Civics & Citizenship · Year 9

Active learning ideas

Referendums: Historical Outcomes

Active learning helps Year 9 students grasp the complexity of referendums, where abstract rules like the double majority and political trade-offs become concrete through structured tasks. By moving from passive listening to collaborative analysis and role-play, students connect constitutional processes to real voter behavior and state-level politics.

• ACARA Content Descriptions
• AC9C9K01

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Jigsaw
• 50 min · Small Groups

Jigsaw: Key Referendums

Assign small groups one historical referendum, like 1967 or 1999. They research factors for success or failure using primary sources, then regroup to share findings and build a class matrix of common patterns. End with predictions for a modern proposal.

Analyze the factors contributing to the success or failure of past referendums.

Facilitation Tip

During the Jigsaw Expert Groups, assign each group one referendum and provide a clear graphic organizer to track public awareness, bipartisan support, and wording clarity as they analyze it.

What to look for

On a slip of paper, ask students to identify one historical referendum and list two factors that contributed to its outcome. Then, ask them to write one sentence explaining the 'double majority' requirement.

• Understand
• Analyze
• Evaluate
• Relationship Skills
• Self-Management

Activity 02

• Case Study Analysis
• 30 min · Pairs

Debate Pairs: Power vs Rights

Pairs prepare arguments on whether power-expanding or rights-protecting referendums face greater hurdles, using evidence from past events. They debate with another pair, then vote and reflect on persuasion tactics that sway public opinion.

Differentiate between referendums that aimed to expand power versus those that aimed to protect rights.

Facilitation Tip

In Debate Pairs, give students a simple pro/con checklist to structure their arguments and require them to cite one primary or secondary source per point.

What to look for

Pose the question: 'Why have so few referendums succeeded in Australia?' Facilitate a class discussion, encouraging students to reference specific historical examples and the challenges of achieving a double majority and broad public consensus.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

Activity 03

• Gallery Walk
• 45 min · Small Groups

Gallery Walk: Referendum Timelines

Groups create posters detailing one referendum's timeline, factors, and outcome. Class walks the gallery, adding sticky notes with questions or connections. Discuss as whole class to identify overarching lessons.

Predict the challenges faced by future proposals for constitutional change.

Facilitation Tip

For the Gallery Walk, post timelines at eye level and provide sticky notes for students to annotate patterns or questions as they move between them.

What to look for

Present students with brief summaries of two different historical referendums, one that passed and one that failed. Ask them to quickly jot down the main goal of each referendum and one key difference in their outcomes or campaigns.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 04

• Case Study Analysis
• 40 min · Whole Class

Mock Referendum Vote: Future Challenges

Whole class brainstorms a constitutional change proposal. Hold a simulated campaign with roles for advocates and opponents, then vote using double majority rules. Debrief on why it passed or failed.

Analyze the factors contributing to the success or failure of past referendums.

Facilitation Tip

In the Mock Referendum Vote, distribute voter information sheets first so students vote with context, and have them record reasoning on a ballot slip to review later.

What to look for

On a slip of paper, ask students to identify one historical referendum and list two factors that contributed to its outcome. Then, ask them to write one sentence explaining the 'double majority' requirement.

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management

A few notes on teaching this unit

Start with the 8 successful referendums to build confidence, then use the 36 failures as a lens to teach thresholds, federalism, and campaign mechanics. Avoid presenting the double majority as a dry rule—instead, embed it in activities where students must tally results by state. Research shows students learn constitutional concepts best when they role-play the roles of voters, campaigners, and parliamentarians.

Students will confidently explain why most referendums fail, how rights-based proposals differ from federal-power changes, and what a double majority entails. Their discussions and votes should reflect careful attention to wording, public awareness, and bipartisan support in historical cases.

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Watch Out for These Misconceptions

• During the Jigsaw Expert Groups, watch for students assuming referendums pass with a simple national majority.

  During the Jigsaw Expert Groups, provide each group with real voting data from a past referendum and have them calculate both the national percentage and state breakdowns to see how the double majority operates in practice.

• During Debate Pairs, watch for students believing government support guarantees referendum success.

  During Debate Pairs, ask each pair to research the 1999 republic referendum and prepare arguments that show how public opinion and campaign efforts can outweigh government support.

• During the Gallery Walk, watch for students assuming most referendums succeed easily.

  During the Gallery Walk, assign small groups to count the number of successful and failed referendums on the timelines and note the years to highlight the rarity of success.

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Methods used in this brief

• Jigsaw
• Case Study Analysis
• Gallery Walk