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4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 53MichiganStateUniversityExtension4-HYouthDevelopment
UNIT 4: Local Government KnowledgeDecisionsaremadeeverydaythataffectissuesinourcommunities.Whilemostofusarefamiliarwiththepeopleandthestructureofthefederalandstategovernment,itisourlocalgovernmentthatmakesthemajorityofdecisionsthatuniquelyaffectourcommunities.
InstructioninU.S.governmentanddemocracy– atthenational,stateandlocallevels–isanimportantpartofincreasingcivicknowledge.Americancitizensshouldhaveanunderstandingofourgovernment’sstructure,thepowersandresponsibilitiesofitsdifferentbranchesandlevels,andhowgovernmentinfluencesandisinfluencedbythegreatersociety.Knowledgeofgovernmenthelpsusbepoliticallyengaged:themoreknowl-edgeableweare,themorelikelywearetograspimportantpoliticalissuesandbesmartvoters.
Learningaboutgovernmentisusuallyconfinedtotheclassroom.However,extracurricularprogramsareinapositiontoenrichthislearningandbringgovernmenttolifebyengagingyoungpeopleinsimulationsofdemocraticprocessesandprocedures,andbyusingpertinentissuesasvehiclesforexploringhowgovernmentworks.Youngpeopleoftenseegovernmentasboring,distantandunrelatedtothemselves.Avitalpartofciviceducationistodemystifygovernment.ItshowsyoungpeoplethatgovernmentismadeupofrealpeopleandthattheaverageAmericancitizenisintimatelyinvolvedinhowgovernmentalofficialsarechosenandhowdecisionsaremade.Exposingyouthtothehumansideofpolitics–talkingwithelectedofficials,visitinggovernmentbuildings,attendingmeetings–isagreatwaytomakegovernmentmorepersonal.Understandinggovernmentstructureandprocessesallowsustoseehowthesystemworksandhowwecanmakeadifference.
Think local Researchhasshownthathighschoolstudentsunderstandlocalgovernmentbetterthanfederalgovernment,despitethelackoflocalgovern-mentinformationintheformalschoolcurriculum.Atthelocallevel,democracycomestolife.The
peoplethatweelecttoleadourlocalgovernmentgenerallyserveamuchsmallerconstituencythanfederalandstateleaders,andthustheyaremoreaccessible;theymayevenbepeopleyouregularlyseeinthecommunity.Theseelectedofficialsandmanyotherappointedlocalgovernmentemployeesworktoimprovethequalityoflifeintheirdistrictsbyprovidingservicesandcreatingordinances.Anditistheresponsibil-ityofus,ascitizens,tocommunicatewiththemourwantsandneeds.Workingforchangeatthefederalandstatelevelscanbetiresomeandlong-terminnature,butatthelocallevel,wecanmakeouropinionheardbysimplyattendingagovern-mentalmeetingandspeakingface-to-facewithdecisionmakers.
Tryingtounderstandlocalgovernmentcanbeconfusingatfirst,givenallofthedifferentgovern-mentunits:counties,townships,cities,villages,schooldistricts,intermediateschooldistrictsandspecialauthoritiesallhavedifferentgoverningbodiesandallhavedifferentpowersandrespon-sibilities.Howcanwesortallofthisout?Wecanstartbylearningwhatlocalgovernmentunitshavejurisdictionoverwhatissues.Thisway,wecanusetheissuesthatweareinterestedintodeterminewhichgovernmentunithasthepowertodosomethingaboutthoseissues.
Forming partnershipsTakingadvantageoftherelativeaccessibilityoflo-calgovernmentofficialsisagreatwaytoincreaseunderstandingofhowthesegovernmentunitsworkandtomakeyourvoiceheard.Collabo-ratingwithlocalgovernmentofficialsduring the organizationofyourgroupisaneffectivewaytoestablishaworkingpartnership.Manyofficialsareexcitedabouttheopportunitytohearyoungpeople’sopinionsandconcernssurroundingcom-munityissuesandwouldbewillingtosupportayouthgroupinterestedincitizenship.Thefollow-ingisanexampleofhowonegroupformedsuchapartnership.(SeeUnit5,“TakingAction”forotherexamplesofpartnerships.):
Principles of Citizenship:• KnowledgeofGovernment• PublicPolicy
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“A consensus is taking shape… classroom study and community practice both play a role in forming citizens.”
