Meeting 1: Introduction to County Government

WSU 4-H Know Your Government

Meeting 1: Introduction to County Government

Complete Facilitator Background, Lesson, and Participant Resources

Prepared for KYG 2027   Total Facilitated Meeting Time: 60 Minutes

Tab 1: Facilitator Background and Preparation Guide

Lesson Overview

Lesson Number: 1

Lesson Title: Introduction to County Government

Total Facilitated Meeting Time: 60 Minutes

Target Audience: High School Youth (Grades 9 to 12)

Lesson Focus and Purpose

Content Focus

Youth learn about the purpose, structure, elected officials, appointed departments, and public services of Washington county government, emphasizing how county government directly affects daily life and how residents can learn more and participate.

Life Skill Focus: Communication

Youth practice communication by asking questions, listening actively, discussing civic issues, presenting ideas, and sharing conclusions. The lesson also supports civic engagement, critical thinking, and information gathering.

Purpose and Big Idea

This lesson helps youth understand that counties are vital political subdivisions of Washington State that deliver regional and local services. Youth discover how counties are organized, identify public services they encounter daily, and prepare to investigate their own county government between meetings.

Pedagogical and 4-H Framework Alignment

WSU 4-H Program Meeting Plan

Group Building (10 to 12 minutes): Welcome, County Services Scavenger Hunt, and creation of the Group Agreement.

Group Decisions (15 minutes): Small-Group Discussion Worksheet analyzing county structures, trade-offs, and public roles.

Program or Activity (33 to 35 minutes): Interactive presentation on county structure, Life Skill and Beyond Ready reflections, learning checks, and between-meeting assignment preview.

National 4-H Beyond Ready and PYD Essential Elements

• Beyond Ready Target: Ready for Life (Skill: Communication and Collaboration).
• Essential Elements:
• Belonging: Establishing a safe, inclusive learning climate through a youth-created Group Agreement.
• Mastery: Building foundational knowledge of local government structures and constitutional offices.
• Independence: Empowering youth to lead small group discussions and conduct independent county research.
• Generosity: Connecting local government operations to community care, public welfare, and civic service.

CASEL Social-Emotional Learning (SEL)

Social Awareness and Relationship Skills: Active listening, respecting differing perspectives during group discussions, and working collaboratively in small teams.

Responsible Decision-Making: Recognizing how elected officials make budget and policy choices based on community needs, state mandates, and available revenues.

Foundation Pillar: High-Quality Engagement through active, youth-centered inquiry.

Practices That Support a Positive Group Environment

Community-Building Activities

Community-building activities establish connection, belonging, and trust among youth, facilitators, and chaperones. In Meeting 1 and throughout the program, these activities help participants get to know one another, appreciate diverse perspectives, and build a safe, welcoming, and supportive group culture.

Group Agreement

The Group Agreement establishes how youth, facilitators, and chaperones will work together. In Meeting 1, youth develop and adopt the agreement during the opening block. Record it on chart paper and bring it to every future meeting for review and reinforcement.

Compliments and Appreciations

Facilitators and chaperones should recognize specific contributions, effort, learning, cooperation, and growth throughout the meeting. End with at least one specific appreciation so this practice becomes part of the club culture.

Content and Pre-Work Background

Key Content Points for the Facilitator

• Washington State has 39 counties.

• Counties are political subdivisions of the state and carry out state-authorized responsibilities at the local level.

• County government serves residents in both incorporated (city) and unincorporated areas, although the exact mix of services varies.

• Most Washington counties use a three-member Board of County Commissioners; charter counties may use a County Council or another structure.

• Commissioners or councilmembers make policy and approve the county budget.

• Independently elected officials commonly include the Sheriff, Prosecuting Attorney, Assessor, Treasurer, Auditor, and Clerk.

• Appointed department heads commonly lead Public Works, Public Health, Human Services, Planning/Community Development, Parks and Recreation, Emergency Management, and WSU Extension / 4-H.

• WSU Extension and 4-H operate through a partnership among Washington State University, the county, and the USDA.

• County priorities reflect geography, population size, state laws, revenue limits, community needs, and policy choices.

