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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 53MichiganStateUniversityExtension4-HYouthDevelopment

UNIT 4: Local Government KnowledgeDecisionsaremadeeverydaythataffectissuesinourcommunities.Whilemostofusarefamiliarwiththepeopleandthestructureofthefederalandstategovernment,itisourlocalgovernmentthatmakesthemajorityofdecisionsthatuniquelyaffectourcommunities.

InstructioninU.S.governmentanddemocracy– atthenational,stateandlocallevels–isanimportantpartofincreasingcivicknowledge.Americancitizensshouldhaveanunderstandingofourgovernment’sstructure,thepowersandresponsibilitiesofitsdifferentbranchesandlevels,andhowgovernmentinfluencesandisinfluencedbythegreatersociety.Knowledgeofgovernmenthelpsusbepoliticallyengaged:themoreknowl-edgeableweare,themorelikelywearetograspimportantpoliticalissuesandbesmartvoters.

Learningaboutgovernmentisusuallyconfinedtotheclassroom.However,extracurricularprogramsareinapositiontoenrichthislearningandbringgovernmenttolifebyengagingyoungpeopleinsimulationsofdemocraticprocessesandprocedures,andbyusingpertinentissuesasvehiclesforexploringhowgovernmentworks.Youngpeopleoftenseegovernmentasboring,distantandunrelatedtothemselves.Avitalpartofciviceducationistodemystifygovernment.ItshowsyoungpeoplethatgovernmentismadeupofrealpeopleandthattheaverageAmericancitizenisintimatelyinvolvedinhowgovernmentalofficialsarechosenandhowdecisionsaremade.Exposingyouthtothehumansideofpolitics–talkingwithelectedofficials,visitinggovernmentbuildings,attendingmeetings–isagreatwaytomakegovernmentmorepersonal.Understandinggovernmentstructureandprocessesallowsustoseehowthesystemworksandhowwecanmakeadifference.

Think local Researchhasshownthathighschoolstudentsunderstandlocalgovernmentbetterthanfederalgovernment,despitethelackoflocalgovern-mentinformationintheformalschoolcurriculum.Atthelocallevel,democracycomestolife.The

peoplethatweelecttoleadourlocalgovernmentgenerallyserveamuchsmallerconstituencythanfederalandstateleaders,andthustheyaremoreaccessible;theymayevenbepeopleyouregularlyseeinthecommunity.Theseelectedofficialsandmanyotherappointedlocalgovernmentemployeesworktoimprovethequalityoflifeintheirdistrictsbyprovidingservicesandcreatingordinances.Anditistheresponsibil-ityofus,ascitizens,tocommunicatewiththemourwantsandneeds.Workingforchangeatthefederalandstatelevelscanbetiresomeandlong-terminnature,butatthelocallevel,wecanmakeouropinionheardbysimplyattendingagovern-mentalmeetingandspeakingface-to-facewithdecisionmakers.

Tryingtounderstandlocalgovernmentcanbeconfusingatfirst,givenallofthedifferentgovern-mentunits:counties,townships,cities,villages,schooldistricts,intermediateschooldistrictsandspecialauthoritiesallhavedifferentgoverningbodiesandallhavedifferentpowersandrespon-sibilities.Howcanwesortallofthisout?Wecanstartbylearningwhatlocalgovernmentunitshavejurisdictionoverwhatissues.Thisway,wecanusetheissuesthatweareinterestedintodeterminewhichgovernmentunithasthepowertodosomethingaboutthoseissues.

Forming partnershipsTakingadvantageoftherelativeaccessibilityoflo-calgovernmentofficialsisagreatwaytoincreaseunderstandingofhowthesegovernmentunitsworkandtomakeyourvoiceheard.Collabo-ratingwithlocalgovernmentofficialsduring the organizationofyourgroupisaneffectivewaytoestablishaworkingpartnership.Manyofficialsareexcitedabouttheopportunitytohearyoungpeople’sopinionsandconcernssurroundingcom-munityissuesandwouldbewillingtosupportayouthgroupinterestedincitizenship.Thefollow-ingisanexampleofhowonegroupformedsuchapartnership.(SeeUnit5,“TakingAction”forotherexamplesofpartnerships.):

Principles of Citizenship:• KnowledgeofGovernment• PublicPolicy

54 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment

“A consensus is taking shape… classroom study and community practice both play a role in forming citizens.”

