Ohio Government
Resource Unit
BY
Robert Culpepper
TABLE OF CONTENTS
Ohio State Government
Section Title
I. INTRODUCTION
II. CONTENT
III. OBJECTIVES
IV. ACTIVITIES
V. EVALUATION
VI. INSTRUCTIONAL RESOURCES
. Teacher References
. Student References
. Media References
VI. CONCLUSION
  1. INTRODUCTION


    2. Welcome to the great buckeye state, the state of Ohio. You live in Ohio, and you know everything there is to know about it and its government, right? If you are shaking your head ‘no’, then you are not alone. In fact, most of Ohio’s population know little or nothing about the state they live in. This is a double disaster for today’s students who will soon graduate and hopefully become active members of their community. Students learn about the federal government, and if they are lucky they learn something about world government. While these two concepts are very important, it is also important for citizens to learn about their own state and local governments. This unit is designed to address on of those two problems: state government.

    This is a two week unit on the government of the state of Ohio, and is for those students (most likely seniors) studying government in high school. This unit will provide a background in the history of Ohio as well as present the fundamental structures of our state government including the Ohio constitution, the Ohio House, the Ohio Senate, the Ohio Supreme Court, the Governor of the state of Ohio and other administrative units. This unit is designed to be taught in the second 9 weeks of a one semester government class after the U.S. federal government has been taught. It was the intention that this unit started off the second 9 weeks, but the concepts in this unit are capable of standing on their own and require little background knowledge to form a foundation. Thus, this unit could conceivable be taught anytime during the semester of government class.

    It is hoped that this unit will give students the information and experience they need to become active participants in their state’s political future. This is important for one reason: today’s students are tomorrow’s adults. It is the information they receive today that will shape tomorrow for all of us.
  2. CONTENT


    3. This unit is for a two week period of study in government. There are nine categories, one for each day (two days for the simulation) with a day allotted for the test at the end of the two week period. The categories are:

    1. State History
      1. Introduction to unit
      2. Quick review of state history 1780’s-1980’s
    2. Elections, Parties and Primaries
      1. Political Parties
      2. Primaries
      3. Elections
    3. The Ohio House of Representatives and the Ohio Senate
      1. The Ohio General Assembly
        1. The Ohio House of Representatives
          1. Structure
          2. Main committees
          3. Responsibilities
        2. The Ohio Senate
          1. Structure
          2. Main committees
          3. Responsibilities
    4. The Governor and State Administration
      1. The Governor and cabinet
      2. State Administrations
        1. Department of State
        2. Department of Interior
        3. Department of Education
    5. The Ohio Constitution & Ohio Supreme Court
      1. The Ohio Constitution
      2. The Ohio Supreme Court
        1. Justices
          1. Election
          2. Terms of office
        2. Structure & jurisdiction
    6. Counties and Local Governments
      1. Ohio’s counties
      2. County governments & structures
      3. Local governments
        1. Types (city, township, corporation, etc...)
        2. Examples
    7. Simulation
      1. Simulations of state & local governments
    8. Evaluation
      1. Unit test


    1. State History
      The students will study and learn about the founding of Ohio as a territory and it’s admittance to the union. Also, students will be presented with several historical facts about the state, such as it is the home of the Wright Brothers, John Glenn, seven U.S. Presidents and much more. Also, students will ponder the question of what Ohio’s place will be in the scheme of things in the 21st century. The video tape, Portraits of America:Ohio will be used for this class period, and readings in Ohio: The Heart of it All will be assigned. The syllabus for the unit will also be presented on this day.

    2. Elections, Parties and Primaries
      Students will learn about the electoral laws of Ohio as well as the major political parties in the state (both past and present). Additionally, students will learn about Ohio’s primary system and voter registration. An inclass demonstration of a primary may be included if time permits, or could be substituted in place of lecture. Resources from Democracy for Young Americans and other workbooks can be used. Students will begin reading Know Your Ohio Government.