Content Background and Facilitation Notes

Youth may use county services without recognizing which level of government provides them. Begin with familiar experiences, then help youth distinguish county services from city, state, federal, school district, tribal, and special-purpose district responsibilities.

When discussing budgets, explain that leaders make choices among competing needs and legally required functions. Do not present departments as simply competing against one another. Emphasize public decision-making, trade-offs, and accountability.

Important Vocabulary and Concepts

• County: A geographic and governmental subdivision of the state providing regional and local public services.

• Incorporated Area: An area governed primarily by a city or town municipal government.

• Unincorporated Area: An area outside city limits that relies directly on county government for local services (for example, roads, sheriff patrol, zoning).

• Commissioner or Councilmember: An elected policymaker who sets ordinances, adopts policy, and approves the county budget.

• Elected Official: A constitutional officer chosen directly by voters to lead a specific department or function (for example, Sheriff, Assessor).

• Appointed Department Head: A professional hired or appointed by county leadership to manage a service department (for example, Public Works Director, Health Officer).

• Ordinance: A local law adopted by the county legislative authority.

• Budget: A legally binding public plan for collecting revenue and spending money to serve the community.

Information the Facilitator May Need to Clarify

• A service may involve partnerships across multiple levels of government.

• Public K-12 schools are governed by independent local School Boards, not county government (though property taxes collected by the county help fund schools).

• An Assessor determines property values for taxation purposes but does not set tax rates independently.

• An Auditor’s duties include elections, document recording, licensing, and financial accounting.

• The Sheriff manages county law enforcement and the county jail, whereas city police departments operate only within city limits.

Materials and Preparation Checklist

Handouts to Print (from Tab 3):

• [ ] Appendix A: County Services Scavenger Hunt (1 per youth)
• [ ] Appendix B: Small Group Discussion Worksheet (1 per group of 3 to 4)
• [ ] Appendix C: Between-Meeting Activities Guide (1 per youth with dates filled in)
• [ ] Appendix D: Meeting 1 Learning Check / Quiz (1 per youth or team, per facilitator discretion)
• [ ] Appendix E: Facilitator Customization Worksheet (1 copy for facilitator preparation)

Supplies and Technology Needed:

• [ ] Pens and pencils for all participants
• [ ] Current map of Washington State counties (printed poster or digital display)
• [ ] Current organizational chart of your local county
• [ ] Names, titles, and photos of local commissioners/councilmembers and elected officials
• [ ] Chart paper, easel/whiteboard, and markers (for Group Agreement and notes)
• [ ] Computer and projector / display screen (if displaying slides, maps, or videos)
• [ ] Optional: TVW Washington Road Trip episode cue (if using the optional video kickoff)

Room Setup Requirements:

• Arrange seating in small clusters or tables of 3 to 4 youth facing each other.
• Post the Washington county map and local organizational chart where all youth can easily see them.
• Reserve visible wall space for the Group Agreement poster.

Adaptations and Accessibility Supports:

• Offer large-print or electronic copies of handouts.
• Read directions and questions aloud while also displaying them.
• Allow youth to work individually, with a partner, or with a scribe.
• Permit oral, drawn, photographed, or typed responses when writing is a barrier.
• Provide a printed county website excerpt if internet access is limited at home.
• Do not require youth to disclose personal or family use of sensitive services; remind them they may mark “prefer not to answer.”
• Provide website-research alternatives to interviewing an official.

Facilitator Preparation Steps:

• [ ] Read the full facilitator background and lesson plan.
• [ ] Complete Appendix E (Facilitator Customization Worksheet) using your county website.
• [ ] Decide on Quiz 1 implementation (assign as homework, run as a quick in-meeting trivia game, or use as facilitator review).
• [ ] Fill in due dates, meeting dates, and contact information on Appendix C.
• [ ] Test technology, set up room, and prepare materials.