—WilliamGalston,(2001,p.218)

The Genesee County 4-H Citizenship Academy is a collaborative program sponsored by the Genesee County Board of Commissioners and the 4-H Youth Program of Michigan State University Extension in Genesee County. Nine high school-aged students, one from each county commis-sioner district, can be selected to participate in the extensive “hands-on” government/citizenship event. The academy provides the opportunity for Genesee County youth to develop a better under-standing of the role and purpose of local and state government with their commissioner serving as a local mentor.

Each participant receives a comprehensive notebook regarding history and demographics of Genesee County along with a lot of information regarding Genesee County government. They complete five two-hour meetings learning about local county government, complete an intensive issues identification process, have dinner with the commissioners to present the identified is-sues, and complete a detailed evaluation of the program. Participants take one full-day off from school to sit next to their respective commissioner during an official meeting of the Genesee County Board of Commissioners and then visit up to twelve county departments to question staff and department heads.

Resources for local government knowledgeTheCivicsInstitute,“TeachingtheTypesofLocalGovernmentinMichi-gan:ModelBuilding”http://www.civicsinstitute.org/curricula/high/Teach-ing_the_Types_of_Loca.html

TheUniversityofMichiganLibrary,“LocalGovernmentsandPolitics”http://www.lib.umich.edu/govdocs/pslocal.html

MunicipalResearchandServicesCenterofWashington,“LocalGovern-mentPolicy-MakingProcess”http://mrsc.org/Publications/polmakpro.pdf

MichiganConstitution(seeArticleVII:“LocalGovernment”)http://www.legislature.mi.gov/ documents/publications/Constitution.pdf

ReferencesCarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngagement.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.

Flanagan,C.A,&Faison,N.(2001).Youthcivicdevelopment:Implica-tionsforsocialpolicyandprograms.Social Policy Report, vol. xv, 1.

Galston,W.A.(2001).Politicalknowledge,politicalengagement,andciviceducation.Annual Review of Political Science, 4,217-234.


ACTIVITY:

The “Invisible” GovernmentDescription: Youthconsiderissuesandproblemsoflocalrelevanceandusethesetobeginlearningaboutthestructureandpro-cessesoflocalgovernmentinMichigan,includinglocalgovernmentresponsibili-tiesandgovernmentofficials.Youththenexploretheirowncommunitytolearnwhatservicesareprovidedandwhothepeoplearethatmakeitrun.ThisactivityshouldbeconductedafterthegrouphascompletedtheissuesidentificationprocessinUnit3,“IssuesIdentification.”

Participant Age: Ages16–19

Activity Objectives:Theparticipantswill:• Understandthestructureoflocalgovernment.

• Understandthepurposesandresponsibilitiesoflocalgovernmentunits.

• Connectlocalissueswithlocalgov-ernmentdepartmentsandservices.

• Becomefamiliarwiththeirownlocalgovernmentunitsandofficials.

Learning and Life Skills: WiseUseofResources;Planning/Or-ganizing

State of Michigan Social Studies Standards:StandardIII.1PurposesofGovernment;StandardIII.4AmericanGovernmentandPolitics;StandardVI.1IdentifyingandAnalyzingIssues

Materials, Equipment, Handouts:oHandout:“WhatDoesLocalGovernmentDoforYou?”oThree-ringbinderforeachparticipantwiththefollowinghandoutsinsertedinsidethebinder:• Handout:“UnderstandingLocalGovernmentinMichigan.”Includesmainpage“UnderstandingLocalGovernmentinMichigan”andthefollowing:-“Counties”(2pages)-“ResponsibilitiesofCountyGovernment”-“PeopleinCountyGovernment”-“Townships”-“Villages”-“Cities”

• Handout:“CommonCommunityIssues”oListofcommunityissuesthatthegroupisinterestedinfocusingonoHandout:“IssuesandLocalGovernment”oNotebookpaperandwritingutensilsforallparticipants

Time: 2½hours,brokenupintothreeparts

Setting: Indoors,tablesandchairstoaccommodateallparticipants

Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printonecopyof“WhatDoesLocalGovernmentDoforYou?”foreachparticipant.

