Lesson focus

  • Respect
  • Responsibility
  • Freedom
  • Integrity
  • Care and compassion

Expectations and goals

  • Students to understand the role of Crime Stoppers in the community
  • Students to develop an understanding of what it takes to be a good citizen
  • Students learn how positive actions affect and enhance their community
  • Introduction of the role of the individual within the community

Learning experiences

Classroom Ideas

  1. Provide students with access to the Crime Stoppers KWL chart (Resource 1 below). Ask them to complete individually and then discuss as a class.
  2. Write Crime Stoppers in the middle of the board. Ask students to brainstorm ideas about what this concept means to them (eg Have they used it? Have they heard of it?). Look at the words, colours and symbols used.  Write all words on the board and then as the lesson progresses discuss them with the class. Tick or cross each one depending on whether these words are relevant.
  3. Divide the class into small groups of three or four students. Each student is to access a blank canvas (eg butchers paper, online canvas, photoshop canvas or collaborative document) and split the canvas space into four sections. Ask students to work together in their groups and respond to all the questions. Invite the whole class to discuss the responses. Write the questions below in each section:
    1. How can we take positive actions about issues in our community?
    2. What makes a fair/unfair community?
    3. How can the following values be linked to Crime Stoppers: Respect, Responsibility, Freedom, Integrity, and Care and compassion?
    4. Why do we need rules
  4. Ask students to go to the Crime Stoppers website  and search for the main role of Crime Stoppers (ie Crime Stoppers enables you to anonymously report crimes and suspicious behaviour). Ask them if this is what they originally brainstormed. When looking at the website ask students to answer the following questions:
    1. What does the logo mean to you?
    2. What does it represent?
    3. Describe the Crime Stoppers origin, objectives, strategies and effectiveness in achieving positive outcomes
  5. Provide students with access to Citizens direct action in the community (Resource 2 below) and ask them to complete by:
    1. Investigating forms of citizens direct action, including Crime Stoppers and one other organisation.
    2. Describing the organisation’s origin, objectives, strategies and effectiveness in achieving positive outcomes
  6. Ask students to examine the website and explore why they would use Crime Stoppers and why they wouldn’t use Crime Stoppers. Provide students with access to the Crime Stoppers usage T-chart (Resource 3) and ask students to complete.
  7. Organise students into pairs and provide each student with access to the What is a citizen? Think-pair-share (Resource 4 below). Ask students to complete the ‘What I thought’ column then swap their worksheet with their partner and fill in the ‘What my partner thought’ column. Ask the pairs to work together to complete the ‘What we share’ column. Conduct a class brainstorm to determine the collective view of:
    1. What is a good citizen?
    2. How does this link to Crime Stoppers?
    3. How would I report a crime?
  8. Ask students to form a community circle and each student to finish the sentence, “I like my neighbours who…”
  9. The community circle then discusses the idea of what ‘community’ means and what they see as their role (or an important role) in a community.
  10. Explain there are many ideas of what a community should be. It will be determined by what the people of the community allow it to be. That is why we are responsible to act in everyone’s best interests.
  11. Provide students with the rationale for completing this unit of work.
    The rationale of students undertaking this program is to allow students to develop an understanding of how important they are and how valuable their actions and contributions can be in maintaining and shaping our society. By knowing how to be a good citizen, students are able to enhance their sense of belonging to their society.
  12. Pose the question to students, “What does the rationale mean to you?”

Lesson focus questions

  1. How does Crime Stoppers help shape Australian society?
  2. What are the Crime Stoppers’ origin, objectives, strategies and effectiveness in achieving positive outcomes?
  3. How and when can you report a crime to Crime Stoppers?
  4. What does Crime Stoppers mean to you?
  5. What does the Crime Stoppers logo mean to you?
  6. What is a good citizen?
  7. How does this link to Crime Stoppers?
  8. Community and Crime Stoppers: How can positive actions affect your community?

Assessment tools

Students to:

  1. Complete Citizens direct action in the community (Resource 2 below)

Download resources and tools

Printable lesson plan ( Download Year 8, Lesson 1 plan)

Resource 1: Crime Stoppers KWL chart [Download Resource 1]

Resource 2: Citizen’s direct action in the community [Download Resource 2]

Resource 3: Crime Stoppers usage T-chart [Download Resource 3]

Resource 4: What is a citizen? Think pair-share [Download Resource 4]