State and Local Government SS.4.C.3.2 Distinguish between state (governor, state representative, or senator) and local government (mayor, city

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1 State and Local Government SS.4.C.3.2 Distinguish between state (governor, state representative, or senator) and local government (mayor, city commissioner)

2 State Government Each state has its own constitution. Florida has its own constitution unique to the state s history and geographical location. Florida separates power between three branches. They are the legislative, judicial, and executive.

3 State Government The Executive Branch The leader of the state executive branch is the Governor. In Florida the governor makes sure that all laws are enforced. The governor s office is located in the Capitol building in the capital of Florida in Tallahassee.

4 State Government: The Legislative Branch The Legislative branch writes and passes laws that are just for the state of Florida. In the state of Florida, legislative branch is made up of two parts. Two parts that make up the Legislative branch in the state of Florida Members are called state representatives Members are called senators

5 State Government: The Judicial Branch The Seven Justices of the Florida Supreme Court The state of Florida has many courts that make decisions about state laws. The highest court in the state of Florida is the Florida Supreme Court located in the state s capital of Tallahassee.

6 Local Government Refers to county and city government

7 Local Government LEVELS and responsibilities Image From: stateimpact.npr.org There are two different levels of local government. At the first level is the county government. The next level is the city or town government. The powers and responsibilities of county and city governments are different from state to state. Local governments are responsible for local public agencies. For example, funding schools, police and fire departments, county and city courts, city parks, and keeping streets and local areas safe. Local governments also have their own type of executive, legislative and judicial branch.

8 City Government Executive Branch: The city government s leader is called a mayor

9 City Government: Legislative Branch The Legislative branch at the city government level consists of the city council or city commission. Councils and commissions are groups of people elected to work with the mayor to make good decisions that will make life better for all the people living in the city. Sometimes they make laws called ordinances to keep things peaceful and safe in the city. Every city is unique so laws and decisions are different.

10 City Government: Judicial Branch Municipal courts make up the local judicial branch. People go to these courts for many reasons such as tickets, fines, breaking the law or problems that require a local judge to decide the outcome.

11 How does the Florida Constitution organize our state government? SS.4.C.1.1 Describe how Florida s constitution protects the rights of the citizens and provides for the structure, function, and purposes of state government LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 1

12 SS.4.C.1.1 Describe how Florida s constitution protects the rights of the citizens and provides for the structure, function, and purposes of state government. Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.RF.4.4, LAFS.4.RI.1.2, LAFS.4.SL.1.1 Essential Question How does the Florida Constitution organize our state government? Learning Goals/Objectives Students will read to understand the three branches of Florida s state government. Overview Students will work as a whole class to read primary source text from the Florida Constitution. Through close reading and text marking they will understand the structure, function and purpose of the three branches of Florida s state government. Materials Analyzing the Florida Constitution handout Time minutes Activity Sequence INTRODUCTION/HOOK 1. Engage students in a brainstorm about some of the rules and procedures they have at home and school using the following prompts: How are chores done at home? Are specific jobs assigned to specific family members? How do you set up a plan to get a chore done at home? Do you and your parents have rules you follow at home? Are there rules you have to follow at school? What happens when these rules are broken? 2. Explain to students that just as there are plans for accomplishing jobs at home and rules everyone must follow at home and school, there is a set of laws and procedures citizens of Florida must follow called the Florida Constitution. ACTIVITY 3. Pass out the Analyzing the Florida Constitution handout. 4. Explain to students that they will work as a whole class to read actual and modified text of the Florida Constitution to understand the structure, function and purpose of Florida s state government. Teacher Note: You may choose to do only a portion of the Constitution for this lesson, depending on your time. 5. Engage students in close reading and text marking strategies to dissect and understand the excerpts of the Florida Constitution. 6. Instruct students to fill in the handout during the reading activity. CLOSURE 7. Pass out index cards. 8. Instruct students to respond to the following prompt on their index card, using their handout for guidance: What is one main idea you learned today about Florida state government according to the Florida Constitution? 2

