Enduring Understanding: Students will be able to understand the function and structure of each branch of government.

Transcription

1 Utah s Government Structure and the Basics of Government By: Christina Jacobs Summary: The purpose of this mini unit is to give students an overview of the three branches of government. Enduring Understanding: Students will be able to understand the function and structure of each branch of government. Main Curriculum Tie: Social Studies-Utah Studies 3.2 and : Examine the structure and function of city, county, and state governments. a. Explain the role of the legislative, executive, and judicial branches in state government. b. Assess the similarities and differences between the levels of local government. c. Identify local officials and their responsibilities. d. Research services that are provided by each level of government; i.e., city, county, township. 3.3: Assess the rights and responsibilities of citizenship. a. Compare and contrast the United States and Utah Constitutions. b. Explain the rights and responsibilities of good citizens. c. Investigate how individuals can be involved in the political process. Materials: Computer/projector Ipads or chormebooks Worksheets Utah s government Structure Notes Representative Research Assignment How A Bill Becomes a Law Notes Writing a Bill Senator/Representative Member sheet Committee member sheet How a Bill Becomes a Law Quiz Case Studies or Scenarios Gallery Walk papers on executive branch Rights and Responsibilities Worksheet Prior Knowledge: Students should have received instruction and have mastered knowledge and content about the Constitutional Convention. Instructional Procedures: Day 1-Introduce Utah s Government Structure 1. Have students look at a chart on the board that has Territorial Government and its features on one side and State government and its features on another side and proceed to determine which one looks more like the federal government. Have the students line up on the side that they believe and call on a few to explain why they chose the side they did. 2. Take Guided Notes on Utah s Government Structure-goes through the Executive Branch-it s role and some features of its office as well as officials in that branch, the legislative Branch with an overview of what it does, and the Judicial branch. It also discusses how local government (county and city) are set up to give the students and understanding of that as well. 3. Introduce the Utah Representation Research Assignment. This assignment will be for homework as students will look online who their state senator and representatives are, what bills they are working on,

2 the committees that they are on, etc. It allows them to identify who their representative is and what they do. It also allows them to look at who their mayor is and who their local school board members are to get a better idea of who runs their government at the state and local levels. Day 2-How a Bill Becomes a Law 1. Have the students turn in their Representative Research Assignment. 2. Have a list of topics or issues that are current in Utah that may be controversial. Have the students pick one that sounds interesting and then form a group with people that have a similar interest, but give the assignment after the notes. 3. Discuss how a Bill Becomes a Law by showing first the video Schoolhouse Rock I m just a Bill. 4. Quickly go through the process of How a Bill Becomes a Law through guided notes. 5. Explain to students that they will be Writing Bills they are going to pass in class through the house and the senate and that it is to be signed by the governor (the teacher). 6. Have the students draw slips of paper from a hat that will have an S or R on them which determine if they are part of the senate or the house and have them get into those groups and pick a leader who records their names. 7. Have the students pull out their Writing a Bill Papers and get into those groups and discuss what will be their central focus. Then have them use the chromebook or ipads (whichever is available) to research background knowledge and statistics on the issues. Have the group be in agreement on a side that they choose. Day 3-Continuation of Research, Writing the Bill, and House Vote 1. Students will get into their groups and discuss their issue and proceed to write a Bill. 2. Bills will be brought before the House first and discussed (each group will have a committee chair who will be the sponsor). 3. Bill will be voted on and if it passes, then the Senate can read and deliberate on it. Day 4-Senate Discussion and Vote 1. Students will get into their groups and continue with the project. 2. The Senate will collaborate on the bill and vote on it. If changes are made, it must go back to the House for deliberation and a vote. 3. After all the Bills have gone through the process of being voted on, the students will then hear the results from the governor (teacher). The governor will then either sign the bill into office or veto the bill. If the bill is vetoed by the governor, the class will have the opportunity to override the executive veto. Day 5-Judical System 1. Give the students a short formative assessment on How a Bill Becomes a Law. 2. Review quickly the Judicial Branch and what they do 3. Have a guest speaker (preferably a Juvenile Court Judge) talk to the students about the courts and their importance. *If a speaker cannot come in, get question and answer sheets on different judges from online* 4. Explain that case studies or scenarios will be handed out and students will then be the judge. Day 6-Executive Branch 1. For bell work or a short writing assignment, have the students write down what they learned about the judicial branch from the guest speaker and from the case scenarios. 2. Review the Executive Branch and the role it plays in government. 3. Have students do a gallery walk in learning a little bit about a few cabinet members and their roles in the state government Day 7-How do I fit into this government structure? 1. Have students fill out the Rights and Responsibilities Worksheet found in the textbook for bell work. 2. Review the difference between a Right and Responsibility for clarity. 3. Have the students write down which right or responsibility they believe is most important to have. 4. Present the Huntsman Seminar PowerPoint they show to students on voting and getting involved in politics. 5. Have a class discussion on the citizens role in government and why voting is important.

