Government and Democracy

Overview

Lesson 1 of 8 in Government and Democracy Aotearoa for 25 Year 7–8 students. Students explore government and democracy through familiar decisions, visual examples, collaborative sorting and a bilingual vocabulary foldable.

Learning intentions

• WALT explain what government and democracy mean.
• WALT connect government and democracy to everyday life.
• WALT use civic vocabulary to describe who makes decisions.
• WALT recognise that people and groups make decisions at different levels.

Success criteria

• I can define government and democracy in my own words.
• I can sort at least six examples as government, community or personal decisions.
• I can use at least three target words in a spoken or written explanation.
• I can identify and label one democratic decision.

Curriculum links

• Te Mātaiaho Phase 3 Social Sciences: Civics and Society—how people participate in communities and democratic decision-making.
• Te Mātaiaho Phase 3 Social Sciences: Civics and Society—how government makes and carries out public decisions.
• Develops the competencies of thinking, using language and symbols, managing self, relating to others, and participating and contributing.
• Supports knowledge of Aotearoa New Zealand’s government, communities, citizenship and democratic practices.

Lesson structure (60 minutes)

1. 0–8 minutes – Image and object provocation

Open with the provocation images and display or show images of school rules, a council rubbish bin and Parliament. Ask: “What is happening here? Who made the decision? Who is affected?” Students first think independently, then share with a partner. Invite examples from students’ whānau, communities and countries.

2. 8–18 minutes – Build shared meanings

Use the key vocabulary slides to introduce government, democracy, citizen, decision and community. Read each definition aloud, use a gesture or simple visual, and connect it to a familiar example. Co-construct a labelled diagram showing personal, community and government decisions. Students rehearse using the frames: “Government means…” and “In my community, ___ decides ___ because…”.

Explain that democracy means people have a say in how they are governed. Clarify that a democratic decision may involve voting, discussion, representation or listening to different perspectives.

3. 18–28 minutes – Human decision continuum

Use the continuum activity to show a line from “one person decides” to “many people have a say”. Read aloud examples such as choosing a lunch, making a class rule, deciding where a council rubbish bin goes and passing a law. Students stand or point to where they think each decision belongs.

Ask: “Who has power in this decision?” and “Who is affected?” Emphasise that decisions can be made by individuals, groups, communities or government, and that not every group decision is automatically democratic.

4. 28–43 minutes – Collaborative card sort

Place students in groups of four or five, with roles such as reader, card manager, recorder and reporter. Distribute the picture card-sort and vocabulary worksheet. Groups sort at least 12 illustrated examples into personal decision, community decision or government decision.

Students must choose six examples to record and justify two choices using: “We sorted ___ as ___ because ___.” Circulate, listen for accurate vocabulary and ask questions rather than correcting immediately. Groups may move a card if they can explain their reasoning.

5. 43–53 minutes – Bilingual vocabulary foldable

Students use the vocabulary section of the picture card-sort and vocabulary worksheet to create a foldable. On each flap, they write one target word, draw or add a symbol, write a student-friendly meaning, and add a translation or equivalent from a home language where possible.

Model one example: citizen—“a person who belongs to a country or community”—with a simple drawing of people belonging together. Partners quiz one another using “What does ___ mean?” and “Can you give an example?”

6. 53–60 minutes – Share and exit ticket

Return to the plenary and exit-ticket prompt. Invite two or three students to share an explanation using at least three target words. Students complete the final section of the democratic decision exit ticket: draw and label one democratic decision, then complete “It is democratic because…”.

Collect the worksheets as students leave. Remind students that the next lessons will examine how decisions are made in Aotearoa New Zealand and how people participate.

Resources

• the introduction, teaching and activity slide deck
• the picture card-sort and vocabulary worksheet
• Images or objects showing school rules, a council rubbish bin and Parliament
• Large paper or board space for the labelled diagram and continuum
• Markers, pencils, scissors and paper for foldables
• Bilingual dictionaries and translation tools
• Home-language glossaries, where available
• Accessible texts with large sans-serif font and short lines

Assessment

• Listen during partner talk, the continuum and group reporting for accurate explanations of government, democracy, citizen, decision and community.
• Check group sorting: students should classify at least six examples and give reasons for two choices.
• Use the exit ticket to assess whether students can identify, draw, label and explain a democratic decision. Record vocabulary or misconception needs for the next lesson.

Differentiation

• Beginning English learners: use pictures, gestures, read-aloud definitions, a home-language glossary, partner rehearsal and sentence frames. Accept labelled diagrams and oral explanations before extended writing.
• Developing learners: provide a word bank, bilingual dictionary and partially completed explanation: “A democratic decision is ___ because ___.”
• Independent learners: compare democracy with a decision-making system or practice from another country and justify one similarity and one difference.
• Dyslexia-friendly access: use large sans-serif text, high contrast, uncluttered cards, short lines, read-aloud support and audio or text-to-speech. Allow drawing, speech-to-text or recorded explanations.