• Printout,copy,andorganizethehandouts,“UnderstandingLocalGovernmentinMichigan,”(whichincludesthemainpage,“UnderstandingLocalGovern-mentinMichigan”andthefollowing:“Counties”[2pages],“ResponsibilitiesofCountyGovernment,”“PeopleinCountyGovernment,”“Townships,”“Vil-lages,”and“Cities”)andalsothehandout,“CommonCommunityIssues”intothree-ringbinderssothateachparticipantreceivesone.

• Printonecopyof“IssuesandLocalGovernment”foreachparticipant.• SeePartIII,step2.Iffollowingoption“c”instep2,prepareahandoutwithinformationonyourcountygovernment,includingdepartmentsand/orcom-missionsorgetcopiesofyourcountydirectoryfromyourcountygovernment.

• Makesurethatthegrouphasalreadyidentifiedwhichcommunityissuesitwouldliketofocuson,andmakesurethelistisaccessible.

During the meeting:

Part I1.Askthegroupwhattheythinkofwhentheyheartheword“government.”Takeseveralresponses.Responseswilllikelybeinreferencetostateandfed-eralgovernment.


2.Explaintothegroupthattodaytheyaregoingtotalkaboutlocalgovernment.Thereisagovernmentforyourcounty,townshipandcityorvillage,too,al-thoughitmaynotgetasmuchattentionasthestateandfederalgovernment.

3.Distributethe“WhatDoesLocalGovernmentDoforYou?”handout.Explainthattheitemsonthehandoutareservicesthatarenormallyprovidedbyunitsoflocalgovernment,notstateorfederalgovernment.Asagroup,readthrougheachitemonthelistandaskparticipantstogiveexamplesoftheserviceintheircommunityorexamplesofproblemsassociatedwiththeitemintheircommu-nity.

Reflection Activities and Ideas:Afterthegrouphasgoneovereachitem,askthefollowingquestions:• Whichoftheseservices,orothers,couldbeimprovedinyourcommunity?• Wheredotheissuesthatyoupreviouslyidentifiedfitintothislist?

Part II1.Distributeonethree-ringbinder(containingthehandoutsasdescribedinthe“BeforetheMeeting”procedure)toeachparticipant.ExplainthatthisbindercontainsinformationonthestructureoflocalgovernmentinMichiganandthattheyshouldkeepthisbinderasaresourcefortheremainderofthegroup’smeetings.Tellthegroupthatitisimportanttounderstandthedifferentunitsoflocalgovernmentandwhateachunitisresponsibleforinordertoaddressanissueattheappropriatelevel.Gothroughtheinformationoneachoftheunitsofgovernment,answeringanyquestions;haveparticipantsidentifytheirrespectivecounty,townshipandvillageorcityatthebeginningofeachsection.(See“TryThis,Too”sectionforfunideasonhowtoreinforceparticipants’understandingofthisinformation.)

Part III1.Explaintothegroupthattheywillusethisinformationonlocalgovernmenttodeterminewhichunitofgovernment(thatis,county,township,cityorvillage)dealswiththeissuesandproblemsthattheybelievetobethemostimpor-tantintheircommunity.Revisitthelistofissuesthatthegroupisinterestedinfocusingon.Havethegroupgothroughtheirlistofissuesanddecidewhichunitoflocalgovernmentcanaddresseachissue.Itmaybethatsomeissuesareapplicabletomultipleunitsoflocalgovernment.Iftheoriginallistofissuesisextensive,havethegroupnarrowthelistdowntofourorfewerissues.Dis-tributethehandout“IssuesandLocalGovernment”andhavethegroupworktogethertofillinthehandoutwiththeirchosenissuesandcorrespondingunitsoflocalgovernment.Finally,havethemfillinthenameofthelocalgovernmentunit(thatis,thecounty,township,villageorcityname).

2.Thereareseveraloptionsforthisstep:

a. Ifcomputersareavailable,haveparticipantsworkinpairstoresearchthewebsiteforoneofthelocalgovernmentunitsidentifiedinstep1.Makesureeachgrouphaspaperandawritingutensil.Instructgroupstopayparticularattentionto“departments”or“commissions”withineachunitandtorecordthese.Groupsmayrecordanyotherinformationthattheyfindinteresting.

b. Ifcomputersarenotavailable,instructeachparticipanttoresearchthewebsiteforoneofthelocalgovernmentunitsidentifiedinstep1outsideofthemeeting.Instructparticipantstopayparticularattentionto“departments”or“commissions”withineachunitandtorecordtheseandbringthemtothe


nextmeeting.Participantsmayrecordanyotherinformationthattheyfindinteresting.

c. Ifcomputersarenotavailable,distributethepre-preparedinformationonthecountygovernmentandcountygovernmentdepartmentsand/oryourcountydirectory.Givethegrouptimetoreadthroughtheinformation.

