The States
The Main Idea
In the United States, all 50 independent states fit together to form one country. The federal system allows state governments to serve the needs of their citizens while cooperating as a united country.
Reading Focus
1. What powers do state governments have?
2.How do states work together with other states and with the national government in our federal system?
Key Terms
delegated powers, p. 202
reserved powers, p. 202
concurrent powers, p. 203
full faith and credit clause,
p. 205
extradition, p. 205
TAKING
NOTES
As you read, take notes onthe powers of state ments and how state govern-ments work in our federal system. Use a diagram like this one to record your notes.
For a few years after they won their independence, the 13 states acted like small, separate coun-tries. Then they joined together under an agreement called the Constitution, which established the rules of the new country. Under the Constitution, the states set aside some of their own rights and powers for the good of the whole country. Those powers went to the new national government. The states, however, kept some of their powers.
State Government Powers
When the 13 states ratifi ed the Constitution and agreed to come together as one country, they did not want to hand too much power over to the federal government. Instead, they chose a federal system that divides government powers between the federal and state governments. Some powers— delegated powers—were given to the fed-eral government. Those powers include conducting foreign policy, printing money, maintaining a post offi ce, and defending the country. Some powers were granted exclu-sively to the states, while other powers are shared by state and federal governments.202
CHAPTER 8BEFORE YOU READ
Powers Reserved to the States
The states kept control over more local con-cerns. The Tenth Amendment of the U.S. Constitution says any power not delegated to the federal government belongs to the peo-ple and the states. These powers are known asreserved powers.Reserved powers allow state governments to establish rules for the health, safety, and welfare of the citizens of their states. For exam-ple, states are responsible for rules concerning marriage, driving laws, and traffi c regulations. States also maintain education systems. The Constitution, however, requires that state laws meet appropriate federal standards and adhere to Supreme Court rulings.
Another reserved power of the state is to conduct all local, state, and nation-al elections. States decide most of the qualifi cations for voting not otherwise specifi ed in the U.S. Constitution. In addi-tion, state governments have control over all governments within their boundaries— districts, cities, towns, townships, and counties. Local governments receive their powers from the states.
State Powers
Federal System
Why It Matters
Ask students to recall what they learned
about federal and state powers in
Chap-ter 3. What powers do the states alone
have? What powers do states and the
federal government share? Then lead
a discussion about your state
govern-ment. Ask students if they know of any
laws that might be particular to their
state and how these laws affect them.
Students’ answers might include
differ-ences in education requirements or the
legal age to marry or drive.
Key Terms
Preteach the following terms:
delegated powers
powers held by the
federal government (p. 202)
reserved powers
powers held by the
states (p. 202)
concurrent powers
powers held by both
federal and state governments (p. 203)
full faith and credit clause
part of the
Constitution that ensures each state will
accept the decisions of civil courts in other
states (p. 205)
extradition
method of returning fugitives
to the state where they committed a crime
(p. 205)
Taking Notes
Powers include: establish rules concerning marriage, driving laws, and traffi c regulations; maintain education systems, conduct elections, control local governments
State Powers
States control the affairs of their states and citizens. They also share some powers, such as the power to tax, with the federal government. State governments cooperate with each other and the federal government.
Federal System
Teach the Main Idea
The States
1. Teach
Ask students the Reading Focus
questions to teach this section.
2. Apply
Ask students to write each power
the state and federal governments have
individually and those they share on separate
index cards. Put the cards into a box. Call on
students to pull out a card and say whether
the power belongs to the states, the federal
government, or both.
3. Review
Have students create a poster with
three columns: state powers, federal powers,
and shared powers. Tell students to affi x the
index cards to the poster in the appropriate
column.
4. Practice/Homework
Instruct students
to write an editorial explaining why it is
important for states to have the power to tax.
At Level
Differentiating Instruction
STATE GOVERNMENT
203
Education is expensive. Every day in school, you usemany resources: computers, science equipment, and sports gear. Your school also employs many people, such as teachers, a school nurse, and the maintenance staff. Where does the money to pay for everything come from?
Education is funded at many levels: the local, state, and federal. Most of the money used for school fund-ing comes from taxes. Some states, though, have looked for other ways to raise money. One way used by many states is a lottery. People buy lottery tickets that give them a very small chance to win lots of money. People who support lottery funding say that everyone has to pay taxes, but playing the lottery is a choice. Other people think lotteries are not fair because people who earn less money are more likely to play the lottery. In 2005, 37 states and Washington, D.C., had lotteries, and 20 states used some of the money for schools. Some states also
raise education money through slot machines. 1. Is it fair that everyone should pay taxes to
fund schools? Why or why not? 2. What is your opinion about using lotteries
and slot machines to pay for education? EVALUATING THELAW
ANALYSIS SKILL
In some states, like California, lottery money goes to help fund education.
Schools and the Lottery
Concurrent Powers
Some government powers are shared by both state and federal governments. These shared powers are called concurrent powers. For example, taxation is a concurrent power. Both the federal government and the state governments can tax their citizens. The national government taxes U.S. citizens through federal income taxes. State govern-ments may raise money with sales taxes, income taxes, and property taxes. The mon-ey raised through state taxes pays for state services such as education, highways, and health and safety programs.
Another important concurrent, or shared, power is making and enforcing laws. Similar to the national government, state governments have legislatures that propose and pass new laws. Most states also have a state police force that helps to enforce those laws and to keep the states safe.
Other concurrent powers used by the states are the establishment of state and local court systems and the power to bor-row and spend money. Without these con-current powers, states would be unable to carry out their day-to-day business.
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Reading Focus
What powers do state governments
have?
State Government Powers
Identify
What six parts do most
state constitutions have?
preamble,
bill of rights, organization of
govern-ment, election provisions, state affairs
management provisions, amendment
process
Draw Conclusions
Why do you
think the power to print money was
left to the federal government rather
than the states?
Possible answer:
People might have the inconvenience
of having to change their currency
every time they visited another state.
Predict
What might happen if
state constitutions did not contain an
amendment process?
Constitutions
might have to be rewritten every time
powers and duties of state government
change.
U.S. Supreme Court Cases: Case 3:
Gibbons
v.
Ogden
Answers
Evaluating the Law 1. Possible
answers: It is fair because educating
children benefits everyone now and
when students enter the workforce later
in life. It is not fair because those who
do not have children should not have to
pay to educate other people’s children.
2. Possible answers: They are a fair way
to pay for education because people pay
into them voluntarily and may win money.
