Alex Williams State and Local Government (UBD) Fall 2016: Unit Cover Page

Alex Williams
State and Local

Government (UBD)
Fall 2016
The University of Mississippi School of Education
Written Unit Plan

Understanding by Design (UBD)
Unit Cover Page

Unit Title: _Understanding Citizenship in my State and County_
Grade Level: _12th_
Subject/Topic Areas: _Government: State and Local governments/Citizen
participation_
Key Words: _counties, parishes, townships, branches, checks & balances,
constitution, fundamental law, referendum, zoning laws, professional legislatures,
citizen legislatures, initiative, statutory law, guarantee clause, recall, and special
districts_
Designed By: _Alex Williams_
Length of Unit: _10 days_
School District: _Lafayette County_
School: _Lafayette County High School_
Brief Summary of Unit:
This unit will explore the government involvement in the everyday life of
citizens. The state and local government affect our lives more than most people
understand, so it is important to understand their role. This will start with an explanation
of the state government, looking at its relationship with the Federal government and how
its different. We will look at the Mississippi Constitution and use a few application
activities to grasp the reality of the government in our lives. We will look at how the
powers are split among the branches and the services provided by the state. This will
include the budget and organization of the state government. This will then lead the
discussion to involve the local county government seen in Lafayette county. We will
discuss who is representing them and what they represent, along with their job
descriptions. This will also lead to a discussion of the types of local governments and
many vocabulary words along the way to create a better understanding for students. By
the end of this unit the students will understand the powers and limits of state and local
governments, and ultimately understand their role of involvement.
List and attach Print Materials/Resources
List and attach Internet Resources/Links
http://www.cnn.com/
http://www.foxnews.com/
http://www.msnbc.com/
https://getkahoot.com/?
utm_name=controller_app&utm_source=web_app&utm_medium=link
https://kahoot.it/#/
https://docs.google.com/presentation/u/0/
https://www.vocabtest.com
Contextual Information
1. Knowledge of characteristics of students
Use the spaces provided below to address indicated characteristics of your students.
Age-Range, Gender, Total number of students 17-18, 52 males & 48 females,
100 total students
Achievement Levels (Remedial, Average, Advanced/ Accelerated, or specify range
in percentiles or grade-equivalent) 10% remedial
70% average
20% advanced
Socio-Economic Description Most of these students come from average
families, middle class, but there are a few that seem to come from a lower class
household.
Typical Demeanor of Students Students are usually very attentive because the
issues of government are affecting them directly this semester. Sometimes they can
be disruptive, but just with talking, nothing more serious than that.
Typical Interest and Involvement of Students Student usually get involved
because everyone likes to argue, especially when the topic hits home with them
personally.
2. Knowledge of students varied approaches to learning (Include information from

learning styles inventory)
The students completed an interest survey for me at the beginning of the semester, from
these I conclude that most of these students have to see or write down notes to understand.
Application activities work very well with most students also, but just hearing material will
not stick for the majority.
3. Knowledge of students skills and prior learning

These students have some prior knowledge of government from U.S. history and the
governments involvement during those times. For the most part, the material is not new
it is studd they have seen in the real world, but never knew the why and how it was there.
4. Knowledge of community and school district (Include a description of the community
and school district)
The school district is all in one spot which is good for working together as a school district.
The students live all over Lafayette county so many of them only come to Oxford for school
or an Ole Miss event. The schools are nice, the sports facilities are new, the classrooms are
kept clean, so overall the school is ran well and kept up to shape for the students.
This semester:
1. a parent-teacher meeting for a student with an IEP, just to tell mom about a
schedule change and the student got suspended.
2. A meeting with other teachers to learn more about how to use the grading
system for Lafayette county online.
3. Planning period everyday during 7th period to make sure we are ready for
the next day, next week, etc.
4. I sent a letter to parents by the students earlier in the semester.
Professional Memberships:
Teachers of Tomorrow
NCSS (Social Studies conference for teachers)
Stage 1 Identify Desired Results

