UNIT V: THE EXECUTIVE BRANCH: THE PRESIDENCY
TEXTBOOK:
Holt:
Holt:
Holt:
Holt:
American Government:
American Government:
American Government:
American Government:
Chapter 7: The Presidency
Chapter 8: Executive At Work
Chapter 9: Economic Policy (optional)
Chapter 10: Foreign Policy and National Security
(optional)
ACADEMIC OUTCOME:
TLW: Trace the history and examine the structure of the government of United States
(A0 6)
ESSENTIAL QUESTIONS:
1. What roles does the President of the United States play?
2. What powers does the President of the United States exercise?
3. How is the President of the United States elected?
4. What is the Cabinet?
5. What is the difference between the administration and the bureaucracy?
6. How does the executive branch interact with the other players in
establishing public policy?
PURPOSE:
1. The learner will identify and illustrate the various roles a president must
simultaneously fulfill while in office. (QCC: SS.11-12.27)
2. The learner will identify and analyze the constitutional powers a president
has at his/her disposal and how various presidents have used or been unable
to use those powers. (QCC: SS.11-12.28, Academic Outcomes)
3. The learner will identify the development, functions and responsibilities of
the various cabinet departments. (QCC: SS.11-12.29)
4. The learner will diagram the hierarchy of the bureaucracy, including the
various White Office offices, the Cabinet, commissions, and corporations and
other Independent Executive Agencies. (QCC: SS.11-12.30)
5. The learner will analyze the interaction of the legislative and executive
branches in the budget process including the functions of the Office of
Management and Budget. (QCC: SS.11-12.3l)
6. The learner will be able to trace the structure of the government of the United
States. (GHSGT, Academic Outcomes)
CONTENT: Time Frame: One Week
A. Qualifications of the President
1. Written Qualifications
2. Unwritten Qualifications
B. Salary and Fringe Benefits
C. Term of Office
D. Presidential Succession
E. Role of the Vice President
F. Electoral College
1. History of the Electoral College
2. How the Electoral College Functions
3. Flaws in the Electoral College
4. Proposed Reforms of the Electoral College
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G. Powers of the President
1. Executive Powers
2. Legislative Powers
3. Judicial Powers
4. Spending Powers
5. Diplomatic Powers
6. Military Powers
H. Structure of the Executive Branch
1. Executive Office of the President
2. Cabinet
3. Independent Regulatory Commissions
4. Government Corporations
5. Executive Agencies
6. Civil Service System
STRATEGIES:
1. Oval Office, CD ROM
2. Powers of the President, ABC News (Laser disc)
3. Analyze hypothetical situations to determine which presidential power(s)
might be used to handle the problem
4. Compare and contrast the Executive Office of the President with the
bureaucracy
5. Show video entitled “Public Opinion and the Presidency”
PRODUCT:
1. Teacher-made tests, quizzes, and worksheets
2. Rubrics for simulations and group work
3. Writing assignments
LEARNING STYLES:
1. Auditory, visual, and kinesthetic learning styles are addressed in strategies
71
PRESIDENTIAL SIMULATION
TIME:
19____
SETTING:
The White House
Meeting of the National Commission on Budgetary Goals
SITUATION: The President has asked members of the National Commission on
Budgetary Goals to make recommendations to him concerning the
percentages that should be spend in the year _____ for the following
budget concerns:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Welfare
Defense
Environment
Space Exploration
Foreign Aid
Health Care
Education
National Parks and Wildlife Areas
Federal Prisons
Transportation Systems
War on Drugs
Your percentage must add up to 100%. This meeting is to make a final
decision on the President’s request. You have twenty minutes in which to
discuss and make the percentage decisions.
PARTICIPANTS: (Area of Country and Party Affiliation)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
SOUTHEAST
NEW ENGLAND
MIDDLE WEST
SOUTHWEST
FAR WEST
MIDDLE ATLANTIC
FAR WEST
SOUTHEAST
MIDDLE WEST
NORTHEAST
NEW ENGLAND
SOUTHWEST
MIDDLE ATLANTIC
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DEMOCRAT
REPUBLICAN
INDEPENDENT
REPUBLICAN
DEMOCRAT
DEMOCRAT
REPUBLICAN
INDEPENDENT
REPUBLICAN
DEMOCRAT
DEMOCRAT
DEMOCRAT
REPUBLICAN
PRESIDENTIAL SIMULATION
TIME:
19____
SETTING:
The White House
Meeting of Presidential Advisers
SITUATION: The United States Congress has just passed (by 2/3s margin in both the
House and the Senate) a bill that imposes an embargo on the importation
of all Japanese electronic equipment and automobiles into the United
States for five year period. This bill was passed in response to the largest
U.S. trade deficit in the history of this country (72% of the deficit was
tied to the U.S.-Japanese trade imbalance). The U.S. is now in the midst
of a severe depression and has an unemployment rate of 23%. The
President is on record as opposing any trade embargo or restriction of any
type. 2000 is an election year for the Congress. The President has called
this meeting for a recommendation of whether or not to veto the bill.
You have twenty minutes in which to reach a decision.