—WilliamGalston,(2001,p.218)
The Genesee County 4-H Citizenship Academy is a collaborative program sponsored by the Genesee County Board of Commissioners and the 4-H Youth Program of Michigan State University Extension in Genesee County. Nine high school-aged students, one from each county commis-sioner district, can be selected to participate in the extensive “hands-on” government/citizenship event. The academy provides the opportunity for Genesee County youth to develop a better under-standing of the role and purpose of local and state government with their commissioner serving as a local mentor.
Each participant receives a comprehensive notebook regarding history and demographics of Genesee County along with a lot of information regarding Genesee County government. They complete five two-hour meetings learning about local county government, complete an intensive issues identification process, have dinner with the commissioners to present the identified is-sues, and complete a detailed evaluation of the program. Participants take one full-day off from school to sit next to their respective commissioner during an official meeting of the Genesee County Board of Commissioners and then visit up to twelve county departments to question staff and department heads.
Resources for local government knowledgeTheCivicsInstitute,“TeachingtheTypesofLocalGovernmentinMichi-gan:ModelBuilding”http://www.civicsinstitute.org/curricula/high/Teach-ing_the_Types_of_Loca.html
TheUniversityofMichiganLibrary,“LocalGovernmentsandPolitics”http://www.lib.umich.edu/govdocs/pslocal.html
MunicipalResearchandServicesCenterofWashington,“LocalGovern-mentPolicy-MakingProcess”http://mrsc.org/Publications/polmakpro.pdf
MichiganConstitution(seeArticleVII:“LocalGovernment”)http://www.legislature.mi.gov/ documents/publications/Constitution.pdf
ReferencesCarnegieCorporationofNewYorkandTheCenterforInformationandResearchonCivicLearningandEngagement.(2003).The Civic Mission of Schools.NewYork:CarnegieCorporation.
Flanagan,C.A,&Faison,N.(2001).Youthcivicdevelopment:Implica-tionsforsocialpolicyandprograms.Social Policy Report, vol. xv, 1.
Galston,W.A.(2001).Politicalknowledge,politicalengagement,andciviceducation.Annual Review of Political Science, 4,217-234.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 55MichiganStateUniversityExtension4-HYouthDevelopment
ACTIVITY:
The “Invisible” GovernmentDescription: Youthconsiderissuesandproblemsoflocalrelevanceandusethesetobeginlearningaboutthestructureandpro-cessesoflocalgovernmentinMichigan,includinglocalgovernmentresponsibili-tiesandgovernmentofficials.Youththenexploretheirowncommunitytolearnwhatservicesareprovidedandwhothepeoplearethatmakeitrun.ThisactivityshouldbeconductedafterthegrouphascompletedtheissuesidentificationprocessinUnit3,“IssuesIdentification.”
Participant Age: Ages16–19
Activity Objectives:Theparticipantswill:• Understandthestructureoflocalgovernment.
• Understandthepurposesandresponsibilitiesoflocalgovernmentunits.
• Connectlocalissueswithlocalgov-ernmentdepartmentsandservices.
• Becomefamiliarwiththeirownlocalgovernmentunitsandofficials.
Learning and Life Skills: WiseUseofResources;Planning/Or-ganizing
State of Michigan Social Studies Standards:StandardIII.1PurposesofGovernment;StandardIII.4AmericanGovernmentandPolitics;StandardVI.1IdentifyingandAnalyzingIssues
Materials, Equipment, Handouts:oHandout:“WhatDoesLocalGovernmentDoforYou?”oThree-ringbinderforeachparticipantwiththefollowinghandoutsinsertedinsidethebinder:• Handout:“UnderstandingLocalGovernmentinMichigan.”Includesmainpage“UnderstandingLocalGovernmentinMichigan”andthefollowing:-“Counties”(2pages)-“ResponsibilitiesofCountyGovernment”-“PeopleinCountyGovernment”-“Townships”-“Villages”-“Cities”
• Handout:“CommonCommunityIssues”oListofcommunityissuesthatthegroupisinterestedinfocusingonoHandout:“IssuesandLocalGovernment”oNotebookpaperandwritingutensilsforallparticipants
Time: 2½hours,brokenupintothreeparts
Setting: Indoors,tablesandchairstoaccommodateallparticipants
Procedure:Before the meeting:• Reviewactivitydirectionsandmaterials.• Printonecopyof“WhatDoesLocalGovernmentDoforYou?”foreachparticipant.
• Printout,copy,andorganizethehandouts,“UnderstandingLocalGovernmentinMichigan,”(whichincludesthemainpage,“UnderstandingLocalGovern-mentinMichigan”andthefollowing:“Counties”[2pages],“ResponsibilitiesofCountyGovernment,”“PeopleinCountyGovernment,”“Townships,”“Vil-lages,”and“Cities”)andalsothehandout,“CommonCommunityIssues”intothree-ringbinderssothateachparticipantreceivesone.
