Based on the New Commerce Course for New South Wales

SAMPLE PROGRAM

Based on the new Commerce Course for New South Wales

Option Topic 10: Community participation

Using page references and examples from

New Concepts in Commerce

S. Chapman, M. Freak

Prepared by S. Chapman
Option 10 Community participation / Timing: 15-25 indicative hours
Focus: Students learn about the effect of globalisation on our commercial and legal environment and assess the impact on the individual, the economy and society
Syllabus outcomesA student:
5.3 examines the role of law in society
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within specified timelines.
Resources: New Concepts in Commerce, Chapman & Freak: John Wiley

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Non-profit organisations
·  need for non-profit organisations
·  range of community organisations at a local, national and international level
(Spread 14.1) / ·  explain, using a case study, the need for non-profit organisations
·  identify and outline the range of community organisations /
-  Use a local telephone directory or the Internet to make a list of ten non-profit community organisations that operate in the school’s local area.
-  Discuss why people volunteer to work for community organisations.
-  (a) Read the Case Study ‘WIRES’ on page 286.
(b) Outline the role of WIRES
(c) Discuss membership numbers and sources of funding.
-  Group work. In small groups, design a radio or television commercial explaining the important role volunteer workers play in our society and why they should be valued more highly. Play your radio or television commercial to the rest of the class.
-  Group work. In groups of two or three, prepare a report on one community organisation listed in the table on page 287. In particular, report on:
(a) its activities
(b) membership numbers and funding sources.
-  As a class, arrange an interview with a local volunteer representative. Prepare either a two-page written. You may wish to develop your report under the following headings:
(a) services offered by community organisation
(b) reasons for being a member.
-  Internet activity. Go to www.jaconline.com.au/commerce and access the GoVolunteer website.
(a) Have students list four voluntary organisations that are of interest.
(b) Read two volunteer stories. Discuss what motivated the people to become involved in the community organisations.
-  Complete worksheet 14.1 ‘Volunteers – create a brochure/poster’.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Non-profit organisations (cont.)
·  roles and functions of community organisations
·  impact of community organisations on the quality of life
(Spread 14.2) / ·  describe and assess the roles of these organisations in the community
·  examine how these organisations benefit individuals and the community / -  List the types of community organisations in which members of the class are involved.
-  Brainstorm how community organisations can assist a community.
-  Read the article ‘Are you free?’. List the community organisations referred to in the article.
-  Discuss why it is easier to get people to volunteer in a small country town?
-  (a) Explore the concept of a ‘volunteer culture’.
(b) Identify volunteer activities that operate within the school.
(c) Assess the value of these volunteer activities.
-  Use the library and the Internet to find and record the role of:
(a) The Smith Family
(b) CARE Australia
(c) Bicycle NSW
(d) Camp Quality.
-  Students to design a creative poster aimed at 15-year old students highlighting the benefits of volunteering. Display the posters in the classroom.
-  Internet activity. Go to www.jaconline.com.au/commerce and access the Community Builders website. Write a newspaper article on the importance of community organisations.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Active community participation
·  limits of individual action
·  global citizenship
(Spread 14.3) / ·  examine and describe the limitations of individual action
·  identify global issues and actions / -  ‘Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.’
Margaret Mead. Source: www.greenpeace.org.au. Discuss.
-  Brainstorm the factors that may limit an individual in brining about change.
-  Complete Skill Booster ‘Photo interpretation’ on page 290.
-  (a) Discuss the impact of the photo of a lone protester at the Tiananmen
Square pro-democracy rally.
(b) Analyse the symbolic gesture contained in such an image.
-  Group work. In groups of three or four, use the library and the Internet to prepare a five-minute oral presentation on one global issue from the following:
(a) hunger and poverty
(b) environmental disasters
(c) war and conflict
(d) human rights violations
(e) child slavery
(f) the arms trade.