3 Optional: Have the students fill out an I side with quiz or a Where do I fit quiz about the political parties Assessment: Department s Unit 5 Assessment (also includes Utah s Struggle for Statehood and how it became a state) that consists of multiple choice, short answer questions, and a primary source analysis.

4 Worksheets *not all are included* Utah s Government Structure Which government looks more like the U.S. Government? Why? Executive Branch: the Laws Who leads the Executive Branch, and who is in that position? What jobs does the Governor have? Who helps the Governor with his jobs? Lieutenant Governor: Spencer J. Cox o Responsibilities: State : o Responsibilities: : John Dougall o Responsibilities: Attorney General: o Responsibilities: State Boards, Departments, and Commissions o Responsibilities: Legislative Branch: the Laws How many houses are in the Legislative Branch?

5 Judicial Branch: and the Laws What types of Courts does Utah have? Who has the final say in the state Constitution? What type of government do most citizens interact with? What jobs does County Government have? What jobs does City Government have? Who are the Utah County Commissioners? What are the three types of City Government? Which kind does Alpine have?

6 Utah Representation Research Assignment 1. Go to le.utah.gov. On that webpage, the bottom left corner has a box to enter your address to find out which Utah Senators and Representatives represent you! Enter your address and zip code. Senator: Representative: 2. Click on your Senator or Representative s name. On their page, click on view sponsored legislation. What are the titles of the bills they re sponsoring? 3. Go to electionresults.utah.gov/elections and click on State House and then click on district 27. Who won the election in this district? What political party do they belong to? 4. Click on County and then choose Utah County. How many of the candidates received 100% of the vote? How could someone get 100% of the vote and why do you think so many people got 100% of the vote? 5. What kinds of problems could our local government have if there are candidates getting 100% of the vote? 6. What are the names of the people who won seats on the School Board? (Hint, there s more than 1 seat)

7 How a Bill Becomes a Law in Utah Notes Step 1: Idea Legislators need an idea! Ideas come from: experiences Utah Citizen Special Interest Groups or Step 2: Utah legislators get help from lawyers while they write their bills Step 3: Bills Read Once Bills are written, they need to be to Congress (either the House of Representatives or the Senate) After they re read, bills are given a and and sent to committees Step 4: Committees Can 1. : Make changes to the bill 2. Substitute: Replace the bill with an entirely new bill that is about the same topic) 3. Hold: Take no 4. Table: Decide not to deal with the bill until the next meeting 5. Pass the Bill: pass the bill Now it can be to the rest of the Senate/House Step 5: are read to Legislators Can happen in or House of Representatives 1. Bills are read, including their title and number 2. The sponsor will explain the bill and answer questions from legislators 3. All members of Congress will make to the bill (they have to be relevant!) or substitute the bill for another one 4. Legislators vote on the Bill wins!

8 Step 6: A Bill has to pass the and the of. What if the bill doesn t pass both houses? Step 7: Bill is by the leaders of both houses This is called and helps the Bill get ready to send to the Governor Step 8: The decides The Governor has 20 days to choose if he wants to: 1. the Bill (Makes it a law) 2. Not sign the Bill (It won t be a law) 3. the Bill (It won t be a law) Step 9: What if both houses want the Bill to become a law? If both houses has of people vote to make the Bill a law, they override the Governor s veto. The Bill becomes a law!

