Whakataukฤซ | Proverb
"Mฤ mua ka kite a muri, mฤ muri ka ora a mua"
Those who lead give sight to those who follow, those who follow give life to those who lead.
In designing societies, we learn that good systems require both strong leadership and active participation from all members.
๐๏ธ Guided Inquiry: Design Your Society
5-week guided inquiry project where students work in ropu to design their ideal society
๐ Project Overview
๐ฏ Big Question
"If you could design the perfect society from scratch, what would it look like and why?"
๐ฅ Group Work (Ropu)
- Groups of 4-5 students
- Mixed ability & cultural perspectives
- Assigned roles that rotate weekly
- Collaborative presentation at end
๐ Final Product
- 15-minute group presentation
- PowerPoint/Prezi slides
- Visual aids & props encouraged
- Q&A from audience
๐ Te Ao Mฤori Integration
Students must incorporate at least ONE traditional Mฤori governance principle into their society design:
- Whakatลhea: Collective decision-making through discussion
- Manaakitanga: Care and hospitality as foundation of systems
- Kaitiakitanga: Guardianship responsibility for environment and future generations
- Whakapapa: Understanding relationships and connections in all decisions
๐ Week 1: Group Formation & Research Foundation
Teacher Instructions
- Day 1: Form strategic groups using Group Formation Guide (ensure cultural diversity)
- Day 2: Groups complete Team Charter and assign initial roles
- Day 3: Introduction to different government systems worldwide
- Days 4-5: Research Phase 1 - Students use Research Templates to investigate existing societies
๐ Handout 1: Group Formation Guide
Ropu Formation Instructions for Students:
Step 1: Complete the "My Strengths" survey (5 minutes)
Step 2: Teacher forms balanced groups based on:
- Academic strengths (mix of different abilities)
- Cultural backgrounds and perspectives
- Personality types (leaders, organizers, creatives, researchers)
- Gender balance where possible
Step 3: Groups sit together and complete Team Charter
๐ฅ Group Roles (Rotate Weekly)
๐ฏ Project Manager
Keeps group on track, manages timeline, leads meetings
๐ Research Coordinator
Organizes research tasks, ensures quality sources
๐จ Creative Director
Leads visual design, presentation slides, props
๐ค Cultural Consultant
Ensures cultural sensitivity and Te Ao Mฤori integration
๐ Documentation Specialist
Records decisions, manages group portfolio, writes summaries
๐๏ธ Week 2: Government System Design
Teacher Instructions
- Day 1: Mini-lessons on democracy, monarchy, republic, traditional governance
- Day 2: Focus lesson on Mฤori governance systems and iwi decision-making
- Day 3: Groups use Government Design Template to choose and justify their system
- Days 4-5: Groups develop detailed governance structures and leadership selection methods
๐ Guided Research Questions
Provide these questions to help students focus their research:
- What are the advantages and disadvantages of different government types?
- How do traditional Mฤori decision-making processes work?
- What can we learn from other indigenous governance systems?
- How do modern governments try to represent all people fairly?
- What happens when governments make unpopular decisions?
๐ Government Design Template (for groups)
Our Government System Decision:
1. Type of Government: ________________
2. Why we chose this system:
Write your justification here...
3. How leaders will be chosen:
Describe the process...
4. How decisions will be made:
Explain the decision-making process...
5. Te Ao Mฤori principle we're incorporating:
Which principle and how will you use it...
โ๏ธ Week 3: Rights, Responsibilities & Economic Systems
Teacher Instructions
- Day 1: Study the UN Declaration of Human Rights and Bill of Rights Act 1990 (NZ)
- Day 2: Explore traditional Mฤori concepts of rights and responsibilities
- Day 3: Groups design their rights and responsibilities framework
- Days 4-5: Focus on economic systems - how will resources be shared?
๐ Rights Framework
Groups must decide:
- What basic rights will all citizens have?
- How will these rights be protected?
- What happens if rights conflict with each other?
- How do collective rights balance with individual rights?
๐ฐ Economic Decisions
Groups must address:
- How will work be organized?
- How will resources be distributed?
- What role will money play?
- How will the environment be protected?
