MANAGERS

EXTENSION ACTIVITIES

WEEK 1: What is a Micronation?

This week we introduced the idea of which are defined as “small, self-proclaimed entities that claim to be independent sovereign states but which are not acknowledged as such by any recognised .”

We looked at 2 case studies of famous Micronations and explored the requirements for becoming a Micronation.

Extension Activities

1. Revisit the case studies

Watch the videos below about two famous Micronations – of Molossia and Sealand.

Republic of Molossia: https://www.youtube.com/watch?v=r2bJXGX8-dM Sealand: https://www.youtube.com/watch?v=y8ftMZg4UpU

2. Explore the requirements for being a Micronation

Requirements  You must have a defined territory.  You must have a permanent population.  You must have a .  Your government must be capable of interacting with other states.

Recognition Just because you’ve met the qualifications and declared yourself independent doesn’t mean that you’re going to be taken seriously. There’s not much point in having your own unless other acknowledge your existence. International recognition is what gives a country legitimacy in the international community. Naturally, though, the established countries are going to take some convincing. Recognition is quite complicated because it combines international law and international politics.

Discuss how different countries were created. Did they have to meet these requirements to become a country too?

3. Learn about

Watch this short documentary about Liberland. Liberland is a Micronation that is currently genuinely seeking recognition and status as a real country. It’s quite political, but interesting: Liberland: https://www.youtube.com/watch?v=_ThOKbapt20

Here is Liberland’s website. https://liberland.org/en/about

They are taking their bid for recognition as a country very seriously. You could read some more about Liberland and discuss their situation. Do you think they deserve recognition? How does technology affect recognition in today’s world? Do you think more Micronations will continue to spring up – why or why not?

WEEK 2: Culture and Values

This week we explored the idea of culture and values. We defined culture as the social behaviour and norms found in human societies. Culture is considered a central concept in anthropology, encompassing the range of phenomena that are transmitted through social learning in human societies. Cultural universals are found in all human societies; these include expressive forms like art,music, dance, ritual, religion, and technologies like tool usage, cooking, shelter, and clothing.

The concept of material culture covers the physical expressions of culture, such as technology, architecture and art, whereas the immaterial aspects of culture such as principles of social and political organisation, mythology, philosophy, literature traditions, and science comprise the intangible cultural heritage of a society.

We defined values as the fundamental beliefs of a person or organization. These guiding principles dictate behaviour and can help people understand the difference between right and wrong. Values dictate how life should be lived and what’s most important to a person.

Extension Activities

1. Learn more about culture and values

This is a good summary video about culture and values: https://www.youtube.com/watch?v=rzaeRBUencA

We watched a bit of this more in-depth video in class but you might like to watch the whole thing: https://www.youtube.com/watch?v=kGrVhM_Gi8k&t=6s

This is another good video on culture that extends on from the video above: https://www.youtube.com/watch?v=RV50AV7-Iwc&t=2s

2. Learn about

We watched a case study on the Conch Republic and discussed why they seceded from the and what their values are. Discuss the difference between Micronations like Liberland who are genuinely trying to secede and be recognised as a country and Conch Republic whose ‘’ was very much tongue-in-cheek in order to make a point. https://www.youtube.com/watch?v=RACnN0izfBk

3. Learn about why Micronations choose to secede from their national country

Discuss – if you were to create your own country what would be a reason for you to secede?

Look at some other examples of Micronations and why they seceded. Make a list of the main reasons that Micronations were formed. https://en.wikipedia.org/wiki/List_of_micronations

4. Explore Australian culture and values

Discuss what you think some key aspects of Australian culture might be, and what are some values considered “Australian.” There are lots of good Youtube videos and articles on what it means to be Australian and what people consider to be Australian values.

WEEK 3: Governance

This week we explored the concept of governance and different forms of governance around the world. We also got to play with gummy bears in a very educational way.