-  As a class, brainstorm:
(a) why some people are indifferent about global issues
(b) ways of overcoming such indifference.
-  Using information contained on pages 290-291 to provide ideas, design a pamphlet to show the importance of active global citizenship.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Active community participation (cont.)
·  limits of individual action
·  global citizenship
(Spread 14.3 cont.) / -  (a) In pairs, discuss which global issues mentioned on pages 290-291 are
the most serious.
(b) Students to report their answer to the rest of the class.
-  Internet activity. Go to www.jaconlione.com.au/commerce and access the New Internationalist website.
(a) Outline the role of the New Internationalist
(b) Go to the action page and list some organisations working to solve
some of the issues raised so far.
-  Use magazines, newspapers and the Internet to create a collage displaying active community participation.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Active community participation (cont.)
·  benefits of membership of organisations
·  how to be an effective participant
-  skills relating to effective participation
-  being an effective leader
(Spread 14.4) / ·  analyse the benefits of participation in a community organisation
·  participate in a school or wider community organisation to achieve goals
·  demonstrate effective leadership skills where appropriate / -  Identify the benefits of community participation to the:
(a) volunteer
(b) recipient
(c) community.
Examine the illustration on page 292 for comparison with class answers.
-  Students to complete three sentences. Give a different ending to each sentence, so that each says something you believe to be true for you.
As a volunteer,
(a) I hope to be ……………………….
(b) I hope to be ……………………….
(c) I hope to be ………………………. .
Students to share their answers with the rest of the class.
-  Discuss whether leadership skills can be learned.
-  Group work. In groups of three or four, have one person lie down on a large sheet of paper.
(a) Draw the outline of this person.
(b) Brainstorm the qualities of an effective participant on this life-size
model.
(c) Display your model in the classroom.
-  Internet activity. Go to www.jaconline.com.au/commerce and access the Community Builders website to learn more about community participation and effective leadership.
-  Read and discuss the Com Fact on page 292 which introduces the concept of ‘servant-leadership’.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Active community participation (cont.)
·  benefits of membership of organisations
·  how to be an effective participant
-  skills relating to effective participation
-  being an effective leader
(Spread 14.4 cont.) / -  (a) In pairs, debate the following topic: ‘That good leaders are born not
made’. One person presents the affirmative case and the other person
the negative case. Each person writes the key points for their case.
(b) Divide the class into two groups, those who presented the affirmative
case and those who presented the negative case. Each group is to refine
their arguments before a spokesperson presents the group’s comments
to the rest of the class.
-  In pairs, arrange to interview a representative from a community organisation. Prepare either a two-page written or five-minute oral report. Include in your report:
(a) a brief history of the organisation
(b) the goals of the organisation
(c) why people volunteer for the organisation.
Students may wish to video the interview and discuss it as a class.
-  Complete worksheet 14.2 ‘Find-a-word – community participation’.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Goal-setting ain a range of contexts
·  focussing on goals
·  producing action plans
(Strategies 14.5) / ·  define and articulate achievable goals
·  develop effective and worthwhile action plans for particular situations / -  Explain what is meant by the term ‘goal’.
-  Students to list two personal goals they are currently attempting to achieve. Share the responses with the rest of the class.
-  Introduce and discuss the ‘SMART’ concept in relation to goals. Goals should be
S pecific
M easurable
A chievable
R ealistic
T imebound.
-  (a) Students to reflect on a goal they have recently achieved.
(b) List the reasons why you were successful in achieving this objective.
-  Write out the school motto. Discuss whether this would be regarded as a mission statement?
-  In pairs, write a suitable goal for the following organisations:
(a) Earthcare Conservation Group
(b) Lieder Drama Society
(c) Overseas Aid Trust.
-  Examine the action plan shown on page 295.
-  (a) Explain what is meant by an action plan.
(b) Discuss why is it necessary to develop an action plan when attempting
to achieve a goal?