13 Name Date Analyzing the Florida Constitution Selected Text of the Preamble We, the people of the State of Florida in order to insure domestic tranquility, maintain public order, and guarantee equal civil and political rights to all, do ordain and establish this constitution. Translated Text of the Preamble All citizens of the State of Florida in order to make sure the people of the state are happy and peaceful, to make sure the state runs smoothly, and to give equal rights to everyone, establish the Florida Constitution. According to the preamble, what are three purposes of Florida s state government? The Structure and Function of Florida s Government Article III: The power to make laws in the state shall be given to a legislature of the State of Florida, consisting of a senate and a house of representatives. Branch Function Structure Article IV: The executive power of the state government shall be given to a governor who is the commander-in-chief of the state s military and is in charge of putting all laws into place. Branch Function Structure Article V: The judicial power of the state government shall be given to a supreme court, district courts of appeal, circuit courts and county courts. The Supreme Court makes sure that laws follow the Florida Constitution. Branch Function Structure

14 Analyzing the Florida Constitution ANSWER KEY Selected Text of the Preamble We, the people of the State of Florida in order to insure domestic tranquility, maintain public order, and guarantee equal civil and political rights to all, do ordain and establish this constitution. Translated Text of the Preamble All citizens of the State of Florida in order to make sure the state is happy and peaceful, to make sure the state runs smoothly, and to give equal rights to everyone, establish the Florida Constitution. According to the preamble, what are three purposes of Florida s state government? 1. Make sure everyone is happy and peaceful 2. Make sure the state runs smoothly 3. To give everyone equal rights The Structure and Function of Florida s Government Article III: The power to make laws in the state shall be given to a legislature of the State of Florida, consisting of a senate and a house of representatives. Branch Function Structure Legislative To make laws 1. Senate 2. House of Representatives Article IV: The executive power of the state government shall be given to a governor who is the commander-in-chief of the state s military and is in charge of putting all laws into place. Branch Function Structure Executive 1. Leader of the state military 2. Putting laws into place Governor Article V: The judicial power of the state government shall be given to a supreme court, district courts of appeal, circuit courts and county courts. The Supreme Court makes sure that laws follow the Florida Constitution. Branch Function Structure Judicial Make sure that laws follow the FL Constitution 1. Supreme Court 2. District Courts of Appeal 3. Circuit Courts 4. County Courts 4

15 Why are the Florida Everglades an important resource? Florida Everglades SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of the citizens LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, or orally. 1

16 SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of the citizens. Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.SL.1.1, LAFS.4.SL.1.2 Essential Question Why are the Florida Everglades an important resource? Learning Goals/Objectives Students will watch a video and engage in discussion to understand why the Everglades are important. Students will design a bumper sticker to convey an issue facing the Everglades. Overview Students will understand the importance of the Florida Everglades by watching a video, taking notes and engaging in a whole class discussion. They will summarize their understanding by designing a bumper sticker. Materials The Everglades map Internet access to view the Everglades Restoration video Blank paper for bumper sticker strips Time minutes with additional time at home to complete bumper stickers Activity Sequence INTRODUCTION/HOOK 1. Display the Everglades map and share the following key points about the Everglades from The Everglades are a primary water source for all of South Florida. It is the home of fourteen endangered and nine threatened species. It has the largest mangrove ecosystem in the western hemisphere. It is the largest designated wilderness in the southeast. It is an important breeding ground for tropical wading birds in North America. 2. Discuss the following question with the students: Why do you think the Florida Everglades are an important resource? Why would protecting of the Florida Everglades be an important issue for the state of Florida? Teacher Note: Some ideas may include, water quantity, water quality, environmental issues, nonnative species, ecosystem balances etc. ACTIVITY 3. Show the video on Everglades Restoration: Teacher Note: If needed, download the video before the lesson using 4. Instruct students to take notes on their own notebook paper about some of the important issues they hear about the Everglades during the video. 5. Discuss some of the key points from the video and instruct students to share their notes. Teacher Note: some ideas include, the Everglades are in trouble, the Everglades is one of the largest wetlands on the planet, it is filled with animals, water from the Everglades was drained and used to develop south FL cities and farms, it is half the size it used to be, the environment and animals have been hurt by the drainage, and it is important to fix the drainage system in order to save the Everglades. 6. Explain to students that they will create a bumper sticker using a half page of blank paper to communicate why the Florida Everglades needs to be taken care of and conserved. They will choose one of the issues facing the Everglades and come up with a slogan or short statement to communicate the issue. 7. Provide time for students to design their bumper sticker. CLOSURE 8. Have several students share their bumper stickers and discuss how their sticker communicates one of the issues facing the Everglades. 2