9 Name Period Writing a Bill Committee Name: Topic of discussion: Explain the issue by giving background knowledge needed, by using statistics, state arguments supporting your opinion, state arguments that oppose your opinion and why they are not valid. Create a solution to the problem/issue/dilemma. A solution should be specific to the problem and discuss the following: What is the solution, who is responsible for ensuring the solution s execution, where will the funding come from and how much will it take, what are the penalties if the solution involves mandated actions, who will enforce the law Votes for this bill in House Votes against this bill in House Failed Votes for this bill in Senate Votes against this bill in Senate Failed Presidential signature Veto bill

10 House of Representatives Assembly Date: Period: Speaker of the House: Other House Members: 1) Discussion Grade (10) 2) Discussion Grade (10) 3) Discussion Grade (10) 4) Discussion Grade (10) 5) Discussion Grade (10) 6) Discussion Grade (10) 7) Discussion Grade (10) 8) Discussion Grade (10) 9) Discussion Grade (10) 10) Disc. Grade (10) 11) Disc. Grade (10) 12) Disc. Grade (10) 13) Disc. Grade (10) 14) Disc. Grade (10) 15) Disc. Grade (10) 16) Disc. Grade (10) 17) Disc. Grade (10) 18) Disc. Grade (10) 19) Disc. Grade (10) Bills being discussed and voted on: 1) Final Vote 2) Final Vote 3) Final Vote 4) Final Vote

11 Senate Assembly Date: Period: President of the Senate: Other Senate Members: 1. Discussion Grade (10) 2. Discussion Grade (10) 3. Discussion Grade (10) 4. Discussion Grade (10) 5. Discussion Grade (10) 6. Discussion Grade (10) 7. Discussion Grade (10) 8. Discussion Grade (10) 9. Discussion Grade (10) 10. Disc. Grade (10) 11. Disc. Grade (10) 12. Disc. Grade (10) 13. Disc. Grade (10) 14. Disc. Grade (10) 15. Disc. Grade (10) 16. Disc. Grade (10) 17. Disc. Grade (10) 18. Disc. Grade (10) Bills being discussed and voted on: 1. Final Vote 2. Final Vote 3. Final Vote 4. Final Vote

12 Committee: Date: Period: Committee Chair: Other Committee Members: 1. Discussion Grade (10) 2. Discussion Grade (10) 3. Discussion Grade (10) 4. Discussion Grade (10) 5. Discussion Grade (10) 6. Discussion Grade (10) 7. Discussion Grade (10) 8. Discussion Grade (10) 9. Discussion Grade (10) Bills being discussed and voted on: 1. Final Vote 2. Final Vote (please staple bills to the back of this sheet and write either passed or rejected on front of bill)

13 Name Period Score /9 How a Bill Becomes A Law Number the following steps in order. Notice that number 1 is already done for you. Note: The bill began in the House of Representatives 1 A member of congress introduces the bill to the House of Representatives The President signs the bill and it becomes law. The House debates the bill after it comes out of committee. The bill is presented to the Senate. The bill is assigned to a committee in the senate to be examined. The House votes on the bill. If it passes the House it goes to the Senate. The bill is sent to a committee in the House to be studied. The senate votes on the bill. If the bill passes the Senate, it goes to the President. The senate debates the bill after it comes out of committee.

14 Rights and Responsibilities Notes Open your textbook to page 307. You will use this page to complete these notes. What are our Rights and Obligations set by? Using the table below, list all of the Rights and Responsibilities that U.S. and Utah Citizens have. Rights Responsibilities

15 Which responsibility is the most important one and why? Write one paragraph to persuade someone to agree about what responsibility is most important.

16 Where Do You Fit? The Political Party Quiz Answer 12 questions that were part of a national survey conducted by the Pew Research Center, and find out where you fit on the partisan political spectrum. How do you feel about each of the following? There needs to be stricter laws and regulations to protect the environment The government should help more needy people even if it means going deeper in debt The growing number of newcomers from other countries threaten traditional American customs and values I never doubt the existence of God Business corporations make too much profit Gays and lesbians should be allowed to marry legally The government needs to do more to make health care affordable and accessible One parent can bring up a child as well as two parents together Government regulation of business usually does more harm than good Abortion should be illegal in all or most cases Labor unions are necessary to protect the working person Poor people have become too dependent on government assistance programs

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