๐ค Critical Thinking Prompts
Use these questions to guide group discussions:
- Dilemma 1: "If someone's right to free speech hurts another person's right to safety, what should happen?"
- Dilemma 2: "If some people work harder than others, should they get more resources?"
- Dilemma 3: "How do you balance protecting the environment with people's need for jobs?"
- Dilemma 4: "Should your society help people from other societies who are in trouble?"
๐ Week 4: Culture, Education & Systems Integration
Teacher Instructions
- Day 1: Cultural identity and traditions - how do societies maintain culture?
- Day 2: Education systems around the world - formal vs informal learning
- Day 3: Systems thinking - how do all the parts connect?
- Days 4-5: Groups finalize their society design and identify connections between systems
๐ Systems Thinking Activity
The Connection Web: Groups create a visual diagram showing how their government, economy, culture, and education systems connect.
Guiding Questions:
- How does your government system affect your economic system?
- How do your cultural values influence your education system?
- What happens if one system changes - how does it affect the others?
- Where might conflicts arise between different systems?
๐ Society Design Checklist
By the end of Week 4, each group should have completed:
โ Government
- Type of government chosen
- Leadership selection process
- Decision-making procedures
- Te Ao Mฤori principle integrated
โ Rights & Economy
- Citizens' rights listed
- Citizens' responsibilities defined
- Economic system chosen
- Resource distribution plan
โ Culture & Systems
- Cultural practices described
- Education system designed
- Systems connections identified
- Potential challenges recognized
๐ค Week 5: Society Presentations & Peer Review
Teacher Instructions
- Days 1-2: Groups finalize presentations using Presentation Checklist
- Days 3-4: Presentation days - each group gets 15 minutes plus Q&A
- Day 5: Reflection and peer review using feedback forms
๐ Handout 3: Presentation Checklist
Your 15-Minute Presentation Must Include:
Slide 1: Society name and core vision
Slide 2: Your group members and roles
Slide 3: Government system with justification
Slide 4: Rights and responsibilities
Slide 5: Economic system
Slide 6: Cultural practices and education
Slide 7: Te Ao Mฤori integration
Slide 8: Systems connections diagram
Slide 9: Challenges and solutions
Slide 10: Questions for audience
Presentation Tips:
- Each group member must speak for about 3 minutes
- Use visuals, diagrams, props to make it engaging
- Practice your transitions between speakers
- Prepare for Q&A - think about potential questions
- Speak clearly and make eye contact with audience
๐จโ๐ซ Presentation Schedule
Day 3 & 4 Format:
- 0-15 minutes: Group presentation
- 15-20 minutes: Audience Q&A
- 20-25 minutes: Peer feedback forms completed
- Break between presentations
Audience Expectations: All students take notes on other societies and prepare thoughtful questions about systems design choices.
๐ Assessment Rubric
๐ Handout 4: Assessment Criteria
| Criteria (25% each) | Excellent (4) | Good (3) | Satisfactory (2) | Needs Work (1) |
|---|---|---|---|---|
| Systems Thinking | Clear connections between all systems, sophisticated understanding | Good connections shown, solid understanding | Some connections identified, basic understanding | Few connections, limited understanding |
| Cultural Integration | Meaningful Te Ao Mฤori integration, culturally sensitive | Good cultural awareness, appropriate integration | Basic cultural integration, some sensitivity | Minimal cultural awareness |
| Collaboration | Excellent teamwork, all contribute equally, respectful | Good teamwork, most contribute well | Adequate teamwork, some imbalance | Poor teamwork, unequal contribution |
| Presentation Quality | Engaging, clear, well-organized, excellent visuals | Clear and organized, good visuals | Mostly clear, adequate visuals | Unclear, poor organization |
๐ Reflection & Extension Activities
๐ Individual Reflection
After presentations, students write a reflection addressing:
- What did you learn about systems thinking?
- How did working in a group change your ideas?
- Which society design inspired you most and why?
- How do your values influence society design?
๐ Extension: Real World Connections
Advanced students can explore:
- Research actual countries implementing similar systems
- Interview community members about governance
- Design solutions to current NZ social issues
- Create action plans for positive change