Taking action in democracy
Voting is only one democratic tool among many — petitions, protests and letters to MPs can all shift decisions too.
Part of your national curriculum
- Democracy and government: Understand the actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
Lesson overview
What you'll learn in this lesson
Understand the actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
Key learning points
- • Voting and standing for office
- • Petitions and lobbying
- • Protest and campaigning
This lesson at a glance
- 25 minutes
- 14 parts to scroll through
- 3 quick checks
- Marked quiz at the end
- Gentle pace: short sittings with pauses
Words to know
Scroll down — the lesson carries on below
Watch & discover
Part 1 of 14
Watch first
Taking action in democracy
An English teaching video on this topic from TEDx Talks. Watch it, then scroll down for the lesson.
In a nutshell
Understand the actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond
Learning cycle
Part 2 of 14
Learning cycle 1 of 2
Part 1 · Voting and standing for office
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 3 of 14
Learn
Voting and standing for office
Citizens aged 18 and over can vote in UK general elections, and 16 and over in some local and devolved elections. Anyone over 18 can also stand as a candidate for many elected positions, from parish council to Parliament.
Explore the idea
Part 4 of 14
Learn
Petitions and lobbying
A petition with enough signatures on the UK Parliament website guarantees a government response, and over 100,000 signatures can trigger a parliamentary debate. Citizens also lobby MPs directly through letters, emails or meetings.
Quick check
Part 5 of 14
Quick check
What can happen if a UK Parliament petition reaches 100,000 signatures?
Reset break
Part 6 of 14
Pause
That's sitting 1 of 2 done
Stretch, get a drink, look out of the window. There is no timer and nothing is counting down — your place is saved, so you can come back in five minutes or tomorrow.
Quick check
Part 7 of 14
Quick check
At what age can most UK citizens vote in a general election?
Learning cycle
Part 8 of 14
Learning cycle 2 of 2
Part 2 · Protest and campaigning
A short piece of teaching, then a check to make sure it has landed.
Explore the idea
Part 9 of 14
Learn
Protest and campaigning
Peaceful protest, joining a campaign group, or writing to the media are all legitimate ways to influence decisions. Beyond national politics, citizens can also engage with international issues through global campaigns and petitions.
Quick check
Part 10 of 14
Quick check
Which is a legitimate way to influence a decision?
Challenge round
Part 11 of 14
Game · Sort it
Which of these are true?
Drag each card into the right column. Tap a card first if dragging is fiddly.
True
Not true
Challenge round
Part 12 of 14
Game · Fill the gaps
Finish the sentences
Choose the word that belongs in each gap.
____ aged 18 and over can vote in UK general elections, and 16 and over in some local and devolved elections.
Mastery quiz
Part 13 of 14
Marked quiz
End of lesson quiz: Taking action in democracy
3 questions, marked with the reasoning shown. No timer.
1. What can happen if a UK Parliament petition reaches 100,000 signatures?
2. At what age can most UK citizens vote in a general election?
3. Which is a legitimate way to influence a decision?
Lesson round-up
Part 14 of 14
Lesson round-up
Ready when you are
Quiz score
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Games
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Points this lesson
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Best run
0 in a row
Luna: 0 out of 3 on the practice checks. Only if you feel up to it — one more?
Ask LunaDo the work
Your written work for this lesson
This is the part you'd do in your book at school. Pick the pieces below, write here or on paper, and photograph anything you draw or work out.
Should the town centre have a curfew for under-16s?
After a rise in reported vandalism, Harbrook council proposed that under-16s should not be in the town centre after 9 pm without an adult. Police recorded 62 incidents last year, most between 9 pm and midnight. Shopkeepers signed a petition supporting the plan.
A youth council objected. They pointed out that most young people in town at night were going home from sports clubs or work, that the plan punishes a whole group for the acts of a few, and that the library and the bus interchange are in the town centre. They asked instead for a late bus and a youth space.
The council voted to trial the curfew for six months and to publish the crime figures at the end.
Written for Good Learning Co.
Reading questions
- Give the strongest point on each side of the argument, using a fact from the case.
- Whose rights and whose responsibilities are involved here? Explain both.
- Write your own view on the curfew with reasons and one example.
Reading and response
ReadingRead the case in the lesson again and write what you think should happen, and why it is fair. Use one fact from the case as evidence.
2 paragraphs (PEE)
Extended writing
WritingWrite your answer to the lesson's big question in full: the strongest point on each side, then your own view with reasons and an example.
250–350 words
Reading log
ReadingFind one news story this week that links to this lesson. Note the headline, where you read it, and how it connects.
1 story, 4–5 sentences
Two sides of the argument
WritingWrite the strongest point for, the strongest point against, and then your own view with a reason.
3 paragraphs
Poster or leaflet plan
DiagramPlan a leaflet that explains this right or responsibility to someone your age, then photograph it.
1 planned page
Saved as you type.
Part 1 of 14 · Watch & discover
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Understand the actions citizens can take in democratic and electoral processes to influence decisions locally, nationally and beyond