• Printonecopyof“IssuesandLocalGovernment”foreachparticipant.• SeePartIII,step2.Iffollowingoption“c”instep2,prepareahandoutwithinformationonyourcountygovernment,includingdepartmentsand/orcom-missionsorgetcopiesofyourcountydirectoryfromyourcountygovernment.
• Makesurethatthegrouphasalreadyidentifiedwhichcommunityissuesitwouldliketofocuson,andmakesurethelistisaccessible.
During the meeting:
Part I1.Askthegroupwhattheythinkofwhentheyheartheword“government.”Takeseveralresponses.Responseswilllikelybeinreferencetostateandfed-eralgovernment.
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2.Explaintothegroupthattodaytheyaregoingtotalkaboutlocalgovernment.Thereisagovernmentforyourcounty,townshipandcityorvillage,too,al-thoughitmaynotgetasmuchattentionasthestateandfederalgovernment.
3.Distributethe“WhatDoesLocalGovernmentDoforYou?”handout.Explainthattheitemsonthehandoutareservicesthatarenormallyprovidedbyunitsoflocalgovernment,notstateorfederalgovernment.Asagroup,readthrougheachitemonthelistandaskparticipantstogiveexamplesoftheserviceintheircommunityorexamplesofproblemsassociatedwiththeitemintheircommu-nity.
Reflection Activities and Ideas:Afterthegrouphasgoneovereachitem,askthefollowingquestions:• Whichoftheseservices,orothers,couldbeimprovedinyourcommunity?• Wheredotheissuesthatyoupreviouslyidentifiedfitintothislist?
Part II1.Distributeonethree-ringbinder(containingthehandoutsasdescribedinthe“BeforetheMeeting”procedure)toeachparticipant.ExplainthatthisbindercontainsinformationonthestructureoflocalgovernmentinMichiganandthattheyshouldkeepthisbinderasaresourcefortheremainderofthegroup’smeetings.Tellthegroupthatitisimportanttounderstandthedifferentunitsoflocalgovernmentandwhateachunitisresponsibleforinordertoaddressanissueattheappropriatelevel.Gothroughtheinformationoneachoftheunitsofgovernment,answeringanyquestions;haveparticipantsidentifytheirrespectivecounty,townshipandvillageorcityatthebeginningofeachsection.(See“TryThis,Too”sectionforfunideasonhowtoreinforceparticipants’understandingofthisinformation.)
Part III1.Explaintothegroupthattheywillusethisinformationonlocalgovernmenttodeterminewhichunitofgovernment(thatis,county,township,cityorvillage)dealswiththeissuesandproblemsthattheybelievetobethemostimpor-tantintheircommunity.Revisitthelistofissuesthatthegroupisinterestedinfocusingon.Havethegroupgothroughtheirlistofissuesanddecidewhichunitoflocalgovernmentcanaddresseachissue.Itmaybethatsomeissuesareapplicabletomultipleunitsoflocalgovernment.Iftheoriginallistofissuesisextensive,havethegroupnarrowthelistdowntofourorfewerissues.Dis-tributethehandout“IssuesandLocalGovernment”andhavethegroupworktogethertofillinthehandoutwiththeirchosenissuesandcorrespondingunitsoflocalgovernment.Finally,havethemfillinthenameofthelocalgovernmentunit(thatis,thecounty,township,villageorcityname).
2.Thereareseveraloptionsforthisstep:
a. Ifcomputersareavailable,haveparticipantsworkinpairstoresearchthewebsiteforoneofthelocalgovernmentunitsidentifiedinstep1.Makesureeachgrouphaspaperandawritingutensil.Instructgroupstopayparticularattentionto“departments”or“commissions”withineachunitandtorecordthese.Groupsmayrecordanyotherinformationthattheyfindinteresting.
b. Ifcomputersarenotavailable,instructeachparticipanttoresearchthewebsiteforoneofthelocalgovernmentunitsidentifiedinstep1outsideofthemeeting.Instructparticipantstopayparticularattentionto“departments”or“commissions”withineachunitandtorecordtheseandbringthemtothe
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nextmeeting.Participantsmayrecordanyotherinformationthattheyfindinteresting.
c. Ifcomputersarenotavailable,distributethepre-preparedinformationonthecountygovernmentandcountygovernmentdepartmentsand/oryourcountydirectory.Givethegrouptimetoreadthroughtheinformation.
