Craig N. Kittelson, Wheatland High School, Wheatland, WY

IMPACT OF GOVERNMENT ON THE INDIVIDUAL

Appropriate for grades 4-12.

OVERVIEW:  Many students are not interested in, nor do they see
any relevance in, the study of government.  They see voting as a
duty, and they, like many of their parents, see government as
playing a relatively minor role in their daily lives.

PURPOSE:  The purpose to this activity, used during the early part
of the school year in a required secondary government class, is to
begin the process of helping students visualize the government of
the United States as a very important part of their everyday
existence--- a part which they can impact.

OBJECTIVES:  As a result of this activity, the students will:

 1.  List 15 ways in which government has an impact/influence on
     them, personally.

 2.  Identify, from their list, which are the result of national
     government, state government, and/or local government.

 3.  Write a brief paragraph on the topic, "Governmental Power---
     Too Little or Too Much?"

This activity works best prior to any formal discussion on the
importance of or purpose of government.  Used at the beginning of
a term, the activity can also help achieve several secondary
objectives:

 1.  Help students relax by reducing "beginning of a new class"
     tension.

 2.  Help speed the process of developing a relationship with each
     student.

 3.  Begin to get a pattern of parental involvement n the learning
     process.

ACTIVITIES:  

 1.  Near the end of the class period, and with no rationale, ask
     students to list as many activities as they can think of in
     which government plays no role.  Once the basic directions
     are given, the teacher's role is two-fold.  First, the
     teacher should discourage idea sharing at this time.
     Opportunity for idea sharing will come later.  Second, the
     teacher must encourage the students to be creative.

 2.  Just before the bell rings, direct the students to take their
     lists home and suggest they consult with their parents for
     further ideas.  The list will be handed in the next day.

 3.  Give the students five minutes, at the beginning of the
     period the next day, to share ideas and add to personal
     lists.

 4.  Collect all lists and begin to share items without
     identifying the author.  With each item, the students are
     encouraged to analyze whether or not government has an
     impact/influence on that item.  This procedure will continue
     until the class discovers that government literally has an
     impact/influence on every aspect of an individuals existence.

 5.  Although the teacher should make no attempt to achieve
     closure at this time, students should be allowed to state
     their opinions concerning the amount of power government
     possesses.  Such opinions should not be judged or criticized
     by either the teacher or follow classmates.

 6.  One of the roles of the teacher in this activity is to
     provide the information, if needed, concerning which level(s)
     of government are responsible for each item.

RESOURCES/MATERIALS NEEDED:  None are required, but use could be
made of a wide variety of visuals to spark ideas, discussion, or
reaction.

TYING IT ALL TOGETHER:  

 1.  Return students' lists with no negative comments.

 2.  Design a brief, graded activity based on the three student
     objectives.  This can also serve as an early opportunity to
     evaluate individual student writing abilities, as well as
     provide a grade which should be a positive one for most
     students.

 3.  Encourage all students to share the results of this activity
     with their parents/guardians.

 4.  Use this activity to introduce the first unit or lesson.