Representation: Activity 3

State and Territory level – analysing, interpreting and comparing information

Ask students to (in pairs or small groups) research their State/Territory parliament and one other State/Territory parliament using BLM 4 Parliament Research Worksheet 2. Ensure that all States and Territories are covered to allow students to jigsaw their findings.

Direct students to State and Territory parliament websites:

 

  1. Instruct students in pairs or small groups to undertake a comparative analysis using information from their worksheet.

    Questions to assist their comparative analysis could include:

    A T chart graphic organiser (BLM 5) may assist students in their analysis.

    • Is the parliament bi-cameral or unicameral?
    • How many representatives are there in each House?
    • What are the similarities and differences between your State/Territory and the one you are researching?
  2. Draw the class together and ask students to present their findings on each State/Territory. Summarise the key features of each State or Territory Parliament, based the on prompt questions, on poster paper.

    For example:

    State/Territory Parliament

    State/Territory  

    Lower House

    # members

    Upper House

    #members

    Interesting information

          
          

    Facilitate a short discussion comparing State/Territory representation. Also, compare State/Territory representation with the representation in the Federal Parliament using the posters and graphs developed in Activity Two.

    Pose question and discuss: Does how many times you are represented depend on where you live in Australia?

Introduction | Activity One | Activity Two | Activity Three | Activity Four