Extension Activities

1. Explore types of governance in Micronations

This video is about a Micronation convention and mentions a range of governance styles. Please note, there is a brief mention of a BDSM Micronation and reference to drugs between 1.55 – 2.08 in the video. I edited this section out and showed the students a condensed version: https://www.youtube.com/watch?v=BpvNg-wrTkk

Look at the list of Micronations and see how many types of governance you can find listed: https://en.wikipedia.org/wiki/List_of_micronations

2. Explore types of governance in the world

This is a good, short little video about types of in the world https://www.youtube.com/watch?v=vdh9xo47OWM

This is a good video that goes into more detail about difference types of governance – a little dry, but informative: https://www.youtube.com/watch?v=pvPCYqKZP3Y

This video asks what you think is the best form of government. It’s a bit biased but has some good info: https://www.youtube.com/watch?v=8j8NDHLw7dc

3. Explore governance in

This video is a simple overview of government, but a super-cute video: https://www.youtube.com/watch?v=aWJz-QqxFlc

This video goes more into depth on government and politics in Australia: https://www.youtube.com/watch?v=re8hsr8VkEc

This video goes a little more into politics too: https://www.youtube.com/watch?v=KOh3i6SjfJ8

Here are some more resources to explore governance in Australia: https://education.aec.gov.au/ https://www.peo.gov.au/teaching/parliamentary-lesson-plans.html https://www.forteachersforstudents.com.au/site/themed-curriculum/democracy-australia/

4. Explore governance through history

You could explore the idea of where democracy started, or pick a country and explore how its governance system has changed over time. You could also explore a country who has been under a dictatorship – either now or in the past and research whether it was always a dictatorship and if not, what it used to be and how it became a dictatorship.

WEEK 4: Justice and Legal System

This week we explored rules and laws and how they are enforced, as well as defining the criminal justice system of a nation as a series of government agencies and institutions whose goals are to identify and catch unlawful individuals to inflict a form of punishment on them. Other goals include the rehabilitation of offenders, preventing other crimes, and moral support for victims.

We talked about the contemporary legal systems of the world as generally based on one of four basic systems: civil law, common law, statutory law, religious law or combinations of these. However, the legal system of each country is shaped by its unique history and so incorporates individual variations.

Extension Activities

1. Explore the difference between rules and laws

This is a good basic overview of rules and laws: www.youtube.com/watch?v=nwEFPSqIApI Another basic video on why we need laws: https://www.youtube.com/watch?v=Cu3hjLyTI88

2. Explore the Australian legal system

Different types of law in Australia: https://www.youtube.com/watch?v=X4blz8BbnVk&t=153s

How laws are made: https://www.youtube.com/watch?v=pSCMpX9stW0

More on how laws are made: https://www.youtube.com/watch?v=NhYpkVclXbA

The difference between civil and criminal justice: https://www.youtube.com/watch?v=Zg5ex8WZUao

3. Go on a fact hunt

See what information you can find out about these ideas:

 What is a ? Why do countries have and why are they important? Would a constitution be a useful thing for a Micronation to have?

 How is law enforced in Australia? Is it just the police or are there other agencies who enforce the law? Are there different levels of police?

 How is international law enforced between different countries?

 What is social justice and what does that mean?

4. Discuss Australian law and law enforcement

Have a discussion on what you think the strengths are of Australia’s criminal justice system – what works well and what could be improved? What are some of the problems with the justice system and how could they be solved?

WEEKS 5 & 6: Currency , Trade and the Economy

Over these weeks we looked at currency, trade and the history of money. We also looked at how countries accumulate wealth and what trade means in today’s society.

We started to discuss international trade and what that means, and defined international trade as the exchange of goods and services between countries. This type of trade gives rise to a world economy, in which prices, or supply and demand, affect and are affected by global events. Political change in Asia, for example, could result in an increase in the cost of labour, thereby increasing the manufacturing costs for an American sneaker company based in Malaysia, which would then result in an increase in the price that you have to pay to buy the tennis shoes at your local mall. A decrease in the cost of labour, on the other hand, would result in you having to pay less for your new shoes.

Trading globally gives consumers and countries the opportunity to be exposed to goods and services not available in their own countries. Almost every kind of product can be found on the international market: food, clothes, spare parts, oil, jewellery, wine, stocks, currencies, and water. Services are also traded: , banking, consulting and transportation. A product that is sold to the global market is an export, and a product that is bought from the global market is an import. Imports and exports are accounted for in a country's current account in the balance of payments.