Reflection Activities and Ideas:ReconvenethelargergroupandhaveparticipantssharetheinformationtheyfoundinterestingfromPartIII,step2.Askthefollowingquestions:• Whatdepartmentsorcommissionsareinthelocalgovernmentunit(s)andwhatissuesmighttheydealwith?
• Whatdepartment(s)mightdealwiththeissuesthatwediscussedinstep2?• Doyouthinkthatthereshouldbemoredepartmentstoaddressmoreissues?Doyouthinkthatthereshouldbefewerdepartments?Whatwouldbethebenefitofhavingfewerdepartments?
• Howdoeswhatyoulearnedtodayhelpyoutomakedecisionsaboutgettinginvolvedwithcommunityissues?Howdoeswhatyoulearnedtodayrelatetocitizenship?
Try This, Too:• Whenpreparingthethree-ringbindersforeachparticipant,addinformationinthebinderaboutthehistoryofyourparticularcounty,township,cityand/orvillage.
• AfterPartI,takeawalk(30to60minutes)withthegrouparoundthecommu-nity,outsideofthemeetingplace.Bringthe“WhatDoesLocalGovernmentDoforYou?”handout.Havethegroupusethehandouttoidentifyrealexamplesoflocalgovernmentservicesinthecommunity(forexample,parks,sidewalks,streetlights,buses,libraries).Iftheseservicesarenotaccessiblebyfootfromthemeetingplace,itmaybebettertoarrangeafieldtripatalatertimetocompletethisactivity.
• ForPartII,invitealocalgovernmentofficial(forexample,countycommission-er,countyExtensiondirector,citycouncilmember)tothismeetingtointroducehimselforherself,giveabriefbiography,andexplainwhereheorshefitsintothelocalgovernmentstructureandwhatissuesheorsheworkson.Ifpossible,invitesomeonewhoworksonanissuethatthegroupidentifiedasonetheywouldliketofocuson.Thelocalofficialcanalsohelpfieldquestionsrelatedtolocalgovernmentstructure.
• AfterreviewingtheinformationinthebindersinPartII,makeagameforpar-ticipantstopracticerecallingfactsaboutlocalgovernment(forexample,whichunitsprovidewhichservices,namesofgovernmentofficialsateachlevel).Useinformationfromthe“UnderstandingLocalGovernmentinMichigan”handouttoorganizeagameinthestyleofJeopardy!,TRIVIALPURSUIT®orConcen-tration.Breakthegroupupintoteams,orhaveparticipantscompeteindividu-ally.Provideprizesforthewinner(s).
• AttheconclusionofPartIII,askthegrouptoidentifyoneormoredepartmentsrelevanttotheirissuesofinterestthattheywouldliketovisit.Arrangeafieldtriptothisdepartmentbuilding.
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HANDOUT:
What Does Local Government Do For You?Thelistbelowreflectsthetypesofproblemswemayallencounteratsomepoint,ortheserviceswemayneed.
Services 1.Hospitals
2.Policeandfireprotection
3.Specialeducationprograms
4.Voterregistration
5.Parking
6.Mentalhealthcounseling
7.Emergencymedicalservices
8.Childcustody,supportandvisitation
9.Streetlights
10.Roadmaintenance
11.Publictransportation(forexample,buses,trains)
12.Parks
13.Schoolbuildings–useforcommunityprograms
14.Recreationprogramsforyoungpeopleandadults
15.Juveniledetentionordiversion
16.Sidewalks
17.Garbagepick-up/disposal
18.Schoolcurriculum
19.Libraries
20.Localfairs
Theseareallissuesthatcanbeaddressedandservicesthatcanbeprovidedbylocalgovernmentunits.Thereareotherissuesandservicesthatlocalgovernmentcanaddress.
Adaptedwithpermissionfrom“WhatDoesLocalGovernmentDoforYou?”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 59MichiganStateUniversityExtension4-HYouthDevelopment4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth Groups 59Michigan State University Extension 4-H Youth Development
HANDOUT:
Understanding Local Government in MichiganWhat is local government?•Localgovernmentuseslocaltaxmoney.•Localgovernmenthasagoverningbodyusuallycomposedofelectedofficials.
Michigan has eight (8) types of local government:
Type NumberGeneral purpose
1. Townships 1,242 2. Villages 261 3. Cities 272 4. Counties 83
Special purpose
5. School districts 556 6. Intermediate school districts 57 7. Community colleges 29 8. Special authorities Unknown
Total 2500
Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
County
Township
Village
City
School districtSchooldistrictboundariesmayormaynotcrosscity,townshipandvillagelines.Intermediateschooldistrictboundariesmayormanynotincludemorethanonecounty.
