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Micronation Management

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Teacher - Saani Bennetts

Ages 10+ years 

This class is suitable for ages 11-15 and all levels of literacy as well as diverse learning styles are catered for. Activities allow students to work at whatever level they are at or work in partnership with others if required whilst still engaging in high-level thinking and learning. 

 

Ever wanted to be the king, queen or Lord High Chancellwhomper of your own country? In this class, we study systems in society through looking at case studies from different countries and cultures and developing plans for our own Micronations. This engaging class is taught through discussion, group work, hands-on activities and media and is a fun way to cover a range of Humanities and English outcomes. 

This term, we will cover:

  • What is a Micronation – we start by look at some famous micronations around the world and considering the criteria for becoming a micronation, how they differ from recognised nations and what systems are required for a functional society. We also start work on a plan for our own micronation.
  • Culture and Values – we consider the values of a variety of nations and how they shape a nation’s culture. We add values and culture to our own micronations and delve into the meaning of ‘culture.’
  • Governance – we look at different models for governance around the world and discuss the pros and cons. We consider what system of governance might best suit our micronation.
  • Legal System – we delve into laws around the world and the reasons for differing laws. We start to develop laws and a constitution for our micronation.
  • Justice System – we learn about different methods of enforcing laws, maintaining order and dealing with crime and plan the justice system of our micronation.
  • Credit and Currency – we learn about the history of how currency was developed and different forms of currency around the world and create a currency for our micronation.
  • Economy and Trade – we look at agriculture, industry and how trade works between nations and consider how our micronation’s economy might work.
  • Education – we think objectively about education systems around the world and how we might ensure that people of our micronation receive a fair education.  

 

 

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