PARTICIPANTS:
Secretary of State
Secretary of Defense
Secretary of Commerce
Secretary of the Treasury
President’s Trade Adviser
National Security Adviser
President’s Press Secretary
White House Chief of Staff
Democratic Leader in the Senate
President Pro-Tempore of the Senate
Democratic Leader in the House of Representatives
Speaker of the House
President of the United States
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UNIT VI: THE JUDICIAL BRANCH: FEDERAL COURTS
TEXTBOOK:
TEXTBOOK:
Holt: American Government: Chapter 11: The Federal Court System
Holt: American Government: Chapter 12: The U. S. Legal System
ACADEMIC OUTCOME:
TLW: Trace the history and examine the structure of the government of United States
(A0 6)
TLW: Cite rights and responsibilities of a citizen in a democratic society (A0 8)
TLW: Cite rights and responsibilities of a citizen in a democratic society (A0 9)
ESSENTIAL QUESTIONS:
1. What is the purpose of the federal court system?
2. What jurisdiction does each of the federal courts have?
3. What are the major functions of the Supreme Court?
4. How has the Supreme Court protected and expanded the rights of individuals
in their rulings of key cases?
5. How does the Supreme Court interact with the other branches of government
in developing public policy?
PURPOSE:
1. The learner will analyze the responsibility of the federal courts in the
interpretation of law and judicial review. (QCC: SS.11-12.32)
2. The learner will evaluate the role of the U.S. Supreme Court in regard to
judicial activism, including a discussion of monumental court decisions such
as:
--McCulloch (federal supremacy)
--Brown (minority rights)
--Murray (exclusion of religion from public life)
--Shenck (clear and present danger)
--Roe (abortion), and
--Charlotte-Mecklenberg (busing).
(QCC: SS.11-12.33, Academic Outcomes)
3. The learner will trace the origin of individual rights in European history
(Judeo-Christian tradition) and their transmission and application to U.S.
history.
(QCC: SS.11-12.34, Academic Outcomes)
4. The learner will trace the expansion and limitations of individual rights
through
court decisions. (QCC: SS.11-12.35, Academic Outcomes)
5. The learner will discuss the conflict between individual/group rights and
absolute/limited freedoms. (QCC: SS.11-12.37)
6. The learner will be able to investigate the relationship between the citizen and
the law. (GHSGT, Academic Outcomes)
OUTLINE: Time Frame: One Week
A. Jurisdiction
1. Exclusive Jurisdiction
2. Concurrent Jurisdiction
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3. Original Jurisdiction
4. Appellate Jurisdiction
B. Federal Court Structure
1. Federal District Courts
2. United States Courts of Appeals
3. Territorial Courts
4. District of Columbia Courts
5. Court of International Trade
6. United States Claims Court
7. United States Tax Court
8. Court of Appeals for the Federal Circuit
9. Court of Military Appeals
C. United States Supreme Court
STRATEGIES:
1. Powers of the Supreme Court, ABC News (Laser Disc)
2. Moot Supreme Court
3. Briefing a Supreme Court Case
4. Diagram the Federal Court System and the Paths to Appealing a Case
5. Analyze hypothetical cases to determine which court in the federal system
would have jurisdiction
6. Show video entitled “The Road to the Supreme Court: The Webster Case”
7. Power Point Presentations
PRODUCT:
1. Teacher-made tests, quizzes, and worksheets
2. Rubrics for simulations and group work
3. Writing assignments
LEARNING STYLES:
1. Auditory, visual, and kinesthetic learning styles are addressed in strategies.
75
SUPREME COURT CASE STUDY SHEET
CASE NAME:
COURT:
DECISION DATE:
______________________________________________________
______________________________________________________
______________________________________________________
FACTS:
LEGAL ISSUES:
DECISION:
COURT’S REASONING:
STUDENT’S COMMENTS:
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UNITED STATES SUPREME COURT SIMULATION
TIME: Two Class Periods
One class period for research and preparation
One class period for simulation
OBJECTIVES:
1. The student will research background information on one of the current justices on the
United States Supreme Court and play that justice’s role in a Moot Supreme Court Hearing.
2. The student will analyze a hypothetical Supreme Court case involving First
Amendment Freedom of Religion and develop oral arguments as an attorney would to
present to the Moot Supreme Court.
3. The student will research precedent cases heard by the Supreme Court on
Freedom of Religion and determine which ones apply to the hypothetical case given.
4. The student will discuss and evaluate the Supreme Court’s handling of First
Amendment Freedom of Religion cases throughout history and apply their findings to the
hypothetical case used in class.
5. The student will learn how the Supreme Court hears and decides cases by
acting out the part assigned to play in the simulation.
VOCABULARY:
Establishment Clause
Free Exercise Clause
Child Benefit Theory
Majority Opinion
Concurring Opinion
Precedent
First Amendment
Excessive Entanglement
Separation of Church and State
Lemon Test
Dissenting Opinion
Split Decision
Brief
Due Process Clause
MATERIALS:
Books, magazines, newspaper articles involving Supreme Court decisions dealing
with First Amendment Freedom of Religion cases
Copy of instructions and Supreme Court simulation
PROCEDURES:
1. Discuss with the class how the Supreme Court selects, hears, handles, and
decides cases.
2. Show the class how to read a Supreme Court case citation. Have the class
brief a Supreme Court case.
