Active Citizenship and the Democratic World · 1st Year

Active learning ideas

The Dáil Éireann: Our Representatives

Understanding how our elected officials are chosen is central to civic education. Active learning methods like simulations and debates allow students to directly experience the complexities of electoral systems, moving beyond rote memorization to genuine comprehension.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Democracy
• NCCA: Junior Cycle - Rights and Responsibilities

• 35–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Plan-Do-Review
• 50 min · Whole Class

Mock Election: PR-STV Style

Students hold an election for a classroom 'mascot' or 'theme.' They use real-style ballot papers to rank their choices. A group of students acts as 'counters,' demonstrating how surplus votes are transferred until a winner is reached.

Explain the role of Teachtaí Dála (TDs) in the Irish government.

Facilitation Tip

During the 'Mock Election: PR-STV Style,' ensure students are actively filling out ballot papers and that the counting process simulates the transfer of votes accurately.

What to look for

Pose the question: 'Imagine you are a TD. What are the three most important issues you would raise in Dáil Éireann for your constituency, and why?' Encourage students to justify their choices based on the needs of their represented area.

• Remember
• Apply
• Analyze
• Self-Management
• Decision-Making
• Self-Awareness

Activity 02

• Formal Debate
• 40 min · Small Groups

Formal Debate: Votes at 16

Divide the class into teams to argue for and against lowering the voting age in Ireland. They must research arguments regarding maturity, civic education, and the long-term impact on democratic participation.

Assess how well elected representatives reflect the diversity of Ireland.

Facilitation Tip

In the 'Structured Debate: Votes at 16,' guide students to use evidence and logical reasoning, ensuring they address counterarguments from the opposing team.

What to look for

Provide students with a simplified diagram of the legislative process. Ask them to label the key stages a bill passes through and identify the main actors involved (e.g., TD, Minister, Dáil, Seanad, President). Check for accurate sequencing and identification of roles.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 03

• Gallery Walk
• 35 min · Whole Class

Gallery Walk: Election Posters

Students create election posters for fictional candidates, focusing on different issues. The class walks around and evaluates which posters are most effective at communicating a message and why fairness in campaigning matters.

Analyze the process of how a bill becomes a law through the Oireachtas, including the roles of both Dáil Éireann and Seanad Éireann.

Facilitation Tip

During the 'Gallery Walk: Election Posters,' circulate to prompt students to explain the campaign messages on their posters and how they relate to specific voter concerns.

What to look for

On a slip of paper, ask students to write: 'One thing I learned about how laws are made in Ireland today' and 'One question I still have about the Dáil or TDs'.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

This topic is best approached by making the abstract concept of voting tangible. Instead of simply explaining PR-STV, use experiential activities to illustrate its mechanics. Avoid lecturing on electoral history; focus on the 'how' and 'why' of the current system through student participation.

Students will demonstrate an understanding of the PR-STV system by participating effectively in a mock election and articulating the principles of proportional representation. They will also be able to critically analyze arguments related to electoral reform, such as the voting age.

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Watch Out for These Misconceptions

• During the 'Mock Election: PR-STV Style,' students might assume the candidate with the most first-preference votes automatically wins.

  During the vote count, explicitly demonstrate how surplus votes and votes for eliminated candidates are transferred, showing how second and third preferences impact the final outcome.

• During the 'Structured Debate: Votes at 16,' students may present voting as a personal preference rather than a civic responsibility.

  Encourage debaters to incorporate arguments about the impact of low voter turnout on democratic representation, linking participation to the health of the system being discussed.

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Methods used in this brief

• Plan-Do-Review
• Formal Debate
• Gallery Walk