(Stage 1 completed once for the unit)
Goal: Identify overall goal(s) of the unit based on the Mississippi Curriculum Frameworks
or Common Core Standards.
Social Studies
Mississippi Studies
2. Understand the major responsibilities of state and local government and how they
are executed.
a. Identify and describe the duties of the three branches of state government in
Mississippi. (DOK 1)
b. Examine the various forms of local governments (i.e., city managers, municipal
supervisors, mayor/city council, etc.) and evaluate how they help meet the
needs
of local communities. (DOK 2)
Local Culture
4. Understand how local civic responsibilities have been important to the development
of the local region.
a. Describe the types of government of the local area (e.g., county, city, etc.).
b. Investigate the types of elections held in the local area.
c. Explain financial dependency of the local government on state and federal
agencies.
English
CCSS.ELA-LITERACY.RH.11-12.2
Determine the central ideas or information of a primary or secondary source; provide an
accurate summary that makes clear the relationships among the key details and ideas.
Determine the meaning of words and phrases as they are used in a text, including analyzing
how an author uses and refines the meaning of a key term over the course of a text (e.g.,
how Madison defines faction in Federalist No. 10).
Analyze in detail how a complex primary source is structured, including how key
sentences, paragraphs, and larger portions of the text contribute to the whole.
What understandings are desired?
The relationship between state and federal Governments
How state constitutions are constructed
The three branches of the state government
The organization and services provided by the state and local governments
Breaking down the Mississippi Constitution
How the branches work together for the people of the state
The finances of the state and local governments
What are our taxes going towards
Who represents this county and state
How the citizens are involved in the community
How and why amendments are made to the state constitution
The different types of counties and their government
The amendment process for the state
How businesses are conducted inside a city, the rules and regulations
Positions at the state and local level of government
How the jobs are separated for maximum results
Daily objectives: What key knowledge and skills will students acquire as a result of this
unit? What should learners be able to do as a result of such knowledge? Include integrated
content areas from the Mississippi Curriculum Frameworks. Label objectives with the
DOK level of learning.
The students will:
Day 1
Identify changes in state constitutions. (DOK 1)
Define how state constitutions are organized. (DOK 1)
List the characteristics of State Constitutions. (DOK 1)
Identify the qualities and changes to State Constitutions. (DOK 1)
Compare problems and solutions for State Constitutions. (DOK 2)
Compare states and their amendments. (DOK 2)
Analyze the Mississippi Constitution. (DOK 4)
Day 2
Identify the relationship between state governments and the Federal government.
(DOK 1)
Identify the relationship between different state governments. (DOK 1)
Develop logical arguments for and against a proposed amendment. (DOK 3)
Analyze data given to them for hearing. (DOK 4)
Recall activity in debriefing. (DOK 1)
Day 3
Draw conclusions from news websites about the election voting. (DOK 1)
Compare the bias of different websites. (DOK 2)
Make observations about the popular vote. (DOK 2)
Analyze the results of the elections by the debates we have watched and the
campaigns. (DOK 4)
Day 4
Identify the organization of State governments. (DOK 1)

State information about state Legislative Branches. (DOK 1)
State information about state Executive Branches. (DOK 1)
State information about state Judicial Branches. (DOK 1)
Identify the powers and checks of each branch. (DOK 1)
Classify the services and revenue for state governments. (DOK 2)
Compare and contrast the three branches of government. (DOK 3)
Day 5
Illustrate a hearing for extra money in a states budget. (DOK 1)
Compare the needs of citizens to the costs for their assigned department. (DOK 3)
Construct an argument for the money to come to their assigned department. (DOK
3)
Analyze the arguments and data given to them and the budget committee (with
teacher) will make final decision.
Cite evidence from the task for debriefing questions.
Day 6
Identify the types of local governments. (DOK 1)

Define the services and finances of local governments. (DOK 1)
State the government jobs in Lafayette county. (DOK 1)
Identify the specific people who serve for Lafayette county. (DOK 1)
Define participation in state and local governments. (DOK 1)

Identify direct democracies. (DOK 1)
State their role in the county and state in which they live. (DOK 1)
Apply concepts from local government finances and services to activity. (DOK 4)
Construct an article about the city meeting for debriefing. (DOK 3)
Day 7
Day 8
Identify the jobs of being a county supervisor. (DOK 1)
see the Who, What, When, Where, and Why of the speakers job. (DOK 1)
Analyze the speaker for questioning afterwards. (DOK 4)
Day 9
Identify what they have learned from this unit. (DOK 1)

Match the vocabulary for a quiz. (DOK 1)
Recall the information for a review game. (DOK 1)
Connect their understanding in groups for review game. (DOK 4)
Day 10
Recall their learning for the Unit Test. (DOK 1)
Identify key terms and specific situations from the notes for Unit Test. (DOK 1)
Cite evidence from notes for Unit Test. (DOK 3)
Stage 2 Planning Assessment

(Stage 2 completed once for the unit)
Performance Task(s): List the names of each performance task here and attach a copy of the
entire assignment (including grading rubric) to your plan.
Budgeting and Public Policy
Provide rubric for maximum scoring.
Give formal, vocal instructions for students.