It is not good to use them because those
with the least money are more likely to
play them.
Learners Having Diffi culty
Create a Collage of State Powers
1.
Tell students to review the powers that are
reserved for the states. Discuss the difference
between delegated and reserved powers.
2.
Ask students to create a collage using
newspaper and magazine clippings
(especiallly headlines) and their own
drawings to illustrate state government
powers.
3.
Have students list the state powers underneath
the collage.
4.
Direct students to exchange collages and
compare what each of them has included.
Verbal/Linguistic, Visual/Spatial
Alternative Assessment Handbook: Rubric 8:
Collages
Differentiating Instruction
204
CHAPTER 8Powers
of the
State
The U.S. Constitution established a federal system in which powers are divided between the national and state governments. Some powers are granted exclu-sively to the states, while others are shared with the national government.
The federal government taxes individual incomes. Most workers have fed-eral income and Social Security taxes deducted from their regular pay-checks.
State governments can also levy taxes. State taxes include property taxes, sales tax, and income taxes. Not all states, however, have in-come taxes.
Shared Powers
State Powers
•
Maintain law and order
•
Levy taxes
•
Borrow money
•
Charter banks
•
Establish courts
•
Oversee public health and safety
•
Enforce laws
•
Establish and maintain schools
•
Establish local governments
•
Regulate business within the state
•
Make marriage laws
•
Provide for public safety
•
Oversee elections
•
Assume other powers not delegated
to the national government nor
prohibited to the states
Federal elections, like the presidential election, are orga-nized and monitored by the states, not the federal government.
States alone have the power to con-duct elections. State election boards are responsible for orga-nizing all federal and state elections.
Shared Powers
State Powers Federal
Powers
Why do you think that some powers are granted exclusively to state governments? ANALYSIS
SKILL ANALYZING VISUALS
Election Oversight Levy Taxes
Analyze Charts
This chart should help students
differen-tiate between powers given exclusively
to the states and those shared with the
federal government.
• What powers are shared by the federal
and state governments?
Maintain law
and order, levy taxes, borrow money,
charter banks, establish courts,
over-see public health and safety, enforce
the laws
• Why do you think it is necessary for
both federal and state governments to
be able to establish courts?
Possible
answers: to better handle the large
caseload of the court system; different
courts are needed to try federal cases
and state cases
Info to Know
Silly State Laws
Every now and then
lawmakers review old case law and fi nd
laws that today seem foolish, silly, or
strange. The following are examples of
such laws that were once—and in some
cases still are—on the books in their
respective states.
• Alabama: It is illegal to wear a fake
mustache that causes laughter in
church.
• Alaska: While it is legal to shoot
bears, waking a bear for the purpose of
taking a photograph is illegal.
• Indiana: In Gary it is illegal to attend
the theater within four hours of eating
garlic.
• Texas: In Mesquite it is illegal for
children to have unusual haircuts.
Advanced Learners/GATE
Debate the Power of State Governments
1.
Ask students if they think state government
is too powerful or not powerful enough.
Organize students into two groups—too
much power and not enough—based on their
responses.
2.
Have students discuss with their groups the
reasons for their beliefs. Encourage them to
cite examples from their textbooks.
3.
Then have the student groups debate the
topic. Have groups choose a leader to debate
or have students in each group take turns
contributing their thoughts to the debate.
Verbal/Linguistic
Alternative Assessment Handbook: Rubric 10:
Debates
204
Above Level
Answers
Analyzing Visuals
The needs of
citizens in different states vary, making
it better for a state to set laws for the
unique needs of its own citizens.
Collaborative Learning
STATE GOVERNMENT
205
State Constitutions
Each of the 50 states has its own constitution. These constitutions are the rules that organize the state government. Many state constitu-tions contain the following elements: • a preamble that states the basic principles
on which the state government is founded; • a bill of rights that lists the rights
guaran-teed to all citizens of the state;
• an outline of the organization of the state’s government, with the duties of each of the branches carefully spelled out;
• provisions for elections, including qualifi -cations that citizens must meet for voting and rules for conducting elections; • provisions for managing state affairs, such
as education, law and order, transportation, and fi nance; and
• methods of amending the state constitu-tion, as well as a list of any amendments that have been passed.
States have amended their constitutions as the powers and duties of state governments changed. Alabama, for example, has amend-ed its constitution some 650 times since it was ratifi ed in 1901.
READING CHECK Finding Main Ideas What powers are granted to state governments?
Our Federal System
As you have read, the U.S. Constitution establishes a federal system that divides power between the national government and the states. Some people see the federal system as two separate layers of government with different powers. In everyday practice, however, the separate layers of powers over-lap and often mix. For example, the nation-al, state, and even local governments make policies regarding education for the nation’s students. States must work together on many other issues, and they must work with the national government if the needs of all the people are to be met.
States Work Together
By signing the U.S. Constitution, the states agreed to cooperate with each other. Article IV, Section 1 of the U.S. Constitution states “Full faith and credit [acceptance] shall be given in each State to the public acts, records, and judicial proceedings of every other State.” This passage is known as the full faith and credit clause.
Thefull faith and credit clause ensures that each state will accept the decisions of civil courts in other states. An example of full faith and credit is the acceptance of a state’s offi cial records by the other states. For example, marriage certifi cates, birth cer-tifi cates, wills, contracts, and property deeds issued by any one state are accepted by all other states.
States work together in other ways as well. A person who commits a crime cannot escape justice by fl eeing to another state. For example, a person who steals a car in Utah and fl ees to Arizona can be returned to Utah for trial. This process of returning fugitives is calledextradition.
States also cooperate on many projects. For example, a bridge that crosses a river bordering two states is built and main-tained by the governments of both states. States may also join with other states in regional groups to work together to reduce water and air pollution.
States Work with
the Federal Government
The states also work together with the fed-eral government. Fedfed-eral and state govern-ments often work together to share the costs of providing a wide range of social services to the American people. For exam-ple, state and national governments coop-erate to build highways, assist the unem-ployed, help people with low incomes, and conserve natural resources.
State and national governments also cooperate in times of crisis. After severe nat-ural disasters, such as earthquakes, fl oods,
Reading Focus
How do states work together with
other states and with the national
government in our federal system?
Our Federal System
Explain
What are some ways that
state governments cooperate with one
another?
by accepting the decisions of
civil courts in other states, returning
fugitives through extradition, working
together to reduce air and water
pollu-tion, and to build bridges that connect
states
Make Judgments
Do you agree
that both the states and the federal
government should be responsible for
building highways? Why or why not?