Tab 2: 60-Minute Facilitator Script (Say / Do / Ask)

Lesson Flow at a Glance

• Block 1: Welcome and Community-Building Scavenger Hunt (10 min)
• Block 2: Youth-Facing Frame and Group Agreement (2 min)
• Block 3: Interactive Presentation — Structure of County Government (20 min)
• Block 4: Content Reflections — Small Group Discussion (15 min)
• Block 5: Life Skill Reflections — Communication (4 min)
• Block 6: Beyond Ready and Career Connections (3 min)
• Block 7: Evaluation Evidence, Compliments, Appreciations, and Wrap-Up (6 min)

Block 1: Welcome and Beginning Community-Building Activity (10 min)

DO: Distribute the Group Bingo Sheet (assigned as a handout in the participant packet under Appendix A) and pens/pencils as youth arrive.

SAY:

  > “Welcome to 4-H Know Your Government! Today we are exploring local government—specifically the county where you live, go to school, and spend your time. To kick things off, we are going to do a Group Bingo activity to get to know each other!”

Community-Building Activity: Group Bingo

• Directions: Youth move around the room and talk to other delegates to get signatures in the boxes from people who have done or experienced the items listed in each square.
• Packet Handout: Appendix A: Group Bingo Sheet (included in participant packet).
• Facilitator Direction Note (for Small Groups): If you have a small group, go through the sheet square by square as a whole group to see where everyone matches and shares experiences rather than having youth mingle independently.

DO: Allow 4 minutes for delegates to gather signatures (or complete square-by-square for small groups). Then invite youth to turn to a partner for 2 minutes to compare one or two discoveries.

ASK (Whole Group Debrief – 4 min):

• Think about this question. Don’t answer out loud. “What did you notice or learn about each other’s experiences and interests?”
• “How can these strengths and experiences help us work together as a strong delegation?”

Facilitator Tip: Clarify that responsibilities vary and are often shared partnerships across levels of government (for example, roads can be city, county, or state; public health is a county-level regional function).

Block 2: Youth-Facing Frame and Group Agreement (2 min)

SAY:

  > “Today we are discovering how county government works, who makes decisions, and how county services affect our daily lives. Over our five meetings and at the state conference in Olympia, we will discuss important community issues and work together on real budget challenges. To make sure everyone feels respected and heard, let us create our Group Agreement.”

DO: Stand by chart paper with a marker. Ask youth: “What agreements or ground rules should we have so our group works well together?”

DO: Record youth suggestions. Prompt for: Active listening, Respecting different opinions, Full participation, Confidentiality, and Thoughtful phone use.

ASK: “Can everyone support these agreements?” Revise as needed, adopt the agreement, and post it on the wall.

Block 3: Interactive Presentation — Structure of County Government (20 min)

Display the Washington County Map and Local County Organizational Chart.

Optional Meeting Kickoff (If Using TVW Video):

If using a 2 to 3 minute excerpt from TVW’s Washington Road Trip (tvw.org/series/washington-road-trip), show the clip and briefly ask: “What landmark or community feature was new to you, and how might that shape county priorities?”

Part 1: What Is a County? (5 min)

SAY:

  > “Washington State has 39 counties. Counties are political subdivisions of the state that carry out state-authorized responsibilities at the local and regional level. Counties differ greatly in size, geography, and population—from urban centers on Puget Sound to agricultural and forested counties in Eastern and Central Washington.”

SAY:

  > “Counties serve both incorporated areas (inside city limits) and unincorporated areas (outside city limits). If you live outside a city, the county is your primary local government for sheriff patrol, road maintenance, and zoning.”

Part 2: County Commissioners or Councilmembers (5 min)

DO: Point to the names, districts, and photos of your local commissioners or councilmembers on your chart.

SAY:

  > “Most Washington counties are governed by a three-member Board of County Commissioners (though some home-rule charter counties use a County Council). Commissioners are elected policymakers who adopt local laws called ordinances, set major community policies, and approve the overall county budget.”

Part 3: Independently Elected Officials (5 min)

SAY:

  > “In addition to commissioners, Washington voters directly elect constitutional officers who manage specific county functions independently:”

• Sheriff: Manages county law enforcement, emergency patrol, and the county jail.
• Prosecuting Attorney: Handles criminal prosecutions and serves as legal counsel to county leaders.
• Assessor: Determines property values for fair tax assessment.
• Treasurer: Collects property taxes and manages county financial investments.
• Auditor: Administers elections, issues marriage licenses, and records official documents.
• County Clerk: Maintains superior court records and courtroom dockets.