Instructions are also in the book if needed. (p. 540)
Split students into 6 groups.
The students are the different departments with one group being the State Budget
Committee, who are fighting for more funding from the state government.
There will be a hearing at the capitol because $1 billion left over to disburse from
the state budget.
The department representatives will present why their group needs more money
from the state.
After the hearing the State Budget Committee will meet to discuss how they think
the money should be disbursed.
I will be the head of the budget committee and we will then announce the final
decision.
Each student will be graded on participation in group work and the presentation
according to the rubric.
Test/Quiz Item(s) and Other Traditional Assessments: List the names of each
test/quiz/homework/etc. here and attach a copy of each to your plan.
Unit Test - Day 10

Analyzing Mississippi Constitution questions - Day 2
Case Study (write a debriefing paragraph) - Day 7
Vocabulary quiz (refresher for Unit Test) - Day 9
Informal Check(s): List ways you will check for understanding throughout your unit.
KWL Chart (first & 9th day)

Warm-ups (Everyday)
Questioning during lessons (Everyday/ every few minutes)
Group activities to check application understanding (3 days)
Academic Prompt(s): List higher level thinking questions used throughout the unit.
Why do we have a Federal and State government?
Why does each state have a constitution?
Why do states have so many amendments?
What services do you see as important? Which ones are maybe not as important?
Who represents you and what do they represent?
What are some local government job positions?
What is your role in state and local government? How often should you be
involved?
Stage 3 Daily Lesson Plans

( Stage 3- attach lesson plans)
Make a calendar to outline the objectives taught each day, the activities/strategies used and
the assessments used. Next, attach a separate lesson plan for each day of your unit using
the format on the following page.
Monday
Tuesday
Warm up: What do

you think State
Governments role
is in society?
Warm up: How

many changes
has there been to
the Mississippi
Constitution?
What about the
Alabama
Constitution?
TSW complete a
KWL Chart before
the lesson to see
understanding.
TTW show
powerpoint on
State Constitutions:
the Qualities,
changes &
amendments, and
problems and
solutions.
TSW analyze the
Mississippi State
Constitution.
TTW give
questions to help
students follow
along while
analyzing.
TTW show
powerpoint on
the relationship
between Federal
and State
government.
TSW complete
activity on
Amending the
State
Constitution.
(making English
the official
language.)
TTW debrief by
asking questions
about the debate
made by both
sides.
STAGE 3: Daily Plans

Wednesday
Thursday
Friday
Warm up: What

is the purpose of
a State
Constitution?
Warm up: How

were the different
News websites
biased?
Warm-up: What are

the 2 types of
Legislatures?
TSW look into

different news
website and their
articles about the
Presidential
election results.
TSW turn to page

529 in textbook
for Case Study.
TTW show
different
websites and
articles, also talk
about the winner
of the popular
vote.
TTW give
students Guided
Notes for
Organization &
Divisions.
TSW follow
along and fill in
notes, may also
highlight.
TTW put students
in groups for
Performance Task
on Friday.
TSW look on p. 540

for Performance
Task.
TSW discuss the
budget problem
amongst their
group.
TTW bring students
together for the
hearing.
TTW discuss the
activity and ask
debriefing questions
to class to check
understanding.
Warm-up: What
does the local
government do for
the citizens in
Lafayette County?
Warm-up: How
are Local
Governments
financed?
TTW have short

TTW will ask
powerpoint on
questions to see
citizen
students knowledge participation.
of their own county
TSW see their
government.
role in society.
TTW show
TSW then turn to
powerpoint on
Local Government. p. 543
(Types, Services,
TTW instruct the
and Finances)
students to read
the case study.
TSW take notes
and ask questions
TSW read that
about their own
case study and
county
discuss reading
government. This
aloud with class.
will emphasize
importance of
TTW debrief this
lesson.
activity with
questions.
TSW have an
exit ticket.
Guest Speaker:
Kevin Frye
TSW listen to
the speaker and
be prepared to
ask questions at
the end.
Warm-up: How
should citizens
participate in
local
government?
Finish KWL
Chart
TSW take a short
vocabulary quiz
Review Game
Show (kahoot)
Students will be
in groups,
winning team
gets 5 bonus point
on test.
Students review
quietly at desk
before test.
TTW check warmups
TSW ask any
nagging questions
before i hand out
test.
Unit Test
Daily Lesson Plan

Your daily plans should include the following:
Day: (Day 1)
Objectives:
Identify changes in state constitutions. (DOK 1)

