Students learn about the government and economy of Australia and New Zealand. Then they compare and contrast the two. Next, they explore the relationship between the governments of the two countries and explain its effect on their economies. Finally, students describe how the rich natural resources of the region contribute to their economies.
Students read an introduction explaining that Australia and New Zealand have governments similar to those of the United States and Great Britain and that they will study the two countries’ governments and economies. They then respond to a collaborative prompt predicting how the governments and economies of Australia and New Zealand might be similar or different, explaining their ideas in a few sentences.
Teacher MovesPresent the lesson overview and objective, highlighting that students will compare and contrast the two countries and connect government structures to economic outcomes. Encourage students to draw on prior knowledge about British colonization and national size as they make predictions, and use their responses to surface initial ideas and misconceptions before moving on.
Students view the video Federation and read Australia: Government and Economy to learn about Australia’s political system, history of independence, and key economic sectors. Using information from these resources, they complete a graphic organizer that records Australia’s government type, independence date, legal system, branches of government, major agricultural products, key industries, and main export commodities.
Teacher MovesGuide students through the focus for viewing and reading, emphasizing how federation shaped Australia’s government and economy. Support students as they complete the graphic organizer by clarifying terms such as “parliamentary democracy,” “constitutional monarchy,” and “common law,” and by prompting them to notice connections between natural resources, industries, and exports.
Students read New Zealand’s System of Government and New Zealand: Government and Economy to investigate New Zealand’s political structure, independence, and economic profile. They complete a parallel graphic organizer for New Zealand, recording its government type, independence date, legal system, branches of government, major agricultural products, key industries, and main export commodities. Then, in a collaborative space, they identify and explain several similarities and differences between Australia and New Zealand based on their organizers.
Teacher MovesDirect students to compare the two graphic organizers, prompting them to notice shared features such as parliamentary democracy and Commonwealth ties, as well as differences in agricultural products, industries, and exports. Use guiding questions to connect these differences to each country’s geography and, if time allows, extend the comparison to include the United States to deepen understanding of how political and physical geography shape economies.
Students research the relationship between Australia and New Zealand, using Australia-New Zealand Closer Economic Relations Trade Agreement as a starting point and additional sources as needed. Drawing on their research, they write a paragraph explaining how the governmental relationship between the two countries supports both of their economies, citing specific evidence about cooperation and trade.
Teacher MovesFrame the research task by explaining that students are now connecting political relationships to economic outcomes. Support students in locating and interpreting key information about the free trade agreement and other forms of cooperation, and prompt them to use evidence in their written explanations. Clarify that close governmental ties can facilitate free trade and mutual economic growth.
Students read Australia and Oceania: Resources (stopping before “The Built Environment”) to learn how the region’s natural resources influence its economic activities. They then post a response explaining in their own words how these natural resources contribute to the region’s economy and review classmates’ posts, replying to at least two with a question or positive comment to extend the discussion.
Teacher MovesEmphasize the connection between natural resources and economic development in Australia and Oceania, prompting students to link specific resources to industries and exports they have already studied. Monitor the discussion wall, encouraging students to use clear, respectful language, ask thoughtful questions, and make connections between peers’ ideas and earlier learning about Australia and New Zealand.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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