Choosing Our Leaders

Overview

Students explore democracy as a system in which citizens choose leaders through elections. They compare democracy with monarchy and dictatorship, then take part in a fair class election and discuss how fairness, equality, and citizen voice shape democratic decision-making.

Learning intentions

• WALT explain what democracy means.
• WALT compare democracy, monarchy, and dictatorship.
• WALT participate in a fair voting process.
• WALT discuss why fairness, equality, and citizen voice matter.

Success criteria

• I can describe democracy using the words citizens, leaders, and elections.
• I can identify one difference between democracy, monarchy, and dictatorship.
• I can follow the steps of a fair election.
• I can explain why each person’s voice should be treated equally.

Curriculum links

• Civics and Society — democracy, fairness, equality, and dialogue about a current or local issue.
• Civics and Society — participating in a full experience of a voting process.
• Civics and Society — understanding that New Zealand holds general elections every three years for the House of Representatives.
• Civics and Society — democratic principles of fairness, equality, and citizen voice, including the influence of Ancient Greek political ideas.

Lesson structure (40 minutes)

1. 0–5 min · Hook: Who gets to decide? Teacher displays three simple scenarios from the hook and scenario slides: a class chooses a game by voting, a king or queen inherits the right to rule, and one person makes every decision. Students discuss with a partner: “Who has the power in each example, and do citizens have a voice?” Take several responses without correcting vocabulary yet.

2. 5–12 min · Direct teach: Three systems. Teacher uses the democracy comparison slides to introduce:

• Democracy: citizens choose leaders through elections.
• Monarchy: a king or queen rules, usually because leadership is inherited.
• Dictatorship: one individual holds most or all political power.

Explain that real countries can have different structures and that today’s definitions are simplified to help us compare systems. Connect to New Zealand: citizens vote in general elections, which are held every three years to choose representatives for the House of Representatives. Briefly explain that the idea of citizens having a voice can be traced partly to Ancient Greek political thinking, while noting that Ancient Greek democracy did not include everyone equally.

3. 12–18 min · Check understanding: Think, pair, share. Teacher shows three new examples in the classification slides and reads each aloud. Students decide whether each example is closest to democracy, monarchy, or dictatorship, then justify their choice to a partner using the sentence frame: “I think it is ___ because ___.” Check answers together and clarify that having a vote is not enough on its own; democratic processes should also aim for fairness, equality, and citizen voice.

4. 18–30 min · Class election. Teacher introduces a low-stakes question: “Which class activity should we have for the final 15 minutes on Friday?” Offer three teacher-approved choices, such as drawing, a cooperative game, or outdoor play. Use the election instructions to explain the process: hear each option, ask one respectful question, vote privately, count votes openly, and accept the result. Distribute the class election recording sheet. Students work in six groups of five: each group discusses the options, records one reason for a preference, and then each student votes independently on a ballot section of the worksheet. Collect and count votes with two students checking the tally. Emphasise one person, one vote; no pressure to choose the group’s preference; and respectful disagreement.

5. 30–36 min · Discuss fairness and voice. Teacher displays the results using the reflection discussion slides and asks: “Was the process fair? How did we make sure everyone had an equal voice? What could make an election unfair?” Students first write or draw one response on the worksheet, then share in groups. Invite examples such as secret voting, clear choices, equal opportunities to vote, accurate counting, listening to different opinions, and accepting the result.

6. 36–40 min · Plenary and exit reflection. Teacher revisits the learning intentions in the plenary slides. Students complete the question stems exit ticket slips, answering one prompt such as “Democracy is…”, “One difference between democracy and monarchy or dictatorship is…”, or “A fair election should…”. Collect slips as students leave.

Resources

• the democracy and class election slide deck
• the class election recording sheet
• the question stems exit ticket slips
• Three teacher-approved class activity options
• Small ballot papers or the ballot section of the worksheet
• Pencils and a class tally chart
• Whiteboard or display screen

Assessment

• Listen for accurate use of democracy, monarchy, dictatorship, citizen, leader, election, fairness, equality, and voice during partner and group talk.
• Check the worksheet for an independently completed vote, a reason, and an explanation of fairness or equal voice.
• Use exit slips to identify whether students can define democracy and distinguish it from at least one other system.

Differentiation

• Provide illustrated definitions, repeated oral explanations, and sentence starters: “In a democracy…”, “Unlike a monarchy…”, and “The election was fair because…”.
• Allow students to draw ideas, rehearse answers with a partner, or dictate responses to an adult or peer. Pre-teach key words and pair EAL learners with supportive partners.
• During the election, give students clearly numbered steps and assign roles such as discussion leader, question asker, voter, or checker; students may change roles so participation remains equitable.
• Extension: students write a short recommendation explaining how the class election could be improved, or design a fair voting rule for a different school decision. They should refer to at least two ideas: fairness, equality, citizen voice, or accurate representation.