Reflection Activities and Ideas:ReconvenethelargergroupandhaveparticipantssharetheinformationtheyfoundinterestingfromPartIII,step2.Askthefollowingquestions:• Whatdepartmentsorcommissionsareinthelocalgovernmentunit(s)andwhatissuesmighttheydealwith?

• Whatdepartment(s)mightdealwiththeissuesthatwediscussedinstep2?• Doyouthinkthatthereshouldbemoredepartmentstoaddressmoreissues?Doyouthinkthatthereshouldbefewerdepartments?Whatwouldbethebenefitofhavingfewerdepartments?

• Howdoeswhatyoulearnedtodayhelpyoutomakedecisionsaboutgettinginvolvedwithcommunityissues?Howdoeswhatyoulearnedtodayrelatetocitizenship?

Try This, Too:• Whenpreparingthethree-ringbindersforeachparticipant,addinformationinthebinderaboutthehistoryofyourparticularcounty,township,cityand/orvillage.

• AfterPartI,takeawalk(30to60minutes)withthegrouparoundthecommu-nity,outsideofthemeetingplace.Bringthe“WhatDoesLocalGovernmentDoforYou?”handout.Havethegroupusethehandouttoidentifyrealexamplesoflocalgovernmentservicesinthecommunity(forexample,parks,sidewalks,streetlights,buses,libraries).Iftheseservicesarenotaccessiblebyfootfromthemeetingplace,itmaybebettertoarrangeafieldtripatalatertimetocompletethisactivity.

• ForPartII,invitealocalgovernmentofficial(forexample,countycommission-er,countyExtensiondirector,citycouncilmember)tothismeetingtointroducehimselforherself,giveabriefbiography,andexplainwhereheorshefitsintothelocalgovernmentstructureandwhatissuesheorsheworkson.Ifpossible,invitesomeonewhoworksonanissuethatthegroupidentifiedasonetheywouldliketofocuson.Thelocalofficialcanalsohelpfieldquestionsrelatedtolocalgovernmentstructure.

• AfterreviewingtheinformationinthebindersinPartII,makeagameforpar-ticipantstopracticerecallingfactsaboutlocalgovernment(forexample,whichunitsprovidewhichservices,namesofgovernmentofficialsateachlevel).Useinformationfromthe“UnderstandingLocalGovernmentinMichigan”handouttoorganizeagameinthestyleofJeopardy!,TRIVIALPURSUIT®orConcen-tration.Breakthegroupupintoteams,orhaveparticipantscompeteindividu-ally.Provideprizesforthewinner(s).

• AttheconclusionofPartIII,askthegrouptoidentifyoneormoredepartmentsrelevanttotheirissuesofinterestthattheywouldliketovisit.Arrangeafieldtriptothisdepartmentbuilding.


58 4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth GroupsMichigan State University Extension 4-H Youth Development

HANDOUT:

What Does Local Government Do For You?Thelistbelowreflectsthetypesofproblemswemayallencounteratsomepoint,ortheserviceswemayneed.

Services 1.Hospitals

2.Policeandfireprotection

3.Specialeducationprograms

4.Voterregistration

5.Parking

6.Mentalhealthcounseling

7.Emergencymedicalservices

8.Childcustody,supportandvisitation

9.Streetlights

10.Roadmaintenance

11.Publictransportation(forexample,buses,trains)

12.Parks

13.Schoolbuildings–useforcommunityprograms

14.Recreationprogramsforyoungpeopleandadults

15.Juveniledetentionordiversion

16.Sidewalks

17.Garbagepick-up/disposal

18.Schoolcurriculum

19.Libraries

20.Localfairs

Theseareallissuesthatcanbeaddressedandservicesthatcanbeprovidedbylocalgovernmentunits.Thereareotherissuesandservicesthatlocalgovernmentcanaddress.

Adaptedwithpermissionfrom“WhatDoesLocalGovernmentDoforYou?”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.