    3. The Ohio House of Representatives and the Ohio Senate
      On the third day of the unit, students will learn about the Ohio House of Representatives and the Ohio Senate. The structures of each legislative body will be discussed as well as the method for electing representatives and senators. A short history of these institutions might also be included if time permits. Activities and exercises from resources may be used as desired.

    4. The Governor and State Administration
      This day, the students will learn about the governor, the governor’s cabinet and other important administrative bodies in the state such as the Ohio secretary of state, the Ohio attorney general as well as other. A tour of the Ohio WWW site is needed on this day.

    5. The Ohio Constitution & Ohio Supreme Court
      On the fifth day of class, students will learn about Ohio’s constitution, and its history. Students will also study the role the Ohio Supreme Court plays in making laws in the Buckeye State. If time permits, a simulation of the Ohio Supreme Court may be held. Student will have read the applicable chapters in Know Your Ohio Government.

    6. Counties and Local Governments
      On this day, the students in the class will learn about the counties in Ohio as well as the forms that local governments in the state take (ex. cities, townships, villages, etc....). County commissions will also be discussed as will be city-county consolidations. Use of the Ohio Almanac, the Ohio political relief map and the “It’s Great In Ohio” packet may be useful as well as the Encyclopedia of Ohio. Classes should be given instructions and materials for the coming days simulations on this class day.

    7. Simulation
      These two class days will be a simulation of state and local government. Each class will alternate simulations. The two simulations the classes will be doing are Council and Rainbow Bay. On day 7, class 1 will do the Council simulation and class 2 will do the Rainbow Bay simulation and if there is a class 3, it will do Council and the alternating pattern will continue. On day 8, the classes will reverse the order of the sims.

    8. Evaluation
      This is the day the comprehensive test will be given over this unit. Participation in the simulation is 10% of the test grade. The test will consist of multiple choice questions, objective questions and short essay questions.


    CONCEPTS
    Akron Beautiful Ohio
    Benjamin Harrison buckeye
    cardinal Cleveland
    Columbus county
    Dayton Erie Canal
    Fairborn General Assembly
    governor Iriquoi
    James A. Garfield John Glenn
    Lake Erie Neil Armstrong
    northwest ordinance Northwest Territory
    Ohio Company Ohio Constitution
    Ohio House of Representatives Ohio River
    Ohio Senate Ohio State University
    Ohio Supreme Court primary
    representative Robert Cavelier, sieur de La Salle
    Rutherford B. Hayes scarlet carnation
    senator Toledo
    township tribunal
    village Ulysses S. Grant
    University of Dayton voter-motor bill
    voter registration Warren G. Harding
    William Howard Taft William McKinley
    Wright State University .
  3. OBJECTIVES


    4. When asked, and given proper instruction and materials, the student will be able to..
    1. Identify the year (historically) Ohio was admitted into the union.
    2. Name the year in which the Wright Brothers first flew an airplane.
    3. Name at least four Presidents of the United States that were born in Ohio.
    4. Explain the differences between an open and closed primary system.
    5. Name which type of primary system Ohio has.
    6. Name the term used when referring to both houses of Ohio’s legislature.
    7. Identify how many seats there are in the Ohio House of Representatives.
    8. Identify how many seats there are in the Ohio Senate.
    9. Explain what duties members of the Ohio legislature have.
    10. Explain the basic process where a bill becomes a law in Ohio.
    11. Identify Ohio’s Governor and Lt. Governor.
    12. Name three departments in the Ohio state government.
    13. Identify the maximum number of terms the governor of Ohio can server, and how long each term may be.
    14. Explain (in basics) the evolution of Ohio’s constitution.
    15. Explain how the Ohio Constitution is amended.
    16. Identify the number of times the Ohio Constitution has been amended.
    17. Explain how Ohio Supreme Court justices are elected.
    18. Identify the length of the term of a Ohio Supreme Court justice.
    19. Identify the length of the term of an Ohio state representative.
    20. Identify the length of the term of an Ohio senator.
    21. Explain the jurisdiction of the Ohio Supreme Court.
    22. Identify the number of counties in Ohio.
    23. Name the types of local governments found in Ohio.
    24. Explain the concept of a county government.
    25. Explain the traditional sphere of influence of the local, state and federal government, and explain the advantages and disadvantages in this model.
    26. Give examples of each type of local government in Ohio.
    27. Name the current Ohio Supreme Court Justices.
    28. Name their current Ohio state representative.
    29. Name their current Ohio state senator.
    30. Name the current governor of Ohio.
    31. Name the current lt. governor of Ohio.
    32. Explain the significance of the two simulations the class participated in.
    33. Name the capital of Ohio.
    34. The approximate year Ohio was settled by Europeans.
    35. Identify the number of electoral votes Ohio has.
    36. Identify Ohio’s state motto.
  4. ACTIVITIES