Extension Activities

1. Explore the history of money

This video shows a very brief overview of the history of money https://www.youtube.com/watch?v=TNjNaULISGs

This is a very good 5-part series on the history of money. It’s very interesting. Here is part 1: https://www.youtube.com/watch?v=-nZkP2b-4vo&list=RDQMXZ8RRbtVPLY&start_radio=1

2. Explore more about money and the economy with these resources

Here are some good resources for exploring the topic of money in Australia, as well as Australia as a global economic citizen: https://www.moneysmart.gov.au/teaching/teaching-resources https://www.rba.gov.au/education/ http://education.abc.net.au/home#!/media/526677/australians-as-global-citizens http://fairtrade.com.au/Education/Primary-Resources http://www.asiaeducation.edu.au/curriculum https://fuse.education.vic.gov.au (search for ‘money’ ‘economy’ ‘finances’ ‘trade’ ‘business’)

3. Explore currency conversion

Discuss the concept of currency conversation between countries. There are lots of online currency conversion sites where you can type in an amount of AUD and find out how much it is in different currencies. Discuss why you might get a different result from day to day. Look at this list of Mirconation currencies and see what currencies they have created. Discuss the idea of a currency being ‘pegged to’ or ‘backed by’ something, such as Molossia’s currency being backed by cookie dough. https://en.wikipedia.org/wiki/List_of_micronation_currencies

WEEK 7: National Identity

This week we discussed patriotism which we defined as national pride - a feeling of love, devotion and sense of attachment to a homeland and alliance with other citizens who share the same sentiment. Vigorous support for one’s country.

We discussed how the government creates patriotism, the good and bad aspects of patriotism and the concept of National identity.

Extension Activities

1. Learn about Atlantium

Watch this video about ‘Atlantium’ and discuss. https://www.youtube.com/watch?v=6GXYUjApwVY

You could also look at this clip about the Micronation Olympics. Do you think the Micronation Olympics will continue on over time? Why or why not? How do the Olympics and other sporting competitions relate to patriotism? https://www.youtube.com/watch?v=u1GVVVQq-d4

2. Learn the difference between patriotism and nationalism

This video is a good overview of the difference between patriotism and nationalism: https://www.youtube.com/watch?v=hk8jjcjK088

This video goes into much more depth on nationalism and also talks about how nations are formed, which is relevant to our course: https://www.youtube.com/watch?v=Nosq94oCl_M

3. How do nations create national identities?

This video is a good overview about how nations create national identities: https://www.youtube.com/watch?v=F9qF6FvwrHI

4. What is Australia’s national identity?

This collection of videos delve into different aspects of our Australian national identity.

This is quite an academic video about Australian identity but very good: https://www.youtube.com/watch?v=cZpJQCKaQ5w

This is a very funny little video about Australian slang or our tendency to abbreviate everything. Explore how language plays a part in National identity. https://www.youtube.com/watch?v=yDb_WsAt_Z0

This is a great little video to watch and see if you agree with what the people being interviewed said: https://www.youtube.com/watch?v=aMVnZF6P2RU

This is also a great video to interact with and answer the questions they ask – have we lost our National identity and what are our Australian values? https://www.youtube.com/watch?v=-sqXGQ_tDs8 WEEK 8: United Micronations Convention

This week, we prepared presentations as part of an application from each of our Micronations to join the United Micronations (UM). Students prepared and delivered a verbal presentation about their Micronation and were informed by the President of the UM that their applications would be voted on and they would be informed if they were successful at a later date

Extension Activities

1. Learn about the

These two videos are good overviews of how the United Nations works: https://www.youtube.com/watch?v=tlmYtJiUK00 https://www.youtube.com/watch?v=QoIafzc0k74

These resources also provide more information for teaching and learning about the United Nations: https://www.una.org.uk/get-involved/learn-and-teach/un-matters-teaching-pack https://www.unaa.org.au/learn/

If your child is interested in student leadership, this site has some resources and events that may be of interest: https://unyouth.org.au/programs/