Students’ answers will vary. Most will
agree that both should be responsible
because the highways connect the
entire country.
Answers
Reading Check
Powers include
the following: set rules for health,
safety, and welfare of citizens in the
state; set rules concerning marriage,
driving, and traffi c regulations;
establish and maintain schools; set
most voting qualifi cations; conduct
elections.
Analyze Your State’s Constitution
1.
Obtain a copy of your state’s constitution
from the local library or the Internet.
2.
Organize students into pairs. Distribute copies
of the constitution to each pair.
3.
Have pairs fi nd the components of most state
constitutions discussed in the section and
highlight them. Then ask them to summarize
these components in their own words.
Verbal/Linguistic
Alternative Assessment Handbook: Rubric 14:
Group Activity
205
At LevelMultiple Choice
Select the answer
that best completes the following:
States work together with the
fed-eral government to
a.
extradite criminals.
b.
provide aid for natural disaster
victims.
c.
defend the country.
d.
print money.
Answer:
b
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206
CHAPTER 8tornadoes, and hurricanes, federal and state governments often work together to provide aid to disaster victims. For example, after Hurricane Katrina devastated a large area of the U.S. Gulf Coast in 2005, President Bush announced that the federal government would work with state and local govern-ments to help provide housing, job training, and medical aid to the victims of the hur-ricane.
The federal government also aids the states. For example, after the attacks of Sep-tember 11, 2001, increasing security became an important issue. Because the cost of increasing security at airports and other facil-itates was too expensive for individual states, the federal government took over the task.
READING CHECK Drawing Inferences Why do states cooperate with each other and the federal government?
Reviewing Ideas and Terms
1. a. Defi ne Write a brief defi nition for the terms delegated powers,reserved powers, and concurrent powers.
b. Analyze Why might states amend their constitutions?
c. Evaluate Is it important for state governments to retain control of affairs within their borders? Explain your answer.
2. a. Defi ne Write a brief defi nition for the terms full faith and credit clause and extradition. b. Draw Conclusions Why do states have to
follow certain federal rules?
c. Predict How might our federal system be differ-ent if states did not work together with the national government?
Critical Thinking
3. Comparing and Contrasting Use your notes and a graphic organizer like this one to identify fed-eral, state, and shared powers.
Focus on Writing
4. Making Generalizations and Predictions Imagine that there is no full faith and credit clause and that your family intends to move to another state. In a short essay, explain how this might affect your family in your new residence.
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Online Quiz
SECTION 1 ASSESSMENT
Federal
Powers PowersShared PowersState
Hoover Dam
The Hoover Dam, which sits in Arizona and Nevada on the Colorado River, was built under the supervision of the federal government.
How is the Hoover Dam an example of the federal government and state governments working together?
Arizona
Close
Review the powers of the state and
fed-eral governments with students and list
the ways the two types of governments
work together.
Review
Online Quiz: Section 1
Quiz Game
Assess
SE Section 1 Assessment
Daily Quizzes: Section 1
Reteach
Main Idea Activities for Differentiated
Instruction: Section 1
Answers
(photo)
The federal government
supervised the state’s construction of the
dam.
Reading Check
Possible answer:
Working together makes some projects
that benefit people in many states more
affordable.
Section 1 Assessment Answers
1. a.
delegated powers, p. 202; reserved
pow-ers, p. 202; concurrent powpow-ers, p. 203
b.
Possible answer: to meet the changing
needs of their citizens
c.
Possible answer:
Yes, the state can best address the needs of
its citizens and keep order within its borders.
2 . a.
full faith and credit clause, p. 205;
extradi-tion, p. 205
b.
The Constitution says states
must follow some federal rules to be part of
the country.
c.
Possible answer: The federal
government would have little power and the
states would operate as separate countries.
3.
Possible answers: shared: tax, establish
courts, borrow and spend money, make and
enforce laws; federal: defend country, foreign
policy, maintain post offices; state: health
and safety laws, marriage and driving laws,
schools
4.
Answers should include problems with getting
a marriage license, driver’s license, and so on.
State Legislatures
The Main Idea
The process of passing state laws is similar to the process used in the U.S. Congress. In some states, citizens can take a direct role in making the state’s laws.
Reading Focus
1.How are state legislatures organized to equally represent the citizens of their state?
2.How are state laws passed?
3.How do citizens participate in making state laws?
Key Terms
bicameral,p. 207
unicameral,p. 207
constituents,p. 211
initiative,p. 211
referendum,p. 211
recall,p. 211
Your state legislature, or lawmak-ing body, is a smaller version of Congress. State representatives and senators introduce and pass bills in the same fashion as their national counterparts. Because you and your state legislators share many of the same concerns, you have a signifi cant infl uence on your state government.
State Legislatures
Although it may go by a different name in some states, every state has a state legislature, or lawmaking body. Citizens elect state lawmak-ers—called legislators—to pass laws on their behalf. Like members of Congress, legislators are representatives of the citizens in the states’ lawmaking bodies. These lawmaking bodies are organized to represent all citizens of the state equally.
Organization
All but one of the states have legislatures divided into two houses. These are known as bicameral legislatures. The larger of the two houses is usually called the House of Repre-sentatives. The smaller house is known as the Senate. Only Nebraska has a unicameral, or one-house, legislature, called the Senate.
TAKING
NOTES
As you read,take notes onstate legislatures, passing laws, and how citizens can participate in state govern-ment. Use a diagram like this one to organize your notes.
STATE GOVERNMENT
207
BEFORE YOU READ
Most state legislatures are modeled after the U.S. Congress.
Speaker of the Texas House of Representatives Tom Craddick (left) discusses legislative business with House Parliamentarian Denise Davis.
Citizens State
Legislature PassingState Laws
Why It Matters
Obtain a photograph of your state
house. Show the photograph to students
and ask them if they can identify the
photo. Then ask them what types of
ac-tivities go on inside this building.
(Pos-sible answers: legislature meets, laws
are passed, budgets are created.)
Ask
students to explain how these activities
affect their daily lives.