    5. Day 1:State History

    Introduction:
    The teacher will introduce the unit to the students, and will answer any questions. Students will be given a syllabus of the coming two weeks including assigned readings and dates for topics to be covered. Following this, a film Portraits of America:Ohio will be shown to give an overview of Ohio state history.
    Outcome:
    The students are introduced to the unit and have briefly reviewed Ohio state history.
    Development:
    Minimal resources need to be expended here. Just set up the class for a normal day. The instructor may wish to let students sit where they choose for the video, but the class must be quiet during the film.

    Day 2:Elections, Parties and Primaries Simulation

    Introduction:
    The teacher will explain briefly what is about to be done, that is a simulation of the primary election system in Ohio (directions follow under development). The teacher will then ask for volunteers (10) for the simulation. If there are a lack of volunteers, the teacher should use his or her discretion and select the remaining students. Ten desks should be placed at the front of the room with five sitting to the right and five to the left. The remaining students in their seats should move back to make a ‘center stage’ in the room.
    Outcome:
    The students and the room are prepared for the simulation.
    Development:
    Ten students will be selected from volunteers, or in the absence of volunteers students will be selected according to the teacher’s discretion. The ten students will then count off ‘ones’ and ‘twos’. The first person can either be one or two. This way, there will be an even number of ones and twos. The ones should sit on one side of the room, and the twos on the other. It doesn’t matter which group sits on which side. Now, divide the rest of the class in roughly half and have the halves move apart so they are clearly separate. The group on the left will vote for the group of five on the left, and the group on the right will vote for the group of five on the right. Now the teacher should explain that the group on the right votes for the five on the right and that the group on the left vote for the five on the left because in primaries you can only vote within the party you declare yourself for. The class will proceed with the voting, and select one candidate from each of the two groups. With this done, the class will then vote to choose one of the final two candidates. At this point, the teacher should explain that in a general election, anyone can vote for whoever they wish to regardless of party affiliation.

    Day 3:The Ohio House of Representatives and the Ohio Senate

    Introduction:
    Students will be introduced to the way the Ohio General Assembly works. They will learn how their representatives and senators are elected and the length of the terms they serve. Students will also learn how a bill becomes a law in Ohio, and the major committees and responsibilities of the General Assembly. Activities from the workbooks may be used.
    Outcome:
    The students have learned about the Ohio General Assembly.
    Development:
    Minimal development is needed outside of the normal preparation for class. The organization of the room will be that of a normal day’s class. Efforts should be made to use multimedia during the presentation when possible.

    Day 4:The Governor and State Administration

    Introduction:
    Students on this day will learn about the Governor, Lt. Governor and the Ohio State Administration. Departments and cabinet level posts will also be discussed with the class.
    Outcome:
    The students have learned about the executive branch of Ohio’s government.
    Development:
    After a brief discussion of the posts involved in the administration of the state of Ohio, students will visit Ohio’s World Wide Web site for up to date information on the state’s administrators and administrative posts. Required for this class will be an Internet connection, and or the WWW sites previously downloaded to a computer for presentation.