4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 59MichiganStateUniversityExtension4-HYouthDevelopment4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth Groups 59Michigan State University Extension 4-H Youth Development

HANDOUT:

Understanding Local Government in MichiganWhat is local government?•Localgovernmentuseslocaltaxmoney.•Localgovernmenthasagoverningbodyusuallycomposedofelectedofficials.

Michigan has eight (8) types of local government:

Type NumberGeneral purpose

1. Townships 1,242 2. Villages 261 3. Cities 272 4. Counties 83

Special purpose

5. School districts 556 6. Intermediate school districts 57 7. Community colleges 29 8. Special authorities Unknown

Total 2500

Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.

County

Township

Village

City

School districtSchooldistrictboundariesmayormaynotcrosscity,townshipandvillagelines.Intermediateschooldistrictboundariesmayormanynotincludemorethanonecounty.



HANDOUT: Understanding Local Government in Michigan, continued

CountiesCounties are the largest political units of the state.

There are 83 counties in Michigan.



Counties, continued

Wayne County has the largest population, Keweenaw the smallest:Wayne County: 2,061,162

Keweenaw County: 2,300

MarquetteCounty Benzie

County

1,828 sq. miles 316 sq. miles

=5,000 people

Marquette County is the largest, geographically, and Benzie county the

smallest:




Responsibilities of county governmentCountygovernmentsonlyhavethepowertodealwithissuesthatarerelatedtothecounty.Theycannotinterferewithmorelocalissues(forexample,citysidewalks),norcantheyinflu-encestateandnationalissues(forexample,theIraqWar).Countygovernmentsmustalsomakesurethattheyfollowallstatelaws.

The following are some of the responsibilities of county governments and areas over which they have power:

•Keepingrecordsofpersonsandpropertyinthecounty

•Buildingandmaintainingroadsinthecounty

•Careofrurallandsandpopulations

•Publichealth

•Mentalhealth

•Animalcontrol

•Veteran’sAffairs

•FriendoftheCourt

•Planningandzoning

•Emergencymedicalservices

•Circuit,Probate,DistrictCourts

•MichiganStateUniversityExtension

•Socialservices

•Seniorservices

•Economicdevelopment

•Hospitals

•Emergencypreparedness

•Publicworks

•Equalizationoftaxes

•Electionoversight

Theseresponsibilitiesareusuallycarriedoutbydepartmentsinthecountygovernment.Manyoftheresponsibilitieslistedabovehaveaspecificdepartmentcreatedfortheirexecution.Noteverycountyhasthesamedepartments.Someexamplesofcountygovernmentdepartmentsaretheroadcommission,theparksandfairgrounddepartment,familyservicesandthesheriff’sdepartment.




People in county government

Thegoverningbodyofmostcountiesiscalledthecounty board of commissioners.Thecommissionersareelectedbythepeopleofthecounty.Thesizeoftheboarddependsonthepopulationofthecounty;thesmallestboardinMichiganhasfivecommissionersandthelargesthas26commissioners.Theboardservesthefollowingfunctions:

1. Legislation–decidesonresolutionsandlaws(ordinances)tobeenactedinthecounty

2. Budgeting–decideshowcountytaxmoneyandotherresourcesarespentanddistributed

3. Establishescompensationforcountyemployees–decideshowmuchmoneypeoplewhoworkforthecountyearn

4. Makesappointmentstocountypositions–decideswhogetscountyjobs

5. Providesconstituentservices

Otherelectedcountyofficialsinclude:

• Sheriff–responsibleforenforcingstatelawatthecountylevel,investigatinglawviolationsandforbringingthosesuspectedoflawviolationstojustice

•Clerk–maintainsrecordsofalloftheboardofcommissioner’sproceedings,resolutions,decisionsandvotes.Theclerkisresponsibleforkeepingvitalrecordsforthecountyandmanagingtheirapplicationandapproval,including:birthrecords,marriagelicenses,deathrecords,visasandconcealedweaponpermits.Theclerkalsoadministerselections.

•Register of deeds(oftencombinedwithclerkresponsibilities)–maintainsofficialrecordsofpropertyinthecounty.Theregisterofdeedsalsokeepstrackofallexchangesofrealestatewiththestate.

•Treasurer–responsibleforpublicfunds.Thetreasurercannotmakepaymentsexceptuponorderoftheboardofcommissioners.

•Prosecuting attorney–conductscriminalprosecutions.

