Citizenship at Yr 13, level 8 (17-18; > 24 y.o.a.

) - Objectives, Activities, Outcomes

Objectives:8.1
Students will gain knowledge, skills and experience to:
o Understand how policy changes are influenced by and impact on the rights, roles and responsibilities of individuals and communities
Context elaborations/Egs: Selling off state assets, fracking/carbon emission trading scheme, three-strikes-and-youre-out penal reform.
8.2
Students will gain knowledge, skills and experience to:
o Understand how ideologies shape society and that individuals and groups respond differently to these beliefs
Context elaborations/Egs Secular democracies/role of religion; theocracies/ sharia law; globalisation/poverty.
Activities:
o 8.1: Attitude questionnaire about present-day issue or context elaboration (Eg
above)
o 8.2: Attitude questionnaire: on present-day issue or context elaboration Eg above
o Research how & why democracy developed in ancient Greece
o Participate in on-line opinion surveys as part of MU education for democracy
initiative
o Devise rules for a school, protocols and rituals for a school or civic group that allow
maximum participation, satisfaction and constant development
o Play video games (timed, eg SimCity) to see how cities are run
o Devise 3 lessons for a website for the government dept in Fiji/Samoa/Somalia
Attitude questionnaire: These issues could be used as basis for an attitude questionnaire
where only one side of the argument is presented eg CCTV invades privacy but OK if prevents
crime. 1 = strongly agree; 5 strongly disagree. (In pairs compare completed questionaires &
discuss their reasons for agreeing or disagreeing w each statement. If students have different
responses each tries to persuade other to change point of view through reasoned
argument.)
Extension activity: whole-class activity in which nos 1-5 written on pieces of paper & placed
at intervals in straight line across room. Some from questionnaire are read aloud & when
asked, students stand near the number they circled for that statement, creating human
graph of class opinion. S.s compare their reasons for agreeing/disagreeing with people
standing near them. Next, remove no. 3 so Ss who neither agreed nor disagreed with
statement have to make a decision. Then all Ss who agree join a lge grp with those who
strongly agree with it, and all those who disagree join a large group with those strong
disagreeing. Two gps then devise statements to support opinions, & record these. Finish by
holding a debate on one of the issues.
Other issues that could be considered include:
o Effect of environment degradation on social amenities, economy
o Overseas investment in NZ; NZs role in UN as a small, isolated country
o Effect of lack of separation of church and state in NZ, Sth Africa, US in Iraq War II
o Need for International Law and United Nations to arbitrate on global problems
o Role of social media in informing citizens, challenging govts, global movements

Outcomes: students (Indicators)
8.1:
Describes significant aspects related to how
policy changes impact on the rights, roles,
and responsibilities of individuals &
communities
Explains perspectives & values of individuals
in relation to the impact of policy changes
Analyses how individuals & communities
exercise their rights, roles and responsibilities
to influence policy changes
Evaluates the impact that policy changes have
on the rights, roles and responsibilities of
individuals and communities.
8.2:
Describes an ideology.
Explains how and why ideologies shape
society.
Analyses how individuals and groups respond
differently to ideological beliefs as a result of
their own perspectives, values, and
viewpoints.
Evaluates the significance to society of these
different responses.
Points to note:
During extension activity pupils may move to stand w friends, whether circled same
number or not. If so, explore issues relating to peer pressure with them.