Starting Class Each Day / Lesson 1.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 7 th minute of class – In minute 8, we will move on 1.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 3 LESSON 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’t Lesson 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: – 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 29 th 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 Government Federal / 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

Civics & Economics: Introductory Lesson 3 LESSON 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