17 The Everglades 3

18 What are some of the issues facing Florida s ocean water? Florida s Ocean Water SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of the citizens LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RI.3.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 1

19 SS.4.C.2.1 Discuss public issues in Florida that impact the daily lives of the citizens. Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.RF.4.4, LAFS.4.RI.1.2, LAFS.4.RI.3.9, LAFS.4.SL.1.2 Essential Question What are some of the issues facing Florida s ocean water? Learning Goals/Objectives Students will view a video to understand one issue impacting the lives of citizens. Students will read and discuss one possible solution to the issue. Overview Students will watch a video, read a passage and engage in a whole class discussion to understand the issues facing Florida s ocean water, the impact on citizens and one possible solution. Materials Internet Access to view a map of Florida and an online video Florida s Ocean Water handout Florida Needs a Healthy Oceans Act reading Time minutes Activity Sequence INTRODUCTION/HOOK 1. Display a map of Florida, and ask students to identify a major geographical feature of the state. 2. Lead students to the understanding that Florida is a peninsula, surrounded by water on three sides, and the ocean is an important resource that impacts everyday life. ACTIVITY 1. Pass out the Florida s Ocean Water handout. 2. Explain to students that they will watch a video about oceans and the importance of saving the oceans. 3. Instruct students to take notes while watching the video on reasons why oceans need to be saved in the space provided on the handout. They also need to restate the problem in their own words on the handout. 4. Play the School House Rock: Save the Ocean! video, Teacher Note: If needed, download the video prior to the lesson using 5. Review student notes after watching the video. Teacher Note: Reasons include - pollution, overfishing, carbon dioxide and warming oceans. 6. Encourage students to discuss some ways this problem personally affects them. Have students write these ideas down in the Personal Connection box on the handout. Examples could include: beach access, unclean beaches, or not eating a lot of fish. 7. Pass out the Florida Needs a Healthy Oceans Act reading and explain to students that they will read the passage as a whole class to learn about one possible solution to help oceans. While they are reading they will mark or highlight text to help them determine the main idea of the passage. 8. Read as a whole class. 9. Instruct students to write a summary sentence on their handout explaining the main idea of the passage. CLOSURE 10. Brainstorm as a whole class some ways they can help keep beaches and oceans clean. OPTIONAL EXTENSION SUGGESTION 1. Have students create community awareness posters that depict the theme: Save our Ocean. 2

20 NAME DATE Directions: Using video and text, you will watch and read to understand some of the problems facing Florida s ocean water. After watching the video, you will write the main problem on the lines below and list some of the reasons for this problem. You will read to understand one solution to help oceans. You will also make a personal connection to the problem. Florida s Ocean Water What is the problem? Reasons for the Problem Solution Personal Connection 3

21 Florida Needs a Healthy Oceans Act Floridians depend on the ocean for food, recreation, and jobs. However, Florida oceans now face pollution, overfishing, and habitat destruction. Florida is feeling the effects of these waters not being protected. These effects are polluted coasts that are closing beaches, increase in Red tide and algal blooms due to pollution and these toxins lead to seafood contamination and disappearing wetlands. Fortunately, solutions are available that can help protect our ocean with passing a national Healthy Oceans Act. A national ocean protection law like the Healthy Oceans Act will reduce pollution and protect ocean habitats so that beaches are cleaner and there are larger populations of fish and other ocean animals around Florida and other coastal states. The federal government manages our oceans and coasts without a basic plan to make sure that our oceans stay healthy and productive. That s why we need a national Healthy Oceans Act to establish federal laws that would create a plan to reduce pollution, protect ocean habitats, and protect our shores and wetlands from being destroyed. Adapted from: Natural Resources Defense Council March

