Starting Class Each Day / Lesson1. Log into google classroom & open “C&E Journal” document.

– Classroom.google.com – Insert a line / create separation from previous lesson– Write down the lesson #

• We’re in the second day of our intro unit, so put 0.2; yesterday was 0.1 and next lesson will be 0.3.• The fifth lesson of Unit two will be labeled: C&E 2.5

– Write down the essential question (you’ll need to be able to answer this)– Do warm up activity– HINT / HEADS UP: You can find the EQ, vocab, and PERFORMANCE task for each lesson

on the handout I give at the start of each unit.• THIS SHOULD BE DONE BY THE 7th minute of class

– In minute 8, we will move on1. Once the bell rings, I need you seated and working so that I am free to take role;

I will be back focused on your needs and learning activities after attendance is taken

Civics & Economics: Introductory Lesson 3LESSON ESSENTIAL QUESTION (write down):• How do local, state, and national

governments represent and respond to the needs of the people?

• WARM UP:– Abraham Lincoln famously

described our system as being “government of, by, and for the people.”

– What do you think this means?

Lesson Vocabulary:• Republic /

Representative democracy

• Representative• Constituent• District• Election• Popular sovereignty• Taxation

• Government services

• Accountability• City Council• School Board• County Commission• NC General

Assembly

• Key skills this lesson:– Using research skills (with guidance) to

learn about local, state, and national government bodies

– Presenting material to the class in a professional manner

What is a Performance Task?• Each lesson, there is an activity or assignment I’ve

designed to see how well you understand and can apply the material and skills I’m teaching– This is called a “performance task.” it might be:

• A skit, a drawing or poster, a written assignment, a debate, or just about anything else that fits the topic

• When we start each unit, I’ll give you a GUIDE with:– Topic and essential question for each lesson– Key vocabulary for each lesson– The performance task for each lesson & the rubric

Intro Unit: Demographics, Hot Topics, & Representatitive Gov’tLesson 3: Representation & Accountability

Lesson 3 Performance Task:• Each student will work with a partner to design a

poster that teachers their classmates about different levels of government in the U.S. Students will then learn from each other about the different roles played by each group of elected officials.

– According to their assignments, students will learn about: City Council, Mayor, County Commission, School Board, NC House of Representatives, the NC Senate, the Governor; & the U.S. Congress, the U.S. Senate.

• PRODUCT: students present posters (physical) that highlight:

– The jurisdiction that body has over places and issues– A real life example of how that body can impact

communities– one person currently serving in that body; – how that body is accountable to the people

• Class Website:–

www.mrggcivivcs.weebly.com

DEADLINES & HOMEWORK:• Parent letters: OVER DUE!!!• Lesson One: PT 0.1: Already Complete• Lesson Two: PT 0.2 Already complete• Lesson Three: PT due August 29th

• BEGIN UNIT ONE: August 31

Who represents you in government?

• City council!

• School Board!• North Carolina

State House

• U.S. Senate• County Commission!

• President of the United States

• U.S. Representative (Congress)

• The Mayor

• North Carolina State Senate

• North Carolina Governor

LOCAL

Government!

State

GovernmentFederal / National

Government!

And that’s not even everything….Why so many?

REPRESENTATION & JURISDICTION

• Jurisdiction – defines the authority a person / group has to decide something– Example: Baltimore police

have JURISDICTION ONLY in Baltimore – not in Durham

• State, local, and national governments all deal with different things– They have different

jurisdictions

• Representation– Who knows your

community better your city council member or the President?

– We have LOCAL government because national government doesn’t understand the needs of local communities

Popular Sovereignty

• Popular Sovereignty – the idea that the power of the government comes from the people

• Representative Government– Elected officials are chosen by the people– Each citizen is a “constituent”

• Constituents are people who are REPRESENTED by a specific elected leader

• Each person in this room is a CONSTITUENT of Senators Tillis and Burr.

