TITLE:  KNOW YOUR LOCAL GOVERNMENT

AUTHOR:  Peg Stout, Anchorage School District, Anchorage, Alaska

GRADE LEVEL:  3-12

OVERVIEW:  Often students show little interest in the governmental
process because they have grown up in an atmosphere where little or no
interest has been shown in government, the process and the people
involved.  By the time they become old enough to actively participate in
this process, their interest in other things overshadows their interest in
government and the importance of their participation in the process.
Therefore, the need to introduce them at an early age to the governmental
process, levels of government, and the importance of active participation
of all people is vitally important to the endurance of our democratic
process.

PURPOSE:  The purpose of this activity is to introduce students to the
local government structure and the people in the various power positions.
They will see day to day activities that directly affects their lives, and
ways people can influence the actions of these people in power. Where
they can see day to day progress or activities on behalf of this level of
government that affects their lives.

OBJECTIVE(s):  Students will 

  1.  know the name of the mayor of their city.

  2.  recognize the names of their assembly/city council members.

  3.  attend at least one assembly meeting.

  4.  keep a journal/scrapbook to include at least 10 articles from the
local paper relative to actions of the local government that impacts their
community.  They will explain briefly how the action in each article may
affect them and/or impacts their community.

  5.  make a simple flow chart of the system of government in their
community.

RESOURCES/MATERIALS:  Local newspapers

ACTIVITIES AND PROCEDURES:  These will vary according to grade level.

  1.  In cooperative learning groups students will discuss why they think
government is necessary and what it does.

  2.  Now as a whole class brainstorm the ideas discussed in the
cooperative learning groups.  At this point start talking about national,
state, and local levels of government.  Tell the class that they will be
concentrating on local government.  

  3.  Brainstorm with the class how people can have the greatest influence
on local government, such as, they can know the people better, know the
issues better, and know what to do and how to do it to in order to make
the biggest difference.

  4.  Present the following vocabulary words:  services, department,
represent, mayor, assembly, and participant.  This is an opportunity, if you
wish, for a dictionary exercise - look up definitions and write only the one
that most closely represents the word's use pertaining to government.

  5.  After a discussion of the vocabulary words, the teacher will apply
them as the following flow chart is developed with the class.  Keep
emphasizing the importance of voting!


                 ANCHORAGE VOTERS

                       Elect

            MAYOR              ASSEMBLY
                               MEMBERS

           Appoints             Approve
              |                    |
              |                    |
              FIRE DEPARTMENT/CHIEF

                  POLICE CHIEF

             HEALTH & SOCIAL SERVICES
                   DIRECTOR

An example of the explanation is:  The voters in Anchorage elect
MUNICIPAL ASSEMBLY members who pass the laws that the people of
Anchorage must comply with. The voters also elect the MAYOR who runs
the city.  His job is to make sure the laws passed by the Municipal
Assembly are carried out.  In order to do this, the mayor needs the help of
many people.  These people are divided into service departments such as
the Police Department, Fire Department, and the Department of Health and
Social Services.  Each department has a special person in charge of it.
This person is appointed by the mayor, but must be approved by the
municipal assembly.

  As a voter you can help elect whomever you feel is best qualified to be
mayor or an assembly member.  You can help on campaigns, donate money
to candidates, and VOTE   You can also tell them why you think a person
should or should not be appointed to a special position.  You can try to get
other people to feel the same way you do and call the mayor and/or
assembly members.  So you see that you can have a great deal of power at
the local level of government if you take an interest in what is happening
and really try to make a difference.

6.  Have the students draw a chart and fill in the blanks showing who is
elected and who is appointed and by whom.

TYING IT ALL TOGETHER
  
  1.  Have students keep a journal/scrapbook with articles from the daily
newspaper showing interaction of the mayor, assembly, different service
departments and the local citizens.  For each article have them write a
brief statement explaining how the actions in the article can affect their
life.  Also include in the journal the name of the mayor, the assembly
members, and the names of ten people who can vote in local elections.