11.+Franklin+Dam+Role-Play

=The Franklin River Debate 1983: Classroom Role-play= = =

Description of Resource:
This resource gives students the opportunity to re-live history in the classroom! While participating in the scripted role-play, students take on the roles of federal politicians from 1983 and debate an historic bill which prevented the damming of the Franklin River in Tasmania. This resource is a wonderful way for students to gain a deep understanding of the events and key issues of the debate and see politics and the development of bills in process. Even thought it is based in 1983 the issues are still relevant in today's society. It supports the study of Civics and Citizenship, History and Environmental studies.

To look at the scripted role-play, teacher background notes and a list of resource click onto the link below:

Age & Stage Appropriate:
Participation in the Franklin River Debate Role-Play would be most beneficial to students in upper primary school (lower high school aged students would also benefit). These students would be able to understand the complete issues and the parliamentary process in the debate. They would also be able to process the strong emotions that the Role-Play might evoke better than younger students.
 * === Curriculum Documentation – Every Chance to Learn Outcomes === ||
 * ** ELA 1 ** : Uses a range of strategies to think and learn || / || ** ELA 10 ** : Writes effectively ||  || ** ELA 19: ** Understands and applies scientific knowledge ||   ||
 * ** ELA 2 ** : Understands and applies the inquiry process || / || ** ELA 11 ** : Critically interprets and creates texts || / || ** ELA 20: ** Acts for an environmentally sustainable future || / ||
 * ** ELA 3 ** : Makes considered decisions ||  || ** ELA 12 ** : Takes action to promote health ||   || ** ELA 21 ** : Understands about Australia and Australians || X ||
 * ** ELA 4 ** : Acts with integrity and regard for others || / || ** ELA 13: ** Is physically skilled and active ||  || ** ELA 22: ** Understands and values what it means to be a citizen within a democracy || X ||
 * ** ELA 5 ** : Contributes to group effectiveness || X || ** ELA 14: ** Manages self and relationships ||  || ** ELA 23 ** : Understands world issues and events || / ||
 * ** ELA 6 ** : Uses Information and Communication Technologies effectively ||  || ** ELA 15: ** Communicates with intercultural understanding ||   || ** ELA 24: ** Makes informed choices about money and finance ||   ||
 * ** ELA 7 ** : Creates, presents and appreciates artistic works ||  || ** ELA 16: ** Understands and applies number ||   || ** ELA 25 ** : Designs, makes and appraises using technology ||   ||
 * ** ELA 8 ** : Listens and speaks with purpose and effect || X || ** ELA 17: ** Chooses and uses measures ||  ||   ||   ||
 * ** ELA 9 ** : Reads effectively || / || ** ELA 18: ** Recognises and represents patterns and relationships ||  ||   ||   ||


 * === Quality Teaching Model === ||
 * **Intellectual Quality** |||| **Significance** |||| **Quality Learning Environment** ||
 * Deep Knowledge ||  || Background Knowledge || X || Explicit Quality Criteria ||   ||
 * Deep Understanding || X || Cultural Knowledge ||  || Engagement || X ||
 * Problematic Knowledge ||  || Knowledge Integration ||   || High Expectations ||   ||
 * Higher-order Thinking || X || Inclusivity || X || Social Support || X ||
 * Metalanguage ||  || Connectedness ||   || Student’s self-regulation ||   ||
 * Substantive Communication || X || Narrative || X || Student Direction || X ||

X || Aural X || Kinaesthetic X || Real World Connections X ||
 * === 21st Century Learners === ||
 * Visual

Teaching Strategies / Suggestions

 * Participation on the role-play program can be filmed and the student's can edit it and make a short film of their role-play activities. This film can be presented to the school or parents etc..
 * Students can take photos during the role-play and make a digital book or PowerPoint presentation about the Franklin Dam events that happened
 * Students can make banners, costume items and props to enhance their role-play activities
 * Students can write an historical account / short story / newspaper article / poem / rap song etc. of the events surrounding the proposal of the Franklin Dam and what happened, including both sides of the argument.
 * Students can analyse how they felt during the role play and write a narrative account of how it would have felt to have been picketing at Franklin Dam
 * Students can write a journal entry of a person involved in the Franklin Dam events - either side of the debate
 * Students can use this as inspiration to research other events in Australian and world history and current situations similar to the Franklin Dam events. Write a report / do a presentation / design a poster etc...on these events
 * Students can research events similar to the Franklin dam debate and participate in unscripted debates about these different situations
 * Students can use a combination of photos / own drawings / computer graphics and photo shop soft wear etc. to create a poster / collage / model / digital book / power point presentation of what Franklin River with and without a dam - Compare and contrast
 * Students can write a poem, legend, short story or news articles about some aspect of the events at the Franklin River
 * Students can participate in parliamentary role-plays in the classroom (with pre-written scripts) and then eventually write their own scripts and have the class perform these role-plays.
 * The teacher can instigate a Parliamentary Club in their class (or combined with all upper primary students) that students can participate in to gain a deeper understanding of the parliamentary process