Taking Action Together

Overview

In this seventh lesson of Our Voice, Our Democracy, students apply their civic knowledge to investigate a school or local issue and propose a realistic action. They build on earlier learning about rights, responsibilities, participation, stakeholders, and decision-makers.

Learning intentions

• WALT use civic knowledge to investigate a community issue.
• WALT gather and use evidence to describe an issue.
• WALT identify stakeholders and decision-makers.
• WALT propose a respectful, achievable action supported by reasons.

Success criteria

• I can describe an issue using evidence.
• I can identify people affected by the issue and the decision-maker who could help.
• I can propose an action that is respectful and achievable.
• I can give reasons for my proposal and consider another point of view.

Curriculum links

• Civics and Society — informed citizens participate in democracy.
• Civics and Society — rights and responsibilities, including respecting others and contributing to the community.
• Civics and Society — having rights also means doing our part so others can enjoy theirs.
• Social Sciences — civic participation and governance as foundations of Aotearoa New Zealand society.

Lesson structure (45 minutes)

1. 0–5 min · Hook and reconnect. Teacher displays the question, “What could we change in our school or local community, and who could help?” using the hook and learning intention slides, then briefly revisits rights, responsibilities, stakeholders, decision-makers, and evidence. Students think-pair-share one issue they have noticed and identify whether it affects a right, responsibility, or community wellbeing.

2. 5–10 min · Model an investigation. Teacher models a simple example, such as crowded spaces during lunchtime, distinguishing an opinion from evidence: “It is always too crowded” becomes “12 of 20 students surveyed said the area feels crowded.” Teacher identifies stakeholders and a possible decision-maker, using the evidence and stakeholder model slides. Students help sort example statements into evidence, stakeholder, decision-maker, and proposed action.

3. 10–13 min · Form groups and choose an issue. Teacher forms six groups of five, offers a choice of prepared school or local issues, and explains that groups must choose an issue that is safe, respectful, and possible to investigate quickly. Students select one issue, allocate roles such as facilitator, evidence collector, recorder, stakeholder mapper, and presenter, and open the community issue investigation and action proposal sheet.

4. 13–27 min · Gather quick evidence. Teacher provides each group with either a short source-card pack or a question for a rapid class survey, and conferences with groups using the prompts on the investigation instructions and evidence prompts. Students gather at least two pieces of evidence, record what the evidence shows, and note any limits or unanswered questions. They identify who is affected, whose rights or responsibilities are involved, and which person or group has authority to act.

5. 27–38 min · Develop the action proposal. Teacher asks groups to complete the proposal section of the community issue investigation and action proposal sheet and reminds them that a strong action is respectful, achievable, and supported by reasons. Students propose one action, explain why it could help, identify who should take it, and predict one possible impact or counterargument. They prepare a short speech, poster, or slideshow outline for a one-minute presentation, using the action proposal criteria and presentation prompt.

6. 38–45 min · Share, respond, and reflect. Teacher invites three or four groups to present, then uses the group discussion poster to prompt listeners to prepare, listen actively, respond respectfully, and build on ideas. Students give one warm comment or thoughtful question to a presenting group, then complete the reflection and individual exit response on the reflection and exit response section: “Our issue is… The evidence shows… We think [decision-maker] should… because…”

Resources

• the civic action lesson slide deck
• the community issue investigation and action proposal sheet
• the group discussion poster
• Six prepared school or local issue packs
• Short source cards or class survey questions
• Pens, pencils, and highlighters
• Chart paper or devices for optional presentations
• Timer

Assessment

• Listen during the model and group planning for accurate use of evidence, stakeholder, decision-maker, rights, and responsibilities.
• Check each group’s worksheet for two relevant pieces of evidence, identified stakeholders, a decision-maker, and a realistic proposed action.
• Use the individual exit response to assess whether students can connect an issue, evidence, decision-maker, action, and reason.

Differentiation

• Offer a choice of familiar issues, such as playground use, rubbish, traffic safety, lunchtime spaces, water use, or access to equipment. Provide prepared source cards for students who need reduced reading or research demands.
• Use the worksheet’s sentence starters: “The issue is…”, “Our evidence shows…”, “The people affected are…”, and “We propose… because…”.
• Allocate supportive group roles and allow students to contribute through speaking, drawing, writing, typing, or organising ideas. Pair students strategically and read source cards aloud where helpful.
• Provide visual examples and explicitly teach civic terms. For extension, ask students to compare two possible actions, explain likely impacts, and respond to a counterargument.