Lesson plan (English)
Topic: What is self‑governance?
Target group
8th‑grade students of elementary school
Core curriculum
8th‑grade students of elementary school
IV. Communicating and cooperating. Pupil:
shows the necessity of cooperation in social life and explains the essence of self‑government.
III. School and education. Pupil:
characterizes the school class, extracurricular circle of interests, school community life; presents the activities of the student self‑government; explains how the elections of school self‑government bodies are carried out.
VI. Local society. Pupil:
finds and presents information about its commune, events and characters from its history.
General aim of education
Students learn about how the school works and what the school's self‑government duties are
Key competences
communication in foreign languages;
digital competence;
learning to learn.
Criteria for success
The student will learn:
to explain what self‑government is and why it is so important;
to define the functions of the parents' council, the teaching council and the school council;
to describe what are the tasks of the student government and how it can help students.
Methods/techniques
expository
talk.
activating
discussion.
programmed
with computer;
with e‑textbook.
practical
exercices concerned.
Forms of work
individual activity;
activity in pairs;
activity in groups;
collective activity.
Teaching aids
e‑textbook;
notebook and crayons/felt‑tip pens;
interactive whiteboard, tablets/computers.
Lesson plan overwiev
Introduction
The teacher states the subject of the lesson, explains the aim of the lesson and together with students determines the success criteria to be achieved.
The teacher asks the students what self‑government and local government are. To help students in coming up with an understandable explanation, he refers to NSZZ Solidarity. He could ask the students how the Solidarity's structure and activity differed from PZPR's. Students should mention such concepts as independence, autonomy, community, common values, etc. Asking the questions, the teacher remembers that they are to be formulated as the key questions..
Realization
The teacher, referring to the students' statements, asks them to recall what the trade union's tasks were and why are they created. Is state protection and assistance not enough care for the interests of employees? Students carry out ** Exercise 1 **, describing the features of an independent and self‑governing trade union.
Moving on to the student government, the teacher asks students what it is and what functions it has in their school. Then he points out that each class has a class self‑government and asks students, starting the discussion, why do we need so many different self‑governments? Students should list common features and needs that make people organize themselves in self‑governments. The teacher can supplement student statements by pointing out the common interests and goals of such organizations. Students indicate the competences of the student government in ** Exercise 2 **.
Then the teacher asks, starting the discussion, who else co‑creates the school's community. Students get acquainted with various functions in ** Task 1 **.
The teacher asks why so many groups are needed and must work together to make the school function well. What are the rights and responsibilities of each of these groups – students, teachers, educators, and principals and parents. Students answer this question by doing ** Exercise 3 ** and ** Exercise 4 **.
The teacher refers to school life by asking students: How is the student self‑government functioning in our school? How can you improve its effectiveness? The teacher takes care of providing the feedback to the students during the exercises.
Summary
The teacher divides the students into two groups (randomly) and proposes a debate – Is the student government needed? The group is randomly assigned to groups – it is unnecessary / its needed. Their task is to convince the teacher. The class can be divided into three groups – for and against the self‑government and the audience, which the two groups try to convince.
The teacher assesses the students' work during the lesson, taking into account their input and commitment. For this purpose, he may prepare a self‑assessment questionnaire.
Homework
The teacher tasks willing students with homework: You are a candidate for the chairmanship of student self‑government. Think about what features a person in this position should have. How would you convince your friends and colleagues to support your candidacy?.
The following terms and recordings will be used during this lesson
Terms
Demokracja – ustrój polityczny i system sprawowania władzy, w którym jej źródło stanowi wola większości obywateli wyrażona niezależnych w wyborach.
Związek Zawodowy – dobrowolna organizacja zrzeszająca grupę ludzi jakiegoś zakładu pracy (np. robotników) lub zawodu, której celem jest obrona ich interesów społeczno‑ekonomicznych.
Samorząd – decydowanie o władnych sprawach niezależnie od nadrzędnej władzy oraz uzupełniania jej funkcji. Wyróżniamy samorząd terytorialny – ze względu na miejsce zamieszkania oraz funkcjonalny dotyczący wspólnej więzi osób, np. społeczność szkolna, praca itp.
Kompetencje – zdolność samodzielnego stosowania swoich umiejętności i wiedzy w pracy i codziennym życiu.
Obowiązki obywatelskie – konieczność wykonania jakiegoś działania wynikająca z nakazu prawa lub nakazu moralnego. W ten sposób określa się również zadania związane z pełnieniem jakiegoś stanowiska.
Texts and recordings
What is self‑governance?
Self‑governance is a situation in which a group of people decides about their matters. Local self‑governing authorities are chosen in local elections in cities, counties, and municipalities to decide about the local issues. Free labour unions organised by the workers are a form of self‑governance too. At schools, there are student governments.
self‑governance, government, elections