Academic Vocabulary
Review with students the high-use academic
term in this section.
develop
create (p. 211)
Key Terms
Preteach the following terms:
bicameral
legislature divided into two
houses (p. 207)
unicameral
legislature with one house
(p. 207)
constituents
citizens represented by
legislators (p. 211)
initiative
process by which citizens can
start new legislation (p. 211)
referendum
referring potential laws
directly to the people for approval (p. 211)
recall
process used by citizens to remove
elected offi cials from offi ce (p. 211)
Taking Notes
Passing State Laws
Legislature and governor
approve proposed bill; citizens vote on
and pass an initiative; citizens pass bill through referendum.
State Legislature
Member introduces a bill; bill goes to committee and is debated on the fl oor.
Citizens Introduce laws through initiatives.
1.
Teach
Ask students the Reading Focus
questions to teach this section.
2.
Apply
Have students create an outline as
they read the chapter. Tell them to save the
outline to help them study for the chapter
test.
3.
Review
Have students share their
outlines and make a master outline on the
chalkboard. Then discuss the main ideas and
details of each section of the outline.
4.
Practice/Homework
Ask students to take
the third section of their outline and turn it
into a graphic organizer such as a concept
web or a sequence map.
State Legislatures
Teach the Main Idea
At LevelCritical Thinking: Interpreting Maps
ANALYSIS SKILL
208
CHAPTER 8State legislatures vary greatly in size. Alaska has the smallest legislature, with 40 representatives and 20 senators. New Hampshire’s legislature is the largest in the United States. It has 400 representatives and 24 senators.
These state legislatures are organized to represent all citizens of the state equally. To ensure balanced representation, the state leg-islature divides the state into different legisla-tive districts. Each member of the legislature represents the people who live in a particular district of that state. Citizens of those districts elect a representative and a senator to speak for that district in the state legislature.
In the 1964 case of Reynoldsv. Sims, the U.S. Supreme Court ruled that state election districts must be equal in population—or as equal as possible. This ruling upheld the prin-ciple of “one person, one vote.” The ruling attempted to establish equal representation for all citizens. Legislatures are now required to establish election districts that are almost equal in population.
Qualifications and Terms
Because state legislators have great respon-sibility, each state sets certain qualifi cations that candidates must meet. For example, most states require that members of the state legislature be U.S. citizens. In almost all states senators and representatives must live in the district that they represent. Generally, state senators must be at least 25 years of age to hold offi ce. Most states require state represen-tatives to be at least 21 years old. Some states, however, have lowered the age requirement to 18 for senators and representatives.
In most states senators are elected for four years, and representatives for two years. However, in a few states both senators and representatives are elected for four-year terms. In other states senators and represen-tatives both serve two years. The senators who serve in Nebraska’s one-house legisla-ture are elected for four-year terms.
Fifteen states now limit the number of terms for state legislators. These laws limit the number of times a legislator may be
POLITICAL CARTOON
Public Opinion
about State
Legislatures
Members of the public do not always agree with the actions of their state legislatures. Unpopular legislative action often prompts public criticism. This political cartoon shows one point of view regarding state legislatures.ANALYZING POLITICALCARTOONS
What point about the public’s opinion of state legislatures is this cartoon attempting to make?
In this cartoon, a state legislature is represented by figures usually associ-ated with a circus.
S ar g e n t © 1 9 9 7 A u st in A m e ri ca n -S ta te sm an . R e p ri n te d w it h p e rm is si o n o f U n iv e rs al P re ss S yn d ic at e. A ll ri g h ts r e se rv e d .
Reading Focus
How are state legislatures organized
to equally represent the citizens of
their state?
State Legislatures
Explain
How are election districts
or-ganized today?
Legislatures establish
election districts that are almost equal
in population size.
Make Judgments
What is your
opinion about term limits?
Some
stu-dents might support them so that one
legislator doesn’t hold offi ce for many
years. Others might disagree with
them because legislators should be
able to run as often as they want and
the people can vote for them or not.
Info to Know
Nebraska’s Legislature
After 68 years
of using a bicameral legislature, in
1934 Nebraska legislators voted to get
rid of half of their state legislature and
institute a unicameral legislature. Those
who argued for a unicameral legislature
said that one legislative house would
be more effi cient and less costly, while
those who argued against it said there
would be a greater potential for abuse of
power. Nebraska’s legislature meets for
60 days in even-numbered years and 90
days in odd-numbered years.
Answers
Analyzing Political Cartoons
The
public thinks legislative sessions are like
a circus—chaotic and strange, but not
productive.
Draw a Congressional District Map
1.
Ask each student to research the population
sizes of each state congressional district in his
or her state.
2.
Then have each student create a map of his or
her state that shows the congressional districts
and their population sizes.
3.
Ask students to highlight their district and
explain how it compares in size to the other
districts in the state.
Verbal/Linguistic,
Visual/Spatial
Alternative Assessment Handbook: Rubric 20:
Map Creation
208
Collaborative Learning
STATE GOVERNMENT
209
elected to represent a district. For example, representatives in Arkansas can only serve three terms, for a total of six years in offi ce. Senators in Arkansas can serve only two terms, or eight years.
Compensation
The salaries and benefi ts received by state legislators vary widely from state to state. In Rhode Island, for example, state legislators each receive $10,000 a year. New York’s leg-islators are among the highest paid in the country, each receiving an annual salary of $79,500, plus $138 a day for expenses.
Sessions and Leaders
Each state determines when its legislature meets. Most state legislatures meet in regular sessions every year. Other state legislatures meet once every two years. The California legis-lature has a two-year session that meets for that entire period. The North Carolina legislature holds a regular-length session in odd-numbered years and a shorter session in even-numbered years. In other states a session can last from 30 days to more than six months.
At the beginning of each session, mem-bers of the legislature choose the presiding offi cer and other leaders. In most states the lieutenant governor presides over the state Senate. In other states the Senate chooses its own presiding offi cer. Members of the lower house in all states choose their own presid-ing offi cer, usually called the speaker.
The presiding offi cer in each house appoints members of committees. As in the U.S. Congress, most of the work of the state legislatures is done in committees that specialize in certain areas, such as agri-culture or education. The committees hold in-depth hearings on bills. These hearings allow legislators to gather information and debate bills before the bills are considered by the whole legislature.
READING CHECK Contrasting What are some of the different ways that state legislatures are organized?
Passing State Laws
States pass laws governing all areas within their responsibilty. In recent years, states also have become responsible for programs that had been run by the national government. As a result, state legislatures have passed bills to meet these responsibilities.
The lawmaking process in state legisla-tures is similar to the procedure followed in Congress. As in Congress, the process starts with a bill being introduced by a member of the legislature.