22 What are some ways citizens can collaborate to influence government and solve community and state problems? SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems. LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 1

23 SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems. Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.SL.1.1, LAFS.4.SL.1.2 Essential Question What are some ways citizens can collaborate to influence government and solve community and state problems? Learning Goals/Objectives Students will understand how solutions can be accomplished by working together. Overview Students will engage in whole class discussion to understand how school problems can be solved through collaborative efforts. Materials Civics Content Vocabulary handout Time minutes with additional time for extension activities Activity Sequence INTRODUCTION/HOOK 1. Pass out and/or project the Civics Content Vocabulary handout and work together as a whole class to review the terms and come up with an example for each term and a symbol. ACTIVITY 2. Place students into pairs and instruct students to think of some problems impacting them at school or in their community that they would like to see fixed. 3. Have the students share out. 4. Vote as a class to determine one problem to focus on. 5. Write the problem on the board and if possible, show a visual (i.e. cars are speeding through school zones). 6. Model a possible solution to the problem and steps to carry out that solution and write them on the board as an example (i.e. create posters about speed limits as a whole class and display them in visible traffic areas). 7. Discuss additional solutions and how those solutions could be accomplished by working together as a class or as a school community. Write all plausible solutions on the board (i.e. use content web model). CLOSURE 8. Have students watch the following video: Teamwork Helps You Win, Not Arguments and discuss how the video relates to the concept of working together to solve problems. Teacher Note: if needed download the video before the lesson using OPTIONAL EXTENSION SUGGESTION 1. Use the identified school related problem on the board and instruct students to work out a plan of action in collaborative groups to solve the problem identified. Assign each group one of the proposed solutions. Students may use the graphic organizer provided (See page 4) to detail their steps in solving the problem. 2

24 Civics Content Vocabulary Directions: Review each civic vocabulary word and definition. In your own words, provide an example and illustrate its meaning. Word Definition Example in your own words Draw a visual/symbol community a group of people who live in the same area and who share common issues and government local close to home state a subdivision of the United States 3

25 EXTENDED ACTIVITY: ACTION PLAN COLLABORATIVE GROUP ACTIVITY Directions: Develop an action plan for the problem identified. Goal: Identify ways citizens collaborate to influence government and solve community and state problems? State the problem: State the solution you will be developing: Action Steps What Will Be Done? Step 1: Responsibilities Who Will Do What? Timeline By When? Resources/Materials What resources/materials will you need to solve the problem/issue? Communications Plan How will you communicate with people involved in solving the problem? Step 2: Step 3: Step 4: 4

26 How can people impact society? SS.4.C.2.3 Explain the importance of public service, voting and volunteerism. LAFS.4.RI.1.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.RI.2.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area. LAFS.4.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing their own clearly. 1