Part 4: County Departments and Budgets (5 min)

SAY:

  > “Counties also have service departments managed by appointed professionals—such as Public Works, Public Health, Human Services, Planning, Emergency Management, Parks and Recreation, and WSU Extension / 4-H!”

DO: Connect at least two departments on the org chart back to items youth marked on their Scavenger Hunt.

SAY:

  > “Department heads must manage staff, deliver public services, and balance their budgets based on state mandates and the funding allocated by county commissioners.”

Block 4: Content Reflections — Small Group Discussion (15 min)

DO: Divide youth into small groups of 3 to 4. Distribute Appendix B: Small Group Discussion Worksheet (1 per group).

SAY:

  > “In your small groups, select one person to take notes and one person prepared to share one insight or question with the room. You have about 9 minutes to discuss the questions on your worksheet.”

DO (Minutes 0 to 9): Circulate among groups. Prompt deeper thinking by asking:

• “Why do you think voters directly elect officials like the Sheriff and Assessor, while department heads like Public Works are appointed?”
• “How do geography and community population shape what a county prioritizes?”

DO (Minutes 9 to 13): Bring the whole room together. Have each group share one key insight or question from question number 5.

DO (Minutes 13 to 15): Correct any misconceptions and note complex county-specific questions on the board for follow-up.

Block 5: Life Skill Reflections — Communication (4 min)

ASK the whole group: Select one of the following “What, So What, Now What” question series to guide the reflection:

Option 1 (Focus on Active Listening & Questions):

• What: (Just think about this question, no verbal sharing) What were the times we were successful with asking questions and actively listening?
• So what: So what are we learning about the benefits asking questions and listening on learning about local government?
• Now what: Now where do you think using questions and active listening will help at the KYG conference?

OR

Option 2 (Focus on Group Agreement & Group Dynamics)

• What: (Just think about this question, no verbal sharing) What were examples of the group using the group agreement?
• So what: So how does using the group agreement impact our group’s success?
• Now what: Now what part of the group agreement can we make even better next meeting?

Block 6: Beyond Ready and Career Connections (3 min)

ASK:

• “Looking at the organizational chart we explored today—from civil engineers in Public Works to environmental health specialists, IT directors, and finance officers—what is one career path in county government that sounds interesting?”

OR

• “How could understanding county government and speaking to local leaders help you make a difference in our community?”

Block 7: Evaluation Evidence, Compliments, Appreciations, and Wrap-Up (6 min)

Check for Evidence of Learning (1 min)

ASK (Quick Check):

• “Name one county service and the department or office that provides it.”
• “What is the main difference between an elected official and an appointed department head?”

Preview Between-Meeting Activities (2 min)

DO: Distribute Appendix C: Between-Meeting Activities Guide.

SAY:

  > “Before Meeting 2, you have four investigative tasks outlined on this sheet:   > 1. Complete the short Learning Check (online or worksheet per your facilitator’s guidance).   > 2. Create your County Organizational Chart or Local Power Map.   > 3. Complete Option A (Interview a County Official) or Option B (Website Research).   > 4. Write a brief reflection paragraph on how county government affects your daily life.   > Bring your completed work to Meeting 2 on [Insert Date]!”

Summarize the Lesson (1 min)

SAY:

  > “Today we pulled back the curtain on county government. We saw that counties are vital regional providers of safety, infrastructure, health, and community services. When you understand who makes decisions and how departments work, you have the power to engage, ask questions, and help shape your community.”

Offer Compliments and Appreciations (2 min)

SAY:

  > “I want to recognize everyone for their active communication today. Specifically, I was impressed by how thoughtfully our small groups analyzed the difference between elected and appointed roles, and how well everyone listened to each other during the scavenger hunt debrief. Great job today!”

DO: Adjourn the meeting.

Continuous Improvement: Post-Lesson Reflection

(Facilitator completes after the meeting for personal review)

1. Content and Pre-Work:

• Did youth clearly distinguish county government from cities, school districts, and state government?
• Which roles or service areas caused confusion?
• What local content should be reinforced at Meeting 2?