A Bill Is Introduced A member of either house may introduce a bill. Once intro-duced, the bill is assigned a number and is sent to the appropriate committee.
The Bill Is Sent to Committee In the next phase, the legislative committee decides whether or not to hold a hearing on the bill. If there is a hearing, witnesses testify
Traffic Laws Laws regarding speed limits are passed by a state legislature.
A traffic ticket is not a judgment of right or wrong. It is a summons to appear before a court to resolve the charge made by the police officer.
Reading Focus
How are state laws passed?
Passing State Laws
Recall
Who has the power to use an
item veto?
the governor
Sequence
What are the six steps in
the lawmaking process in state
legisla-tures?
bill is introduced, sent to
com-mittee, reaches the fl oor, sent to second
house, sent to joint conference
commit-tee if necessary, sent to governor
Evaluate
Why do you think the joint
conference committee is important to
passing a bill?
Each house might like
some parts of a bill and not others
and want to pass it with revisions.
The joint conference committee gives
the houses a chance to get together to
make a compromise that will allow the
bill to be passed.
Answers
Reading Check
Most legislatures are
bicameral, but one is unicameral. They
also vary in size.
Propose a Law
1. Organize students into small committees of
about fi ve people.
2. Tell each committee to create a new law that
it would like to initiate in school, such as an
initiative for increased school safety.
3. Each committee should write a brief
informative proposal telling the “legislature”
(the class) about its proposed law. The
legislature should then vote on whether to
approve the law.
Interpersonal, Verbal/
Linguistic
Differentiating Instruction
210
CHAPTER 8about the bill. Amendments may be added to the bill. The committee may vote to pass the bill, change it, or reject it. If the com-mittee does not have a hearing on the bill, the bill is effectively killed.
The Bill Reaches the Floor If the committee
passes the bill, the full house then considers it. As the bill is debated on the fl oor, more amendments may be offered. If these amend-ments are passed, they become part of the bill. Members then vote on the fi nal version of the bill. Bills that pass are signed by the presiding offi cer and sent to the second house.
The Bill Is Sent to the Second House When
the bill is introduced in the second house, it goes through the same steps as it did in the fi rst house. The bill is assigned to a commit-tee and the commitcommit-tee process is repeated. If the bill passes the committee, it is considered by the full house, as it was in the fi rst house.
Bills that pass only one house will not become law. If both houses pass a bill in the same form, it is then sent to the governor to be signed. Frequently, however, both houses
pass the bill, but in different forms. In this case, the bill is sent to a joint-conference committee to resolve the differences between the two bills.
The Bill Is Sent to a Joint Conference
Committee Joint conference committees are
made up of members from both houses. Committee members try to reach a compro-mise version of the bill that will be accepted by both houses. The two houses then vote on the compromise bill. Both houses usually accept this fi nal version of the bill.
The Bill Is Sent to the Governor The fi nal
step in making a state law is to send the bill to the governor. If the governor signs the bill, it becomes a law. However, the governor may veto a bill he or she does not support. In most states the governor also has the power to veto only one part, or item, of an appropriation bill. This power is called an item veto. The leg-islature can pass a bill over the governor’s veto by a two-thirds vote in each house.
READING CHECK Analyzing Information When in the legislative process can legislators amend bills? Citizen Participation
Californians voice their opinions in the state’s 2003 special election. The election featured a vote to recall Governor Gray Davis as well as a proposition to limit racial classifications in state business.
What might lead citizens to demand a recall of a state official?
Reading Focus
How do citizens participate in making
state laws?
How Citizens Participate
in Lawmaking
Defi ne
What is a proposition?
peti-tion describing a proposed law
Compare
In what way are an
initia-tive and a recall similar?
Both must
begin with a petition from citizens.
Make Judgments
What do you
think is the most effective way for
citizens to participate in lawmaking?
Explain your answer.
Students should
choose from the following: sending
letters or calling legislators, testifying
at committee hearings, creating
initia-tives, and voting in referendums.
Linking to Today
Direct Democracy at Work
During the
late 1800s a group of reformers, known
as the progressives, began working to
improve American society. Concerned
about political corruption, they worked
to pass reform measures that gave voters
a chance to participate directly in state
and local governments. These reform
measures became known as the recall,
initiative, and referendum. They were
fi rst practiced in Oregon during the
early 1900s and are used today in many
states. In the early 2000s, 24 states used
initiatives and 24 used referendums.
Some, such as California, used both,
whereas others just used one method.
The recall process is used in some form
in at least 36 states.
English-Language Learners
Research Initiatives and Referendums
1.
Organize students into mixed level pairs. Ask
students to do research to determine if their
state allows initiatives and referendums.
2.
If your state uses these processes, have
students fi nd one recent initiative and one
recent referendum and summarize the results
in their own words. If your state does not use
these processes, have students write a short
position paper explaining why they think
these processes are important. Encourage
them to use vocabulary from the section.
3.
Have student pairs share their results or
papers with the class.
Verbal/Linguistic
Research Required210
CHAPTER 8Answers
(photo)
Possible answer: Citizens
believe that the governor’s actions are
hurting the citizens and the state.
Reading Check
in committee, on the
floor, and in the second house
Standard English Mastery Above Level
STATE GOVERNMENT
211
How Citizens Participate
in Lawmaking
Legislators and governors are not the only people who take part in lawmaking. There are many opportunities at the state level for citi-zens to participate in the lawmaking process. Legislators welcome input and information from the citizens they represent. These citi-zens are known as constituents.
Working with the Legislature
Constituents can help develop state laws. For example, if communities want more play-grounds, citizens may testify at a committee hearing to increase funding for parks. Other ways citizens can participate in the legislative process is to send letters or make phone calls.
The meetings and hearings of state leg-islatures are open to all citizens. Many state legislatures also broadcast meetings and hear-ings on television or over the Internet. Citi-zens can follow legislative activities through newspapers, televisions, and magazines.
Bypassing the Legislature
Some state constitutions allow the people to make laws themselves. Citizens are able to initiate, or start, new legislation through a
process called the initiative. To begin an ini-tiative, citizens write a petition describing the law they are proposing. This is called a prop-osition. A required number of voters—the number varies from state to state—must then sign the petition. If enough signatures are col-lected, then the proposition appears on the ballot at the next general election. If enough people vote for the bill, it becomes law.
Initiatives are often used to address major public policy issues that citizens think that the state government, especially the legislature, has overlooked or not adequately addressed.