27 SS.4.C.2.3 Explain the importance of public service, voting and volunteerism. Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.RI.1.1, LAFS.4.RI.1.2, LAFS.4.RI.2.4, LAFS.4.SL.1.1 Essential Question How can people impact society? Learning Goals/Objectives Students will define and explain the importance of public service, voting and volunteerism. Overview The student will read a passage about public service, voting and volunteerism and complete a graphic organizer to demonstrate their understanding of the vocabulary and information presented. Materials Internet access to play video Getting Involved reading Getting Involved handout Time minutes Activity Sequence INTRODUCTION/HOOK 1. Play the following video, Kid President How to change the world (a work in progress) Teacher Note: Stop the video at 2:22 when the following question is posed: How do we change the world? If needed, download the video before the lesson using 2. Remind students that Kid President says in the video that you can change the world with small actions that can have a large impact. 3. Have students create a list of ways they can change the world. Make a web using student responses. ACTIVITY 4. Place students into pairs and pass out the Getting Involved student reading and handout. 5. Instruct students to work with their partner to complete the entire brainstorm column and write down anything they think they know about the three vocabulary terms in order to activate any prior knowledge. 6. Read the first paragraph on Public Service aloud to the class. 7. Work as a whole class to define the term public service using the evidence from the reading. 8. Instruct students to add the class-created definition to the handout. 9. Read the second Public Service paragraph aloud to the class and instruct students to highlight any text in the paragraph that explains why this term is important. 10. Have students share out and write the evidence and the explanation on their handout. 11. Instruct students to work with their partners to read the remaining sections and work together to complete the rest of the handout. CLOSURE 12. Give students the following prompt as an exit slip: Choose one of the following vocabulary terms: public service, volunteerism or voting. Explain how that term can help change the world. OPTIONAL EXTENSION SUGGESTION 1. Have students create public service posters. Explain to students that the poster should encourage others to do good deeds and will be posted around the school. 2

28 Getting Involved Public Service Public Service is work or actions that benefit the public, such as being elected or appointed (chosen) to a government office. People who do public service as their job are known as public servants. Many people are known as public servants the mayor, state representatives, the governor and even the president! Being president of the United States is a public service because the president works for the people of the United States, the public. The requirements to be elected or appointed to a government office change for each job. Usually, you have to be at least 18 years old and signed up to vote. Our government and the people of the United States depend on public service. If people were not elected or appointed to government positions, our government would not work! The government was created around people and if we didn t have people working in government we would have no laws, public services or order. Volunteerism Volunteerism is the act of volunteering. To volunteer means to perform a service willingly and without pay. When you volunteer, you donate, or give, your time and energy to help someone or something else. There are many different ways and places to volunteer. Volunteering can happen at school, in the community and with organizations you are part of. You can volunteer with family, friends and classmates. Many places that people go to everyday require volunteers in order to keep them working. For example, many parks need volunteers to help them keep the park clean and free of trash and litter so that children can have a safe place to play. Voting Voting means making a choice and gives people the chance to state their opinion and be heard. Whether people are voting in a presidential election, for student council representatives or in a classroom discussion, each time you vote you are sharing your view. In the United States, voting is an important part of the government. People who are at least 18 years old can register, or sign up, to vote. During elections, people who are signed up to vote can cast a ballot to make their choice for government officials in their city, for the state and for people who will work for the national government. This includes the president, Senators and members of the U.S. House of Representatives. During elections, the act of voting is one of the few times when all adults in the U.S. have an equal say. No matter how much money you have or who your friends are, you only get one vote and everyone else only gets one vote. Sources: and 3

29 NAME Getting Involved DATE Directions: Work with your partner to brainstorm what you think each term means. After reading, write down the definition of each term in your own words and a sentence summary to explain why the term is important. Public Service Brainstorm Definition Evidence Why is public service important? Volunteering Why is volunteering important? Voting Why is voting important? 4

30 Getting Involved Answer Key Directions: Work with your partner to brainstorm what you think each term means. After reading, write down the definition of each term in your own words and a sentence summary to explain why the term is important. Brainstorm Definition Evidence Public Service work or actions that benefit the public, such as being elected or appointed (chosen) to a government office If people were not elected or appointed to government positions, our government would not work! The government was created around people and if we didn t have people working in government we would have no laws, public services or order. Why is public service important? Public service is important because in order for our government to work, we need people who are willing to serve. Volunteering to perform a service willingly and without pay Many places that people go to everyday require volunteers in order to keep them working Why is volunteering important? Volunteering is important because some places need volunteers in order to stay open or to be a safe place for people to enjoy, such as a park. Voting making a choice During elections, the act of voting is one of the few times when all adults in the U.S. have an equal say. No matter how much money you have or who your friends are, you only get one vote and everyone else only gets one vote. Why is voting important? Voting is important because it gives people an opportunity to be equal. 5