    Day 5:The Ohio Constitution & Ohio Supreme Court

    Introduction:
    Students will learn about the constitution of the state of Ohio and the Ohio Supreme Court on this day. Students will learn when the constitution was adopted, how many times it has been amended and how it is amended. Students will be presented with the actual amendments made to the constitution. Students will also learn about how justices are elected to the Ohio Supreme Court. Additionally, students will learn the jurisdiction of the court, the justices who currently sit on the court, and will review sample court cases.
    Outcome:
    The students will learn the origins of the Ohio Constitution and its amendments. Also, students will learn about the Ohio Supreme Court, its justices and its jurisdiction.
    Development:
    Minimal development is needed outside of the normal preparation for class. The organization of the room will be that of a normal day’s class. Efforts should be made to use multimedia during the presentation when possible.

    Day 6:Counties and Local Government

    Introduction:
    Students will learn on this day about Ohio’s 88 counties, the county system of government and the local distribution of governmental power. Students will also be introduced to the different types of local governments that are sanctioned in Ohio. Also, students will learn about how all the different governmental powers, (federal-state-county-local) all work together.
    Outcome:
    The students will learn about how counties are divided in Ohio and how local governments in Ohio are formed. Students will also learn about the cooperation of federal, state, and local governments.
    Development:
    Minimal development is needed outside of the normal preparation for class. The organization of the room will be that of a normal day’s class. Efforts should be made to use multimedia during the presentation when possible.

    Day 7:Simulation

    Introduction:
    On these two days, classes will participate in two simulations. Both classes will participate in the Council and Rainbow Lake simulations. The simulations will be staggered so that class 1 will do Council and class 2 will do Rainbow Lake. Other classes will alternate the simulations on this same basis. Rainbow Lake is a simulation on the topic of industrial development and jobs versus the protection of the environment. The students take on different roles from politicians and construction workers to environmentalists and voters. The politicians must build their area’s economy, while keeping activists and the voters happy. Council is a simulation of city council that is facing tough decisions. The council must make decisions that help their city, but also keeps them in power and keeps the voters pleased. There will be no evaluation of the simulation, but participation is worth 10 points on the unit test.
    Outcome:
    Students will learn about the decisions and circumstances surrounding running a government on both the state and local levels.
    Development:
    The day before each simulation, the students will be given materials and assigned roles applicable to the next day’s simulation. This is done to reduce the amount of preparation time. At the end of day 1’s simulation, the classes will switch materials and do the other simulation on the next day. The class will be designed so as to have rows of desks at the front (or rear) of the class and 1 - 2 rows on the sides of the room. This will simulate the council chambers to be used in both simulations.
  5. EVALUATION


    6. Unit Test:Ohio State Government

    Name:__________________________________
    Period:___________ Date:___________


    Multiple Choice Section (8 points each.)
    Read each question carefully and then read all the available choices. Choose the answer that best answers the question. Circle the answer, and then write it in the blank provided.

    1. Ohio has a bi-cameral legislature, divided into a House of Representatives and a Senate. What term is used when referring to both houses together?
      1. Congress
      2. General Assembly
      3. House of Commons
      4. Ohio State Legislature
    2. Ohio has a lot of little known facts about it, but some are just too weird to believe. One of the following weird items though is true. Which one is it?
      1. Due to a procedural problem, Ohio was not admitted to the United States officially until the 20th century.
      2. Ohio is actually a secret base for alien observation of the world, and native Ohioans have scared aliens into never coming to Earth again.
      3. After North Carolina chose its 'First In Flight' license plate, Ohio’s governor almost decided to send the governor of North Carolina a replica of the Wright-B flyer, coated with a poisonous African venom.
      4. Every governor of Ohio at one time or another has been diagnosed for severe mental illness.
    3. How many counties does Ohio have totally?
      1. 59
      2. 77
      3. 105
      4. 88
    4. Ohio’s primary system of election is a closed system. What characteristic defines a closed primary system?
      1. You can only vote for the party you declare yourself for. You can not vote for anyone from any other party.
      2. Only people who have a direct connection to Ohio may run in the primary, regardless of party affiliation.
      3. The vote you cast, regardless of who you vote for, will not be shared with anyone else, or any political party.
      4. Only the Democrat and Republican parties may participate in a primary. Parties formed by short rich guys with big ears and big egos are excluded by law.
    5. The President of the United States has the Vice President as his or her partner as second in command. In Ohio, who is the second in command? For 5 points extra credit, name the current second in command?
      1. Vice Governor
      2. Vice-Roy
      3. Lt. Governor
      4. First Secretary