In many states the voters must approve certain bills passed by the legislature before the bills can become laws. This method of referring potential laws directly to the people for approval is called a referendum.
Some states also allow voters to remove elected offi cials from offi ce. This process, known as a recall, begins when a required number of voters signs a petition. A special election on the petition is then held. If a majority of voters favors the recall, the offi -cial is removed.
READING CHECK Summarizing What are three ways that citizens are able to have a direct role in making laws?
Reviewing Ideas and Terms
1. a. Defi ne Write a brief defi nition for the terms
bicameral and unicameral.
b. Predict How might unequal representation harm certain citizens or areas of a state?
2. Analyze What role do committees play in passing laws?
3. a. Defi ne Write a brief defi nition for the terms
constituents,initiative,referendum, and recall.
b. Make Inferences Why are initiative, referendum, and recall important tools for citizens?
Critical Thinking
4. Summarizing Copy the graphic organizer. Use it and your notes to show the ways in which citizens can participate in state lawmaking.
Focus on Writing
5. Supporting a Point of View Write a letter to a legislator encouraging him or her to pass legislation that would help you in your daily life.
SECTION 2 ASSESSMENT
ACADEMIC
VOCABULARY
develop:create
KEYWORD: SZ7 HP8 go.hrw.com
Online Quiz
Close
Discuss the structure of state
legis-latures and then review the ways the
legislature and citizens participate in
lawmaking.
Review
Online Quiz: Section 2
Quiz Game
Assess
SE
Section 2 Assessment
Daily Quizzes: Section 2
Reteach
Main Idea Activities for Differentiated
Instruction: Section 2
Answers
Reading Check
send letters or call
legislators, testify at committee hearings,
through initiatives and referendums
Section 2 Assessment Answers
1. a.
bicameral, p. 207; unicameral, p. 207
b.
Areas with large populations would have
too little say in state government.
2.
They can change, pass, or reject a bill.
3. a.
constituents, p. 211; initiative, p. 211;
refer-endum, p. 211; recall, p. 211
b.
They allow
citi-zens to participate in lawmaking and control
who represents them in government.
4.
Possible answers: initiative, referendum,
recall, testify at committee hearings, send
letters to legislators, call legislators, attend
legislative meetings and hearings
5.
Letters should address an important concern
that affects students.
Civics Skills Activity: Writing to Your Legislator
212
CHAPTER 8MEDIA LITERACY
CRITICAL THINKING
PARTICIPATION
Writing to Your Legislator
Learn
Let your legislator know what you are thinking— write him or her a letter. You can find the names of your legislators in the newspaper or by going online to official federal, state, county, or city Web sites. There are some basic rules to follow to make yours the kind of letter that receives an answer.
Practice
1
Use the correct opening and closing. In the salutation, or greeting, use the person’s correct title. For members of the U.S. House of Representatives, “Dear Representative (last name),” “Dear Congress-woman (last name),” or “Dear Congressman (last name)” are all acceptable. For members of the Sen-ate, “Dear Senator (last name)” is the usual style. Titles of state officials vary. End your letter with the proper closing, such as “Respectfully yours” or “Sin-cerely yours.” Then add your signature.2
Use your writing skills. Keep the body, or main part, of the letter as brief as possible. Clearly state your position or request in the first paragraph. Point out the relevant facts that will help your leg-islator understand your concerns.3
Be polite. Be sure to use respectful language in your letter—even if you disagree with your legisla-tor’s stand.4
Make sure that your return address is on the letter. This will allow your legislator to respond to you.Apply
Use the letter below to help you answer the fol-lowing questions.
1
To whom is the letter addressed? What closing does the writer use?2
What issue is Aaron Campbell concerned about in his letter?3
Why might a letter be more convincing than a telephone call?4
Select a state or local issue that is important to you. Write a letter to one of your state legisla-tors expressing your opinion, suggesting a solu-tion, and asking for his or her support.415 Sleepy Hollow Roanoke, VA 24022 February 12, 2004 The Honorable Jane Doe The State House Richmond, VA 23218 Dear Representative Doe:
As you know, there is currently a bill before the legislature that would create 3,000 summer jobs for teenagers in our state. I strongly urge you to support this bill. Passage of Bill HR 1099 will give many teenagers the chance to earn money for school. It will also provide them with experi-ence for future jobs. Finally, the state stands to benefi t from all the work these teenagers will be doing in our parks, hospitals, and civic centers. I would appreciate knowing your position on this important issue. Sincerely yours,
Aaron Campbell
Writing to Your Legislator
Discuss Current Issues
To help students get started on the
Apply activity, lead a brainstorming
activity and discussion on current issues
that students might like to write to their
legislator about. Discuss possible issues
with schools and education, the
com-munity, traffi c regulations, and other
state issues. List the issues on the board
as students suggest them. Then discuss
possible solutions for each and write
them under each issue. Have students
choose a topic from the list for their
letter.
212
Answers
Apply 1.
The Honorable Jane Doe;
Sincerely yours
2.
a bill creating
summer jobs for teenagers
3.
Students
might suggest that it could be more
thoughtful and compelling.
4.
Students’
letters should follow the guidelines
outlined on this page.
Develop a Government Directory
1.
Have students work in mixed level pairs to
develop a one-sheet directory containing the
names, titles, and addresses of their local,
state, and national representatives.
2.
Underneath the title of each offi ce, have
students record the proper term of address
for each offi cial. They should also suggest at
least one reason to contact each offi cial.
3.
Allow pairs to compare their lists to be sure
that they have included all representatives
and have the correct addresses. Photocopy the
directories so that students can give copies to
family members and interested friends.
Verbal/Linguistic
STATE GOVERNMENT
213
The Main Idea
A state’s executive branch carries out laws made by the state’s legislative branch. Governors are the chief executives of state government.
Reading Focus
1.Who is the state’s chief executive, and what are his or her powers and duties?
2.Who are the other officials of state execu-tive branches?
Key Terms
governor, p. 213
patronage,p. 215
lieutenant governor,
p. 215
TAKING
NOTES
As you read, take notes on the stateexecutive branch. Use a graphic organizer like this one to record your notes.
Democrat Kathleen Sebelius was elected governor of Kansas in 2002.
What does the governor do? Once the legislature writes laws, the gov-ernor and his or her executive team put those laws into action. In this way, governors may affect your day-to-day affairs. Governors can also propose legislation or veto bills, just like the president.
