9-12 Civics/Government Kentucky

Civics Test

This inquiry leads students through an investigation of the civics test, a current graduation requirement for Kentucky students, in order to consider the ways in which the test addresses needed knowledge and skills to prepare students for active engagement in civic life. The compelling question for the inquiry—can the civics test make you a good citizen?—frames students’ assessment of the civics test in consideration of what it means to be a “good citizen,” a purpose of the Kentucky civics test, as well as national initiatives to have similar civics test in all states, notably by the Joe Foss Institute.

Download the civics test question cards (for Supporting Question 3) in Word and PDF.

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Compelling Question:

Can the civics test make you a good citizen?

Staging the Question: Create a mind map to list, organize, and connect associated ideas, actions, and/or people to the central concept: “good citizen.”
1

Supporting Question What is on the civics test?

Formative Task Take the school or district’s civics test.

Sources Source A: School or district’s civics test
Source B: Civics Test from the Digital Drivers License (DDL)
Source C: US Citizenship and Immigration Services, 100 Civics Questions

2

Supporting Question How did the class perform on the civics test?

Formative Task Draft a report identifying the class’ areas of strength and weakness with reference to specific questions.

Sources Source A: Civics Test Results Matrix from the Digital Drivers License (DDL)

Featured Sources from Supporting Question 1

3

Supporting Question What is the most important material on the civics test?

Formative Task Create a claim, or series of claims, supported by evidence, about whether the test should include other kinds of civic learning.

Sources Source A: Civics Test Question Cards

Featured Sources from Supporting Question 1-2

Summative Performance Task

Argument: Can the civics test make you a good citizen? Construct an argument (e.g., detailed outline, poster, essay) that discusses the compelling question using specific claims and relevant evidence from contemporary sources while acknowledging competing views.
Extension: Analyze how individual test items connect to issues facing students’ communities. Identify which content will help address their chosen issue, as well as additional information they would need in order to take informed action.

Taking Informed Action

Understand: Accomplished through the Supporting Questions and Tasks 1-4
Assess: Accomplished through the Summative Performance Argument Task.
Act: Create a proposal about the needs of the civic test and/or preparation for citizenship to share with the local school district, school board, state official, or national organization.