Define how state constitutions are organized. (DOK 1)
List the characteristics of State Constitutions. (DOK 1)
Identify the qualities and changes to State Constitutions. (DOK 1)
Compare problems and solutions for State Constitutions. (DOK 2)
Compare states and their amendments. (DOK 2)
Analyze the Mississippi Constitution. (DOK 4)
Materials:
Google Slides
Government Textbook
Classroom copy of MS Constitution
Questions to analyze the constitution
Paper
Pen or Pencil
Opening (Set):
1. Write the objective and goal for the day on the board.
2. Have Warm-up on the board for students.
3. Ask questions about Warm-up, such as, What are some roles you guys see in
society? or Do you know much about the MS Constitution? Did you know we had
one?
4. Tell students to begin KWL Chart. Do the Know and Want to learn sections.
Learning Tasks (Procedures):
A. Get paper and writing utensils out for some notes.
B. Get a student to turn the lights off and projector on.
C. Pull up slides and begin lecture on state constitutions.
D. TTW teach students what the guarantee clause is and what it means for the
states.
E. Ask students how this affects the states, then turn to next slide and talk about the
affects on states.
F. I will have a slide stating the characteristics of state constitutions.
G. I will explain the meaning of each characteristics so the students understand the
deeper meaning.
H. Turn to next slide of the qualities of a state constitutions.
I. Explain the qualities found in many state constitutions that set them apart.
J. Turn to next slide about the changes in state constitutions.
K. Ask Why do States change the constitution more than the Federal government?
then give students time to respond.
L. Explain why the state constitutions change more than the U.S.
M. Ask How are the rights guaranteed by the national government similar to the
rights guaranteed by state governments? then give students time to respond.
N. Show chart of different state and the amount of amendments they have and
number of constitutions. Ask for students to show the oldest current constitution in effect.
O. Ask Does anyone know how many amendments and constitutions MS had over
the years?
P. Turn to next slide on problems and solutions in constitutions
Q. Ask Why do state constitutions include detailed statutory law?, let students
think and respond.
R. Wrap up slide with question, How are state constitutions and the U.S.
constitution different? (states are longer and reinforce the U.S., etc.)
S. Give students copy of MS Constitution and assigned partners for reading.
T. Give students questions to help them follow along the reading. Allow groups to
help one another and I will walk around and help when needed.
Closure:
1. Restate the objectives and goals for that day.
2. Ask students what the main idea of todays lesson was.
3. Ask what they learned from reading the MS Constitution.
Differentiated Instruction:
Enrichment: analyzing the MS Constitution, peer tutoring
Intervention: allow students to get dictionary for words they do not understand
Accommodation: assigned group pairing, peer tutoring
* Enrichments and interventions should be some change in the content taught, the
process in which the material is taught, or the product produced by the student.
Daily Lesson Plan

Day: (Day 2)
Objectives:
Identify the relationship between state governments and the Federal government.
(DOK 1)
Identify the relationship between different state governments. (DOK 1)
Develop logical arguments for and against a proposed amendment. (DOK 3)
Analyze data given to them for hearing. (DOK 4)
Recall activity in debriefing. (DOK 1)
Materials:
textbook
pencil or pen
paper
Google Slides
Opening (Set):
1. Have Warm-up and objectives on board for students, allow time to answer.
2. Discuss Warm-up. Ask students to expand on their answer, using clues from notes
the day before.
3. Ask What did someone learn about state constitutions from yesterday? then
allow time for answers.
A. Get students to turn off lights and turn on projector.
B. Ask What do you guys think the relationship between state and Federal
government is like? Do states have rights?
C. Start slide presentation from Google Slides on relationships with state
governments.
D. Explain relations of the state and Federal government from slide.
E. Then move to slide on relations among different state governments.
F. Ask students to compare the 2 relationships.
G. Ask What would happen if a state passed a law that contradicted a federal law?
H. Explain answer (The state law would be struck down as unconstitutional) and
review main idea of relationships.
I. Tell students to turn textbook to p. 526 for activity.
J. Break students into 2 groups and assign parts.
K. Give time for teams to deliberate about their position.
L. I will do the part of the concerned citizens and give their opinions.
M. We will have a short debate and Mrs. Smith will make the decision of who won
the debate, or who has the better argument.
Closure:
1. Ask debriefing questions from activity to check understanding.
2. Review main ideas from lesson and connect activity to lessons on state
governments.
Enrichment: Debate on proposed amendment for English. Winning group gets 5 points
on test.
Intervention: Diverse groups for activity.
Accommodation: Bonus points for winner group, teacher will keep close proximity to
these students to make sure they understand.
Daily Lesson Plan

Day: (Day 3)
Objectives:
Draw conclusions from news websites about the election voting. (DOK 1)
Compare the bias of different websites. (DOK 2)
Make observations about the popular vote. (DOK 2)
Analyze the results of the elections by the debates we have watched and the
campaigns. (DOK 4)
Materials:
Paper
Pen or Pencil
Computer for news website surfing
Opening (Set):
1. Write Warm-up and objectives on board for students.
2. Discuss Warm-up after students are done, ask about their answers.
3. Ask students about presidential popular vote from the day before.
A. Get students to turn off lights and turn on projector.
B. Instruct students to get a Chromebook from the front of classroom.
C. As a class we will go to different websites and look at articles about the
presidential election. (Fox, MSNBC, CNN, etc.)
D. I will ask questions along the way such as, Do you see bias? Who won the
popular vote? Does this mean they won the electoral vote? When is the electoral voting?
What was the voter turnout?
E. We will analyze any breaking news about the new president along the day. (6th
period may be more interesting than 1st)
Closure:
1. Review the lesson, what did we learn today?
2. Ask students to write down one fact they learned from web surfing for an exit
ticket.
Enrichment: Analyzing the articles for bias
Intervention: Teacher will read some article parts aloud to make sure students
understand main ideas
Accommodation: Give extra time for personal reading before discussing with class
Daily Lesson Plan
Day: (Day 4)
Objectives:
Identify the organization of State governments. (DOK 1)
State information about state Legislative Branches. (DOK 1)