The State’s Chief Executive
The citizens of each state elect a governor to run the day-to-day affairs of their state. Thegovernor is the chief executive in each state. The governor works for the people of his or her state. Governors lead the state gov-ernment, set priorities, make government appointments, and implement laws to meet the needs of their states.Qualifications and Terms of Governors
In each state, a constitution lists the qualifi -cations for governor. In general, a candidate for governor must be a U.S. citizen and must have lived in the state for a certain number of years. Most states require a candidate for governor to be at least 30 years old. Howev-er, a few states, such as California and Ohio, allow persons as young as 18 years of age to run for governor.
The State Executive Branch
BEFORE YOU READ
State Executive
Branch
Chief Executive
Other Offi cials
1.
Teach
Ask students the Reading Focus
questions to teach this section.
2.
Apply
Have students create a concept web
of the executive branch. Tell them to include
the key responsibilities of its members in the
web.
3.
Review
Write the state offi cials of the
executive branch on the board and have
student volunteers write the responsibilities
of each underneath the appropriate name.
4.
Practice/Homework
Ask students to
think about which state executive branch
position they would most want to run for.
Then have them write a speech that explains
why they would be the best choice for that
position and what they would do for the
state if elected.
Why It Matters
Show students a photograph of the
governor of your state. Ask students if
they know who the person is. If they can
identify the governor, ask them to share
what they know about the governor: the
governor’s age, political party, years/
terms in offi ce, and so on. If they cannot
identify the governor, introduce them to
the governor by discussing some of the
information suggested above. Explain
to students that it is part of their jobs as
citizens in a democracy to know about
their political leaders.
Key Terms
Preteach the following terms:
governor
chief executive in each state
(p. 213)
patronage
system in which government
jobs are given to people recommended by
political leaders (p. 215)
lieutenant governor
presiding offi cer
of the state senate and successor of the
governor (p. 215)
Taking Notes
State Executive
Branch
Chief Executive
Governor
Other Offi cials
Lieutenant governor, secretary of state, attorney general, state treasurer, state auditor, superintendent of public schools
The State Executive Branch
Teach the Main Idea
At LevelDifferentiating Instruction
214
CHAPTER 8Most governors serve four-year terms. In some states, such as New Hampshire and Vermont, they serve for two years. About half of the states limit their governors to one or two terms in offi ce.
The salaries of governors vary greatly from state to state. For example, the gover-nor of New York receives $179,000 a year. The governor of Alaska receives $126,000 a year, and the governor of Nebraska receives $85,000 per year. In addition, governors usually receive an allowance for expenses, such as travel. In most states governors and their families live in an offi cial residence in the state capital.
Powers and Duties of Governors
A state governor is the highestranking offi -cial at the state level. He or she is responsible for “faithfully executing the laws” of the state. Like the president, a governor plays many roles in his or her state. The three main roles are chief executive, chief legislator, and political party leader.
Chief Executive In most state constitutions, the governor is designated as the chief execu-tive of the state. As chief execuexecu-tive, a gover-nor may share executive powers with other “executives,” such as the state treasurer, the attorney general, and the secretary of state, who are also elected offi cials. State governors usually have a number of executive powers.
• Power of the Budget One of the duties and powers the governor in most states has is the power to prepare a budget for one or two years. The governor submits this budget to the legislature. The gov-ernor’s budget sets priorities and offers solutions to state problems. Citizens of a state look to this budget as an indication of leadership.
• Power to Make Appointments A num-ber of state agencies help the governor carry out the laws. Most states have execu-tive departments that include agriculture, justice, labor, public safety (which includes the state police), public works, and trans-portation. Each state agency has a specifi c area of responsibility. For example, the state board of health enforces health laws and recommends measures to improve the health of state citizens. The department of human services supervises programs that help people who are disabled, poor, or unemployed. Other state agencies admin-ister state laws on conservation and public utilities.
Although voters elect some of the heads of these agencies in some states, the governor usually has the power to appoint these state offi cials. Appointments typical-ly require confi rmation by the state Sen-ate. An offi cial who has been appointed by the governor can usually be removed or replaced by the governor.
• Power to Supervise State Employees In most states, many important state agencies are under the governor’s control. By direct-ing the operation of these agencies, the governor can have a major impact on state
In 2001 Ruth Ann Minner became Delaware’s first female governor. Born and raised on a small farm, she left school at age 16 to help on her family’s farm. Minner’s husband died when she was 32. She had three sons to raise, but she returned to school, worked two jobs, and earned her G.E.D. After her second husband died, Minner began in politics by stuffing envelopes. She worked as an aide in the state legislature and as receptionist in the governor’s office. She was elected to four terms in the state House of Representatives beginning in 1974, to three terms in the state Senate beginning in 1982, and to two terms as lieutenant governor in 1992 and 1996. Minner has also been honored in Delaware as Mother of the Year and Woman of the Year.
Draw Inferences Why might issues such as adult education and child welfare be important to Governor Minner?
Ruth Ann
Minner
(1935– )FOCUS ON
Reading Focus
Who is the state’s chief executive, and
what are his or her powers and duties?
The State’s Chief Executive
Recall
What are the three main roles
of governors? chief legislator, chief
executive, and political party leader
Rank
Which of the governor’s
du-ties do you think is most important?
Which is least important? Explain
your answer. Students should choose
from the duties the governor has as
chief legislator, chief executive, and
political party leader and other duties.
Linking to Today
Women Governors
In 1924, Nellie
Tay-loe Ross of Wyoming and Miriam “Ma”
Ferguson of Texas were elected as the
fi rst women governors. Since then, more
than 20 women have served as governor.
As of the end of 2004, a record eight
women held the offi ce of governor at
the same time (Janet Napolitano,
Ari-zona; M. Jodi Rell, Connecticut; Ruth
Ann Minner, Delaware; Linda Lingle,
Hawaii; Kathleen Sebelius, Kansas;
Kathleen Blanco, Louisiana; Jennifer
Granholm, Michigan; Christine
Gre-goire, Washington).
Answers
Focus On
because they were important
to her as she tried to further her
education as an adult to make enough
money to raise her children
Special Needs Students
214
Complete a Graphic Organizer
of the Governor’s Duties
1.
Create the following graphic organizer on the
chalkboard:
Governor: Powers and Responsibilities
Chief Legislator: •
Chief Executive: •
Political Party Leader: •
Other powers: •
2.
Then have students fi ll in the organizer. Tell
them to add bullets as necessary.
3.