2. Life Skill (Communication):

• What evidence showed that youth practiced active listening, questioning, and constructive dialogue?
• Who participated readily, and who might benefit from a different participation option next time?

3. Group Experience:

• Did the Group Agreement support positive behavior and focus?
• Did the 60-minute pacing work well, or do adjustments need to be made?
• Were accessibility supports and adaptations effective?

4. Compliments and Appreciations:

• What specific youth contributions or growth stood out today?
• What positive contributions can I recognize at the start of Meeting 2?

Tab 3: Participant Resources and Handouts

• Appendix A: Bingo Sheet
• Appendix A2: County Services Scavenger Hunt

Name:

County:

Directions: Check services that you or your family have used, or services you know exist in your community. You may skip any item you prefer not to answer.

Public Safety and Justice

• [ ] Called 911 for an emergency
• [ ] Received assistance from the Sheriff’s Office
• [ ] Visited or learned about the county courthouse
• [ ] Obtained a marriage license, birth certificate, or property recording
• [ ] Learned about county jail, juvenile court, or adult court services

Health and Human Services

• [ ] Visited a county public health office or immunization clinic
• [ ] Used community behavioral health, veteran, senior, or social services supported by the county
• [ ] Received public health advisories, restaurant inspection notices, or emergency water quality alerts

Public Works and Infrastructure

• [ ] Traveled on a county-maintained road or bridge outside city limits
• [ ] Used a county transfer station, landfill, or recycling drop-off site
• [ ] Noticed county road maintenance crews, stormwater work, or snowplows in action

Community Services and Recreation

• [ ] Participated in 4-H or accessed WSU Extension community resources
• [ ] Visited a county-managed park, boat launch, or trail
• [ ] Attended the County Fair or an event at the county fairgrounds
• [ ] Applied for or learned about a county building or land-use permit

Elections and County Administration

• [ ] Registered to vote or submitted a ballot in an official county ballot drop box
• [ ] Visited the county administration building or searched the official county website
• [ ] Attended or watched a Board of County Commissioners / Council meeting

Total Services Checked: / 16

Reflection Question: Which single service above do you think is especially important to your community, and why?  

Appendix B: Small Group Discussion Worksheet

Group Members:

Designated Note-Taker:

Group Speaker:

Directions: Discuss the questions below in your team and prepare to share one insight or question with the whole group.

1. What? (Content Understanding)

What surprised your group most about how county government is structured?  

2. Prior Knowledge Tally

Before today, how familiar was your group with what county government actually does?

• [ ] A lot (We knew most of this)
• [ ] Some (We knew a few things)
• [ ] A little (Most of this was new to us)
• [ ] Nothing (We had very little prior knowledge)

3. So What? (Critical Thinking and Trade-Offs)

Why do you think voters directly elect officials like the Sheriff, Assessor, and Auditor, while department heads (like Public Works and Health Directors) are appointed by leadership?  

4. Now What? (Questions for Investigation)

What is one big question your group still has about how our county makes decisions or spends money?  

5. Group Share-Out

The ONE key insight or question our group will share with the room:  

Appendix C: Between-Meeting Activities Guide

Meeting 1 to Meeting 2  

Participant Name:

Due Date:

Meeting 2 Date:

Facilitator Contact: Complete the following activities before Meeting 2. Bring your work printed or on a digital device.

Activity 1: Learning Check

Complete the short Meeting 1 Learning Check / Quiz per your facilitator’s instructions:

•Format / Access Link: • Deadline:

Activity 2: Create Your County Organizational Chart or Local Power Map

1. Visit your official county website

2. Identify your County Commissioners / Councilmembers and their districts.

3. List your county’s 6 independently elected officials (Sheriff, Prosecutor, Assessor, Treasurer, Auditor, Clerk).

4. Identify at least 5 county service departments.

5. Add 1 distinctive or unexpected county program, board, or service.

6. Create a clear visual chart, diagram, or slide showing how these offices connect.

Activity 3: Investigation (Choose Option A or Option B)

Option A — Interview a County Employee or Elected Official: 

Contact a county employee or official by phone, email, or in person. Introduce yourself as a 4-H KYG delegate and ask:

1. What is your official role and day-to-day responsibility?

2. What are three major services your office delivers to residents?

3. How is your office funded?

4. What is one major challenge or opportunity facing your department?

5. What is something about your work that the general public does not realize? 

  (Write a 1-paragraph summary of what you learned.)