State information about state Executive Branches. (DOK 1)
State information about state Judicial Branches. (DOK 1)
Identify the powers and checks of each branch. (DOK 1)
Classify the services and revenue for state governments. (DOK 2)
Compare and contrast the three branches of government. (DOK 3)
Paper
Pen or Pencil
Guided Notes for students
Highlighter
Textbook
Materials:
Opening (Set):
1. Write Warm-up and objectives on board for students.
2. Ask about the Warm-up, What bias was seen yesterday?.
3. Get students back on track with state governments for the lesson, What have we
learned about state constitutions and their relationships?
A. Students will get out textbook and turn to p. 529 for case study.
B. Teacher will lead students in reading the case study about teen driving laws.
C. Ask questions after the case study to expand understanding.
D. Ask Do you think this is a good idea? What are the opinions/arguments?
E. Pass out the guided notes that I have prepared for the lesson to students.
F. We will go through the notes and answers as a class.
G. The notes will have 4 sections. (Services and Finances, Legislative branch,
Executive branch, Judicial branch)
H. While going through notes the teacher ask questions to make sure the students
understand the facts, not just memorizing.
I. Ask questions like How do state legislatures differ? Who is the chief executive
of a state? What is your opinion about the powers possessed by the legislature in your
state? There are 2 states that do not elect governors to a 4-year term, which ones? Which
cases are handled by state courts? What are the 2 main types of taxes?
Closure:
1. Once the notes are completed the teacher will ask if there are any unclear notes or
sections.
2. Ask students to give opinion on their own state government, if they have one.
Enrichment: Ask questions that require prior knowledge or critical thinking of the
subject.
Intervention: Have guided notes for students to help them follow along the lesson.
Accommodation: Repeat the answer two/three times to make sure every student have
the correct answers in the blanks.
Daily Lesson Plan

Day: (Day 5)
Objectives:
Illustrate a hearing for extra money in a states budget. (DOK 1)
Compare the needs of citizens to the costs for their assigned department. (DOK 3)
Construct an argument for the money to come to their assigned department. (DOK
3)
Analyze the arguments and data given to them and the budget committee (with
teacher) will make final decision.
Cite evidence from the task for debriefing questions.
Materials:
Textbook
Paper
Pen or Pencil
Rubric for task
Opening (Set):
1. Write Warm-up and objectives on the board for the students.
2. Discuss Warm-up with students, What are the types? What is the difference?
3. Transition to todays lesson by introducing the idea of balancing the budget,
referring back to a previous activity this semester.
A. I will divide students into assigned groups with diverse learning styles.
B. There will be 6 groups based on Performance task.
C. The students will get 20 minutes to talk amongst each other before the hearing to
talk about possible strategies for debate and what stance they want to take.
D. The class will come together and have a hearing, lead by the teacher, to decide
where the extra money should go.
E. After the hearing the budget committee, along with the teacher, will have a short
time to talk about the decision.
F. The decision will be handed out. Grading will not be based on who gets the most
money particularly.
Closure:
1. I will bring the students together for a short time of questions for debriefing.
2. Ask How does committees decision reflect the Governors public-policy goals?
What about the public opinion poll? What does the decision say about the committees
goals
Enrichment: Diverse groups for peer tutoring
Intervention: Teacher will walk around to groups to check understanding
Accommodation: peer tutoring, a long time for deliberation
Daily Lesson Plan

Day: (Day 6)
Objectives:
Identify the types of local governments. (DOK 1)

Define the services and finances of local governments. (DOK 1)
State the government jobs in Lafayette county. (DOK 1)
Identify the specific people who serve for Lafayette county. (DOK 1)
Materials:
Paper
Pen or Pencil
Computer
Google Slides
Opening (Set):
1. Have Warm-up and objectives on the board for students.
2. Discuss Warm-up by asking about what does the government of Lafayette county
look like to the students.
3. Ask them to name as many official positions as possible for Lafayette county.
A. The teacher will start the slides by discussing the types of local government.
B. Start with Special districts, ask questions while students write slide down, Name
a special district in your area?
C. Turn to next slide defining cities and towns.
D. Go through the vocabulary with students, explaining the words if needed.
E. Explain that cities and governments do provide services and they are the second
level of local government.
F. Turn to next slide on counties and townships.
G. The main focus of lesson should be here, ask students about their own county
government. (What are the positions, What do they do, where are the districts, who are
the officials, etc.)
H. Turn to next slide on the services and finances of local government.
I. While students write notes from slides, the teacher should talk about each
statement to explain in depth, such as why and how are the services important.
J. Ask What items are included in property taxes? & What are economic
advantages and disadvantages to a town having a large university?
K. Allow students to expand on questions and have in depth discussions to make
these points hit home!
Closure:
1. Ask students what they learned about their own government from the lesson
today.
2. Review about the people and their positions in Lafayette county.
3. Tell the students to make sure and vote for these positions every opportunity and
understand their positions in the county.
Enrichment: Questioning about local officials that require knowledge outside of the
classroom.
Intervention: Give extra time on slides for notes while going more in depth about each
slide.
Accommodation: Offer 7th period as a tutoring period if students need extra help.
Daily Lesson Plan