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HANDOUT: Understanding Local Government in Michigan, continued
CountiesCounties are the largest political units of the state.
There are 83 counties in Michigan.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 61MichiganStateUniversityExtension4-HYouthDevelopment4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth Groups 61Michigan State University Extension 4-H Youth Development
HANDOUT: Understanding Local Government in Michigan, continued
Counties, continued
Wayne County has the largest population, Keweenaw the smallest:Wayne County: 2,061,162
Keweenaw County: 2,300
MarquetteCounty Benzie
County
1,828 sq. miles 316 sq. miles
=5,000 people
Marquette County is the largest, geographically, and Benzie county the
smallest:
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HANDOUT: Understanding Local Government in Michigan, continued
Responsibilities of county governmentCountygovernmentsonlyhavethepowertodealwithissuesthatarerelatedtothecounty.Theycannotinterferewithmorelocalissues(forexample,citysidewalks),norcantheyinflu-encestateandnationalissues(forexample,theIraqWar).Countygovernmentsmustalsomakesurethattheyfollowallstatelaws.
The following are some of the responsibilities of county governments and areas over which they have power:
•Keepingrecordsofpersonsandpropertyinthecounty
•Buildingandmaintainingroadsinthecounty
•Careofrurallandsandpopulations
•Publichealth
•Mentalhealth
•Animalcontrol
•Veteran’sAffairs
•FriendoftheCourt
•Planningandzoning
•Emergencymedicalservices
•Circuit,Probate,DistrictCourts
•MichiganStateUniversityExtension
•Socialservices
•Seniorservices
•Economicdevelopment
•Hospitals
•Emergencypreparedness
•Publicworks
•Equalizationoftaxes
•Electionoversight
Theseresponsibilitiesareusuallycarriedoutbydepartmentsinthecountygovernment.Manyoftheresponsibilitieslistedabovehaveaspecificdepartmentcreatedfortheirexecution.Noteverycountyhasthesamedepartments.Someexamplesofcountygovernmentdepartmentsaretheroadcommission,theparksandfairgrounddepartment,familyservicesandthesheriff’sdepartment.
Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 63MichiganStateUniversityExtension4-HYouthDevelopment4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth Groups 63Michigan State University Extension 4-H Youth Development
HANDOUT: Understanding Local Government in Michigan, continued
People in county government
Thegoverningbodyofmostcountiesiscalledthecounty board of commissioners.Thecommissionersareelectedbythepeopleofthecounty.Thesizeoftheboarddependsonthepopulationofthecounty;thesmallestboardinMichiganhasfivecommissionersandthelargesthas26commissioners.Theboardservesthefollowingfunctions:
1. Legislation–decidesonresolutionsandlaws(ordinances)tobeenactedinthecounty
2. Budgeting–decideshowcountytaxmoneyandotherresourcesarespentanddistributed
3. Establishescompensationforcountyemployees–decideshowmuchmoneypeoplewhoworkforthecountyearn
4. Makesappointmentstocountypositions–decideswhogetscountyjobs
5. Providesconstituentservices
Otherelectedcountyofficialsinclude:
• Sheriff–responsibleforenforcingstatelawatthecountylevel,investigatinglawviolationsandforbringingthosesuspectedoflawviolationstojustice
•Clerk–maintainsrecordsofalloftheboardofcommissioner’sproceedings,resolutions,decisionsandvotes.Theclerkisresponsibleforkeepingvitalrecordsforthecountyandmanagingtheirapplicationandapproval,including:birthrecords,marriagelicenses,deathrecords,visasandconcealedweaponpermits.Theclerkalsoadministerselections.
•Register of deeds(oftencombinedwithclerkresponsibilities)–maintainsofficialrecordsofpropertyinthecounty.Theregisterofdeedsalsokeepstrackofallexchangesofrealestatewiththestate.
•Treasurer–responsibleforpublicfunds.Thetreasurercannotmakepaymentsexceptuponorderoftheboardofcommissioners.
•Prosecuting attorney–conductscriminalprosecutions.
Somecountieshavecreatedotheradministrativepositions,suchasController, Administrator, Direc-tor of Finance, CoordinatorandElected Executive.
Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
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HANDOUT: Understanding Local Government in Michigan, continued
Townships
Thereare1,242townshipsinMichigan,rangingingeographicsizefromfoursquaremilesto600squaremiles.Thesmallesttownshiphasapopulationoftenpeopleandthelargestapopulationof95,000.