Option B — Official Website Deep-Dive: 

  Explore your county website and select 3 specific departments. For each, identify the services provided, who uses them, and available budget information. Write a 1-paragraph summary.

Activity 4: Reflection Journal

Write a short paragraph (5 to 7 sentences) answering:   “How does county government directly affect my daily life, and why is it important for young people to understand local government decisions?”

Completion Checklist:

• [ ] Activity 1: Learning check completed (if assigned)
• [ ] Activity 2: County Org Chart / Power Map completed
• [ ] Activity 3: Interview or Website Research summary completed
• [ ] Activity 4: Reflection journal paragraph completed
• [ ] All materials ready to bring to Meeting 2!

Appendix D: Meeting 1 Learning Check

(Facilitator: Use as an optional quiz, team trivia challenge, or discussion review. This is a low-stakes learning tool.)

WSU 4-H Know Your Government

Meeting 1: Learning Check

Participant Quiz Handout

Name:

Date:

Part 1: Multiple Choice

Circle the letter of the best answer.

1. How many counties are in Washington State?

A. 25

B. 32

C. 39

D. 45

2. What is the governing body in most Washington counties?

A. County Mayor

B. Board of County Commissioners

C. School Board

D. State Cabinet

3. How many commissioners do standard Washington county boards have?

A. 2

B. 3

C. 5

D. 7

4. Which position is commonly an independently elected official?

A. Public Works Director

B. Parks Director

C. Sheriff

D. Health Officer

5. What is the primary responsibility of the County Assessor?

A. Property valuation for tax purposes

B. Jail operations

C. Criminal prosecution

D. Road maintenance

6. Which official commonly manages elections and voter registration?

A. Clerk

B. Treasurer

C. Auditor

D. Assessor

7. What is the primary role of the Prosecuting Attorney?

A. Manage parks

B. Prosecute criminal cases and provide legal advice to county leadership

C. Set tax rates

D. Run elections

8. Which service is NOT typically governed by county government?

A. Sheriff’s Office

B. K-12 Public Schools

C. County Roads and Bridges

D. Public Health

Part 2: True or False

Write TRUE or FALSE on the line provided.

9. County commissioners are normally appointed by the governor.

10. All county department heads are elected by voters.

11. Washington counties all have the exact same population and structure.

12. The County Treasurer commonly collects taxes and manages county funds.

_______________

Part 3: Short Answer

Answer each question in complete sentences.

13. Name your county and its current commissioners or councilmembers.

14. List three essential public services provided by county government.

1.

2.

3.

15. Explain the difference between an elected official and an appointed department head.

16. Why is it valuable for community residents to understand how county government works?

17. Identify one current challenge or opportunity facing your local county.

Appendix E: Meeting 1 Learning Check – Answer Key

Part 1: Multiple Choice

Part 2: True or False

Part 3: Short Answer

Answers will vary. Look for: accurate county/commissioner names, any 3 valid county services (roads, sheriff, public health, elections, etc.), a clear distinction between elected vs. appointed roles, thoughtful civic reasoning, and a relevant local issue.

Appendix F: Facilitator Customization Worksheet

(Complete using your official county website before facilitating Meeting 1)

County Name:

Government Structure: Board of County Commissioners (3) OR County Council

Commissioners / Councilmembers and Districts:

1. (District 1):

2. (District 2):

3. (District 3):

Independently Elected Officials:

Sheriff:

Prosecuting Attorney:

Assessor:

Treasurer:

Auditor:

County Clerk:

Five Departments to Feature:

One Distinctive County Service or Program:

Official County Website:

• One Timely Local County Issue (for neutral discussion):

Meeting 2 Date and Time:

Assignment Due Date:

Facilitator Contact Info:

Alternative Plan for Youth Without Internet: