PUBLISHED BY
LAW WISE
OCTOBER 2016 • ISSUE 2
Editor: Ron Keefover
Coordinators: Hon. G. Joseph Pierron Jr. • Anne Woods & Ryan Purcell, KBA staff
Greetings from the Kansas Bar Association (KBA).
Welcome to this edition of Law Wise and the second edition of the 2016-2017 school year.
IN THIS ISSUE
Kansas Judges, Justices at All
Levels of Courts on Ballot............................. 1
Kids Voting Kansas Grows to 150,000
Students Voting in Mock Elections............... 4
New Kansas Courts Educational
Website Unveiled........................................ 5
Survey Shows Small Percentage of Americans
Think They Know A Lot About Country’s
Founding Documents, But Support Their
Basic Ideas................................................... 5
vOctober Buzz................................................ 6
Terrific Technology for Teachers....................... 6
Lesson Plan (6-8):
The Right to Vote: Suffrage Today................. 7
Lesson Plan (9-12):
Civic Engagement/Service:
Learning Working Together.......................... 8
Lesson Plan (K-2):
Elections and Voting:
I Study the Candidates and Issues................ 9
iCivics: Can You Win the White House?........ 10
How to Subscribe to Law Wise...................... 10
Calendar of Events
National Pro Bono Celebration Week
Oct. 23-29
Election Day
Nov. 8
Kansas Judges, Justices at All
Levels of Courts on Ballot
W
hile the nation’s attention remains focused on the “he said, she
said” election campaign for President, in Kansas there is a rare
hotly contested race to decide whether five Justices of the Supreme Court and six Judges of the Court of Appeals should be kept for another term of office. This edition of Law Wise focuses on the November 8th
judicial retention elections, including how and why such elections came
into being in Kansas.
On November 8, voters will be asked whether to retain Justices Lawton
Nuss, Marla Luckert, Carol Beier, Dan Biles, and Caleb Stegall for another
term, as well as Court of Appeals Judges Steve Leben, G. Joseph Pierron
Jr., David Bruns, G. Gordon Atcheson, Karen Arnold-Burger, and Kathryn
Gardner. Those votes are in addition to local judge races across the state,
some of whom are running in partisan elections and others in retention
votes.
Over the years, such so-called retention elections largely have been
without controversy except for a few cycles in which a small group dissatisfied with one or another court decision tried unsuccessfully to vote out
one or more of the justices and judges. This year, an active campaign to
turn out four of the five Justices (save Gov. Brownback appointee Justice
Stegall) was launched based on decisions in several hot-button cases, including school finance, abortion, and the death penalty. Campaign committees on both sides of the debate have been formed, raising the interest
level of this November’s non-gubernatorial election the highest since the
merit selection of the Supreme Court was first adopted in 1958.
Before that, the members of the Supreme Court ran for office in partisan elections, just as other statewide elected officials, typically without
controversy or high concern by voters. That changed beginning with the
defeat of Governor Fred Hall in the 1956 Republican primary by Topekan
Warren Shaw, who lost in the general election to George Docking.
Then in what came to be known as the political “triple play,” occurred
when then-Chief Justice Smith resigned from the Supreme Court due to ill
health on December 31. Lame duck Gov. Hall quickly resigned as governor on January 3, 1957, and Lieutenant Governor John McCuish became
governor for the next eleven days. McCuish immediately appointed Hall
to the newly vacated Supreme Court seat, McCuish’s only official act during his record shortest tenure as Governor of Kansas. While legal, these
actions were considered unethical by politicians on both sides of the political aisle.
(Continues on page 2)
www.ksbar.org/lawwise
2 LAW WISE | OCTOBER 2016
(Continued from page 1)
In the spring of 1958, Hall resigned the bench to make an- and Judges have written or dissented in since the website was
other bid for governor, but was defeated in the primary by created. Keyword searching is available at the site for students,
Clyde M. Reed, thus ending Hall’s political career. Afterwards, voters or others interested in how a Justice or Judge voted on a
Hall moved to California and worked for the Sacremento Aero- particular issue of Kansas law, including such things as school
jet General Corporation. Two years later, he moved to Los finance, abortion, and the death penalty.
Angeles to work for a law firm. He subsequently returned to
Kansas and died in Shawnee on March 18, 1970. He is buried
in Dodge City.
In response to the “triple play,” the 1957 Kansas legislature
adopted a resolution for a constitutional amendment concerning the way justices are appointed. The amendment was passed by voters in the 1958 general
election.
The amendment established a non-partisan
Supreme Court Nominating Commission,
which after background research and interviews of those applying for a Supreme
Court vacancy, three names are sent
to the governor for appointment. The
justices then stand for retention for
six-year terms. Members of the Court
of Appeals were selected in the same
manner, but for four-year terms when
that Court was re-established in 1977.
Although Court of Appeals judges still
stand for retention votes, their selection
has been changed to direct appointment
by the Governor with Senate confirmation.
Similarly, based on votes in local referendums, Judges of the district court are selected
in either by a retention vote or by partisan ballot. In 17 judicial districts, voters have approved
nonpartisan merit selection for judges. In the other
14, judges run for office on a partisan ballot. Judges
serve four-year terms.
In merit selection districts, when there is a vacancy
in a district judgeship, a judicial nominating commission
interviews candidates and recommends two or three candidates to the governor and the governor appoints one to fill
the vacancy. When there is a vacancy in a district magistrate
judgeship, the district judicial nominating commission selects
a candidate to fill the vacancy. Judicial nominating commissions are made up of lawyers and nonlawyers who live in the Another outreach to educate and inform Kansans
district. Judges in partisan election districts run for office as about the job of their appellate Justices and Judges was the
other public officials, such as sheriffs and county comissioners. establishment of the Kansas Judicial Evaluation Commission,
Throughout the years, no Justice of the Supreme Court or which has surveyed court users to help measure the job being
Judge of the Court of Appeals has not been retained, and only done by members of both appellate courts. Initially funded by
one district judge has not been retained. Although the Justices the Legislature, the Commission was disbanded with the end
and Judges retained in their jobs have performed without sig- of legislative funding. However, a new volunteer group called
nificant controversy, the common question by voters is who the Kansas Judicial Evaluation Committee, was formed and has
are these judges and on what basis should they cast their bal- prepared exhaustive reports ahead of the 2014 election and
lot?
the coming November 8th election. The results of this year’s
Among responses to the question, the Court set up a website surveys are available at the Committee’s website, www.kansasin the 1990s soon after the creation of the World Wide Web judgereview.org.
so that citizens, including voters, could better understand the
courts and the members of the two appellate courts in parInfographic: Ice, R. Alton. (2004, January). The Triple Switch:
ticular. The website, www.kscourts.org, includes photos and
How the Missouri Plan Came to Kansas. Journal of the Kansas
biographies of all members of both the Supreme Court and the
Bar Association, 73(1), 28-37.
Court of Appeals, as well as links to each decision the Justices
www.ksbar.org/lawwise
OCTOBER 2016 | LAW WISE 3
Justice Fred Hall’s Oath of Office
Governor Fred Hall’s Resignation as Governor
Kansas Supreme Court
Seated (l-r): Hon. Marla J. Luckert, Hon. Lawton
R. Nuss, Chief Justice; Hon. Carol A. Beier.
Standing (l-r): Hon. Dan Biles, Hon. Eric S. Rosen,
Hon. Lee A. Johnson, and Hon. Caleb Stegall.
On the November 8 ballot: Chief Justice Nuss,
and Justices Luckert, Beier, Biles, Stegall.
“This information will be useful to voters in the upcoming judicial retention elections on November 8th, according to Gloria Farha Flentje, Wichita, Committee Chair. “Our democracy
works best when voters can make informed decisions,” Flentje
said. “These evaluations are an important tool for Kansans to
use when weighing the retention of our justices and judges.
Without such a review, voters have little or no information on
which to cast an informed ballot.”
The Committee’s report was based on an independent survey that was sent to all licensed attorneys, law professors, and
judges in Kansas – more than 11,000 people. To ensure that the
results were meaningful, the Committee asked that individuals
only evaluate those justices or judges they have appeared before or worked with previously.
“At more than 1,200 responses, the survey provides significant and meaningful information about the quality of judicial
performance. Most Kansas attorneys and judges do not routinely interact with the appellate courts, but those who do
know the work, writings, and demeanor of the justices and
judges well, “ Flentje said.
The majority of those responding to the survey ‘strongly’
or ‘somewhat’ recommended the retention of all five Supreme Court Justices and all six Court of Appeals Judges in
November. n
Kansas Court of Appeals
Front Row (l-r): Hon. G. Joseph Pierron, Jr., Hon.
Thomas E. Malone, Chief Judge; Hon. Henry W.
Green, Jr. Middle Row (l-r): Hon. Michael B. Buser,
Hon. Stephen D. Hill, Hon. Patrick D. McAnany,
Hon. Steve Leben Back Row (l-r); Hon. Kim R.
Schroeder, Hon. David E. Bruns, Hon. G. Gordon
Atcheson, Hon. Melissa Taylor Standridge, Hon.
Karen Arnold-Burger, Hon. Anthony J. Powell
and Hon. Kathryn A. Gardner.
On the November 8 ballot: Judges Leben, Pierron, Bruns, Atcheson, Arnold-Burger, and Gardner.
www.ksbar.org/lawwise
4 LAW WISE | OCTOBER 2016
Kids Voting Kansas Grows to 150,000
Students Voting in Mock Elections
E
lection years, particularly presidential election years, always provide an excellent opportunity to teach students
throughout their school years about the importance of voting and citizen participation in our democratic system of government. In 1992, Kansas K-12 teachers got a huge boost in teaching about voting and elections when our state joined Kids Voting
USA, the national kids voting program.
Since that early stage, the number of students participating
in mock general elections has grown to 150,000 students as of
the 2014 election. A large measure of that participation can be
attributed directly to the Kansas Press Assn., (KPA) which has
operated Kids Voting Kansas, the state affiliate of the national
program, since 2002, under the leadership of Emily Bradshaw,
the KPA’s Member Services Director.
Bradshaw, wearing her hat as Executive Director of Kids Voting Kansas, said the program is “a nonprofit, nonpartisan organization that believes that if we can teach kids about the importance of voting and being a responsible citizen at an early
age, it will translate into a habit of voting and civic engagement
long after they leave the classroom.”
She said, “Kids learn about the candidates, the process and
the issues using lessons that are aligned with the state standards
for social studies. The great thing about this is that teachers are
already teaching these concepts - we just provide a tailored approach to teaching about an election,” Bradshaw said.
“In the lessons, the teacher is really just the facilitator of the
discussions. The kids are responsible for researching about the
candidates, the process and the issues in an age appropriate
way. The students also learn that voting is only one way to be
a responsible and engaged citizen, and that being engaged in
your community every single day in another.”
Some students have used electronic voting machines in the
Kids Voting Kansas elections.
“The Kansas Press Association believes in Kids Voting Kansas. Active, engaged citizens read the newspaper more than
any other group of people. We have an interest in keeping
citizens engaged and reading the newspaper. Supporting
Kids Voting Kansas is one way we do it.” The Kansas Kids
Voting Kansas is supported in part through a grant from Cox
Communications. n
More than 150,000 students across Kansas have received
classroom presentations on the importance of voting as
part of the Kids Voting Kansas program.
Some students voted in mock elections using paper ballots.
www.ksbar.org/lawwise
OCTOBER 2016 | LAW WISE 5
New Kansas Courts Educational Website Unveiled
T
he Kansas Bar Foundation has set up a new educational website regarding the Kansas courts. Visitors
to the site at www.ourkansascourts.org can find information about the history of the court system, how the
court system works, how judges are selected, and even
has the results of the 2016 judicial evaluation.
Todd N Thompson, Lawrence, President of the Kansas
Bar Foundation, said in announcing the website in the
September KBA Journal, that at this point, “the Foundation has just dipped its toes in the water.” He said the
Foundation intends to “maintain this site for years to
come, making ongoing enhancements. The goal is to provide information about the court system to all citizens,
and over time to make the website especially helpful to
schools for use in civics instruction.”
Besides providing specific information about Kansas courts,
the website provides a list of links to a variety of judicial and
law-related websites, including the State Constitution and statutes relating to the courts and judicial administration. n
Survey Shows Small Percentage of Americans Think They
Know A Lot About Country’s Founding Documents,
But Support Their Basic Ideas
T
he Center for Civic Education, Calabasas CA, has released
the results of a survey that found that only 14 percent of
Americans think they know a lot about the Declaration of
Independence and the U.S. Constitution. The findings are based
on an online survey in which 1,631 eligible voters responded
during a week-long poll conducted in August.
The survey indicated that although Americans might not be
well-informed about these documents, there is widespread
agreement on many of the basic ideas they contain that transcends party affiliation, political ideology and demographics.
Survey items include basic ideas in the documents without
identifying their sources.
Key findings from the survey are:
99 Only 14 percent of Americans think they know a lot
about the Declaration of Independence and the Constitution, and 22 percent indicate that they know very little
or nothing about them. Furthermore, 64 percent say they
know some things about these documents. Overall, 86
percent of respondents are aware that they are not wellinformed regarding the foundational documents.
99 Although 86 percent of respondents are not well-informed about these documents, the vast majority support
the basic ideas and goals of American government in the
Declaration of Independence. For example, a large majority (92 percent) believe it is a responsibility of government to ensure political equality and 86 percent believe
it is a responsibility of government to further the right to
the pursuit of happiness by providing equal educational
opportunities for all students.
99 Large majorities of Americans support the establishment
of justice (78 percent) and promotion of the general welfare (75 percent), which are among the six purposes of
99
99
99
99
99
government set forth in the Preamble to the Constitution,
even when party affiliation, political ideology and demographics are taken into account.
More than 80 percent of Americans support elements
of the Constitution and its amendments that protect the
rights to freedom of belief and expression; the protections of due process of law for the rights to life, liberty
and property; and political equality.
Significant majorities of Americans think that government
is doing a good job protecting such rights as freedom of
belief and expression.
A majority of Americans think that the benefits and burdens of society are not distributed fairly (60 percent).
This included such benefits as employment opportunities (53 percent), educational opportunities (53 percent)
and income (68 percent) and such burdens as taxes (65
percent).
A majority of respondents (78 percent) think a main purpose of government is to promote the welfare of all of the
people. However, only 30 percent think that government
is doing a good job of promoting the general welfare.
Republicans (35 percent) are more inclined than Democrats (29 percent) and Independents (26 percent) to feel
that the government adequately promotes the general
welfare.
Only 31 percent of respondents feel that the government
is transparent about how it is carrying out its responsibilities. Democrats (36 percent) are more likely to feel the
public can see how the government is carrying out its
responsibilities than Republicans (31 percent) and Independents (24 percent).
www.ksbar.org/lawwise
6 LAW WISE | OCTOBER 2016
99 C
lose to half of all respondents think that Americans are
not treated equally under the law today. Republicans (46
percent) are significantly more likely to think that people
are treated equally under law than Democrats or supporters of third-party presidential candidates.
99 Regarding the use of fair procedures by governmental
institutions, respondents rated the courts at the national
(68 percent) and state (54 percent) levels as most fair and
legislatures at both levels as the least fair (41 percent).
The gap between opinions of national and state governments was not large.
Charles Quigley, executive director of the Center for Civic
Education, said, “The good news is that the social contract is
largely intact as reflected by substantial agreement among the
people about the central purposes government should serve
despite what appears in daily media reports to be a high level
of polarization and unwillingness of opposing parties to enter
into civil dialogue, negotiation and compromise.
“A large majority of people appear to agree not only upon
the purposes for which We the People ordained and established the American government, but also upon what they see
as many specific manifestations of those purposes. Hopefully, such agreement reflects a potential for reaching common
ground upon which the country can move forward. An openness to entering into a discussion of the most central purposes
of government and the means of attaining them is revealed by
the finding that 80 percent of respondents thought it would be
better if the American people were more united on these topics, while only 6 percent disagreed.
“It is encouraging to note that the survey revealed that the
greater respondents’ knowledge of the Constitution, the greater the acceptance of its basic ideas. This clearly points to the
need to implement effective programs in schools and universities as well as programs for adults that educate people about
the principles and values embedded in our founding documents,” Quigley said.
Further information and survey methodology may be found
at: http://bit.ly/2evFRBQ n
October Buzz
@ The Law-Related Collection, Emporia State University, Teachers College Resource Center
W
e are well into the school year, and have already experienced a well-planned Constitution Day here at Emporia State University. We had two stations here in the Resource
Center, so we had the opportunity to be close to the action!
Your Teachers College Resource Center/ Instructional Materials
Center located on the second floor of Visser Hall on the campus of Emporia State University, has several resources that fit
the focus of this month’s Law Wise.
The Kansas Bar Association generously donated toward the
purchase of the following DVD materials which are currently
ready for check-out here at the Center:
• “The History of the Supreme Court”, 36 lectures of 30 min.
each, DVD set and Book, 5th grade and up
•
“Supreme Court Decisions that Changed the Nation,
Marbury v. Madison”, DVD, grades 5-12
• “The Supreme Court”, a 4 DVD set that explores the
history, impact and drama of America’s Highest Court,
appx 60 min. each, grades 5+
Any of these resources and more are available at the Resource
Center. To search online, go to emporiastate.worldcat.org and
choose “Resource Center” to see the full array of materials and
resources. If you plan to be in our area, stop by, and we would
be proud to give you a guided tour of the Center. You may also
call (620) 341-5292 to check out resources during our hours,
9-6, Monday through Thursday, and 9-5 on Friday. We are also
able to mail out items with no charge to patrons, thanks to the
further generosity of the Kansas Bar Association.n
Janice Romeise
(620) 341-5292
emporiastate.worldcat.org
[email protected]
Corky the Hornet
Te r r i f i c Te c h n o l o g y
Just about everything you want to know about the Kansas courts may be found at a new educational website
launched this summer by the Kansas Bar Foundation, including such things as the history of the court system, how
judges are selected, how the courts operate, and the results
of this year’s retention election evaluation surveys of members
of the Court of Appeals and Supreme Court. Take a look at:
http://www.ourkansascourts.org/
Voters wishing to know more about the appellate courts, including photos and biographies of all members of both the
Supreme Court and the Court of Appeals, as well as links to
each decision the Justices and Judges have written or dissented
in since the judiciary website was created in the 1990s, can be
found at: www.kscourts.org.
for
Te a c h e r s
Details about the Kansas Kids Voting Kansas program, an affiliate of the Kids Voting USA program, including lesson plans,
how to obtain and submit ballots, and other information about
the program may be found at https://www.kidsvotingusa.org/
affiliates-near-you/17-kansas/46-kids-voting-kansas.
Only 14 percent of Americans think they know a lot
about the Declaration of Independence and the U.S.
Constitution, so says an online survey in which 1,631 eligible
voters responded during a week-long poll conducted August
8-15, 2016. For a summary of the results and methodology, go
to: http://www.civiced.org/images/stories/PDFs/ConstitutionDaySurvey_Summary.pdf
www.ksbar.org/lawwise
OCTOBER 2016 | LAW WISE 7
6– 8 THE RIGHT TO VOTE Suffrage Today
VOTING BARRIERS
(45 minutes)
OBJECTIVE
Students consider the barriers to voting today,
including their causes and the impact they have.
MATERIALS
No materials are necessary for this activity.
GET READY
Remind your students that a democracy is a
form of government in which policy is decided
by the majority of the citizens’ votes.
Break your students up into five evenly sized
groups. (There will be one group for each of
five voting barriers the students list.)
INSTRUCTIONS
Tell your students that they are going to explore
the reasons why some people do not vote.
Have your students brainstorm five barriers
(one for each group) that prevent adults from
registering and voting, such as:
Polling hours and the fact that elections
are held on a work day.
The fact that you need to vote in the
precinct where you lived at the time
of registration.
The inconvenience of registering and the
need to be registered a certain length of
time before an election.
Being a convicted felon, a non-citizen,
or merely uninformed.
Assign each group a barrier.
Have each group identify the causes and effects
of their barrier and state their opinion on
whether or not the barrier is justified.
In class, the same or following day, have each
of the five groups present their ideas and
opinions to the class. When each group presents,
make sure the rest of the class is brainstorming
a list of questions to ask the presenters.
Allow the class to ask questions of each group
after they present.
End the activity with a class discussion of
voting barriers using the discussion questions.
DISCUSSION QUESTIONS
What were some of the causes of the voting
barriers we identified?
What were some of the effects of the voting
barriers we identified?
In your opinion, do some of these voting
barriers need to exist? Why or why not?
In your opinion, are some of the voting
barriers not justified? Why or why not?
Grades 6-8 THE RIGHT TO VOTE
©2005 Kids Voting USA, Inc. – All rights reserved.
www.ksbar.org/lawwise
1
8 LAW WISE | OCTOBER 2016
9‐12
Civic
Engagement/Service
Learning
Working
Together
Working
Together
CREATIVE EXPRESSIONS
(Time varies)
OBJECTIVE
Students create an artistic display or a public
performance to educate the school community
about different perspectives on a school issue.
MATERIALS
Varies depending on the artistic display/
performance
GET READY
✔ Depending on the activity, involve the drama
and/or art department.
INSTRUCTIONS
✔ As a class, decide which school issue to focus
on for this activity.