Somecountieshavecreatedotheradministrativepositions,suchasController, Administrator, Direc-tor of Finance, CoordinatorandElected Executive.





Townships

Thereare1,242townshipsinMichigan,rangingingeographicsizefromfoursquaremilesto600squaremiles.Thesmallesttownshiphasapopulationoftenpeopleandthelargestapopulationof95,000.

Responsibilities of township governmentsTownshipgovernmentsareresponsibleforallaspectsoflocalgovernment:

• Health,safety,welfare

• Fireprotection

• Trafficsafety

• Landuseandzoning

• Subdivisioncontrols

• Licensingofbusiness

• Administeringelections

• Assessingpropertyandcollectingtaxes

• Mayalsoprovidepublicwaterandsewers,libraries,etc.

People in township governmentOfficialsintownshipgovernmentsareelectedtofour-yeartermstoserveonthetownship board.Theboardmembersinclude:

• Supervisor

• Clerk

• Treasurer

• Trustees(2-4)




Villages

Therearepresently261villagesinMichiganwithpopulationsrangingfrom130to10,000.Villagesareformedwhenagreaterpopulationdensitywithatownshipcreatesaneedformoreservices,suchastheestablishmentofthevillage’sownwatersupply,sewerageandmaintenanceofstreetandroads.Villagesremainpartofthetownship.

Responsibilities of village governmentsThetypesofresponsibilitiesofvillagegovernmentsinclude:

• Managementofsidewalks

• Streetlightingandpavement

• Zoning

• Localwatersupply

• Careofcemeteries

• Buildingregulations

People in village governmentVillageofficialsareelectedtoservetwo-tofour-yeartermsonthevillage council.Therearetwotypesofvillages:GeneralLawvillagesandHomeRulevillages.Theyhavesimilarleadershipstructure,including:

• President

• Clerk

• Treasurer

• Trustees(6inGeneralLawvillage)





Cities

Citiesareformedwhencommunitiesbecomemoredenselypopulated.Residentsdecidetobecomeacityinordertoprovideafullarrayofservices.Thereare272citiesinMichigan;populationsrangefrom500to900,000.Citieshavethepowertocollecttaxesandwriteordinancesorcitylaws.

Responsibilities of city governmentsCitygovernmentscarryonthesametypeofbusinessastownshipsandvillages,butusuallyonalargerscale.Theirresponsibilitiesinclude:

• Assessingproperty

• Collectingtaxes

• Conductingelections

• Providingservices- Sidewalks- Police- Zoning- Libraries- Streets- Parks/recreation- Fireprotection- Watersupply- Transportation- Trashremoval



HANDOUT:

Common Community Issues

RecreationLackofparksParksindisrepairNeedforrecreationcentersNeedforsportsfacilitiesLackofrecreationprogramsLackofwalking/bikingpaths

Education and HealthSchoolviolenceLackoftextbooksHighdrop-outratesTruancyOvercrowdedschoolsPoortestscoresChildabuseLackofchild-carecentersChildhoodillnessTeenparentsPollution(airorwater)

Crime and SafetyViolentcrimeGangsDrugsandalcoholTheftPolice-communityrelationsTrafficaccidentsVandalismLitter

EconomyYouthunemploymentLackofjobtrainingPovertyHomelessness

DiversityHatecrimesRacerelationsGenderissuesAgediscriminationAffirmativeactionissues

AdministrationPublictransportationLackofsidewalksSidewalksindisrepairPoorlightingonstreetsZoningproblemsAbandonedbuildingsVacantlotsTaxorbudgetissues

Other (addyouownideas)



HANDOUT:

Issues and Local Government

1. ISSUE: _________________________________________________________________________

Corresponding unit(s) of local government:

________________________________________________________________________________

Name of local government unit (forexample,countyname):

________________________________________________________________________________

2. ISSUE: _________________________________________________________________________


________________________________________________________________________________


________________________________________________________________________________

3. ISSUE: _________________________________________________________________________


________________________________________________________________________________


________________________________________________________________________________

4. ISSUE: _________________________________________________________________________


________________________________________________________________________________


________________________________________________________________________________


ACTIVITY:

Behind-the-Scenes of Local GovernmentDescription: Youthlearnaboutlocalgovernmentstructurebyvisitingavillage,city,townshiporcountygovernmentbuild-ing(forexample,countycourthouse,countyjail,cityhall).There,youthhaveaguidedtourofthebuildingandmeetwithlocalgovernmentofficialstobetterunderstandhowadepartmentoflocalgovernmentrunsandwhotheindividualsarethatmakeitrun.Youthwillidentifywhatissuesandproblemsthisdepartmentoflocalgovernmentaddressesandexaminewhatstrategiesareemployedtodoso.Thisactivityshouldbeconductedafteranintroduc-tiontolocalgovernmentstructure.

