How to make representative government work for you!

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This lesson is most appropriate for High School classrooms.

Theme: How is the democratic principle of representative government manifested in local governmental organizations

MCF Benchmark: Evaluate how effectively the federal government is serving the purposes for which it was created.

Other benchmarks this lesson targets include:

  • Evaluate how effectively the federal government is serving the purposes for which it was created.
  • Identify benefits and challenges of diversity in American life.
  • Use the ideas in the Declaration of Independence to evaluate the conduct of citizens, political behavior, and the practices of government.

Materials needed:

  1. Materials from the 'downloads' sections of this lesson plan.
  2. Large paper students will use to produce flow charts.
  3. Teacher research on recent local issues and voter turnout (optional).

Methodological procedure:

DAY ONE:

Simulation/experiential activity:

When the students come to class, have a few new classroom rules (that are seemingly unfair, inefficient and clearly pro-teacher) listed on the board. Explain to them that these new rules will begin the following day in class. Here are some suggestions for rules:

  • A new grading system in which only one student will get an A, one person will get an E and the rest will get C's.
  • All assignments must be typed. A hard copy must be turned in to the teacher as well as one e-mailed to him/her.
  • Keep copies of your work, because it will not be returned to you.
  • Grade updates will not be available until the end of each card marking.

Writing:

As students begin verbal protest, play along for a while and act surprised that they are responding so negatively. Don't exhaust their enthusiasm and energy.

After a few minutes, pass out the sheet entitled 'New Rule Feedback' (see download for printable version). Have students fill this out individually before you hold a discussion.

Questions on this sheet include:

  • What do you think about the new rules? Explain.
  • How do you think these rules were created? How can you tell?
  • Who do you think benefits the most from these new rules? Who do you think is harmed by these new rules? Explain your answers. Provide examples.
  • Please recommend a better way of creating these rules. Explain why you think that your way is better.

Substantive conversation:

When students have finished answering these questions, facilitate a discussion regarding their answers to the questions. Students will probably complain that new rules are not fair and punish a great deal of students while rewarding very few, that the teacher just went ahead and created the rules for no apparent reason, and that they should have some say in the rules since they affect them every day.

The teacher should ask the students about some of the ways that the students could change these rules (talk with the teacher, go see the principal, get parents involved, etc.). List these on the board. Discuss which of these methods would be the most effective in getting what the students want and why. Discuss different approaches that students could take with each of the methods (ex: approach the teacher angrily versus calmly with a well-thought out argument). Evaluate the relative merits of each of the approaches.

Make sure to tell the students that these are NOT real changes to the rules, but a simulation.

Use the discussion to draw parallels between the situation in the classroom and the way in which decisions are made in government, particularly at the local level. Some issues that you might want to cover include: the pros and cons of having one person make decisions versus group decision making (see optional Venn diagram activity below to help illustrate this point), the definition of representative government (offer examples that they are familiar with such as the federal or state government), the purpose of government, the common good, justice, and popular sovereignty.

Here are some questions you might ask and discuss or have the students write about:

Facilitator Questions

  • What is representative government?
  • Why is it important to have representative government?
  • What is the common good? How is it related to representative government and justice?
  • What does representative government look like? (Students could draw something concrete to symbolize this abstract concept or they could describe what they would witness if a government was truly representative.) You could also have them imagine what they might witness if a government was not representative.
  • What is the responsibility of citizens in a representative local government? How should they let their representatives know what their views and concerns are?
  • What happens when nobody (or very few people) participates in government? How then do officials make decisions?

Optional, interactive, 'representing to learn' Venn Diagram activity:

Have students pair up to create a Venn Diagram concerning one person decision making versus group or representative decision making.

Drive home the point that local government (especially) is intended to be representative (we vote for individuals to represent us and our interests and the government closest to a citizen is supposed to be the most representative). You should talk about all of the opportunities that exist to ensure that it is representative (voting, open meetings with public comment, volunteer positions on important committees, high degree of access to officials, opportunities for citizens to work as employees in government, ability to run for office, etc.).

Also make the point though that local government is less than representative if citizens do not participate and give input (i.e. low voter turn-out, ignorance of local issues, disinterest in political processes, etc.). Instructor could do a little research to determine statistics regarding recent local elections and current local issues of which the students may not be aware.

Use this discussion as a springboard for talking about ways for citizens to get involved at the local level to ensure that it remains representative.

Homework:

Students will create a chart called 'Getting Involved Effectively' (see download for printable version). Students use this chart to think of at least three ways that citizens can get directly involved in local government to cause change. Furthermore, for each of the three ways, they will describe at least three steps that need to be taken in order to make that action effective.

The example given to them is writing a letter to a local official. The actions needed to make it effective are:

  1. Get informed about the issue.
  2. Learn the proper format for writing a letter to an official.
  3. Find out who the most appropriate person is to address this issue (Mayor? City manager? School superintendent? Council member?) and get their correct address.
  4. Write and send the letter.

Some of the other forms of participation that students might come up with include: voting, attending meetings, volunteering for a committee, joining a community group, running for office, talking with community leaders/developing relationships, meeting with elected officials and educating others about particular issues.

Day Two:

Small group activity:

In small groups have students share their charts they made concerning citizen participation.

Have them make a list of barriers to local participation. We all agree that representative government and working toward the common good are desirable; why are people so hesitant to get involved? Discuss this as a large group. List reasons on the board. Also discuss how to overcome these barriers as a community.

As a large group brainstorm some current local issues and put them on the board. Have each group choose an issue they are interested in.

Small group activity, representing to learn:

As groups, they will design a plan via a flow chart (and using their citizen participation charts) to work on solving the problem. Students will share their plans with the class, ask for feedback and turn their final plans in to the teacher on large paper. See downloadable, printable 'Rubric for Flow Chart.'

Homework:

Reflective Assessment (see download for printable version of this assignment)

Students will interview at least three adults about their involvement in local government. Topics covered include: What are their views about citizen involvement in government? If they are involved, how did that happen? If they are not involved, why? Why don't people get involved?

Students should also use this as an opportunity to educate adults about how to get involved and engage in a conversation about representative government. The goal is to explore the notion of why people agree with representative government in the abstract, but are often unwilling to play their role of participation in that process.

After the interview students will write about what they discovered regarding citizen involvement in representative government. They will develop a hypothesis as to why people do not get involved in local government for the most part, and brainstorm solutions to this problem. Finally, students will write about their own opinions concerning citizen involvement as well as expectations for their personal future involvement in local government (they can of course choose not to get involved in the future and write about that). Additionally, they will consider the consequences of their choices.

Author's notes:

  • Prerequisites to this lesson are:
    • What are the kinds of local governments in Michigan?
    • What are the structures of local governments? Who has the executive, legislative, and judicial responsibilities?
  • Do not expect to be able to cover everything involved in this lesson in the two days provided. If you want to cover everything, you may have to extend the lesson. Otherwise, simply pick and choose the elements that work for your classroom.

Assessment strategies:

  1. Informal assessment of large and small group discussions--checking for understanding and higher-order thinking.
  2. Assessment of the problem solving flow-charts. Use rubric (downloadable document).
  3. Assessment of reflective writing piece. Use rubric (downloadable document).

Enrichment suggestions:

Authentic Experiences:

Over the course of the semester students will execute their plans for solving a local issue in groups. Students will keep journals of their progress and frustrations as well as a contact log. Periodically, class time will be given for students to update the class on their progress and ask for advice from their classmates. Written progress reports will also periodically be due to the teacher.

Have local officials come to the classroom to talk about their experiences, achievements and frustrations as officials. What do they expect out of citizens? What would help them to make better decisions? What advice can they give to young people for getting local issues resolved? Students would have prepared questions for the officials as well as prepared input regarding issues that are important to them.

Available downloads:

Suggested web sites:

  • None