Students explore the links between decision making models and systems of government in the Asia-Pacific region. They play dominoes to consolidate new words.

Learning intentions

We are learning how to:

• explain how models of decision-making are reflected in government systems at a nation-state level
• describe systems of government in New Zealand and the Pacific region
• compare how systems of government in the Pacific region operate.

How will we know we have done these things?

We will be able to:

• explain how the decision-making models used in Activity 4 can mirror government systems methods of decision-making
• compare government systems used in the Pacific by completing a table
• investigate the government systems in New Zealand
• become familiar with words associated with government and decision-making by playing dominoes.

Key social studies concepts

• government systems
• democracy
• citizenship
• identity

Gathering information and processing knowledge

• describe
• compare
• generalise

Reflecting on knowledge

• judge/evaluate
• synthesise

What you need

• role-play summary chart from Activity 4
• photocopied and cut up set of dominoes - one set between 2-4 students
• four postcards prepared and presented as postcards for students to refer to
• template of a postcard and card available (1 per student) to make own postcards

Background reading

Decision making processes used in a peer group, or a classroom, are not too different from those used to make a government system operate. There are obvious differences of scale and numbers of people involved, but at a very simple level, the decisions that guide a nation can be classified in much the same way as we did in Activity 4. The following table is a summary for teachers to use in the activities. It is adapted for student use in the first exercise.

In these activities, student will have an introductory look at some of the models of government systems used in the Pacific region. Please note, these are only an introduction and do not cover the complexities inherent to these systems.

These activities involve the introduction of many new words. While students may struggle with some of them, it is important to use the actual words to establish the correct meaning of many of these terms. Frequent use of them will familiarise students with these important terms.

Word map

A word map is a literacy strategy to reinforce new words. The word is put in the centre and the student provides a definition in his/her own words, a synonym, a picture, and uses the word in a sentence. For example;

Word Bank

The following is a Word Bank of terms used in Activity 5 that can be referred to by teachers and students.

1 - Unmuddle the systems

Levels 1-2  Complete the Government systems summary table as a whole class.

Levels 3-4  Ask students to refer to the completed Summary chart Models of decision-making Role-plays in Activity 4.

Discuss how these role-plays can be similar to how government systems for a country can be organised.  Draw lines to un-muddle the system titles and their descriptions to form a summary chart.

Government systems and decision making models

Answers

2A - Word Map

For each of the five words (government systems) used in the summary table, construct a Word Map (see teacher's notes).  Add a sixth word - aristocracy.

Note:  Students also need to know one other system of government - aristocracy - power to rule and make decisions is gained by birth or position in society (social rank or status).  A Monarchy (rule by kings or queens) is included in this category - they inherit their power and ability to make decisions through their family.

2B - Literacy dice

All levels

Use the six words introduced above (choose between aristocracy and monarchy) and make up a six-sided dice. On a second dice, put the words who, what, when, where, why, and how. Students take turns to throw both dice at once and then ask and answer a question.

Example 1: they throw a "why" and "consensus".

Possible question: "why do people try and reach a consensus?"

Answer: "if people can reach consensus, most go home content."

Example 2: they throw a "who" and "representative democracy"

Possible question: "who is a leader in a representative democracy you know about?"

Answer: "New Zealand's prime minister is Helen Clark."

3 - Decision making in the Pacific region: Guess where I am from.

Postcards

A

Malo e lelei! My name is Lia. I am a 10 year old from a beautiful kingdom founded in 1875.  My house is right next to our King' s palace (see over) - Tau'ahau Tupou IV. He has been our king since 1967 and is the great-great grandson of the original king.

Decisions made in my country are influenced strongly by our King. He appoints the Ministers of the Crown (who make up the Privy Council and the Cabinet) who serve for their lifetime in our Parliament.  We have 33 royal or noble families in my country and from these families, nine nobles are elected to serve the King and our Parliament. There are also ten representatives of the people included as well in our Parliament. People get to vote for them every three years. 

Can you guess where I live? And what system of government is used in my country?

Nofo a

Lia

B

Talofa! My name is Filipo. I am 8. I live in a village with my aiga (extended family). My father is one of 25 000 matai (chiefs) in our country. He represents our aiga at the local fono (council of chiefs). Decisions take a long time to make as they all have to agree before they can move on!

