Introduction to Democracy

Overview

This is lesson 1 of 9 in Power and Participation in Aotearoa. Students explore democracy as a way people make shared decisions, connect it to familiar classroom experiences, and begin considering why everyone’s voice matters in Aotearoa New Zealand.

Learning intentions

• WALT explain democracy in child-friendly language.
• WALT identify ways people can participate in decisions.
• WALT listen respectfully to different opinions.
• WALT connect classroom decision-making with life in Aotearoa.

Success criteria

• I can explain that democracy involves people having a say in decisions.
• I can give an example of a fair group decision.
• I can listen, take turns and share my own view respectfully.
• I can describe one way people participate in a democracy.

Curriculum links

• Social Sciences: understand how people participate individually and collectively in response to community needs.
• Social Sciences: explore how people make decisions and how participation can influence outcomes.
• Key Competencies: participating and contributing; relating to others; thinking.
• Values: fairness, respect, equity, community and participation.

Lesson structure (45 minutes)

1. 0–5 minutes – Hook: Who decides? Display a picture of a group deciding what game to play and ask: “Who should decide?” Open with the question and discussion image. Students show a thumbs-up, sideways or down to respond to possible decisions, such as one person choosing, an adult choosing, or the group voting. Explain that the class will investigate a word connected to having a say: democracy.

2. 5–12 minutes – Build the meaning Use the democracy explanation slides to introduce: democracy is a way of making decisions where people have a voice, listen to others and work towards a fair choice. Explain that people may vote, discuss ideas, choose representatives or take part in community decisions. Keep the language concrete and avoid suggesting that every decision is always made by a vote.

3. 12–20 minutes – Think, pair, share Ask: “Where do we make decisions together?” Give examples such as choosing a class story, agreeing on playground rules or deciding how to use shared equipment. Students think quietly, discuss with a partner, then share ideas. Record responses under the headings Who has a say?, How is the decision made? and How can we be fair? Refer back to the participation questions.

4. 20–32 minutes – Classroom decision simulation Present a simple question: “Which activity should our class have for the final 10 minutes on Friday: drawing, a construction challenge or a cooperative game?” In groups of four or five, students discuss the choices, ensure each person has a turn, and agree on a group preference. Each group reports its choice and one reason. Model respectful disagreement and remind students that listening is part of participation.

5. 32–39 minutes – Whole-class decision Hold a class vote on the three options. Count the votes together and discuss the result. Ask: “Was everyone’s idea heard?”, “Did the largest number decide?”, “How might we include people who found speaking difficult?” Emphasise that fair participation includes accessible ways to contribute and respectful treatment of minority views. Use the voting and reflection prompts.

6. 39–45 minutes – Individual reflection and share Distribute the democracy reflection sheet. Students complete the sentence “Democracy means…” and draw or write one way they can participate in a fair decision. Invite several students to share. Close by explaining that future lessons will explore participation and decision-making in Aotearoa, including how communities and leaders make choices.

Resources

• the democracy introduction deck
• the democracy reflection sheet
• Whiteboard or large chart paper
• Markers
• Three clearly displayed activity choices
• Class voting materials, such as counters, sticky notes or raised hands
• Optional picture symbols for students who need visual support

Assessment

• Listen during partner and group discussions for students’ understanding that democracy involves voice, participation and shared decision-making.
• Observe whether students take turns, listen respectfully and contribute to the group decision.
• Review the worksheet for an accurate child-friendly explanation of democracy and an appropriate participation example.

Differentiation

• Support learners with picture choices, sentence starters such as “I think ___ because ___”, partner rehearsal and the option to draw rather than write.
• Explicitly model voting, turn-taking and respectful disagreement before the group task; assign roles such as speaker, listener, counter or reporter.
• Provide EAL learners with key visuals and home-language discussion where possible. Pre-teach democracy, decision, vote, fair and participate.
• Extend confident learners by asking how a decision could be fair when people disagree, or how representatives might speak for a larger group.