Participant Age: Ages13–19

Activity Objectives:Theparticipantswill:• Visitandunderstandthefunctionofalocalgovernmentdepartment.

• Examinepublicpolicies.• Interviewalocalgovernmentem-ployee.

Learning and Life Skills: Cooperation;SocialSkills

State of Michigan Social Studies Standards: StandardIII.1PurposesofGovernment;StandardIII.3DemocracyinAction;StandardIII.4AmericanGovernmentandPolitics;StandardIV.3RoleofGov-ernment;StandardVI.1IdentifyingandAnalyzingIssues

Materials, Equipment, Handouts:o Informationalmaterialsaboutthedepartmentthatthegroupvisits.Thesema-terialsshouldbeobtainedfromthedepartmentitself,priortothemeeting.

oHandout:“InterviewQuestionsforLocalGovernmentSiteVisit”oHandout:“LocalGovernmentDepartmentInformation”

Time: 90–120minutes

Setting: On-siteatalocalgovernmentfacility

Procedure: Before the meeting:• Reviewactivitydirectionsandmaterials.

• Printonecopyofthe“InterviewQuestionsforLocalGovernmentSiteVisit”handoutandonecopyofthe“LocalGovernmentDepartmentInformation”handoutforeachparticipant.Printextracopiesof“InterviewQuestionsforLocalGovernmentSiteVisit”forthelocalgovernmentdepartmentcontactpersonandinterviewee.

• Twooptions:a. Choosealocalgovernmentdepartmenttovisit.Thedepartment’sworkshouldberelevanttotheissuesthatthegroupisinterestedin.

b.Attheendofapriormeeting,allowthegrouptoidentifyalocalgovernmentdepartmenttovisit.Thedepartment’sworkshouldberelevanttotheissuesthatthegroupisinterestedin(seeTryThis,Toosectionof“TheInvisibleGovernment”activity).

• Contact(preferablyinperson)thechosenlocalgovernmentdepartmentatleastoneweekinadvancetoscheduleaguidedvisit.Identifythedepartmentofficialsthatyouwouldliketomeetandthespecificfeaturesofthefacilityyouwouldliketoseewhilethere.Arrangetointerviewatleastonedepartmentofficial.Followupwiththedepartmentcontactpersonandtheintervieweeim-mediatelypriortothevisitforconfirmation.

• Askthelocalgovernmentdepartmentcontactpersontoprovideinformationalmaterialsaboutthedepartment’sresponsibilities,activities,structureandotherimportanttopicsofinteresttothegroup.Theseshouldbeobtainedpriortothedayofthevisit.Makesurethereareenoughcopiesforallparticipants.

• Providethelocalgovernmentdepartmentcontactpersonandintervieweewithacopyofthe“InterviewQuestionsforLocalGovernmentSiteVisit”handoutpriortothedayofthevisit.Informthemthatthesearethetypesofquestionsaboutwhichthegroupwillinquire.Thespecificquestionsmaydifferfromthoseonthehandout.


• Arrangetransportationforallparticipantstothedepartmentfacility.

During the meeting:1.Tellparticipantsthattodaytheywilllearnmoreabouthowlocalgovernmentaddressesone(ormore)oftheissuesthattheyidentifiedbyvisitingalocalgov-ernmentdepartment.Remindthegroupthatthepurposeoflocalgovernmentistoprovideservicesthatpeopleinthecommunitywant.Thereareafewservicesthataremandatory–thatis,thelocalgovernmentisrequiredbystatelawtoprovidethem–butmostservicesarenon-mandatoryandcanbeadded,removedorchanged.

2.Revisittheissuesthatthegroupidentifiedasimportantandthelocalgovern-mentdepartmentsthatmayaddresstheseissues.Explainthatthegroupwillvisitoneofthesedepartmentstodayandtheyshouldobservewhatthedepart-mentdoes,howitoperates,whothepeoplearethatmakeitrun,andsoforth.Tellthegrouptopayparticularattentiontohowthedepartmentaddresses(ordoesnotaddress)theissue(s)thatthegrouphasidentified.