2. Learn about the United Micronations

There actually is such a thing as the United Micronations. Actually, there are several United Micronations that have been started over the years. Explore some of them and delve into their flaws, pros and cons. Why did many of them not last? https://micronations.wiki/wiki/United_Micronations_(disambiguation)

One of the UMNs was founded on 2 October 2014 is an inter-Micronational organization. Its main objective is to organize world Micronations under one organization that can help the members to sustain peace, development, mutual recognition and common diplomatic affairs between them. https://micronations.wiki/wiki/United_Micronations_(2014) https://unitedmicronations2014.wordpress.com/

3. Learn about refugees

Most of the Micronation case studies we watched mentioned that many people around the world apply for citizenship in the hope that they can actually come and live in the Micronation, not realizing that it is not a recognized country. Micronations receive many applications from refugees who are desperately seeking to escape persecution in their own country.

This website has many excellent resources for learning more about refugees: https://www.unhcr.org/search?cid=56406f014&scid=56406f0e4&tid=56406f184&tags=English&tags=9-12

CURRICULUM OUTCOMES: YEAR 5

HUMANITIES AND SOCIAL SCIENCES – Scope and Sequence Year 5

Year 5

Knowledge and understanding

Civics and The roles and responsibilities of key personnel in law enforcement Citizenship (e.g. customs officials, police) and in the legal system (e.g. lawyers, judges)

Economics and Wants, resources and choices Business The difference between needs and wants, and how they may differ between individuals Due to scarcity, choices need to be made about how limited resources are used (e.g. using the land to grow crops or to graze cattle)

Year 5-6 Humanities and Social Sciences skills

Questioning and Identify current understandings, consider possible misconceptions and identify personal views on a topic researching Develop and refine a range of questions required to plan an inquiry

Analysing Identify different points of view/perspectives in information and/or data

Evaluating Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options)

Communicating and Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on reflecting information collected from source materials

Reflect on learning, identify new understandings and act on findings in different ways

ENGLISH – Scope and Sequence Year 5

Year 5 LANGUAGE

Language for interaction

Language for interaction Understand that patterns of language interaction vary across social contexts How language used for different formal and informal and types of texts and that they help to signal social roles and relationships social interactions is influenced by the purpose and audience

Text structure and organisation

Purpose audience and structures of different types of Understand how texts vary in purpose, structure and topic as well as the texts degree of formality How texts serve different purposes and how the structures of types of texts vary according to the text purpose

Vocabulary Understand the use of vocabulary to express greater precision of meaning, Meanings of words, including everyday and specialist and know that words can have different meanings in different contexts meanings, and how words take their meanings from the context of the text LITERATURE

Responding to literature Personal responses to the ideas, characters and Present a point of view about particular literary texts using appropriate viewpoints in texts metalanguage, and reflecting on the viewpoints of others An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences LITERACY

Interacting with others

Listening and speaking interactions Clarify understanding of content as it unfolds in formal and informal Purposes and contexts through which students engage in situations, connecting ideas to students’ own experiences and present and listening and speaking interactions justify a point of view

Listening and speaking interactions Use interaction skills, for example paraphrasing, questioning and interpreting Skills students use when engaging in listening and non- verbal cues and choose vocabulary and vocal effects appropriate for speaking interactions different audiences and purposes

Oral presentations Plan, rehearse and deliver presentations for defined audiences and purposes Formal oral presentations that students engage in, incorporating accurate and sequenced content and multimodal elements including presenting recounts and information, and presenting and arguing a point of view

Creating texts

Creating texts Plan, draft and publish imaginative, informative and persuasive print and Creating different types of spoken, written and multimodal texts, choosing text structures, language features, images and multimodal texts, using knowledge of text structures and sound appropriate to purpose and audience language features

CURRICULUM OUTCOMES: YEAR 6

HUMANITIES AND SOCIAL SCIENCES – Scope and Sequence Year 6

Year 6 Knowledge and understanding

Economics and Trade-offs and impacts of consumer and financial decisions Business Choices about the use of resources result from the imbalance of limited resources and unlimited wants (i.e. the concept of scarcity)