31 What are the three branches of Florida s government and the powers of each branch? SS.4.C.3.1 Identify the three branches of government (Legislative, Judicial, and Executive) of government in Florida and the powers of each. LAFS.4.RI.1.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text. LAFS.4.RF.4.4 Read with sufficient accuracy and fluency to support comprehension. LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 1

32 SS.4.C.3.1 Identify the three branches of government (Legislative, Judicial, and Executive) of government in Florida and the powers of each. Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.RI.1.2, LAFS.4.RF.4.4, LAFS.4.SL.1.2 Essential Question What are the three branches of Florida s government and the powers of each branch? Learning Goals/Objectives Students will identify the three branches of the state government. Students will understand the powers of each branch of the state government. Overview Student will read to understand the branches of Florida s state government and the powers of each branch. Students will demonstrate understanding by creating a chart paper/poster on the powers of one branch. Materials Highlighters State Government reading Three large pieces of chart paper Time minutes Activity Sequence INTRODUCTION/HOOK 1. Brainstorm with students anything they think they know about state government to activate prior knowledge. ACTIVITY 2. Pass out the State Government reading and explain to students that they will read the passage as a whole class and mark text that helps them understand the three branches of Florida s state government and the powers of each branch. 3. Read the passage aloud as a class. 4. Discuss the passage by asking students to share the text they marked to understand each branch and their respective powers. 5. Divide students into three groups, one for each branch of the state government and pass out a piece of chart paper to each group. 6. Instruct each group to explain the powers for their assigned branch of government on the chart paper. CLOSURE 7. Select a student from each group to present their group s chart paper. 2

33 Name Date State Government Adapted from: 3

34 How are Florida s state and local governments structured? SS.4.C.3.2 Distinguish between state (governor, state representatives, or senator) and local government (mayor, city commissioner). LAFS.4.SL.1.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. 1

35 SS.4.C.3.2 Distinguish between state (governor, state representatives, or senator) and local government (mayor, city commissioner). Correlated Florida Standards (See Full Text on Cover Page) LAFS.4.SL.1.2 Essential Question How are Florida s state and local governments structured? Learning Goals/Objectives Students will understand the different positions and functions of state and local governments. Students will complete a Venn diagram to demonstrate comprehension. Overview Students will receive direct instruction on state and local governments through a teacher-led PowerPoint presentation and will complete a Venn diagram comparing and contrasting the two levels of government. Materials Internet access to project a map of Florida State and Local Government Venn Diagram State and Local Government PowerPoint (begins on page 5) Time minutes Activity Sequence INTRODUCTION/HOOK 1. Project a map of Florida, and post the following question for discussion: What do you think are the similarities and differences between Florida s state and local governments? 2. Point to the state capital of Florida (Tallahassee) and point to the relative location of the city where the school is located. ACTIVITY 3. Pass out the State and Local Government Venn Diagram and project the State and Local Government PowerPoint presentation (begins on page 5). 4. Explain to students they will complete the diagram to identify the similarities and differences between state and local governments in Florida. 5. Share the presentation with the students and complete the Venn diagram as a whole class. Teacher Note: Be sure that the Venn diagram includes the titles of government officials at each level of government. CLOSURE 6. Provide students with the following writing prompt to complete as an exit slip: Using the information you gathered on your Venn diagram, explain one similarity and one difference between Florida s state and local governments. 2

36 State and Local Government Venn Diagram Directions: For each level of government list the differences under each heading and list similarities between the levels of government in the center. State Government Local Government 3

37 State and Local Government Venn Diagram Answer Key Directions: For each level of government list the differences under each heading and list similarities between the levels of government in the center. State Government Both Local Government County and city governments Governor makes sure all laws are put into place House of Representatives (state representatives) & Senate (senators) pass laws Florida Supreme Court make decisions about state laws Executive Branch Legislative Branch make laws Judicial Branch, courts Mayor City Council or Council Commissioner - make laws called ordinances Municipal courts 4

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Grade Band: High School Unit 1 Unit Target: Government Unit Topic: The Constitution and Me. What Is the Constitution? The United States Government

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