3.Distributetheinformationalmaterialsonthelocalgovernmentdepartment.Givethegroupafewminutestolookoverthesematerialsindividually.Helpthemwithanyquestions.Afteraboutfiveminutes,askthegroupwhatitap-pearsthedepartmentdoes.Whatquestionsdotheystillhaveafterreadingthesematerials?

4.Distributeone“InterviewQuestionsforLocalGovernmentSiteVisit”handouttoeachparticipant,andgivethegroupaminutetoreadoverthequestions.Af-ter,askthegroupwhatquestionstheywouldaddtothelist.Remindthegroupthattheymustbepoliteandrespectfulofthegovernmentofficials–keepthisinmindwhengeneratingnewquestions.Havethegroupgenerateuptofivenewquestionsandaskparticipantstovolunteertoaskspecificquestionssothateachquestionisaccountedfor.

5.Distributeone“LocalGovernmentDepartmentInformation”handouttoeachparticipant,andinstructthegrouptotakenotesontheresponsesthattheygetandalsoofanyobservationstheymakeofthefacility.

6.Transportthegrouptothelocalgovernmentdepartmentfacility.

7.Taketheguidedtourasarrangedpriortothemeeting.Makesuretosavetimeattheendofthetourtointerviewthedesignatedofficial.

Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:1.Whatdidyoulearnaboutlocalgovernmentbasedonyourtourofthefacility?2.Whatservicesdoesthelocalgovernmentdepartmentthatyouvisitedprovide?3.Whatservicesdoyouthinkthedepartmentshouldadd,removeorimproveon?

Try This, Too:• Iftransportationtothesitemidwaythroughtheactivityisproblematic,theentiremeetingcanoccuron-siteatthelocalgovernmentfacility.Ifso,itispreferabletohaveanadequatemeetingareaforpre-andpost-activ-itydiscussion.Ifthisisnotfeasible,tryconductingthepre-activitydiscussionduringaprecedingmeet-ingandthepost-activitydiscussionduringasubsequentmeeting.

• Letparticipantschoosetheirownlocalgovernmentdepartmenttovisit,eitherindividuallyorinsmallgroups.Explaintoparticipantswhatstepstheymustfollowtoplanthevisit,andhavethemorganizethevisitthemselves.Participantsshouldgenerateapreparedlistofinterviewquestionstobeansweredduringthevisit.Afterwards,haveparticipantstalkabouttheirvisitwiththegroupandexplainwhattheylearned.

• Repeattheactivityforotherlocalgovernmentdepartments,ifthereisinterest.


HANDOUT:

Interview Questions for Local Government Site Visit 1.Pleasegiveyourname,title,departmentandthelocalgovernmentforwhichyouwork.

________________________________________________________________________________

2.Whataretheresponsibilitiesofyourjob?

________________________________________________________________________________

3.Whataretheresponsibilitiesofyourdepartment?

________________________________________________________________________________

4.Howlonghaveyouheldthisposition?

________________________________________________________________________________

5.Whatisthemostdifficultaspectofyourjob?

________________________________________________________________________________

6.Aretheservicesprovidedbyyourdepartmentmandatoryornon-mandatory?Whicharemanda-tory?Whicharenon-mandatory?

________________________________________________________________________________

7.Ourgrouphasexpressedinterestintheissueof

_______________________________________________________________________________.

Doesyourdepartmentaddressthisissue?How?

________________________________________________________________________________

8.Speakaboutyourdepartment’sviewoftheimportanceoftheissueof

_______________________________________________________________________________.

9.Howhasthisissueevolvedorgottentothepointthatitisnow?

________________________________________________________________________________

10.Whatadvicewouldyougivetoourgroupforaddressingtheissueof

_______________________________________________________________________________?



HANDOUT:

Local Government Department InformationDepartment responsibilities/services provided:

1.___________________________________________________________________________________

2.___________________________________________________________________________________

3.___________________________________________________________________________________

4.___________________________________________________________________________________

5.___________________________________________________________________________________

Department employees (titles):

1.___________________________________________________________________________________

2.___________________________________________________________________________________

3.___________________________________________________________________________________

4.___________________________________________________________________________________

5.___________________________________________________________________________________

Notes:

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________