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eLECTIONS State Standards - Kansas


KANSAS SEA HOMEPAGE

KANSAS SOCIAL STUDIES STANDARDS ALL K-12 (Word and PDF)


Civics-Government - Eighth Grade

Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.

Eighth Grade Knowledge and/or Application Indicators
The student:
  1. (K) explains the recurring problems and solutions involving minority rights (e.g., Title IX, job discrimination, affirmative action).
Eighth Grade Instructional Suggestions
  • Create a timeline of social changes, such as voting rights for women and minorities. Discuss why these rights were first denied, and then explain the circumstance that brought about change. (1)
Benchmark 3: The student understands how the United States Constitution allocates power and responsibility in the government.

Eighth Grade Knowledge and/or Application Indicators

The student:
  1. (K) understands that the United States Constitution is written by and for the people and it defines the authority and power given to the government as well as recognizes the rights retained by the state governments and the people (e.g., separation of power, limited government, state's rights, the concept "by and for the people")
  2. (A) researches historical examples of how legislative, executive, and judicial powers have been challenged at the national level (e.g., secession, appointment of officials, Marbury v Madison).
  3. (K) explains how the United States Constitution can be changed through amendments.
  4. (A) analyzes the Declaration of Independence and the United States Constitution to identify essential ideas of American constitutional government.
Eighth Grade Instructional Suggestions
  • Create a timeline of select historical events and the amendments resulting from those events. (1, 3)
  • Assume the role of Abraham Lincoln. Write a persuasive essay supporting the maintenance of the Union. Trade essays with another classmate who has written from the perspective of Jefferson Davis. Write a response to Davis. (2)
  • Create a flow chart of how amendments are added to the United States Constitution. (3)
  • Use a Venn diagram comparing The Declaration of Independence to the Preamble of the Constitution. Identify the essential ideas inherent in both documents. (4)
    Resource: Center for Civic/We the People/Project Citizen http://www.civiced.org. (1, 2, 3, 4)
Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

Eighth Grade Knowledge and/or Application Indicators
The student:
  1. (K) compares the popular vote with the Electoral College as a means to elect government officials.
  2. (A) researches and analyzes a current issue involving rights from an historical perspective (e.g., civil rights, native Americans, organized labor).
Eighth Grade Instructional Suggestions
  • Simulate the popular vote and Electoral College to vote for student council officers. (1) Discuss the election results of 1824 (Jackson vs. Adams); 1876 (Tilden vs. Hays); 1888 (Harrison vs. Cleveland). What do these elections results have in common? (1)
Civics-Government - High School

Civics-Government Standard: The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

Benchmark 1: The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

High School Knowledge and/or Application Indicators
The student:
  • (A) evaluates the purposes and function of law.
  • (A) analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues).
  • (K) defines civic life, politics, and governments.
  • (K) recognizes contracts may be verbal or legal agreements and are binding.
  • (A) defines and illustrates examples of torts (e.g., wrongful death, medical malpractice, defamation, personal injury, dignitary harms against a person, such as bodily injury or civil rights violations).
  • (A) defines and illustrates examples of misdemeanors and felonies (e.g. misdemeanors: traffic violation, small theft, trespassing; felonies: murder, sexual assault, large theft).
    (K) explains Kansas court structure (e.g., Municipal Courts, District Courts, Court of Appeals, Supreme Court).
High School Instructional Suggestions
  • Research current laws that impact students, such as: driving restrictions, liquor laws, drug laws, seat belt mandates. (1) See also: EB1I4 Resource: www.kscourts.org
  • Research court cases that overrule government action to protect individual rights. (Example: Research court cases that interpret the Bill of Rights through the 14th amendment. Any 4th Amendment search and seizure case or a "Miranda" case would work well.) (2) See also: US B3I7
  • Research rules that protect the public health and safety always produce trade-offs, such as: regulations concerning OSHA or the EPA, or eminent domain to widen a city street. (1, 2) See also: EB1I4
  • You and the Courts of Kansas. Research cases that have been tried in various levels of court. (7)See also: US B3I7 web resource: You and the Courts of Kansas (also available in Spanish) Read On Your Own. Explain basic legal duties upon graduation from high school. (1, 6) web resource: On Your Own (also available in Spanish)
Benchmark 2: The student understands the shared ideals and diversity of American society and political culture.