Circulate to make sure students’ organizers
are correct and provide assistance as needed.
(Legislator: proposes laws, addresses
legislature; Executive: budget, appointments,
state employees; Party Leader: shapes
opinions, campaigns; Other: police, militia,
National Guard, pardon)
Verbal/Linguistic,
Visual/Spatial
Alternative Assessment Handbook: Rubric 13:
Graphic Organizers
Collaborative Learning
policies and state action. Overall, the 50 state governments employ more than 4.7 million people.Most state government jobs are open to any qualifi ed citizen who passes a state examination. However, some state jobs are fi lled through patronage. That is, the jobs are given to people recommended by politi-cal party leaders. Such jobs often go to people who provided valuable help during the elec-tion campaign.
Chief Legislator Only the state legislature can pass laws, but the governor plays an impor-tant part in proposing new laws. The gover-nor usually appears before the state legislature at one of its early meetings. In some states this takes the form of a state of the state address to the legislature. At this meeting, the gover-nor outlines laws he or she thinks should be passed. The governor may also submit legisla-tion that he or she wants passed. He or she frequently talks to leaders of the legislature, urging them to pass specifi c bills and oppose others. State legislators know that if they pass a bill the governor opposes, the governor also has the power to veto legislation.
Political Party Leader The governor is the head of his or her political party in the state. State senators and representatives within the governor’s party often model their opinions and policies after the governor’s. The gover-nor can help them during their campaigns for re–election.
Other Powers A governor has many other powers. Directors of many state agencies are appointed by the governor. The heads of the state police force and state militia report to the governor. In times of emergency, such as during fl oods or hurricanes, the governor may call out the National Guard to help keep order and assist with relief efforts. The gov-ernor also has the judicial power to pardon certain prisoners.
READING CHECK Summarizing What are three
main roles of governors, and what responsibilities does each role entail?
Other State
Executive Officials
Each state also has a number of other exec-utive branch offi cials to help run the state government and enforce state laws. In most states voters elect these offi cials. In some states, however, the governor appoints these offi cials who are then a part of the governor’s cabinet.
Lieutenant Governor
Most states have a lieutenant governor. The lieutenant governor becomes head of the state executive branch if the governor dies, resigns, or is removed from offi ce. The lieutenant governor often serves as the pre-siding offi cer of the state senate. In some states it is possible for the lieutenant gover-nor and the govergover-nor to belong to different political parties.
Governor Helps Out Governor Haley Barbour of Mississippi helps unload water and other supplies as part of relief efforts for residents of Mississippi affected by Hurricane Katrina in 2005.
STATE GOVERNMENT
215
Reading Focus
Who are the other offi cials of state
executive branches?
Other State Executive
Officials
Identify
Name the other offi cials of
the state executive branch.
lieutenant
governor, secretary of state, attorney
general, state treasurer, state auditor,
superintendent of public instruction
Draw Conclusions
How do the
state treasurer and state auditor work
together to handle state funds?
The
state auditor has to make sure that any
money spent by the state treasurer is
authorized.
Make Judgments
Do you think the
governor should appoint top state
of-fi cials or should the people elect them?
Explain your answer.
Possible answers:
The governor should appoint them
because he or she has to work closely
with them. The people should choose
who they think is best for the job.
Challenge and Enrichment Activities:
Chapter 8
Reading Skill
Ask students to fi nd and
read a speech or other primary source
materials by one of the state offi cials
discussed in the section, besides the
governor. Then have them write a brief
paragraph summarizing the speech or
other material and its goal.
Answers
Reading Check
chief executive: draws
up a budget, appoints state officials and
works with them to carry out laws; chief
legislator: proposes laws, signs laws,
and puts them into action; political party
leader: head of political party in the state
Conduct a Mock Interview of a State Offi cial
1.
Distribute “Lesson 8: The State Executive
Branch in the News” from the
Simulations
and Case Studies
booklet.
2.
Organize students into small groups and have
them research a current state offi cial.
3.
Have each group create a television news
program in which they interview the offi cial.
Students should decide who plays the parts of
the offi cial, interviewer, and television crew.
4.
Have students tape the shows and play them
for the class. As students watch the shows,
have them take notes on who the offi cials are
and what their responsibilities are.
Interpersonal, Verbal/Linguistic
Simulations and Case Studies: Lesson 8: The
State Executive Branch in the News
Alternative Assessment Handbook: Rubric 22:
Multimedia Presentations
215
216
CHAPTER 8Reviewing Ideas and Terms
1. a. Defi ne Write a brief defi nition for the terms governor and patronage.
b. Summarize What are the primary powers and duties of most governors?
c. Draw Conclusions How does the governor’s legislative power infl uence the types of bills legisla-tors introduce?
d. Make Predictions What might happen if the governor and legislature do not agree on legislative priorities?
2. a. Defi ne Write a brief defi nition for the term lieutenant governor.
b. Identify What state executive offi cials deal with state fi nances?
c. Compare and Contrast How are the duties and responsibilities of the lieutenant governor similar to those of the vice president of the United States? How are they different?
Critical Thinking
3. Categorizing Copy the graphic organizer. Use it and your notes to identify the role of each state offi cial.
Focus on Writing
4. Problem Solving Imagine that you are part of the governor’s executive team. You have been asked to put into action a bill that creates new after-school programs. Write out a plan for this program.
KEYWORD: SZ7 HP8
go.hrw.com
Online Quiz
SECTION 3 ASSESSMENT
Secretary of State
The secretary of state keeps state records and carries out election laws. In states without a lieutenant governor, the secretary of state may take over as governor if the governor’s offi ce becomes vacant.
Attorney General
The attorney general is in charge of the state’s legal business, or matters concerning the law. He or she provides state offi cials with advice about the meaning of laws. The attorney gen-eral or an assistant represents the state in court when the state is involved in a lawsuit. The attorney general may also assist local offi cials in the prosecution of criminals.
State Treasurer
In some states the state treasurer is in charge of handling all state funds. Sometimes this offi cial supervises the collection of taxes and pays the state’s bills as well.
State Auditor
The state auditor ensures that no public funds from the state treasury are used with-out authorization. The auditor also regularly examines the state’s fi nancial records to make sure that they are correct. The auditor is some-times called the comptroller.
Superintendent of Public Instruction
The superintendent of public instruction carries out the policies of the state board of education. The state board makes regu-lations, under state law, that govern local school districts. The superintendent dis-tributes state funds to local school systems according to state and feder