3. Assign the students the roles to be played in the Moot Supreme Court
simulation. Nine students need to play the current members on the Supreme
Court. The other students should be divided into groups of four students per
case, two toresearch and play the role of the petitioner and two to research and
play the role of the respondent.
4. Give the class one class period to research the role assigned. Research should
be conducted in the school library. Additional materials may be brought in to
supplement the library’s collection.
5. Details concerning what to research for each part are on the attached page.
6. Provide one class period for each case to be presented. The time allotments
and procedure to use are on the attached page.
7. After completion of the simulation, debrief the class on what was
accomplished and learned in the simulation.
77
UNITED STATES MOOT SUPREME COURT SIMULATION
If you are assigned the role of a Supreme Court Justice you need to research and find the
answers to the following questions:
1. What are the biographical details of your life?
2. What is your educational background? (particularly legal)
3. Which President of the United States appointed you? When? Why?
4. What is your judicial philosophy? Are you a “liberal” or a “conservative”?
What does that mean?
5. What are some of your major legal/constitutional contributions to the Supreme
Court?
You will also need to read and research previous United States Supreme Court
decisions/precedents on the constitutional topics involved in each case.
If you are assigned the role of one of the attorneys you will need to research the United
States Constitution and similar cases heard by the Supreme Court.
Steps in the Moot Supreme Court Simulation
1. Court is called to order by the Chief Justice
2. Opening Argument (maximum 10 minutes), petitioner first, then respondent
3. Questions by Justices of either side (15-20 minutes)
4. Closing Arguments (rebuttal), respondent first, then petitioner (maximum 5
minutes)
5. Deliberations by the Supreme Court (attorneys remain but are not allowed to
participate). Supreme Court should focus on the constitutional issues raised by
the case and the correct interpretation of the United States Constitution.
78
UNITED STATES MOOT SUPREME COURT SIMULATION
HYPOTHETICAL SCENARIO:
In 1996 the State Department of Education of Georgia adopted a regulation which
prohibited the use of public school buildings for religious purposes. In August of 1999 at
E.E. Rivers High School in Clayton County, Georgia, a group of students persuaded one
of their teachers to serve as their adviser and petitioned the principal of the school for
permission to use an empty classroom once a week in the afternoon after the end of the
regular school day. The principal of the school denied such permission. The students
retained counsel and sued in state court for an order from the court to allow the use of the
school room. The state court, the Georgia Court of Appeals, and the Georgia Supreme
Court have all denied the request of the students.
THE APPEAL:
The attorneys representing the students argue that the Georgia Department of Education
rule governing the use of public school buildings by religious groups is unconstitutional.
ADDENDUM:
The Charter of the Athletes for Christ
1. The Athletes for Christ is restricted to those individuals who are currently in a
secondary or college (university) environment who are baptized Christians.
2. Meetings of Athletes for Christ will take place at last twice a month and will
consist of a reading from the New Testament and a guest speaker or a
discussion on the Bible reading.
3. Members of Athletes for Christ are encouraged to serve as appropriate role
models for non-Christians and to provide “witness” to non-Christians so that
those individuals might be saved.
4. Any member who uses alcohol, tobacco, or any illegal substance is to be
immediately expelled from the organization. Any member who engages in any
non-Christian activity is liable to be expelled.
79
UNITED STATES SUPREME COURT SIMULATION
WILLIAMS V. MASSACHUSETTS
Peter and Densie Williams are an adult couple who have three children. Peter is a
professor of physics at Harvard University and Denise is a kindergarten teacher in
Brookline, Massachusetts, where they make their home. The couple are long-time
members of the Christian Science religion. Their three children are Peter, Jr. (age 15
years), Lisa (age 12 years), and Brian (age 7 years). Ten months ago Brian came down
with a high (105 degree) temperature and sore neck. Following the dictates of their
religion, his parents called in several other members of the church and two leaders of the
church who together with the Williams family prayed for Brian’s recovery and return to
good health. Forty-eight hours later, Brian died from viral meningitis.
The state of Massachusetts then investigated the case and brought second degree murder
charges against Peter and Denise Williams. In Massachusetts, second degree murder
requires willful negligence and deliberate action or inaction that results in the death of
another human being. The Williams were convicted and sentences to six months in jail
and a five year probationary period. The six months of Densie Williams’ sentence was
suspended so that she might remain with her children. The convictions of the Williams
have been upheld by the Massachusetts State Supreme Court. The Williams are
appealing directly to the United States Supreme Court, and it has agreed to hear their
case. The basis of the appeal is their claim of the violation of their First and Fourteenth
Amendments’ rights.
ADAMS V. UNITED STATES
In 1998, the state legislature of Alabama passed a law that gave local public school
systems the authority to set aside a time of five to ten minutes each school day for quiet
meditation or personal prayer. The state purpose of the law was to restore to the public
schools a sense of morality and ethics in the daily schedule. Most of the local school
systems in the state immediately followed through and set aside such times that would be
observed in the homeroom time of each school: elementary, middle, and high.
Mr. Lester Adams was a junior at the George Wallace High School in Montgomery,
Alabama. Mr. Adams has sued in the United States District Court in Montgomery
claiming this law violates the separation of church and state and the free exercise clause
mandated by the First Amendment. Mr. Adams was joined in his suit by the ACLU and a
local coalition of Jewish organizations. Mr. Adams lost his suit in the District Court and
then appealed to the United States Court of Appeals. By a 3-2 vote he lost that decision
and has now appealed to the United States Supreme Court.
80
POWER POINT RESEARCH TOPICS
Government:
Roe vs. Wade
Marbury vs. Madison
Escobedo vs. Illinois
Plessey vs. Ferguson
Brown vs. the Board of Education
Miranda vs. Arizona
Gideon vs. Wainright
Tinker vs. DesMoines
Today’s Supreme Court
U.S. Court System
Furman vs. Georgia
The Gault Case
Mapp vs. Ohio
81
82
UNIT VII: STATE AND LOCAL GOVERNMENT
TEXTBOOKS:
TEXTBOOK:
Holt: American Government: Chapter 20: State Government
Holt: American Government: Chapter 21: Local Government
State Government in Georgia
Local Government in Georgia
State of Georgia Constitution
ACADEMIC OUTCOME:
TLW: Explain the structure of state government in Georgia
ESSENTIAL QUESTIONS:
1. What are the similarities and differences in the United States Constitution and
the State of Georgia Constitution?
2. What is the General Assembly and how does it operate?
3. What are the duties and responsibilities of the governor?
4. How is the Georgia state court system structured?
5. What are the sources of revenue for state and local governments?
6. What services are provided by state and local governments?
7. What are the different types of local governments and how are they structured?
PURPOSE:
1. The learner will compare and contrast Georgia’s Constitution with the U.S.
Constitution.
--checks and balances, and
--executive structures compared
(QCC: SS.11-12.38)
2. The learner will identify and describe the various local government structures
(county and municipal) and special districts. (QCC: SS.11-12.39)
3. The learner will compare and contrast federal, state and local sources of
revenue.
(QCC: SS.11-12.40, Academic Outcomes)
4. The learner will identify current state, federal, and local elected officials.
(QCC: SS.11-12.41)
5. The learner will be able to give examples of how citizens can participate in
national, state, and local governments. (Academic Outcomes)
CONTENT: Time Frame: Two Weeks
A. State Government
1. Features of the State Constitution
2. General Assembly
a. Structure of the General Assembly
b. Powers of the General Assembly
3. Governor
a. Qualifications Needed to Become Governor
b. Powers of the Governor
c. Other Executive Officers
4. State Court System
a. Structure of Court System
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b. Jurisdiction of State Courts
5. Services Provided by State Government
6. Sources of Revenue
B. Local Governments
1. Functions of County Government
2. Functions of Towns and Townships
3. Functions of District Governments
4. Functions and Forms of Municipal Governments
5. Services Provided by Local Governments
6. Sources of Revenue
STRATEGIES:
1. Activity on Georgia Constitution
2. Simulation: “No More Sack Lunches?”
3. Computer Activity: “Sim City”
4. Activity: “Name That County”
5. Activity: “Which Court?”
6. Simulation: “Airport Too?”
7. Computer Activity: “Sim City 2000”
8. Activity: “Local Government Scavenger Hunt”
9. Activity: “Paying the Cost of Public Services”
PRODUCT:
1. Teacher-made tests, quizzes, and worksheets
2. Rubrics of group work and simulations
3. Writing assignments
LEARNING STYLES:
1. Auditory, visual, and kinesthetic learning styles are addressed in strategies.
84
THE GEORGIA CONSTITUTION
1. In Article 1, the Georgia Constitution identifies a particular function as “the
paramount duty of government.” Article 8 lists another function as “a primary
obligation of the State.” What are these two important constitutional responsibilities
of government?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. The Georgia Constitution’s bill of rights is much more extensive than that of the U.S.
Constitution. Identify five rights guaranteed in our state constitution not found in the
federal bill of rights.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. According to our state constitution, two things are required before the number of
counties in Georgia can be reduced. What are these two things?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. What happens should the Governor and Lieutenant Governor both die or resign at the
same time?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
5. How does the Georgia Constitution give farmers some relief from property taxes?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
6. Does our constitution allow a city or county to exempt local property taxes for a few
years as an incentive for a business to locate in that community? Why or why not?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
7. How frequently can the Georgia Constitution be amended?
_____________________________________________________________________
Carl Vinson Institute
University of Georgia
85
NO MORE SACK LUNCHES?
Following recent cutbacks in federal support for the school lunch program, several
federal agencies have announced their support for a new rule proposed by the United
States Department of Education. This rule provides:
1. All students attending public schools within the United States shall be
encouraged to participate in their school’s lunch program. After October 1st,
any school system prohibiting sack lunches or other lunches from home, as
well as lunches from snack machines, may apply for a federal grant of $0.45
per student (on the basis of ADA) to support its lunch program providing that
system agrees to:
a. Require school cafeterias to offer a minimum of three entrees, four
vegetables, salad bar, desert, and milk and tea at each meal.
b. Require certification of all cafeteria staff to be administered by each state
department of education under guidelines of the U.S. Department of
Education.
c. Exempt teachers from cafeteria duty during their lunch period.
2. By 2000, any school system not in compliance with this regulation shall not be
eligible to receive any category of federal support for school lunch programs.
Your county’s school board has called a meeting to determine whether it will support or
oppose the proposed rule. Representatives of groups supporting the rule, as well as from
groups opposing the rule, have been invited to testify before the board. After listening to
this testimony, the school board will decide its position.
Carl Vinson Institute of Government
University of Georgia
86
INSTRUCTIONS:
Pass out a copy of the handout, “No More Sack Lunches?” Read the proposed rule and
indicate that the class is going to simulate a meeting of the county board of education to
decide whether the board will support or oppose the rule.
Assign seven to nine students to be the board of education, designating one to chair the
meeting. Without discussing what the nature of the arguments for and against will be,
assign each of the accompanying roles to a student who will testify at the meeting.
Remaining students can be assigned additional roles (e.g., student, teacher, farmer, etc.),
or be assigned to work with each student who will testify, or can sit as interested
members of the public at the meeting.
Give students several minutes to prepare their roles. They are free to use additional
arguments or to expand on those suggested in their role.
Have the meeting convene with the members of the board of education sitting at a table in
front of the room. There should be a podium or stand from which each person who
testifies can address the board. During testimony, members of the board are free to ask
questions. After all have testified, the board should retire to another room to reach its
decision. While it is out, poll the remaining students to see what they think the decision
will be.
After the board announces its decision, debrief the simulation by explaining that although
this rule has not been officially proposed by the Department of Education, from time to
time there has been talk of such a rule. In any event, it is a fairly accurate example of the
federal grant program. Congress will pass a law allowing a federal agency to offer
money to state and local governments for some program. It is up to the state, city, or
county to accept that money or not, but if it does, it must then accept any federal
regulations that go with the money, For example, in the cases of the 55 mph speed limit
and the 21-year-old drinking age, the federal government has threatened to take away
federal money already being given the states if they do not accept the regulation proposed
by the federal government.
87
ROLE:
Representative of the U.S. Department of Education
ARGUMENT:
This rule is needed because good nutrition has been proven to be
important to student learning.
-----------------------------------------------------------------------------------------------------------ROLE:
Representative of the U.S. Department of Health and Human
Services
ARGUMENT:
This rule is needed because now that food stamps and other
welfare programs have been cut, the school lunch is the only
opportunity for a hot meal and proper nutrition for a number of
school children.
-----------------------------------------------------------------------------------------------------------ROLE:
Representative of the U.S. Department of Labor
ARGUMENT:
This rule is needed because fewer students can now buy school
lunches since federal cutbacks to the lunch program have forced
schools to raise their prices. With fewer students buying lunches,
lunchroom staffs have been cut back, meaning higher
unemployment and increases in unemployment benefits being paid
out by the government. This rule will allow these unemployed
workers to be rehired, taking them off unemployment assistance as
well as food stamps and other welfare programs.
-----------------------------------------------------------------------------------------------------------ROLE:
Representative of the U.S. Department of Agriculture
ARGUMENT:
This rule is needed because it will mean new hope for America’s
depressed farmers since demand for agricultural products will
increase.
-----------------------------------------------------------------------------------------------------------ROLE:
Representative of a National Teacher’s Organization
ARGUMENT:
This rule is needed because it will improve the nutrition and
learning of students, and at the same time improve teacher morale
by relieving them from lunchroom duty during their lunch period.
88
ROLE:
Representative of the Georgia Department of Education
ARGUMENT:
This rule should be opposed. While its objectives are good, it in
fact is another attempt by the federal government to take over
matters which should be left to state and local governments.
-----------------------------------------------------------------------------------------------------------ROLE:
Representative from the American Civil Liberties Union
ARGUMENT:
To force students to eat only what government says they should eat
is simply unconstitutional. Moreover, it is a dangerous threat. No
matter how good the intent of this rule, it would create a dangerous
precedent.
-----------------------------------------------------------------------------------------------------------ROLE:
School Superintendent
ARGUMENT:
Although the federal funds would take over one-half of the cost of
school lunches, it would mean hiring additional cafeteria staff.
Moreover, by accepting the federal money, no longer could
teachers
would
be used to keep order in the lunchroom, meaning the schools
have to hire lunchroom monitors.
-----------------------------------------------------------------------------------------------------------ROLE:
Parent
ARGUMENT:
The right to determine what a child will eat or will not eat rests
only with that child’s parent--not the school or the government.
89
SIM CITY LESSON PLAN
(4 DAYS)
Previous material covered: State and Local taxes
This lesson will help the student to understand the purpose of taxes.
Materials needed:
Sim City software
Macintosh Computer
A Scan-it or a Logical Choice or a Multi-pro or a computer that is video ready
Computer Lab (I have allowed students to work in pairs when there is a shortage of
computers. You could have bigger groups, but this assignment works best if students
work alone or with a partner.)
Tip:
Tell your students to put the game on NO DISASTERS!
Day 1
Show the students how to use the software over the television. Let the students take turns
controlling the computer. Pass out the worksheet and go over how find the information
for each question. Teacher should have familiarized themselves with the software before
teaching the class.
Day 2
Students will familiarize themselves with the software. Many kids do not have good hand
and eye coordination and need this day to practice.
Day 3
Students will build a city. Students will fill out the top of the evaluation form to show that
they know how to use the software. Students will not be graded on their performance
today.
Day 4
Students will be graded on their performance. The grade scale is at the bottom of the
worksheet. Students must have a minimum of 2500 people to be graded. Instruct the
students to pause the game when they have a large enough population and the appropriate
score. If they do not pause the game their score will continue to change.
90
Name____________________________Date______________Period__________
Sim City Evaluation Sheet
Day 3
______How many residential areas do you have?
______How many commercial areas do you have?
______How many industrial areas do you have?
______What is your tax rate?
______What is the public's opinion of the mayor?
______How much money do you have left?
______Are you satisfied with your city? Why or Why not?________________________
________________________________________________________________________
Day 4
______How many residential areas do you have?
______How many commercial areas do you have?
______How many industrial areas do you have?
______What is your tax rate?
______How much money do you have left?
______How many people are living in your city?
______What areas of town have the highest crime rate?
List the problems that your city has encountered and your solution for each problem:
Problems:
Solutions:
1.______________________________________________________________________
2.______________________________________________________________________
3.______________________________________________________________________
4.______________________________________________________________________
What is the public opinion of the Mayor?_________
80% or better is an A
72% or better is a B
67% or better is a C
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OVERVIEW OF CLAYTON COUNTY
Created in 1858 from parts of Henry and Fayette counties
Named for Augustin Clayton of Athens who was a state legislator. It is believed that
Augustin Clayton never visited the area named for him.
Agriculture was important in the development of Clayton County; however, business and
transportation have been crucial in the development of the county.
The main railroad route passed through Jonesboro providing the link between Atlanta and
Macon. The city of Jonesboro was built around a coaling station.
During the Battle of Atlanta in 1864, General William T. Sherman's troops moved south
to cut off supplies and reinforcements. Union and Confederate troops fought outside
Jonesboro. Eventually, Union troops overran the town of Jonesboro and its railroad
station. Jonesboro, along with a community known as "Rough and Ready" were burned.
Each year the Battle of Jonesboro is re-enacted during the Fall Festival.
Clayton County is ranked 156th in geographic size with 1,219 people per square mile.
The county consists of 144.2 square miles of land area. The county is ranked 7th in
population with 182,057 residents (1990 census). It is estimated that by the mid-1990s
the population will exceed 200,000.
Clayton County is within the Atlanta Metropolitan Area with its governments part of the
Atlanta Regional Commission.
There are six incorporated cities in Clayton County: Forest Park, Riverdale, Lovejoy,
Morrow, Jonesboro, and Lake City. Part of College Park lies within Clayton County
while the main part of the city is within Fulton County.
Several unincorporated communities are identified in Clayton County: Conley, Rex, and
Ellenwood. The "Panhandle" is the narrow strip of land in the extreme southern end of
the county.
Mountain View was once an incorporated city in the northern part of the county, but the
Georgia General Assembly took away its charter in the early 1970s. This area has been
bought by the city of Atlanta because of its location to Atlanta Hartsfield International
Airport. A large portion of the former town is now included in the Atlanta Tradeport.
The largest employer in Clayton County is the airport. While Atlanta Hartsfield
International Airport is owned and operated by the City of Atlanta, most of it lies in
Clayton County.
City of Atlanta Police Department patrols the airport; however, violators are booked in
the Clayton County Detention Center where cases are channeled into the Clayton County
courts. Both governments have agreements concerning the sharing of these services,
costs of operation, and revenues generated from fines, etc.
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MUNICIPALITIES
Approximately 40,128 people live in incorporated areas of Clayton County (22.8%).
Forest Park, Riverdale, Jonesboro, Lake City, and Morrow all have their own city police
departments which are responsible for patrolling within each city limit area.
Forest Park covers approximately ten square miles.
Jonesboro covers an area two square miles long and one mile wide and is the only area in
the county served by volunteer fire fighters and emergency service personnel.
Lake City covers 1.6 square miles and contracts with Clayton County for fire and
emergency services.
Lovejoy is served by the Clayton County Police Department.
Morrow covers five square miles. It has fire and police services.
Riverdale covers 4.5 square miles. Cross-trained public safety officers respond to police
and fire emergencies.
COUNTY GOVERNMENT
Clayton County Board of Commissioners: governing body of the county located at
112 Smith Street, meets the first and third Tuesdays of each month at 7 p.m. Crandle
Bray is the chairperson. Terry Starr, Gerald Matthews, Ron Dodson, and Robbie Moore
are the members.
COUNTY COURT SYSTEM
Superior Court: The Honorables: William Ison (Chief Judge), Kenneth Kilpatrick,
Deborah Benefield, and Matthew Simmons
State Court: The Honorables: Harold Benefield (Chief Judge), John Carbo, Linda
Cowen, and Morris Braswell
Probate Court: The Honorable Eugene Lawson
Juvenile Court: The Honorables: Martha Glaze, Van Banke, and Tracey Gladden
Magistrate Court: The Honorable Michael Baird (Chief Magistrate)
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NAME THAT COUNTY
Use a Georgia counties map and the clues below to identify the names of the counties.
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30.
Two counties that are also names of a color:
Name of a popular breakfast drink:
A favorite breakfast food:
Name for small streams:
Names of Georgia Indian tribes:
County name for the longest river in Georgia:
Time one gets up on a school day:
Former U.S. presidents:
Counties named for Confederate leaders:
Maker of tennis balls:
Name for the founder of Georgia:
Name for Georgia's most famous poet:
County sharing name of first U.S. president:
County named after a fruit:
Soil that is abundant in Georgia:
Small communities:
Something of value has:
The name of a famous Texas city:
Period used for study in school called study:
Past tense of the verb to hear:
The Statue of:
What girls do to their ears:
Not Confederate, but:
Maker of a dictionary:
Famous U.S. statesman, Benjamin:
A person who cooks cakes, cookies, pastries:
To grasp tightly:
Not soggy, but:
Common surname:
Capital of Alabama:
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MAGISTRATE COURT JURISDICTION
Each magistrate court and each magistrate thereof shall have jurisdiction and power over
the following matters:
1. The hearing of applications for and the issuance of arrest and search warrants;
2.
Issuance of warrants and related proceedings as provided in Article 4 of Chapter 6
of Title 17, relating to bonds for good behavior and bonds to keep the peace;
3. The holding of courts of inquiry;
4. The trial of charges of violations of county ordinances and penal ordinances of state
authorities;
5. The trial of civil claims including garnishment and attachment in which exclusive
jurisdiction is not vested in the superior court and the amount demanded or the
value of the property claimed does not exceed $5,000.00, provided that no
prejudgment attachment may be granted;
6. The issuance of summons, trial of issues, and issuance of writs and judgments in
dispossessory proceedings and distress warrant proceedings as provided in Articles
3 and 4 of Chapter 7 of Title 44;
7. The punishment of contempts by fine not exceeding $200.00 or by imprisonment
not exceeding ten days or both;
8. The administration of any oath which is not required by law to be administered by
some other officer;
9.
The granting of bail in all cases where the granting of bail is not exclusively
committed to some other court officer;
10. The issuing of subpoenas to compel attendance of witnesses in the magistrate court
and subpoenas for the production of documentary evidence before the magistrate
court;
11. Such other matters as are committed to their jurisdiction by other general laws;
12. The trial and sentencing of misdemeanor violations of Code Section 16-9-20,
relating to criminal issuance of bad checks, as provided by Article 10 of this
chapter; or
13. The execution or subscribing and the acceptance of written waivers of extradition in
the same manner provided for in Code Section 17-13-46.
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WHICH COURT?
INSTRUCTIONS: For each situation described below, write the name of the
appropriate court in the Georgia Court System to which the individual would go.
Choices include:
Supreme Court
Court of Appeals
Superior Court
State Court
Juvenile Court
Probate Court
Magistrate Court
Municipal Court
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Sue, age fourteen, is described by her parents as
totally unmanageable. She has been habitually
disobedient of reasonable and lawful commands of
her parents.
Bob was found guilty of murder and given a
sentence of death by the trial court. he felt that the
judge admitted evidence in the trial that should have
been ruled inadmissible.
Sue's father was caught shoplifting a $150 item.
Phyllis sued Dr. Jones for malpractice.
Jane and Paul went to get a marriage license.
Celina pleaded not guilty of the offense of
prostitution.
The middle school filed a complaint for truancy on
Linda.
Kelly accused Kim of abandoning her and their five
month old baby, leaving them with no financial
support.
Brenda is picked up in downtown Atlanta for
disorderly conduct.
July and Marvin get married.
Sandra and John went to settle their divorce.
Sandra felt that the judge had not ruled fairly.
Julie and Peter wanted to get a divorce.
Adam felt that he was improperly declared a
delinquent juvenile by the Juvenile Court.
Sylvia sued Mr. Landers for $15,000 for physical
injuries sustained in a traffic accident.
Joe was found guilty of burglary. The judge owned
the store that Joe broke into.
The court ruled that the property at the corner of
Elm Street and Market Street belonged to Jim rather
than Paul. Paul knew he had legal grounds to
appeal the decision.
Mr. Allen died leaving a will.
Sally Sanders wanted to become the guardian for little
Katie.
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COUNTY GOVERNMENT
A.
Services Provided by County Government (partial listing)
*Police protection
*Fire protection
*Garbage collection and disposal
*Coroner's office
*Detention facilities
*Emergency medical assistance
*Sewage collection and disposal
*Public transportation
*Libraries
*Roads
*Elementary and secondary schools
*Hospitals
*Public health facilities
*Courts
*Property tax assessment and collection
*Vital statistics
*Land records
*Elections
*Housing, electrical, and building codes
*Air quality control
*Parks and recreational facilities
*Public housing
B.
Sources of County Funds
*Property taxes
*Motor vehicle taxes
*Corporate and business taxes
*Liquor licenses
*Additional license taxes
*Local option sales taxes
*Sanitation taxes
*Fines and other penalties
*Interest rates on invested money
*Bond issues
*State and federal funds
*Taxes on stocks, bonds, etc.
C.