Responsibilities of township governmentsTownshipgovernmentsareresponsibleforallaspectsoflocalgovernment:
• Health,safety,welfare
• Fireprotection
• Trafficsafety
• Landuseandzoning
• Subdivisioncontrols
• Licensingofbusiness
• Administeringelections
• Assessingpropertyandcollectingtaxes
• Mayalsoprovidepublicwaterandsewers,libraries,etc.
People in township governmentOfficialsintownshipgovernmentsareelectedtofour-yeartermstoserveonthetownship board.Theboardmembersinclude:
• Supervisor
• Clerk
• Treasurer
• Trustees(2-4)
Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 65MichiganStateUniversityExtension4-HYouthDevelopment4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth Groups 65Michigan State University Extension 4-H Youth Development
HANDOUT: Understanding Local Government in Michigan, continued
Villages
Therearepresently261villagesinMichiganwithpopulationsrangingfrom130to10,000.Villagesareformedwhenagreaterpopulationdensitywithatownshipcreatesaneedformoreservices,suchastheestablishmentofthevillage’sownwatersupply,sewerageandmaintenanceofstreetandroads.Villagesremainpartofthetownship.
Responsibilities of village governmentsThetypesofresponsibilitiesofvillagegovernmentsinclude:
• Managementofsidewalks
• Streetlightingandpavement
• Zoning
• Localwatersupply
• Careofcemeteries
• Buildingregulations
People in village governmentVillageofficialsareelectedtoservetwo-tofour-yeartermsonthevillage council.Therearetwotypesofvillages:GeneralLawvillagesandHomeRulevillages.Theyhavesimilarleadershipstructure,including:
• President
• Clerk
• Treasurer
• Trustees(6inGeneralLawvillage)
Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
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HANDOUT: Understanding Local Government in Michigan, continued
Cities
Citiesareformedwhencommunitiesbecomemoredenselypopulated.Residentsdecidetobecomeacityinordertoprovideafullarrayofservices.Thereare272citiesinMichigan;populationsrangefrom500to900,000.Citieshavethepowertocollecttaxesandwriteordinancesorcitylaws.
Responsibilities of city governmentsCitygovernmentscarryonthesametypeofbusinessastownshipsandvillages,butusuallyonalargerscale.Theirresponsibilitiesinclude:
• Assessingproperty
• Collectingtaxes
• Conductingelections
• Providingservices- Sidewalks- Police- Zoning- Libraries- Streets- Parks/recreation- Fireprotection- Watersupply- Transportation- Trashremoval
Adaptedwithpermissionfrom“UnderstandingLocalGovernment,”byElizabethMoore,inDeveloping Community Leadership,EastLansing:MichiganStateUniversityExtension,2005.
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HANDOUT:
Common Community Issues
RecreationLackofparksParksindisrepairNeedforrecreationcentersNeedforsportsfacilitiesLackofrecreationprogramsLackofwalking/bikingpaths
Education and HealthSchoolviolenceLackoftextbooksHighdrop-outratesTruancyOvercrowdedschoolsPoortestscoresChildabuseLackofchild-carecentersChildhoodillnessTeenparentsPollution(airorwater)
Crime and SafetyViolentcrimeGangsDrugsandalcoholTheftPolice-communityrelationsTrafficaccidentsVandalismLitter
EconomyYouthunemploymentLackofjobtrainingPovertyHomelessness
DiversityHatecrimesRacerelationsGenderissuesAgediscriminationAffirmativeactionissues
AdministrationPublictransportationLackofsidewalksSidewalksindisrepairPoorlightingonstreetsZoningproblemsAbandonedbuildingsVacantlotsTaxorbudgetissues
Other (addyouownideas)
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HANDOUT:
Issues and Local Government
1. ISSUE: _________________________________________________________________________
Corresponding unit(s) of local government:
________________________________________________________________________________
Name of local government unit (forexample,countyname):
________________________________________________________________________________
2. ISSUE: _________________________________________________________________________
Corresponding unit(s) of local government:
________________________________________________________________________________
Name of local government unit (forexample,countyname):
________________________________________________________________________________
3. ISSUE: _________________________________________________________________________
Corresponding unit(s) of local government:
________________________________________________________________________________
Name of local government unit (forexample,countyname):
________________________________________________________________________________
4. ISSUE: _________________________________________________________________________
Corresponding unit(s) of local government:
________________________________________________________________________________
Name of local government unit (forexample,countyname):
________________________________________________________________________________
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ACTIVITY:
Behind-the-Scenes of Local GovernmentDescription: Youthlearnaboutlocalgovernmentstructurebyvisitingavillage,city,townshiporcountygovernmentbuild-ing(forexample,countycourthouse,countyjail,cityhall).There,youthhaveaguidedtourofthebuildingandmeetwithlocalgovernmentofficialstobetterunderstandhowadepartmentoflocalgovernmentrunsandwhotheindividualsarethatmakeitrun.Youthwillidentifywhatissuesandproblemsthisdepartmentoflocalgovernmentaddressesandexaminewhatstrategiesareemployedtodoso.Thisactivityshouldbeconductedafteranintroduc-tiontolocalgovernmentstructure.