Day: (Day 7)
Objectives:
Define participation in state and local governments. (DOK 1)

Identify direct democracies. (DOK 1)
State their role in the county and state in which they live. (DOK 1)
Apply concepts from local government finances and services to activity. (DOK 4)
Construct an article about the city meeting for debriefing. (DOK 3)
Materials:
Pen or Pencil
Paper
Computer
Google Slides
Textbooks
Opening (Set):
1. Have Warm-up and objectives on the board for students.
2. Discuss Warm-up. Ask students where the finances come from for local
governments. Why is that important to us?
3. Start with quote from Arnold Schwarzenegger while he was governor of
California.
A. Get students to turn off lights and turn on projector. Start Google Slides.
B. Show the slides on Citizen Participation.
C. Allow students time to write down notes and any vocabulary.
D. Ask questions about how we can participate in local government. Ask for
examples.
E. Do you believe citizens are allowed enough opportunities to participate?
F. Direct students to now turn in textbooks to p. 543.
G. Allow students to get into pairs then read the case study.
H. After everyone has read discuss as a class. Use the questions at the bottom of the
page to expand on the case study.
I. Ask students to explain what they feel after reading this case study.
Closure:
1. Ask students to answer #3 on p.544 on a separate piece of paper to turn in as an
exit ticket.
2. After they are done allow students to expand and/or ask questions about their
local government.
3. Ask students if they have any questions that are still unclear about their role in
local government.
Enrichment: Case study to dive into the material, the students will have a better
understanding.
Intervention: Allow students to have a partner for reading if they want, also teacher
should work around for any vocabulary questions.
Accommodation: Offer 7th period as a tutoring period if students need extra help.
Daily Lesson Plan

Day: (Day 8)
Objectives:
Identify the jobs of being a county supervisor. (DOK 1)
see the Who, What, When, Where, and Why of the speakers job. (DOK 1)
Analyze the speaker for questioning afterwards. (DOK 4)
Materials:
Paper
Pen or Pencil
Opening (Set):
1. Write the Warm-up and objectives on the board for students.
2. After a couple of minutes transition students to introduce the speaker to class.
(Who he is and What his title is)
A. Students will listen to the speaker attentively.
B. When speaker is done talking students will proceed to ask any nagging questions.
Closure:
1. The teacher will debrief the students with questions about the speaker to make
sure they understand what he does at his position. *These questions may be on the test.*
2. Remind students to study vocabulary for quiz.
Enrichment: A speaker so they can comprehend what the local actually does.
Intervention: The teacher will stand at the back of the classroom to make sure everyone
is quiet and respectful.
Accommodation: The teacher needs to keep close proximity IEP to make sure they are
attentive.
Daily Lesson Plan

Day: (Day 9)
Objectives:
Identify what they have learned from this unit. (DOK 1)

Match the vocabulary for a quiz. (DOK 1)
Recall the information for a review game. (DOK 1)
Connect their understanding in groups for review game. (DOK 4)
Materials:
Computer
Notes
Paper
Pen or Pencil
Kahoot game
Opening (Set):
1. Have Warm-up and objectives on the board for students to start class.
2. Discuss Warm-up. after discussion instruct students to get out KWL Chart.
3. The students will finish the KWL chart and discuss aloud what we learned from
this unit.
A. The teacher will pass out the short vocabulary quiz.
B. The students will take this short quiz, shouldnt take more than 5 minutes.
C. The teacher should pull the game up on the computer after a student is instructed
to turn the lights off and the projector on.
D. The teacher will divide the students into 2 teams and begin the game.
E. The teacher will tell students to get notes out and highlight the questions after we
answer them because these are questions reflected from the test.
F. The game will be played around 25 minutes.
G. Throughout the game the teacher will ask questions and make sure the students
understand.
Closure:
1. After the game the teacher should ask for any questions the students need
answered for the test tomorrow.
2. Answer any questions the students ask about the format or content of the test.
Enrichment: Thought provoking questions to make the students apply the knowledge of
state and local government.
Intervention: The teacher will give hints or let the students have help from team after 20
seconds. each team has lifelines.
Accommodation: Give extra time for answering questions, only teacher keeps timer.
Daily Lesson Plan