Major County Expenditures
*Administration and personnel
*Maintenance and sanitation
*Law enforcement
*Medical programs including hospitals
*Courts and detention facilities
*Benefits (sick leave, pensions, etc.) for staff
*Education funds raised from taxes especially levied for this purpose
*Public works
*Public utilities
*Housing/community development
*Roads
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THE BOARD OF COMMISSIONERS
POWERS AND DUTIES
The board shall have exclusive jurisdiction and control of the following matters:
1. To direct and control all of the property of the county;
2. To levy taxes in accordance with the laws of this state;
3. To establish, change, or abolish roads, bridges, and ferries according to law;
4. To supervise the tax commissioner's books and allow the insolvent list of the County
of Clayton;
5. To settle all claims, charges, and demands against the County of Clayton;
6. To examine and audit all claims and accounts of officers against the County of
Clayton;
7. To examine and audit all claims and accounts of officers having care, keeping, and
collecting or disbursing of any money belonging to Clayton County or appropriated
for its use or benefit and to bring all such officers to settlement;
8. To elect or appoint all minor officers of said county, where an election is not otherwise
provided by law or the provisions of this act;
9. To have and exercise control and management over the inmates of said county
according to the laws of this state;
10. To have the authority to pay all or any portion of the premiums on a group life
insurance and on a hospitalization plan or program for county employees, as may now
exist or be implemented in the future, provided the employees have agreed to be
covered under a group insurance plan;
11. To pay actual and itemized expenses for travel, food, and lodging for county officials
or permanent county employees while attending an institution of learning or schooling
that is so closely connected to the employment that the county and its citizens will
benefit from the attendance of such an institute or school of learning, which expenses
shall be paid from revenue derived from sources other than ad valorem taxation;
12. To regulate land use by the adoption of a comprehensive development plan or by the
adoption of planning and zoning ordinances which relate reasonably to the public
health, safety, morality, and general welfare of the county and its citizens;
13. To call elections for the voting of bonds;
14. To exercise all of the power and authority vested by law in the judge of probate court
when sitting for county purposes;
15. To exercise all powers now or hereafter vested in county governing authorities by the
Constitution and general laws of this state;
16. To fix, levy, and assess license fees, charges, or taxes on all persons, firms, and
corporations engaging in or offering to engage in any trade, business calling,
avocation, or profession within the bounds of Clayton County, outside the
incorporated limits of municipalities situated therein, as otherwise allowed,
authorized, or permitted by law. The board shall be further authorized to adopt
ordinances and resolutions to govern and regulate all such trades, businesses,
callings, avocations, or professions, not contrary to regulations prescribed by general
law, for the purpose of protecting and preserving the health, safety, welfare, and
morals of the citizens of said county. Such license fees, charges, or taxes shall be in
addition to all other taxes or assessments heretofore or hereafter levied by said county,
and all funds received from same shall be paid into the county depository as general
funds of said county;
17. To adopt rules regulating the operation of the board;
18. To prescribe penalties and punishment for the violation of zoning ordinances, building
codes, including electrical, plumbing, heating, and air conditioning regulations, and
all other lawful ordinances adopted by the board pursuant to this or any other law in
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19.
20.
21.
22.
23.
24.
25.
force is said county;
To provide ordinances for the preservation and protection of county property and
equipment and the administration and use of county facilities, such as parks,
playgrounds, and swimming pools, by the public, and to prescribe penalties and
punishment for violations thereof;
To prescribe fire safety regulations not inconsistent with general law, relating to both
fire prevention and detection and to fire fighting, and to prescribe penalties and
punishment for violation thereof;
To prohibit or regulate and control the erection and maintenance of signs, billboards,
trees, shrubs, fences, buildings, and any and all other structures or obstructions upon
or adjacent to the right-of-way of streets and roads within the unincorporated area of
said county, and to prescribe penalties and punishment for violation of such
ordinances;
To adopt ordinances and regulations for the prevention of idleness, loitering,
vagrancy, disorderly conduct, public drunkenness, and disturbing the peace in the
unincorporated area of said county and to prohibit the playing of lotteries therein, and
to prohibit or regulate such other conduct and activities within said area of Clayton
County which, while not constituting an offense against the general laws of this state
is (are) deemed by the board to be detrimental and offensive to the peace, good order,
and dignity of Clayton County and to the welfare and morals of the citizens thereof;
To have the authority to furnish transportation to county officials and employees while
conducting official county business, and the board of commissioners may, by
resolution, establish a mode and means of providing such transportation. Any and all
county-owned vehicles provided for such official county use shall be used only for
official Clayton County governmental purposes; however, in no instance, when a
county employee utilizes a private vehicle for county business, shall the
reimbursement for the cost of the transportation exceed the amount established by the
State of Georgia on a mileage basis for state employees utilizing private vehicles while
engaged in state business. The cost of furnishing transportation to county employees
pursuant to this section shall be paid from county funds. All county-owned vehicles
shall be appropriately marked with easily discernible decals, except special vehicles
designated by the sheriff and the chief of police for detective and investigative
activities and assignments. The board shall have the authority to prescribe, by
resolution, the requirements for reimbursement for all travel done on behalf of the
county;
To have the authority to pass resolutions for the control of domestic animals in the
unincorported areas of the county and to provide penalties for the violation of such
resolutions not inconsistent with state laws; and
To exercise such other powers as are granted by law or are indispensable to the
carrying out of the provisions of this act.
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