Participant Age: Ages13–19
Activity Objectives:Theparticipantswill:• Visitandunderstandthefunctionofalocalgovernmentdepartment.
• Examinepublicpolicies.• Interviewalocalgovernmentem-ployee.
Learning and Life Skills: Cooperation;SocialSkills
State of Michigan Social Studies Standards: StandardIII.1PurposesofGovernment;StandardIII.3DemocracyinAction;StandardIII.4AmericanGovernmentandPolitics;StandardIV.3RoleofGov-ernment;StandardVI.1IdentifyingandAnalyzingIssues
Materials, Equipment, Handouts:o Informationalmaterialsaboutthedepartmentthatthegroupvisits.Thesema-terialsshouldbeobtainedfromthedepartmentitself,priortothemeeting.
oHandout:“InterviewQuestionsforLocalGovernmentSiteVisit”oHandout:“LocalGovernmentDepartmentInformation”
Time: 90–120minutes
Setting: On-siteatalocalgovernmentfacility
Procedure: Before the meeting:• Reviewactivitydirectionsandmaterials.
• Printonecopyofthe“InterviewQuestionsforLocalGovernmentSiteVisit”handoutandonecopyofthe“LocalGovernmentDepartmentInformation”handoutforeachparticipant.Printextracopiesof“InterviewQuestionsforLocalGovernmentSiteVisit”forthelocalgovernmentdepartmentcontactpersonandinterviewee.
• Twooptions:a. Choosealocalgovernmentdepartmenttovisit.Thedepartment’sworkshouldberelevanttotheissuesthatthegroupisinterestedin.
b.Attheendofapriormeeting,allowthegrouptoidentifyalocalgovernmentdepartmenttovisit.Thedepartment’sworkshouldberelevanttotheissuesthatthegroupisinterestedin(seeTryThis,Toosectionof“TheInvisibleGovernment”activity).
• Contact(preferablyinperson)thechosenlocalgovernmentdepartmentatleastoneweekinadvancetoscheduleaguidedvisit.Identifythedepartmentofficialsthatyouwouldliketomeetandthespecificfeaturesofthefacilityyouwouldliketoseewhilethere.Arrangetointerviewatleastonedepartmentofficial.Followupwiththedepartmentcontactpersonandtheintervieweeim-mediatelypriortothevisitforconfirmation.
• Askthelocalgovernmentdepartmentcontactpersontoprovideinformationalmaterialsaboutthedepartment’sresponsibilities,activities,structureandotherimportanttopicsofinteresttothegroup.Theseshouldbeobtainedpriortothedayofthevisit.Makesurethereareenoughcopiesforallparticipants.
• Providethelocalgovernmentdepartmentcontactpersonandintervieweewithacopyofthe“InterviewQuestionsforLocalGovernmentSiteVisit”handoutpriortothedayofthevisit.Informthemthatthesearethetypesofquestionsaboutwhichthegroupwillinquire.Thespecificquestionsmaydifferfromthoseonthehandout.
70 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
• Arrangetransportationforallparticipantstothedepartmentfacility.
During the meeting:1.Tellparticipantsthattodaytheywilllearnmoreabouthowlocalgovernmentaddressesone(ormore)oftheissuesthattheyidentifiedbyvisitingalocalgov-ernmentdepartment.Remindthegroupthatthepurposeoflocalgovernmentistoprovideservicesthatpeopleinthecommunitywant.Thereareafewservicesthataremandatory–thatis,thelocalgovernmentisrequiredbystatelawtoprovidethem–butmostservicesarenon-mandatoryandcanbeadded,removedorchanged.
2.Revisittheissuesthatthegroupidentifiedasimportantandthelocalgovern-mentdepartmentsthatmayaddresstheseissues.Explainthatthegroupwillvisitoneofthesedepartmentstodayandtheyshouldobservewhatthedepart-mentdoes,howitoperates,whothepeoplearethatmakeitrun,andsoforth.Tellthegrouptopayparticularattentiontohowthedepartmentaddresses(ordoesnotaddress)theissue(s)thatthegrouphasidentified.
