What Is Government?

Overview

In this first lesson of the six-part unit Power, Rights, and Governance, students examine how governments make decisions. They compare democratic and non-democratic decision-making systems, then classify scenarios and justify their reasoning using evidence.

Learning intentions

Students will:

• Explain why societies create governments and decision-making systems.
• Distinguish between democratic and non-democratic features.
• Apply criteria to classify examples of political decision-making.
• Practise collaborative discussion and evidence-based justification.

Success criteria

• I can describe at least one purpose of government.
• I can identify a democratic and a non-democratic feature.
• I can classify a decision-making scenario and explain why.
• I can use appropriate terms such as participation, representation, authority, rights, and accountability.

Curriculum links

• Political authority and governance: examining how governments are structured and how decisions are made.
• Democratic principles: considering participation, representation, rights, responsibilities, and accountability.
• Critical thinking: applying criteria, comparing perspectives, and drawing reasoned conclusions from examples.
• Communication and collaboration: exchanging ideas respectfully and supporting claims with evidence.

Lesson structure (30 minutes)

1. 0–5 min — Hook: Who should decide? Display images representing different forms of government, such as an election, a parliament, a single ruler, and a public vote, using the opening government images. Ask: “Who should make decisions, and why?” Students first think independently, then share with a partner. Invite two or three responses without confirming answers yet.

2. 5–12 min — Introduce key ideas Use the government systems overview to explain that governments make collective decisions, create and enforce rules, provide services, and manage competing interests. Introduce democratic systems as those where people have meaningful opportunities to participate, directly or through representatives, and non-democratic systems as those where power is concentrated and public participation or accountability is limited. Emphasise that real-world systems can be complex and may combine features.

3. 12–14 min — Explain the sorting task Place students in six groups of five. Distribute the scenario-card sorting and evidence sheet to each group. Explain that students must sort each scenario into “more democratic,” “more non-democratic,” or “uncertain/mixed,” then record the decision-making feature that supports their classification. Remind students that the aim is to justify classifications, not simply label systems.

4. 14–22 min — Group scenario sort Groups read and discuss the scenarios, placing them into categories and recording brief reasons. Circulate and ask prompts such as: “Who has power here?”, “Can people influence the decision?”, “Are leaders accountable?”, and “Are rights protected?” Encourage every student to contribute, with one student reading, one recording, and all members explaining or challenging ideas.

5. 22–28 min — Justify and challenge Ask each group to choose one classification they can defend. Groups briefly share the scenario, their category, and one piece of evidence. After each contribution, invite another group to agree, question, or suggest “mixed/uncertain,” reinforcing that classification should be based on features rather than assumptions about a country or culture.

6. 28–30 min — Exit ticket and preview Students complete the final section of the scenario-card sorting and evidence sheet independently: “State one democratic feature and one non-democratic feature. Which system would better protect public participation, and why?” Collect responses as students leave. Explain that the next lesson will investigate how rights and freedoms relate to government power.

Resources

• Projector and computer
• the government systems introduction deck
• the scenario-card sorting and evidence sheet, printed one per group or student
• Six tables or group work areas
• Board or chart paper for recording student ideas
• Pens or highlighters
• Timer
• Optional sticky notes for student questions

Assessment

• Listen during the opening discussion and group work for accurate use of democratic and non-democratic concepts.
• Review group classifications and explanations for evidence of participation, concentration of power, accountability, and rights.
• Use the exit ticket to identify students who can compare systems independently and those needing clarification before Lesson 2.

Differentiation

• Provide a word bank and simple definitions for participation, representation, authority, rights, accountability, and majority rule.
• Read scenarios aloud and provide a version with key decision-making details highlighted for students who need reading support.
• Assign supportive group roles and allow students to record ideas through brief notes, labelled arrows, or oral explanation.
• Extend confident students by asking them to identify a mixed or uncertain scenario and explain which additional evidence would be needed to classify it.