    True / False Section (5 points each)
    Read each question carefully, then circle the answer and write a T (for true) or an F (for false) in the space provided. If the question is false, re-write it to make it true for a ˝ point bonus.

    1. Ohio Supreme Court Justices are appointed by the governor, and serve for live.
      TRUE / FALSE





    2. There are 99 Ohio state representatives each elected from one district.
      TRUE / FALSE






    Short Essay Section (20 points each) Read each question carefully, then write a short essay that answers the question as completely as possible. There is no maximum or minimum length, but be sure to answer the question completely. Use your own paper. Dictionaries and thesauruses are available to help in spelling and word choices.

    1. Explain the system of local governments that Ohio has, and give an example of each.



    2. Select six departments in Ohio’s state government, and explain their functions.


    Simulation Participation (10 points)

    ANSWER KEY
    Multiple Choice Section:
    1. b 2. a 3. d 4. a 5. c **NANCY P. HOLLISTER
    True / False Section:
    1. False 2. True
  6. INSTRUCTIONAL RESOURCES




    7. Teacher References


    1. Know Your Ohio Government. Paperback book.

      2. League of Women Voters of Ohio Education Fund, 1993.
      This is essentially a 118 page users guide to Ohio government, produced by the League of Women Voters of Ohio. It details the structure of Ohio’s government, addresses to contact representatives and departments as well as the governor. The structure of Ohio’s government is outlined and explained as well.

    2. Microsoft Encarta ‘96. CD-ROM Computer software. Microsoft, 1995.

      3. The entire text and illustrations of the Funk and Wagenal Encyclopedia on one disc. Encarta provides information on everything, including states and state governments.

    3. Ohio: The Heart of it All, teachers guidebook. Hardback book.

      4. George W. Knepper. Modern Curriculum Press, 1992.
      This is a 92 page resource guide to the textbook Ohio: The Heart of it All. It includes activities related to the book as well as answers to text questions. The text of the student textbook is not included in the guidebook.

    4. State and Local Government: Politics and Public Policies.

      5. Paperback book. David C. Saffell. McGraw-Hill, 1993.
      This 295 page book explains why it is important to teach state and local government, and covers many topics in the process such as courts, cities, government financing, voter participation, political interests and state and local government structures.


    Student References


    1. Enyclopedia of Ohio. Encyclopedia of the United States volume.

      2. Sommerset Publishers, 1994.
      This 733 page volume is part one volume in a series on the U.S. states. It covers almost everything there is to know about Ohio from history to geography to government. Each county and city has an entry with a brief summary of its features.

    2. Governing Ohio Volume 1:The State Legislature in Ohio.

      3. Harback book. Federation for Community Planning, 1989.
      This first volume in the Governing Ohio collection focuses on the Ohio General Assembly. Topics covered include parliamentary procedures, individual roles and the role of political parties in the policymaking process.

    3. Governing Ohio Volume 2:Administation and Judiciary in Ohio.

      4. Harback book. Federation for Community Planning, 1989.
      This second volume in the Governing Ohio collection focuses on the Governor, his cabinet and the Ohio Supreme Court as well as state courts. Topics covered include the election of the Governor and Ohio Supreme Court Justices, the governor’s cabinet, administrative departments, and the political process in the administration.

    4. Governing Ohio Volume 3:Poverty and Public Dependency in Ohio.

      5. Harback book. Federation for Community Planning, 1989.
      This third volume in the Governing Ohio collection focuses on the major problems facing Ohio today: poverty and public dependency on state aid. These issues are discussed in the context of what can be done to help people while lessening the financial burden on the state which has limited resources.