STATE GOVERNMENT:• Headquarters: Raleigh is capital of North Carolina• Structure: Legislative, Executive, & Judicial Branches

– Every area of the state elects people to REPRESENT them in the North Carolina GENERAL ASSEMBLY

• General Assembly is divided into a SENATE & HOUSE• GOVERNOR Pat McCrory leads the Executive Branch

• Responsibilities:– Manages voter registration & oversees elections– Sets & enforces state laws– Sets requirements for drivers licenses, marriage laws, & the drinking

age– Sets laws that create & manage the public education system

What Local Governments Do:• Each County & City has its own local government

– Jurisdiction / authority for local government COMES FROM STATE• Structures (various jurisdictions):

– Mayor & City council (each city has these)– County Commission (each County has this)– School Boards (each county/school district has one)

• RESPONSIBILITIES:– Manage local schools– 911 emergency services: Local police, fire, & rescue dept– Trash / recycling collection– Manage local supply of water, electricity, & other utilities

• Water is usually controlled by the city; other services by businesses– Create & maintian local libraries, parks, & playgrounds– Road maintenance & construction

State Legislative Districts

• The state is divided up into House Districts & Senate Districts.

• Everyone has ONE senator and ONE representative to represent THEIR DISTRICT

Performance Task 0.3• Work with a partner to design a poster that teachers your

classmates about the level of government that YOU will be representing for the first several weeks of class. – Your desks are arranged based on different elected bodies; where

you sit determines your assignment for this activity. – As a class, we’re going to begin referring to each other as if we are

actually serving on this elected body. For example:• Senator Scott, Council Woman Payne, Mayor Bell, etc.

1. Start by researching your assigned elected body and filling in the graphic organizer provided.

2. Then, use the information to create a poster that will teach other students about this section of government that YOU will be representing. Make sure others understand what powers you have. (see the rubric for details).

What to do Now:

1. Complete Graphic Organizer – Just for your assigned part of

government

TIME CONSTRAINTS:• 15 minutes to research• 15 minutes to make poster• 30 minutes to present &

discuss

2. Create Poster based on research & rubric– About art supplies: one

set of markers / scissors glue for every two groups

• These are labelled and color coded to match your assigned section of local government.

• Please always take care of these supplies and use your assigned set

Presentations

• Everyone be ready to fill in your graphic organizer based on your classmate’s presentations.

• When done: We’ll end with a kahoot where you identify which elected bodies would most likely be responsible for which duties.

What kind of Government did the Founders Want?

1. Limited Government --Government may do only those things that the people have given it power to do.

2. Representative Government / Republic– First three word of constitution: “WE THE PEOPLE”

3. FEDERALISM / Federal System– SEPARATION OF POWERS:

• Power is shared by national, state, & local governments

Separation of Powers: TWO METHODS

• Federal System– Different levels of government; each has jurisdiction over different things

• JURISDICTION – responsibility over / authority over– NATIONAL GOVERNMENT has power– STATE GOVERNMENT has power– LOCAL GOVERNMENT has power

• Checks & Balances: divides powers between branches of THE SAME level of government– NATIONAL / FEDERAL gov has executive, legislative, & judicial– STATE government has executive, legislative, & judicial– LOCAL government has Executive & Legislative

• www.kahoot.it

Civics & Economics: Introductory Lesson 3LESSON ESSENTIAL QUESTION (write down):• How do local, state, and national

governments represent and respond to the needs of the people?

• WARM UP:– Abraham Lincoln famously

described our system as being “government of, by, and for the people.”

– What do you think this means?

Lesson Vocabulary:• Republic /

Representative democracy

• Representative• Constituent• District• Election• Popular sovereignty• Taxation

• Government services

• Accountability• City Council• School Board• County Commission• NC General

Assembly

• Key skills this lesson:– Using research skills (with guidance) to

learn about local, state, and national government bodies

– Presenting material to the class in a professional manner