Sparking Civic Engagement

Unit: Building Positive Relationships

Lesson 7 of 10

Duration: 45 minutes

Class Size: 25 Year 13 students

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Lesson Overview

This lesson explores the role of political engagement and social activism as vital ways young people participate in society to promote positive change. Students will investigate different forms of political and social participation, discuss their impacts, and reflect on the relevance to their own lives and communities in Aotearoa New Zealand. The lesson aligns with the New Zealand Curriculum's Health and Physical Education learning area, fostering students’ well-being within social and political contexts.

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Curriculum Links

Learning Area: Health and Physical Education (HPE) – Years 11-13

• Achievement Objective:
  • Relationships with Other People: Examine and reflect critically on social and cultural influences on the nature of relationships.
  • Promote wellbeing for themselves and others through positive social action and engagement.
• Key Competencies:
  • Participating and Contributing – Encourage active citizenship and engagement with social issues.
  • Thinking – Critically analyze political and social structures and issues.
• Values:
  • Community and Participation – Encouraging active and informed participation in society.
  • Respect and Integrity – Understanding diverse perspectives in social activism.
• Principles:
  • Inclusion and Cultural diversity – Recognising multiple views and ways of participation in a multicultural society.
• Vision: Young people as confident, connected, actively involved lifelong learners who contribute to the well-being of Aotearoa New Zealand.

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Learning Objectives

By the end of this lesson, students will be able to:

1. Explain the importance of political engagement and social activism in promoting social change within Aotearoa New Zealand.
2. Identify and compare different forms of political and social participation (e.g., voting, protesting, digital activism, community groups).
3. Reflect critically on their own potential role as activists or participants in political and social issues.
4. Demonstrate understanding of respectful dialogue and critical thinking about differing views in political and social matters.

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Resources

• Whiteboard and markers
• Projector and screen
• Handouts with case studies of NZ social movements (e.g., 1975 Māori Land March, anti-apartheid protests, modern climate activism)
• Digital devices for research (optional)
• Chart paper and markers for group work

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Lesson Outline

1. Introduction (5 minutes)

• Engage: Begin with a brief brainstorming activity: “What comes to mind when you hear the words ‘political engagement’ and ‘social activism’?” Note responses on the whiteboard.
• Purpose: Share the lesson's learning objectives and explain the relevance to building positive relationships and contributing actively to society, which underpins health and well-being.

2. Exploring Political and Social Participation (15 minutes)

• Teacher Input: Present a concise and clear explanation of different forms of political and social participation in New Zealand:
  • Voting in elections and referendums
  • Joining or supporting community and activist groups
  • Peaceful protest and marches
  • Digital activism through social media platforms
  • Engaging with local government or school boards
• Use NZ-specific examples to contextualise: recent youth climate strikes, rūnanga engagements, or campaigns for social justice.
• Interactive Element: Show a short video clip or slides illustrating these activities, emphasising their role in positive change.

3. Case Study Group Activity (15 minutes)

• Divide class into 5 groups; each group studies a NZ social activism case (handouts).
• Task: Identify modes of participation used, the issues addressed, impact on society, and challenges faced.
• Groups prepare a quick summary on chart paper for sharing.
• Teacher circulates, scaffolding understanding and encouraging critical analysis.

4. Sharing and Reflective Discussion (7 minutes)

• Groups present key insights to whole class.
• Facilitate a class discussion focused on:
  • What motivates people to engage politically or socially?
  • How can young people make a difference today?
  • How does engagement influence personal and communal well-being?
• Emphasise respectful listening to diverse perspectives.

5. Individual Reflection and Exit Ticket (3 minutes)

• Students write a short paragraph responding to: “What form(s) of political or social participation do you feel most comfortable with or inspired by, and why?”
• Collect responses as an informal assessment of understanding and personal connection.

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Assessment Opportunities

• Formative: Observation of group discussions and presentations; quality and insight in the exit ticket reflection.
• Skills Assessed: Critical thinking, communication, collaboration, and personal agency aligned with Key Competencies in the NZ Curriculum.
• Teacher feedback will affirm positive participation and provide guidance for further personal development in civic engagement.

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Differentiation

• Provide scaffolds in handouts with key vocabulary and guided questions for students who may need support.
• Challenge advanced learners with prompts to consider ethical dilemmas or barriers to participation.
• Encourage use of digital research for students who need additional stimulus or different learning modes.

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Reflection for Teachers

Consider how students respond to examples of activism and openness in discussing controversial issues. This may indicate readiness to deepen exploration of community and societal roles in future lessons.

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This lesson plan is designed to respect the developmental stage of Year 13 students by promoting critical analysis and personal agency in their social and political environments, framed within the New Zealand Curriculum's philosophy of holistic, culturally responsive education for well-being and active citizenship.