Active Citizenship and the Democratic State · 2nd Year

Active learning ideas

Our President: A Special Person for Ireland

Active learning engages students by letting them embody roles and create artifacts, which builds lasting understanding of abstract civic concepts. For a topic about the President as a symbol of unity, movement and discussion help students grasp how ceremonial duties connect to democracy.

• NCCA Curriculum Specifications
• NCCA: Primary - Myself and the Wider World - National Identity
• NCCA: Primary - Myself and the Wider World - Leaders

• 30–50 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 45 min · Small Groups

Role-Play: A Day as President

Assign roles like President, Taoiseach, and advisors. Groups simulate signing a bill, appointing a judge, and hosting a visitor: discuss scenario, act it out, then debrief on real duties. Rotate roles for full participation.

Who is the President of Ireland?

Facilitation Tip

For the role-play, provide students with script cards that include both the President’s lines and the Taoiseach’s responses to make the separation of powers explicit.

What to look for

Provide students with three statements about the President's role. Ask them to label each as 'True' or 'False' and briefly explain their reasoning for one statement. For example: 'The President makes all the laws for Ireland.' or 'The President represents Ireland abroad.'

Activity 02

• 50 min · Pairs

Research Walk: Presidents Gallery

Students research one past President in pairs using provided sheets, create a poster with photo, achievements, and fun fact. Display posters around room for gallery walk where pairs present to others.

What are some special things the President does?

Facilitation Tip

During the Presidents Gallery walk, have students jot down one question per portrait to discuss afterward, ensuring they engage with historical context.

What to look for

Ask students to write down two things the President does that are different from what the Taoiseach does. Review responses to gauge understanding of distinct roles.

Activity 03

• 30 min · Whole Class

Discussion Circle: Why We Need a President

In a whole class circle, pose key questions. Students share ideas on unity and symbolism, vote on most important duty, and create a class mind map linking to daily life.

Why is it important to have a President for our country?

Facilitation Tip

In the Discussion Circle, use a talking object to keep contributions focused and give every student a turn to speak.

What to look for

Pose the question: 'Why is it important for Ireland to have a President who is separate from the government that makes daily decisions?' Facilitate a class discussion, encouraging students to share their ideas about impartiality and national symbolism.

Activity 04

• 40 min · Pairs

Timeline Project: Presidents of Ireland

Individuals or pairs build a class timeline: locate birthplaces, election years, key events. Add photos and quotes, then present one segment to explain evolution of the role.

Who is the President of Ireland?

Facilitation Tip

For the Timeline Project, provide pre-cut event cards so students focus on sequencing rather than artistic precision.

What to look for

Provide students with three statements about the President's role. Ask them to label each as 'True' or 'False' and briefly explain their reasoning for one statement. For example: 'The President makes all the laws for Ireland.' or 'The President represents Ireland abroad.'

A few notes on teaching this unit

Teachers should emphasize the symbolic nature of the Presidency by connecting each duty to a real-world event, such as linking state visits to photos of Michael D. Higgins welcoming a foreign leader. Avoid framing the President as a leader who makes decisions; instead, highlight advisory processes and impartiality. Research shows that students grasp constitutional roles better when they see them enacted or visualized on timelines, so prioritize activities that require movement and creation over passive listening.

Students will explain the President’s role in concrete terms, compare it to the Taoiseach’s, and justify its importance for Irish society. They will use evidence from activities to support their answers and correct misunderstandings in peer discussions.

---

Watch Out for These Misconceptions

• During Role-Play: A Day as President, watch for students assuming the President signs laws like the Taoiseach.

  After students act out the bill-signing scene, pause the class and ask, 'Who advised the President to sign this bill?' Have the class repeat the lines where the Taoiseach or Cabinet 'requests' the signature to reinforce that the President acts on advice.

• During Discussion Circle: Why We Need a President, watch for students describing the President as elected directly by all voters.

• During Timeline Project: Presidents of Ireland, watch for students labeling the President as a powerful leader like a king.

  When students place the 1937 Constitution on the timeline, ask them to circle the phrase 'impartial' and discuss what it means in context. Have them add a note explaining how the role was designed to differ from monarchy.