    5. "It’s Great In Ohio". Information packet. Ohio Department of State, 1996.

      6. A packet of information from the Ohio Secretary of State. Included in the packet are maps, brochures, pamphlets and booklets all explaining Ohio’s past, present and future. A special pamphlet deals with Ohio’s government.

    6. Know Your Ohio Government. Paperback book.

      7. League of Women Voters of Ohio Education Fund, 1993.
      This is essentially a 118 page users guide to Ohio government, produced by the League of Women Voters of Ohio. It details the structure of Ohio’s government, addresses to contact representatives and departments as well as the governor. The structure of Ohio’s government is outlined and explained as well.

    7. The Ohio Almanac. Paperback book. Damaine Vonda.

      8. Orange Frazer Press, 1992.
      A 500 page book with tons of information on the state of Ohio. All counties have a section dedicated to them, with descriptions of major cities. The governors of the state, past and present, are profiled. The history of Ohio as well as its geography and government are also covered in sections.

    8. Ohio: The Heart of it All. Hardback textbook.

      9. George W. Knepper. Modern Curriculum Press, 1992.
      This 316 page textbook is the newest textbook on Ohio on the market. It covers Ohio history, geography and government into the 1990’s. Includes maps, charts and a list of references for further readings on the state of Ohio.

    9. Ohio Politics. Paperback book. Kent State University Press, 1994.

      10. This 300 page book covers politics in Ohio from the 1950’s to the 1990’s. Discussed in depth are races for governor and the general assembly. The role of public opinion, lobbyists and political action committees are also discussed in the framework of Ohio’s government structure from the state, county and local levels.

    10. State and Local Government. Work/Activity Book. Quercus, 1987.

      11. A 64 page workbook and activity book that presents students with the concepts of state and local government. Exercises are included to reinforce topics, which include governmental structures.


    Media References


    1. 3-D U.S. Atlas and Almanac. CD-ROM Computer software.

      2. Mindscape, 1995.
      The best Atlas of the United States on CD-ROM. Full political, relief and contour maps of each state are included on disc. Information on states are up to date, and clicking on a state will activate a sound clip of that state’s anthem.

    2. Basic Skills: Government. Reproducible activities.

      3. Center for Learning, 1990.
      This is a book of reproducible activities and exercises to help students learn about international, national, state and local governmental structures. Topics covered include campaigns, elections, primaries, and voter characteristics. The book is 248 pages.

    3. Council: A Simulation. Simulation. Interact, (no date).

      4. This is a simulation of a city council, but can be generalized to represent a state legislature. The class elects council members, then the rest of the class portray citizens and interest groups, each trying to meet a specific agenda. The council must advance legislation, while trying to keep their council seat because elections are held every four rounds, and someone is waiting for their seat.

    4. Democracy for Young Americans. Reproducible actives.

      5. Good Apple, (no date).
      A series of 62 reproducible activities intended to spur interest in the democratic process. The activities emphasize critical thinking skills and can be done on the individual, group or class level. Topics include local laws, state government, budgets and the election process.

    5. Making Government Fun and Relevant. Reproducible activities.

      6. Relevance, 1992.
      A set of reproducible actives that introduce relevant topics for classroom discussion, essays or group discussion. Topics include affirmative action, AIDS, Civil Rights plus more. All topics are applicable to either federal, state or local levels of government.

    6. "Map of Ohio, political relief"

      7. This is a map of Ohio with counties outlined and labels for display on a wall. 36” x 48”

    7. Microsoft Bookshelf ‘95. CD-ROM Computer software. Microsoft, 1995.

      8. A collection of an encyclopedia, dictionary, thesaurus and biographical dictionary all on one disc. This collection provides information on almost everything, including states and their political structures.

    8. Microsoft Encarta ‘96. CD-ROM Computer software. Microsoft, 1995.

      9. The entire text and illustrations of the Funk and Wagenal Encyclopedia on one disc. Encarta provides information on everything, including states and state governments.