3.Distributetheinformationalmaterialsonthelocalgovernmentdepartment.Givethegroupafewminutestolookoverthesematerialsindividually.Helpthemwithanyquestions.Afteraboutfiveminutes,askthegroupwhatitap-pearsthedepartmentdoes.Whatquestionsdotheystillhaveafterreadingthesematerials?
4.Distributeone“InterviewQuestionsforLocalGovernmentSiteVisit”handouttoeachparticipant,andgivethegroupaminutetoreadoverthequestions.Af-ter,askthegroupwhatquestionstheywouldaddtothelist.Remindthegroupthattheymustbepoliteandrespectfulofthegovernmentofficials–keepthisinmindwhengeneratingnewquestions.Havethegroupgenerateuptofivenewquestionsandaskparticipantstovolunteertoaskspecificquestionssothateachquestionisaccountedfor.
5.Distributeone“LocalGovernmentDepartmentInformation”handouttoeachparticipant,andinstructthegrouptotakenotesontheresponsesthattheygetandalsoofanyobservationstheymakeofthefacility.
6.Transportthegrouptothelocalgovernmentdepartmentfacility.
7.Taketheguidedtourasarrangedpriortothemeeting.Makesuretosavetimeattheendofthetourtointerviewthedesignatedofficial.
Reflection Activities and Ideas:Askthegroupthefollowingreflectionquestions:1.Whatdidyoulearnaboutlocalgovernmentbasedonyourtourofthefacility?2.Whatservicesdoesthelocalgovernmentdepartmentthatyouvisitedprovide?3.Whatservicesdoyouthinkthedepartmentshouldadd,removeorimproveon?
Try This, Too:• Iftransportationtothesitemidwaythroughtheactivityisproblematic,theentiremeetingcanoccuron-siteatthelocalgovernmentfacility.Ifso,itispreferabletohaveanadequatemeetingareaforpre-andpost-activ-itydiscussion.Ifthisisnotfeasible,tryconductingthepre-activitydiscussionduringaprecedingmeet-ingandthepost-activitydiscussionduringasubsequentmeeting.
• Letparticipantschoosetheirownlocalgovernmentdepartmenttovisit,eitherindividuallyorinsmallgroups.Explaintoparticipantswhatstepstheymustfollowtoplanthevisit,andhavethemorganizethevisitthemselves.Participantsshouldgenerateapreparedlistofinterviewquestionstobeansweredduringthevisit.Afterwards,haveparticipantstalkabouttheirvisitwiththegroupandexplainwhattheylearned.
• Repeattheactivityforotherlocalgovernmentdepartments,ifthereisinterest.
4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroups 71MichiganStateUniversityExtension4-HYouthDevelopment4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth Groups 71Michigan State University Extension 4-H Youth Development
HANDOUT:
Interview Questions for Local Government Site Visit 1.Pleasegiveyourname,title,departmentandthelocalgovernmentforwhichyouwork.
________________________________________________________________________________
2.Whataretheresponsibilitiesofyourjob?
________________________________________________________________________________
3.Whataretheresponsibilitiesofyourdepartment?
________________________________________________________________________________
4.Howlonghaveyouheldthisposition?
________________________________________________________________________________
5.Whatisthemostdifficultaspectofyourjob?
________________________________________________________________________________
6.Aretheservicesprovidedbyyourdepartmentmandatoryornon-mandatory?Whicharemanda-tory?Whicharenon-mandatory?
________________________________________________________________________________
7.Ourgrouphasexpressedinterestintheissueof
_______________________________________________________________________________.
Doesyourdepartmentaddressthisissue?How?
________________________________________________________________________________
8.Speakaboutyourdepartment’sviewoftheimportanceoftheissueof
_______________________________________________________________________________.
9.Howhasthisissueevolvedorgottentothepointthatitisnow?
________________________________________________________________________________
10.Whatadvicewouldyougivetoourgroupforaddressingtheissueof
_______________________________________________________________________________?
72 4-HCitizenship:GovernmentIsUs!ACivicEngagementCurriculumforYouthGroupsMichiganStateUniversityExtension4-HYouthDevelopment
72 4-H Citizenship: Government Is Us! A Civic Engagement Curriculum for Youth GroupsMichigan State University Extension 4-H Youth Development
HANDOUT:
Local Government Department InformationDepartment responsibilities/services provided:
1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________
5.___________________________________________________________________________________
Department employees (titles):
1.___________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
4.___________________________________________________________________________________
5.___________________________________________________________________________________
Notes:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________