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Goal-setting ain a range of contexts (cont.)
·  focussing on goals
·  producing action plans
(Strategies 14.5) / -  In groups of three or four, develop an action plan for a:
(a) charity raffle
(b) speech day presentation
(c) sports carnival.
-  Internet activity. Go to www.jaconline.com.au/commerce and access the Greenpeace website. Click on the ‘Get Active’ section and then answer the following questions:
(a) Why is planning important?
(b) What stages are involved in planning?
-  Complete worksheet 14.3 ‘Create an action plan’.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Goal-setting in a range of contexts (cont.)
·  strategies for achieving objectives
-  meetings
-  lobbying
-  negotiation
-  using the political process
(Spread 14.6) / ·  identify meeting procedures
·  evaluate a range of strategies for achieving stated goals / -  List the strategies community organisations can use to achieve their objectives. Discuss:
(a) meetings
(b) lobbying
(c) negotiation
(d) the political process.
-  Explain, using current relevant examples, how community organisations can use the political process to achieve their objectives?
-  Record and view a part of the Federal Parliament’s Question Time. Discuss whether Parliament follows proper meeting procedures?
-  Outline the requirements for operating an effective meeting including:
(a) agenda
(b) minutes
(c) addressing the chair
(d) making or putting a motion
(e) moving an amendment.
-  Examine the agenda illustrated on page 296.
-  Examine the illustration on page 296 to learn about formal meeting procedures
-  (a) Arrange for a representative of the school’s SRC to give a short talk on
a recent meeting.
(b) Ask them to outline a typical agenda.
(c) As a class, decide on some motions that could be presented to the SRC.

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Goal-setting in a range of contexts (cont.)
·  strategies for achieving objectives
-  meetings
-  lobbying
-  negotiation
-  using the political process
(Spread 14.6 cont.) / -  (a) As a class, decide on an issue you would like to debate, such as ‘People
should be able to get a car licence at 16 years of age’.
(b) Elect a chairperson. Have students draft a motion.
(c) Decide who will be the mover and seconder of the motion.
(e) Have speakers speak for and against the motion (only once).
(f) An amendment could possibly be made.
(g) Finally vote on the motion/amended motion when the chairperson
decides that the motion has been adequately discussed.
(h) In a debriefing, discuss how the meeting went. Were there any
problems? Did the meeting proceed efficiently?
-  Internet activity. Go to www.jaconline.com.au/commerce and access the Community website. Discuss the purpose of this website.
-  Examine the effectiveness of different lobbying strategies including:
(a) delegations
(b) letter campaigns
(c) petitions
(d) newspaper advertisements
(e) rallies and demonstrations.
-  Examine a current political campaign and assess its effectiveness.
-  Write and perform a song or poem, aimed at Year 10 students, which expresses the feelings of people involved in an activist campaign concerning a relevant issue..
-  Complete worksheet 14.4 ‘Order, order!’

Option Topic 10 Community participation

Students learn about: / Students learn to: / Teaching/Learning Activities
Achieving community outcomes
·  how particular organisations can achieve their objectives
-  union
-  charity
-  association
-  club
·  the role an individual can play within an organisation to help it achieve its objectives
(Spread 14.7) / ·  research and describe the goals and strategies of an organisation and evaluate its effectiveness
·  explain the actions individuals can take to assist an organisation to achieve its goals
·  propose actions to improve the effectiveness of an organisation / -  (a) In pairs, students are to identify two organisations that they believe to be effective in achieving their objectives.
(b) Identify the reasons why they are effective organisations?
-  Brainstorm how members can help their organisation achieve its objectives. Compare the student responses
-  Group work. In groups of three or four, students to choose an issue of interest and concern (in their local community or nationally) for example, saving parkland or improving recreational facilities.
(a) Give their community organisation a name.
(b) Provide a brief rationale for the formation of their group.
(c) Identify their goals.
(d) Construct an action plan.
(e) Survey 20 people about the issue and find out about their concerns and
opinions.
(f) Conduct a formal meeting to discuss the issue and vote on motions.
(g) Write a letter to the appropriate member of parliament expressing your
group’s concerns.
(h) Develop some strategies their group could use to achieve its objectives
(i) Consider how they would use the media to support and publicise their
concerns.
-  Internet activity. Go to www.jaconline.com.au/commerce and access the website for Community Builders.
(a) Select a case study to read.
(b) Identify the features that made the organisation effective.
-  Complete worksheet 14.5 ‘Topic test – community participation’.

Option Topic 10 Community participation

STAGES 4 AND 5 COMMERCE REGISTER

OPTION TOPIC 10: COMMUNITY PARTICIPATION