✔ Have students research the issue using a variety
of resources and personal contacts. Make sure
that all perspectives on the issue are
represented in students’ findings.
✔ Determine the purpose and message of this
activity. Do students want to raise awareness,
educate others about diverse views on the
issues, promote various solutions to a problem?
✔ Decide as a class whether to create one type of
display/performance or to have small groups
work on different ways of educating the school
community about the issue. If the former,
have the students use voting, along with a
discussion of the pros and cons of each
possible activity, to make their decision.
✔ Possibilities for artistic displays and
performances include the following:
✔
Visual arts – drawings, paintings,
sculpture, collages, quilts, murals etc.
©2005 Kids Voting USA, Inc. – All rights
reserved.
✔
Music – composing and/or performing
songs about the issue
✔ Theater – street theater, plays,
pantomimes, puppet shows, musicals,
readers’ theater, rap
✔ Dance – ballet, jazz, modern, tap, with or
without narration or music
✔ Technology – photos, slide show, videos,
interactive computer games
✔ As a class, choose a suitable date, time, and
location for the event. If students choose only
a visual display, seek a location that will
feature the display for a week or longer. If
appropriate, publicize the event so that parents
and community members can attend. In
addition, students could form committees to
obtain needed props for performances.
✔ Have a short survey form for each person who
views the event to complete. Include on the form
name, age, your thoughts on this issue, and
feedback on the event, including if or how the
event influenced your thinking about the issue.
✔ Back in the classroom, have students reflect on
the event and read the feedback they received
in the survey forms.
DISCUSSION QUESTIONS
★ How did most of the people attending feel
about the issue?
★ Did the event have any impact on their thinking?
★ What was the most difficult aspect of this project?
★ If you could do this project over, what would
you have done differently?
★ What were some positive things you learned?
6‐8
www.ksbar.org/lawwise
Civic
Engagement/Service
Learning
1
OCTOBER 2016 | LAW WISE 9
K– 2 ELECTIONS AND VOTING I Study the Candidates and Issues
ELECTION BULLETIN BOARD
(5 minutes a day for two weeks)
OBJECTIVE
Students share election-oriented information
they gather from the media by constructing a
bulletin board of articles and pictures.
MATERIALS
Colored pencils and crayons; Election Bulletin
Board handout
GET READY
Gather colored pencils and crayons.
Prepare a bulletin board in the classroom that
can be used for election information.
Prepare a note on the back of the Election
Bulletin Board handout to go home with the
children that explains the assignment: With
parents or guardians, each student will look for
one article or picture about the election, and
attach it to the paper. (Students may alternatively draw a picture about the election.)
Sample note to families: Our class is making
a special Kids Voting bulletin board and each
student will help by attaching an article about
the election to this paper. Please help your
child to find an article or picture by the end
of the week. If you cannot find one together,
the student can draw a picture about the
election instead.
Duplicate one handout for each student, with
the picture of people talking on one side and
the note to families on the other.
INSTRUCTIONS
After you pass out the handout, ask the students
to write their names above the caption bubble.
Look at the picture together. Say, People are
talking to each other in this picture. Who are
the people talking? (“a lady who is cleaning
her house,” “an old man,” etc.) Give your
students some time to color in the people.
Say, Have you been hearing people talk about
the election at home or on television? One of
the most important things people can say
about the election is to remind each other:
“Vote!” Let’s write that word in our bubble so
it looks like everyone is saying it.
Write V-O-T-E on the board for your students
to copy.
Explain that the students can post their papers
on the Kids Voting bulletin board when there is
a picture/article about the election attached to it.
Tell the students that the letter on the back of
the handout is asking their families to help
them find or draw a picture.
DISCUSSION QUESTIONS
Where will you look for a picture about the
election? Who will help you to find one?
If you can’t find a picture, what kind of picture
could you draw? (A ballot, a voter = person
holding a ballot, a candidate = person
running or office, etc.)
Grades K-2 ELECTIONS AND VOTING
©2005 Kids Voting USA, Inc. – All rights reserved.
www.ksbar.org/lawwise
1
10 LAW WISE | OCTOBER 2016
Can You Win
the White House?
Running for the presidency isn’t easy, and it’s challenging to teach. Win the White House teaches students
in grades 4-12 about the challenges of running for office by empowering them to create and manage their own
presidential campaigns. Visit http://www.icivics.org
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