UNIT 9: Government and politics
Living Democracy » Textbooks » Living in democracy » Part 4: Power and authority » UNIT 9: Government and politicsHow should society be governed?
Politics is the process by which a society of people with different opinions and interests reaches collective decisions about the way their life together should be organised. It involves persuasion and negotiation, and some kind of mechanism for reaching a final decision, such as voting. It involves power and authority, and an element of coercion – if only to ensure that collective decisions are made binding on the group as a whole.
Politics is defined, therefore, in terms of the institutions of a state and the relation between a state and its citizens. This relation takes different forms under different types of political system, for example monarchies, democracies and totalitarian regimes.
In a democracy, citizens enjoy political equality. Collective decisions are made in terms of some form of majority voting, either by the citizens themselves or by their elected representatives. But democratic politics is not just about voting. It is also about discussion and debate, and opportunities for citizens to make their voices heard on issues of public importance.
An important question in a democracy is the proper function of the institutions of state and the corresponding duties of citizens. Another is the extent to which individual institutions within a democracy should be governed democratically (schools, for example).
Learning for Education for Democratic Citizenship and Human RightsThrough this series of lessons students will:
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The reader will notice that in the following lesson plans a piece of homework is suggested that will support the students’ learning and understanding. Ideally, the following lessons should then begin with an input by the students. This takes time and often gives rise to questions in class, showing the need for repetition or explanation, or spontaneous discussions may be triggered off. It is for the teacher to decide whether the time budget allows an additional lesson to be added to the unit to account for the students’ learning needs and interests. Obviously, there are limits to extending a unit, so alternatives are necessary. If the time budget is limited, the teacher could collect some or all written pieces of work and give feedback or, in some cases, also mark the students’ work. The students may also hand in their work voluntarily. Finally, homework may serve as repetition or follow-up to prepare for a test. As a matter of principle, the teacher should always consider the function of the students’ homework and decide whether to integrate it in his/her future lesson planning and if so, how.
An example of this kind of planning is discussed in the description of the fourth lesson.
UNIT 9: Government and politics
How should society be governed?
| Lesson title | Learning objectives | Student tasks | Resources | Method |
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Lesson 1: Who is in Charge? |
The students learn about different forms of government, e.g. democracy and dictatorship. | The students reflect upon the fairness of the system of government in place in an imaginary society. | Copies of student handout 9.1 for each student, paper and pens. | Story, pair work, whole class discussion, formal debate. |
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Lesson 2: If you were the president |
The students can explain the functions and responsibilities of government. | The students imagine that they form a government and have to decide how government money should be spent. They consider the sort of social ideals they would like to achieve. | A large piece of paper, marker pens and prompt sheet for each group of 4-6 students. | Posters, presentations, small group work and whole class discussion. |
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Lesson 3: Me and my role |
The students learn about the duties of citizens in a democratic society. | The students consider the kinds of responsibilities that citizens have and how they can be encouraged to take their responsibilities more seriously. | Set of discussion cards (student handout 9.2), large piece of paper and marker pens for each group of 4-6 students. | Presentations, small group work and whole class discussion. |
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Lesson 4: Student parliament |
The students can define criteria relating to how school should be governed and the role of the Student body in this process. | The students consider how their ideal Student parliament would work. | A questionnaire for each student (student handout 9.3) and a large piece of paper and marker pens for each group of 4-6 students. | Presentations, individual, small group and whole class discussion. |
- Lesson 1: Who is in charge?
What is the best way to govern a country? Learning objective The students learn about different forms of govemment, e.g. democracy and...
- Lesson 2: If you were the president
What is government for? Learning objectives The students can explain the functions and responsibilities of govemment. Student tasks The students imagine that...
- Lesson 3: Me and my role
What should a country expect of its citizens? Learning objective The students learn about the duties of citizens in a democratic society....
- Lesson 4: Student parliament
How should schools be governed? Learning objective The students can define criteria relating to how school should be govemed and the role...
- Student handout 9.1: The Kingdom of Sikkal
Sikkal is a country situated high in the mountains. For centuries it has had little contact with the rest of the world....
- Student handout 9.2: Discussion cards
Pay taxes Be a member of a political party Fight to defend your country Vote in...
- Student Handout 9.3: Questionnaire
In your ideal student parliament: How many student representatives would there be? How exactly would the representatives be chosen? How often would...