Year 5-6

Humanities and Social Sciences skills

Questioning and Identify current understandings, consider possible misconceptions and identify personal views on a topic researching Develop and refine a range of questions required to plan an inquiry

Analysing Identify different points of view/perspectives in information and/or data

Evaluating Use decision-making processes (e.g. share opinions and personal perspectives, consider different points of view, identify issues, develop possible solutions, plan for action, identify advantages and disadvantages of different options)

Communicating and Develop a variety of texts, including narratives, descriptions, biographies and persuasive texts, based on reflecting information collected from source materials

Reflect on learning, identify new understandings and act on findings in different ways ENGLISH – Scope and Sequence Year 6

Year 6 LANGUAGE

Language for interaction

Language for interaction Understand that strategies for interaction become more complex and How language used for different formal and informal demanding as levels of formality and social distance increase social interactions is influenced by the purpose and audience Text structure and organisation

Purpose audience and structures of different types of Understand how authors often innovate on text structures and play with texts language features to achieve particular aesthetic, humorous and persuasive How texts serve different purposes and how the purposes and effects structures of types of texts vary according to the text purpose

Vocabulary Investigate how vocabulary choices, including evaluative language can Meanings of words, including everyday and specialist express shades of meaning, feeling and opinion meanings, and how words take their meanings from the context of the text LITERATURE

Responding to literature Personal responses to the ideas, characters and Analyse and evaluate similarities and differences in texts on similar topics, viewpoints in texts themes or plots An individual response to the ideas, characters and viewpoints in literary texts, including relating texts to their own experiences LITERACY

Interacting with others

Listening and speaking interactions Participate in and contribute to discussions, clarifying and interrogating ideas, Purposes and contexts through which students engage in developing and supporting arguments, sharing and evaluating information, listening and speaking interactions experiences and opinions

Listening and speaking interactions Use interaction skills, varying conventions of spoken interactions such as Skills students use when engaging in listening and voice volume, tone, pitch and pace, according to group size, formality of speaking interactions interaction and needs and expertise of the audience

Oral presentations Plan, rehearse and deliver presentations, selecting and sequencing Formal oral presentations that students engage in, appropriate content and multimodal elements for defined audiences and including presenting recounts and information, and purposes, making appropriate choices for modality and emphasis presenting and arguing a point of view

Creating texts

Creating texts Plan, draft and publish imaginative, informative and persuasive texts, Creating different types of spoken, written and choosing and experimenting with text structures, language features, images multimodal texts, using knowledge of text structures and and digital resources appropriate to purpose and audience language features

CURRICULUM OUTCOMES: YEAR 7

HUMANITIES AND SOCIAL SCIENCES – Scope and Sequence Year 7

Year 7 Knowledge and understanding

Economics and Business Producing and consuming How consumers rely on businesses to meet their needs and wants

Year 7-8 Humanities and Social Sciences skills

Questioning and Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and researching challenges to personal perspectives

Construct a range of questions, propositions and/or hypotheses

Analysing Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question

Communicating and Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and reflecting concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources

Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena

ENGLISH – Scope and Sequence Year 7

Year 7 Creating literature

Creating literary texts Create literary texts that adapt stylistic features encountered in other texts, Creating their own literary texts based on the ideas, for example, narrative viewpoint, structure of stanzas, contrast and features and structures of texts experienced juxtaposition

Experimentation and adaptation Experiment with text structures and language features and their effects in Creating a variety of texts, including multimodal texts, creating literary texts, for example, using rhythm, sound effects, monologue, adapting ideas and devices from literary texts layout, navigation and colour

Interacting with others Listening and speaking interactions Identify and discuss main ideas, concepts and points of view in spoken texts Purposes and contexts through which students engage in to evaluate qualities, for example the strength of an argument or the lyrical listening and speaking interactions power of a poetic rendition

Listening and speaking interactions Use interaction skills when discussing and presenting ideas and information, Skills students use when engaging in listening and selecting body language, voice qualities and other elements, (for example speaking interactions music and sound) to add interest and meaning