Day: (Day 10)
Objectives:
Recall their learning for the Unit Test. (DOK 1)
Identify key terms and specific situations from the notes for Unit Test. (DOK 1)
Cite evidence from notes for Unit Test. (DOK 3)
Materials:
Pen or pencil
Test
Notes (before test)
Opening (Set):
1. Give students about 5-10 at beginning of class to study more or ask any nagging
questions.
A. The teacher will pass out Chapter 16 Unit Test.
B. The students will take test, they have the rest of the period.
Closure:
1. The students will come turn in test as they are done.
2. The teacher should ask the students thoughts on the test, was it hard? easy? too
long?
Enrichment: There will be some discussion questions on the test, questions for
application.
Intervention: I will be available for any questions about words or questions on test, just
helping to understand question, not to give answer.
Accommodation: Give the students extra time to take test if needed.
Team members: ______________________________________________________
Contribution
Cooperation
On task
Communication
Beginning
Developing
Accomplished
Exemplary
15 point
18 points
22 points
25 points
One or more
members do not
contribute.
All members
contribute, but
some contribute
more than others.
All members
contribute equally.
All members
contribute equally,
and some even
contribute more
than was required.
Teacher
intervention
needed often to
help group
cooperate.
Members work
well together some
of the time. Some
teacher intervention
needed.
Members work well

together most of the
time.
All members work

well together all of
the time; assist
others when
needed.
Team needs
frequent teacher
reminders to get
on task.
Team is on task
some of the time.
Needs teacher
reminders.
Team is on task most

of the time. Does not
need any teacher
reminders.
Team is on task all

of the time.
Does not need any
teacher reminders.
Members need
frequent teacher
intervention to
listen to each other
and speak to each
other
appropriately.
Members need
some teacher
intervention to be
able to listen to
each other and
speak to each other
appropriately.
All members listen to

each other and speak
to each other in equal
amounts.
Each member
listens well to
other members.
Each member
speaks in friendly
and encouraging
tones.
Total points __________
MS Constitution Questions
Suggested Changes
Location in Constitution
Reason for Change
1. When was this constitution written?

____________________________________________________________
2. What rights are specifically protected?

______________________________________________________________________
____________________________________________________________________
3. What sort of language is used in this constitution? Is it difficult to

understand? Who is the audience?
______________________________________________________________________
____________________________________________________________________
Name: __________________________________
Unit Vocabulary Quiz

WORD BANK:
fundamental law
referendum
professional legislatures
citizen
legislatures
statutory law
recall
guarantee clause
special districts
1. What word means:

law established by enactments expressing
the will of the legislature.?
2. What word means:

law that determines the basic political
principles of a government. ?
3. What word means:

being a member of this legislature is the
person's full time job?
4. What word means:

made up primarily of citizens who have another
occupation. (part-time)?
5. What word means:

the greatest number of local governments,
providing a single service such as water or
transportation. ?
6. What word means:

allows citizens to remove government
officials from office before the end of the
term. ?
7. What word means:

a popular vote on a proposal from the
legislature.?
8. What word means:

makes sure each State in [the] Union is a
Republican Form of Government. ?
Guided Notes for Section 2

State Government
1. Legislative Branch
1. There are two different types of Legislatures: ______________ &
______________
2. Part-time legislatures = _________________________________
3. Full-time legislatures = _________________________________
4. HOW DO THEY WORK??
Powers
______________________ is the primary power of state legislatures.
State legislatures also have the power to _____________________________ state
officeholders of any branch.
Organization
State legislatures are set up in the same manner as the U.S. Congress, they are led
by __________________________________.
__________________________________ perform the main legislative work of
the states, this work consists of
_______________________________________________________.
Process
There are 3 steps to getting bill through the legislature:
1. The bill is ________________________.
2. Then the bill is
_________________________________________________________.
3. Then the bill is
_________________________________________________________.
2. Executive Branch
A. The Governor is the _______________________ of the state government.
Roles & Powers

They oversee the __________________________________________________.
They are also ______________________ for their states, trying to promote the
state for businesses.
They have checks on the other branches as well:
1. Governors can ______________ bills passed by the legislature, most governors
can _______________________ which means he/she can rejects specific lines from a
bill.
2. Governors also have the power of ___________________________, which
include the power to grant pardons and commutations.
3. Judicial Branch
What kinds of cases are handled by state courts?
__________________________________
A typical state court system contains 2 basic types of courts:
____________________________________ &
_________________________________.
Unlike the federal courts, state court justices can be either
___________________________ or ________________________.
About half the states follow some form of the ________________________.
4. Services
What are some state services?
What is the main source of revenues for most states?