High School Knowledge and/or Application Indicators
The student:
  1. (K) recognizes that a nation's values are embodied in the Constitution, statutes, and important court cases (e.g., Dred Scott vs. Sanford, Plessy vs. Ferguson, Brown vs. Board of Education of Topeka).
  2. (K) understands core civic values inherent in the United States Constitution, Bill of Rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people).
  3. (A) examines the fundamental values and principles of the American political tradition as expressed in historic documents, speeches and events, and ways in which these values and principles conflict (e.g., equal opportunity and fairness vs. affirmative action).
High School Instructional Suggestions
  • Brainstorm a list of fundamental values held by people in the United States. Identify specific values and research the conflicts that inherently develop between people by reading a variety of documents from legal cases. Possible cases to examine might include issues related to civil liberties and the relocation of Japanese-Americans: the case of Korematsu vs. United States; the conflict between a fair trial and freedom of the press: Sheppard vs. Maxwell. (1, 2, 3) web resource: http://www.civilrightsproject.harvard.edu/policy/legal_docs/legal_briefs.php http://www.civilrightsproject.harvard.edu/policy/court_decisions.php
  • Website for Korematsu vs. United States: http://usinfo.state.gov/usa/infousa/facts/democrac/65.htm Website for Sheppard vs. Maxwell: http://www.bc.edu/bc_org/avp/cas/comm/free_speech/sheppard.html Resource: We the People: http://www.civiced.org/index.php (1, 2, 3)
Benchmark 3: The student understands how the United States Constitution allocates power and responsibility in the government.

High School Knowledge and/or Application Indicators
The student:
  1. (K) describes the purposes, organization, and functions of the three branches of government and independent regulatory agencies in relation to the United States Constitution.
  2. (K) explains Constitutional powers (e.g., ?expressed/enumerated, ?implied, inherent, ?reserved, concurrent).
  3. (K) discusses that the United States Constitution has been able to sustain American government over time by the ability of the people to amend the document.
High School Instructional Suggestions
  • Review the basic purposes and functions of the three branches of government. Research one of the ten independent regulatory agencies to determine its roles and functions. List and label each of the roles or functions as to whether it is primarily executive, judicial, or legislative in nature. (1) See also: EB2I7, B4I4
  • As the students read the Constitution, define "checks and balances" and identify those provisions in the document. (1)
  • Read the Constitution to identify the Constitutional powers of the national government. Create a four-column chart for each Constitutional power and responsibility. Develop definitions and frame under each. (2) See also: US History B1I8, B1I10, B3I7 Resource: We the People: http://www.civiced.org/index.php
    • (1, 2, 3)
Benchmark 4: The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

High School Knowledge and/or Application Indicators
The student:
  1. (A) examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders.
  2. (K) explains how public policy is formed and carried out at local, state, and national levels and what roles individuals and groups can play in the process.
  3. (A) analyzes policies, actions, and issues regarding the rights of individuals to equal protection under the law.
  4. (A) examines issues regarding political rights (e.g., to be an informed voter, participate in the political process, assume leadership roles).
  5. (K) understands that civil disobedience is a form of protest and if taken to extreme, punishable by law.
  6. (A) analyzes issues regarding economic freedoms within the United States (e.g., free enterprise, rights of individual choice, government regulation).
  7. (K) explores issues regarding civic responsibilities of American citizens (e.g., obeying the law, paying taxes, voting, jury duty, serving our country, providing leadership, involvement in the political process).
  8. (A) examines the role of interest groups and their impact on governmental policy.
High School Instructional Suggestions
  • Using local, state, or national examples, discuss the differences between a political party and an interest group. (1, 2, 8) See also: US History B3I9
  • Participate in election simulation involving two politic parties and a Political Action Committee (PAC). Develop a platform created around three major issues, one of them being a personal rights issue. Debate the issues. Students in the PAC will formulate their own agenda on one issue and attempt to influence parties. Hold a mock election. (1-4, 7, 8) See also: KS History B1I1
  • Identify the types of third parties: single-issue, ideological, economic protest, and splinter parties. Discuss the important role played by third parties, as spoiler, innovator, and critic. Review the platform of the Populist Party of the 1890's in Kansas. They were considered "extreme", but most of their proposals have been adopted - child labor laws, minimum wage, maximum work week, regulation of the railroads and banks, old age pensions, direct election of senators, etc.) (1, 2, 7, 8) See also: KS History B1I1, B1I3, US History B1I3, B1I5
  • Research an interest group with local ties (farming, education, elderly, etc) and determine what political action would benefit them and what the trade-offs might be. (1, 2, 8) See also: KS History B3I4, EB1I3, EB1I4
  • Read "Letter from Birmingham City Jail" by Dr. Martin Luther King, Jr., and discuss civil disobedience. (3, 5) web resource: http://almaz.com/nobel/peace/MLK-jail.html
    Read Juror-Your Rights and Duties. (7) web resource: Juror-Your Right and Duties