Bicycle Lane or Parent Taxi – Local politics up close
This lesson plan for Year 7 (secondary school) transforms local politics, often perceived as dry, into a lively, student-centred learning setting. Instead of passively learning about the structure of a community (e.g. via diagrams), learners become active participants in a realistic local conflict: the establishment of a cycle lane in front of their own school (Dübener Straße).
| Age group | 12–14 years / Year 7 |
|---|---|
| Duration | 90 minutes |
| Learning goals & outcomes | Subject knowledge: Pupils explain the structure of a Saxon municipality (interaction between the city council, mayor and administration) and the legal basis according to the Saxon Municipal Code (SächsGemO). Methodological competence: Pupils extract interest-driven arguments from role profiles and apply them in a structured political debate (simulation) in accordance with the rules. Judgement skills: Students evaluate the conflict between particular interests (e.g. residents, businesses) and the common good (school safety, climate protection) and discuss the difficulty of reaching democratic compromises at the local level. |
| Methods | Student-led role play; simulation of a committee meeting; group work; structured debate |
| Source / Author | Ehrenberg-Gymnasium, Germany |
| Values | Democracy; Pluralism |
Didactic notes
The centrepiece of the 90-minute unit is the simulation of a transport committee meeting. Working in specialised role groups (affected parents, sceptical residents, student representatives, experts and city councillors), the pupils develop in-depth background knowledge on their positions.
The format of the committee debate requires the pupils to use legal and technical facts (safety, traffic flow, municipal responsibility) to defend their respective roles credibly. The lesson concludes with a formal vote and a reflection on the importance of citizen participation (§ 47 SächsGemO), which shows the pupils that politics begins right on their school doorstep.
Material & Downloads
- Worksheets M1-M4
⬇Download.
Introduction
Time: 10 minutes
Confrontation with the problem: projection of images of traffic chaos, map of the school, sample dialogue; short classroom discussion: “Are you familiar with the chaos in front of our school?”; “How could the traffic chaos at the beginning and end of the school day be solved?”
Materials / tools
M1: Dialogue, map
Development I (structure)
Time: 15 minutes
Development of the structure of the Saxon municipality (mayor, city council, administration) using a diagram; focus: responsibility for road construction/traffic safety
Materials / tools
M2: Structural sketch of the structure of a municipality
Preparation (role play)
Time: 15 minutes
Presentation of the proposal; division of the class into groups (committee members, experts, citizens); distribution of role cards; development of arguments within the interest groups
Materials / tools
M3: Motion
M4: Role cards
Implementation (simulation)
Time: 30 minutes
The (student) mayor chairs the debate. Pro and con arguments are exchanged; conclusion by formal vote in accordance with SächsGemO. Procedure:
1. Presentation of the motion “Bicycle lane on Dübener Strasse”
2. Hearing of experts/citizens
3. Debate in the city council (students must refer to each other)
4. Final vote
Materials / tools
Name tags, possibly horseshoe-shaped table arrangement
Reflection (meta level)
Time: 10 minutes
Leaving the roles; reflection on the process:
How satisfied are you with the result?
How difficult was it to stay in character?
Was the decision democratically legitimised?
Materials / tools
Stimulating questions on the board
Backup & Transfer
Time: 10 minutes
Transfer to reality: Where can pupils in our city have a say? (Youth parliament, residents’ petition). Homework: Research on the local council.