__________________________
1.
2.
3.
4.
__________________ is also a great source for state revenue.

There are 4 other ways of raising money for states:
______________________
______________________
______________________
______________________
State budgets are very important for every state, the governor develops
_________________________, then legislators _______________________________,
finally the budget is sent back to governor for approval.
Chapter 16 Unit Test

Name: ___________________________________
Period:__________________________
Multiple Choice: Circle the correct answer for each of the following questions. 4 points
each.
______ 1. What does the Supremacy Clause make federal law and the Constitution?
a.
b.
c.
d.
The only law for everyone

The supreme law of the land
The law for all states
The governments law
______ 2. Where does nearly half of local governments in the U.S. get their revenue?
a.
b.
c.
d.
Garbage bills
Donations
State & Federal grants
Tolls from highways
______ 3. Which one of the following is NOT a form of local government?
a.
b.
c.
d.
City
Special District
Police Force
County
______ 4. The governor is the _______________ of the state government.

a.
b.
c.
d.
Chairman
Chief Executive
CEO
Organizer
______ 5. How many times has the Mississippi Constitution been amended?
a.
b.
c.
d.
123
273
76
43
______ 6. Which of the following is NOT a characteristic of state constitutions?

a.
b.
c.
d.
Overly detailed
Frequently amended
Short
Frequently rewritten
______ 7. What is the most familiar type of special district?

a.
b.
c.
d.
Mayors office
Communities
Board of Supervisors
School districts
______ 8. What are counties split into in the Mid-Atlantic and Midwestern states?
a.
b.
c.
d.
Townships
Borrows
Special Districts
Parishes
______ 9. What is the main power of the Legislative branch of the state?
a. Hearing court cases
b. Making or writing the laws
c. Vetoing bills
d. Meeting for special occasions

______ 10. What is the main source for state governments revenue?
a.
b.
c.
d.
Grants
Donations
Taxes
Tolls from highways
______ 11. Which state has the most amendments in United States History?
a.
b.
c.
d.
Alabama
Georgia
Nebraska
Minnesota
______ 12. Which system gives citizens the right to elect its city council and mayor and is the
most popular form?
a. Council-Manager
b. Commission System
c. Mayor-Council
______ 13. What does initiative mean relating to direct democracy?
a.
b.
c.
d.
Vote on a certain proposal

Allows citizens to propose and enact laws directly
Promotes citizens to run for government office
Allows citizens to remove elected officials
______ 14. How old must you be to vote and run for office in a local government?
a.
b.
c.
d.
24
21
18
40
Fill-in-the-Blank & Short Answer: Fill in the correct answer or answers for each question.
6 points each.
1. What are the 2 powers given to state and federal governments?

__________________________________ & ______________________________________
2. What are the 2 types of state courts in Mississippi?

__________________________ & __________________________________
3. What are the 3 forms of local government?

________________________
________________________
________________________
4. List 3 services the county provides for the citizens:

_______________________
_______________________
_______________________
5. What are 2 things that you will pay property tax on?
__________________
__________________
6. Define Federalism.
______________________________________________________________________________
______________________________________________________________________________
BONUS: What is the web address for all information you may need concerning Lafayette
County?
_______________________________________________________________

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Alex Williams

State and Local

The University of Mississippi School of Education

Written Unit Plan

Unit Cover Page

Length of Unit: _10 days_

School District: _Lafayette County_

School: _Lafayette County High School_

Brief Summary of Unit:

2. Knowledge of students varied approaches to learning (Include information from

3. Knowledge of students skills and prior learning

Stage 1 Identify Desired Results

Identify the organization of State governments. (DOK 1)

Identify the types of local governments. (DOK 1)

Define participation in state and local governments. (DOK 1)

Identify what they have learned from this unit. (DOK 1)

Stage 2 Planning Assessment

Give formal, vocal instructions for students.

Unit Test - Day 10

KWL Chart (first & 9th day)

Stage 3 Daily Lesson Plans

Warm up: What do

Warm up: How

STAGE 3: Daily Plans

Warm up: What

Warm up: How

Warm-up: What are

TSW look into

TSW turn to page

TSW look on p. 540

TTW have short

Daily Lesson Plan

Identify changes in state constitutions. (DOK 1)

Daily Lesson Plan

Daily Lesson Plan

State information about state Legislative Branches. (DOK 1)

Daily Lesson Plan

Daily Lesson Plan

Identify the types of local governments. (DOK 1)

Daily Lesson Plan

Define participation in state and local governments. (DOK 1)

Daily Lesson Plan

Daily Lesson Plan

Identify what they have learned from this unit. (DOK 1)

Daily Lesson Plan

Team members: ______________________________________________________

Members work well

All members work

Team is on task most

Team is on task all

All members listen to

Total points __________

Reason for Change

1. When was this constitution written?

2. What rights are specifically protected?

3. What sort of language is used in this constitution? Is it difficult to

Unit Vocabulary Quiz

4. The governor is the _________ of the state government.