Creating texts Creating texts Plan, draft and publish imaginative, informative and persuasive texts, Creating different types of spoken, written and selecting aspects of subject matter and particular language, visual, and audio multimodal texts using knowledge of text structures and features to convey information and ideas language features CURRICULUM OUTCOMES: YEAR 8

HUMANITIES AND SOCIAL SCIENCES – Scope and Sequence Year 8

Year 8

Knowledge and understanding

Economics and Business Participation and influences in the market place The way markets operate in Australia and how the interaction between buyers and sellers influences prices and how markets enable the allocation of resources (how businesses answer the questions of what to produce, how to produce and for whom to produce)

Year 7-8 Humanities and Social Sciences skills

Questioning and Identify current understandings to consider possible gaps and/or misconceptions, new knowledge needed and researching challenges to personal perspectives

Construct a range of questions, propositions and/or hypotheses

Analysing Use criteria to select relevant information and/or data such as accuracy, reliability, currency and usefulness to the question

Communicating and Develop texts, particularly descriptions and explanations, using appropriate subject-specific terminology and reflecting concepts that use evidence to support findings, conclusions and/or arguments, from a range of sources

Reflect on learning to review original understandings and/or determine actions in response to events, challenges, developments, issues, problems and/or phenomena

ENGLISH – Scope and Sequence Year 8

Year 8 Creating literature

Creating literary texts Create literary texts that draw upon text structures and language features of Creating their own literary texts based on the ideas, other texts for particular purposes and effects features and structures of texts experienced

Experimentation and adaptation Experiment with particular language features drawn from different types of Creating a variety of texts, including multimodal texts, texts, including combinations of language and visual choices to create new adapting ideas and devices from literary texts texts

Interacting with others

Listening and speaking interactions Interpret the stated and implied meanings in spoken texts, and use evidence Purposes and contexts through which students engage in to support or challenge different perspectives listening and speaking interactions

Listening and speaking interactions Use interaction skills for identified purposes, using voice and language Skills students use when engaging in listening and conventions to suit different situations, selecting vocabulary, modulating speaking interactions voice and using elements such as music, images and sound for specific effects

CURRICULUM OUTCOMES: YEAR 9

HUMANITIES AND SOCIAL SCIENCES – Scope and Sequence Year 9

Year 9

Knowledge and understanding

Geography The ways that places and people are interconnected with other places through trade in goods and services, at all scales The effects of people’s travel, recreational, cultural or leisure choices on places, and the implications for the future of these places

Year 9-10 Humanities and Social Sciences skills

Questioning and Identify current personal knowledge, gaps, misconceptions, currency of information, personal perspective and researching possible perspectives of others

Construct, select and evaluate a range of questions and hypotheses involving cause and effect, patterns and trends, and different perspectives

Analysing Use criteria to analyse the reliability, bias, usefulness and currency of primary sources and/or secondary sources

Analyse information and/or data in different formats (e.g. to explain cause and effect relationships, comparisons, categories and subcategories, change over time)

Communicating and Develop texts, particularly explanations and discussions, using evidence from a range of sources to support reflecting conclusions and/or arguments

ENGLISH – Scope and Sequence Year 9

Year 9

Creating literature

Creating literary texts Create literary texts, including hybrid texts, that innovate on aspects of other Creating their own literary texts based on the ideas, texts, for example by using parody, allusion and appropriation features and structures of texts experienced

Experimentation and adaptation Experiment with the ways that language features, image and sound can be Creating a variety of texts, including multimodal texts, adapted in literary texts, for example the effects of stereotypical characters adapting ideas and devices from literary texts and settings, the playfulness of humour and pun and the use of hyperlink

Interacting with others

Listening and speaking interactions Listen to spoken texts constructed for different purposes, for example to Purposes and contexts through which students engage in entertain and to persuade, and analyse how language features of these texts listening and speaking interactions position listeners to respond in particular ways

Listening and speaking interactions Use interaction skills to present and discuss an idea and to influence and Skills students use when engaging in listening and engage an audience by selecting persuasive language, varying voice tone, speaking interactions pitch, and pace, and using elements such as music and sound effects