    9. Microsoft World Atlas. CD-ROM Computer software. Microsoft, 1995.

      10. The most comprehensive atlas around, gives in depth information on almost every area of the world, including political characteristics of nations, states and provinces.

    10. "Ohio State Flag"

      11. The flag of the state of Ohio for display in the classroom.

    11. Our Town Meeting: A Lesson in Civic Responsibility. Computer Software.

      12. Tom Snyder, 1987.
      This is a computer software program intended to simulate a town hall meeting, but it can be generalized to the state level of government. Groups of students consider community interests such as building projects, education, and sports teams. The object is to enhance the community’s popularity and image without going broke.

    12. Portrait of America: Ohio. VHS Video cassette.

      13. Turner Program Services, Inc., 1988.
      Part of a 50 tape series on the states of the United States, this tape takes a look at the state of Ohio from a visitor’s perspective. The tape is 50 minutes long.

    13. Rainbow Bay. Simulation. Interact, (no date).

      14. This is a simulation where students use mapping and measuring skills and other problem solving skills as they try to handle environmental and political issues. Students have to consider environmental impact, regional economies and public popularity as they try to achieve their goals.

    14. State Government. Paperback book, revised.

      15. Congressional Quarterly, 1995.
      This 253 page book from Congressional Quarterly includes articles divided into ten chapters, each on a different issue. Discussed in this book are PACs, political parties and direct democracy as well as state courts.

    15. State and Local Government. Paperback book, 7th edition.

      16. Dushkin, 1995.
      This 243 page book is actually a series of articles over important and key issues facing state and local governments. Each concept is discussed and then followed by at least two articles arguing opposite points of view.

    16. State and Local Government. Print masters, paperback & guidebook.

      17. Scholastic, 1989.
      A two unit series that presents the common role of state and local governments and provides a look at how state and local governments handle today’s health and environmental problems as well as crime. The book is 224 pages.

    17. State and Local Government. Work/Activity Book. Quercus, 1987.

      18. A 64 page workbook and activity book that presents students with the concepts of state and local government. Exercises are included to reinforce topics, which include governmental structures.

    18. State and Local History Kit: Point of View 2.0. Computer Software.

      19. Scholastic, 1993.
      This computer software, allows the teacher and students to produce a presentation about state and local history and government. Included with the software are maps of all 50 states, and each state’s counties, statistics, state symbols and state constitutions.

    19. State and Local Politics. Paperback book. McGraw-Hill, 1994.

      20. This 364 page book is designed to supplement textbooks with new information and information not normally found in textbooks. It covers policy making at the state and local levels, political parties, environmental policy, education, welfare and other issues.

    20. State of Ohio WWW Site. HTML Document (www.ohio.gov).

      21. State of Ohio Computer Resources, 1996.
      The official World Wide Web site of the state of Ohio gives access to all available governmental information, including the General Assembly, the Governor, the Ohio Supreme Court and all state agencies. This site is updated continuously.
  7. CONCLUSION


    8. Government is an important concept to teach, as it is the embodiment of the society we live in. Our rules, our laws and our justice all comes from our government. The important thing we have to teach today’s youth though is that we are the government. We are the sovereignty of our nation. Our voice is our vote, and that is what in part decided the course our government and our lives take. In an age of media cynicism, it is important for everyone, particularly our youth to realize this.

    But one thing we often leave out is the states and the communities we live in. We spend so much time teaching the federal system, that we forget (or almost forget) our state and local governments. It is here though that people can make the biggest difference and have the greatest voice. Two weeks is not near enough to spend on Ohio government, but in the scheme of time constraints and other topics to cover, it probably more than most would give it. It is important to teach about our state government though, because we live here, and when our students reach the age to vote (if they have not already) they will need to know how the system works, and how they can work the system. If we let them leave school without knowing this, we have already set a great obstacle in their path. If we do that, we should be ashamed of ourselves.


Pedagogy: Content Specific