

level T
a
0 The student does not reach a standard described by any of the descriptors below. s

The student:

i. communicates information and ideas in a style that is not always clear

1–2
ii. organizes information and ideas in a limited way
iii. lists sources of information inconsistently.

The student:

i. communicates information and ideas in a way that is somewhat clear

3–4
ii. somewhat organizes information and ideas
iii. creates an adequate reference list and sometimes cites sources.

The student:

i. communicates information and ideas in a style that is mostly appropriate to the audience and purpose
5–6 ii. mostly structures information and ideas according to the task instructions
iii. creates an adequate reference list and usually cites sources.

The student:

i. communicates information and ideas in a style that is completely

appropriate to the audience and purpose
7–8
ii. structures information and ideas completely according to the task instructions
iii. creates a complete reference list and always cites sources.
iv.
Criterion D: Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories

ii. summarize information to make valid, well-supported arguments

iii. recognize different perspectives and explain their implications.

Achievement Level descriptor

level
T
0 The student does not reach a standard described by any of the descriptors below.

The student:

i. begins to analyse concepts, issues, models, visual representation and/or theories in a limited way
ii. begins to identify connections between information to make simple
arguments
1–2
iii. identifies different perspectives.

The student:

i. completes a simple analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information to make some adequate arguments
3–4 iii. recognizes different perspectives and suggests some of their implications.

The student:

i. completes a substantial analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information in order to make usually valid arguments
iii. clearly recognizes different perspectives and describes most of their implications.
5–6

The student:

i. completes a detailed analysis of concepts, issues, models, visual representation and/or theories
ii. summarizes information to make consistent, well-supported arguments
7–8 iii. clearly recognizes different perspectives and consistently explains their implications.