When my country became independent in 1960, my government kept many of the old traditions. When we have elections, only the matai can stand for 47 seats out of the 49 seats in our Parliament - known as the Fale Fono. The 2 other seats represent people from other nations. Only five percent of the matai are women, so we don't have many women in the Fale Fono.

Our Head of State is the high chief Tanumafili Malietoa II and he appoints 12 Members of Cabinet to advise him. The people in Parliament choose a Prime Minister from the elected matai.

Can you guess the name of my country? What system of government do we use?

Tell me about your government system one day,

Filipo

C

Gidday mate,

My name is Jack. I am 11 years old. In my country we vote for people to represent us in our Parliament. I will get to vote when I am 18 too.

We have both a National Government as well as six State or Territory governments which are given power to govern their own state/territory.

In our Parliament we have two 'Houses' - a Senate of 76 senators and House of Representatives with 150 Members. Both Senators and MPs are elected by people in the states/territories by voting in the election. This is held every 3 years.

The person with the most power in my country is called the Prime Minister. We also have a Governor-General who is appointed by the Queen and the Prime Minister.

Is your government system different?

Write and let me know,

Jack

D

Kia ora!

My name is Meriama and I am 8 years old.  I am writing to tell you about an experience I had recently at the local meeting place of my people - you have to guess the name!

          The elders in my tribe gathered together to make decisions about the environment in our local area. Some big company wanted to put up some new flash resort near our place. I watched the elders for three days as they discussed and had turns to whai korero. My people have been making decisions like this for hundreds of years!

          If at all possible, the goal was to all agree on the decision, so things did take a while. Some people who spoke were very dramatic! There wasn't a leader at the event, but my uncle was in charge of making sure everyone spoke at the right time, in the right order       

They did arrive at a final decision and everyone seemed quite happy about it.

How are decisions made in your school or club?

Ka kite ano,

Meriama

All Levels

a) Read the four postcards out to the students. Each postcard answers the questions for their setting (three are a country):

• Who holds the highest position of power?
• What government system or system of decision making is used?
• When did this system originate?

After each postcard, ask the students to guess:

• Where is _______ (name) from?
• What government system did their country use?

Encourage students to state HOW they guessed the country and provided clues where needed. Use their descriptions to re-use some of the words for government systems already introduced and others described in the background notes.

b) Create a table from the answers such as the one below. Remove the answers for the country and system of government columns and complete it as a class. If students are finding it difficult, muddle up the table below and ask them to match the correct name to country to system of government.

Postcard answers

Crafted conversations:

Teacher: What government do you think Lia's country had?

Student: They had a king.

Teacher: Good. So how did he get his power to rule?

Student: You don't vote for a king.

Teacher: No you don't.

Student: You can be a princess if your dad is a king...

Teacher: Good, that's right...a king or queen is born into a family that can rule. Do you remember the word for people who rule because of their status or social rank?

Levels 1-2

Work with the children to produce a postcard together (as described in the research brief) with shared and individual writing after completing the research (as for levels 3-4). You could copy the class information on to a postcard template and ask students to design the front.

Levels 3-4

Students now have an opportunity to complete a postcard for New Zealand's government system. Provide access to the library, the Internet and other sources to enable students to complete their postcard. You can choose to copy and distribute the research brief below.

Research brief: Reply to one of the four children and describe the government system used in New Zealand. Use these questions to guide you:

?       Who holds the highest position of power?

?       What system of decision making/government is used?

?       When did this system originate?

Write your answer on a template of a postcard and on the front, design a symbol or picture of New Zealand's government system.

You can send your completed postcards into the

Electoral Commission
PO Box 3050
Wellington

and they will put your postcard on this website.  Some useful starting places for research are:

New Zealand's system of government - an overview

John Lockyer (2004) How Parliament works in New Zealand,  Reed Publishing

d) Creative questions

All levels

a) What would it be like to live under the governments described by the four students in the postcards? Ask students to consider this and develop three questions that would start to draw out the opinions people hold towards their government.

b) In pairs, compare New Zealand's government to a rubber band.

e) Dominoes

Levels 3-4

Photocopy the following resource on to coloured paper or card. Cut up the dominoes and give to students to play in pairs. 

Dominoes

c) Inquiry research: a Postcard from New Zealand