election 2013 activities

Civic Learning Opportunity

Election 2013 Overview This learning opportunity educates students about democracy, reading and analyzing information, the election process, making decisions, different levels of government, ways that citizens participate in political life, and more. Last year, over 100,000 Charlotte‐Mecklenburg students participated in a related learning opportunity, the mock election. Objective Through the activities, students will:

Learn about the roles and structure of local government

Gather, read, and analyze information, and use it to think critically and make decisions and take action

Identify and problem‐solve community issues, and communicate those solutions and ideas

Explore democracy, citizen participation and the election process by taking part in a mock election

Grades The activity targets students in grades K‐12 and aligns to Common Core and NC Essential Standards for social studies. Web resources Complete list of web resources, including candidate information, hands‐on activities, and Common Core/Essential Standards correlations at the end of this document.

www.GenerationNation.org GenerationNation @GenNation


1. LEARN

Learn about the candidates, the government offices they are running for, and any other key issues in the election.

If you find there is too much information, or too many candidates, one way to start is with an issue you care about (education, environment, jobs, healthcare, etc.). Then find information about the candidates and their views on that issue.

2. THINK about, and ANALYZE, the information

As you are thinking, ask questions

• Is this information helpful?

• Is it from a good, truthful source? Does it fit with other facts you know? How does it make you feel?

• Do you have enough information to make a decision? (if not, find more information!)

• How does this level of government impact children and youth?

• Why is the candidate running for office? What information do I need to decide if he/she is qualified for the position, and will be a good representative?

Tip: In an election, focus more on the individual candidates, their ideas, and their solutions ‐ and less on the political parties and their platforms.

3. DECIDE: Choose a candidate, or a position on an issue

Review what you have learned about the candidates ‐ did they share ideas and solutions, or mostly complain about the opposing candidate?

Decide who you agree with the most. Based on the information you know, do you think the candidate will do a good job?



Consider the candidate’s:

Background Positions Traits And any other information important to you

Rate the candidates, and use that information to make a good decision.

4. TAKE ACTION, CITIZENS AND LEADERS!

Active citizens and leaders don’t just read and think about information. They take action with it! One important opportunity for citizens to participate in democracy and in the community is by voting. Every year there is an election. It is important to cast a ballot to make your voice heard!

You can make your voice heard outside of voting, too. Share your ideas and solutions for community problems, or report on a government meeting, leader or issue.

5. STAY ENGAGED: Keep paying attention and being involved

Once you vote, are you finished? NO!

• After the election, look for the official election results.

• Keep track of the winning candidates ‐ do they keep their campaign promises? do they make good decisions?

• Stay involved ‐ watch or attend government meetings, keep up with the news, and contact elected officials about issues you care about.

If you are in high school, get involved in the youth advisory council for Charlotte‐Mecklenburg, and work with public officials to solve community problems. Middle and elementary school students, one way to get involved is by making sure the youth council members – your representatives ‐ know what’s on YOUR mind!



WEB RESOURCES

GET READY

Common Core and NC Essential Standards for grades k‐2, 3‐5, 6‐8 and 9‐12 www.generationnation.org/index.php/learn/entry/learning‐opportunity‐election‐2013

LEARN

Student candidate guide www.generationnation.org/index.php/election/candidateguide2013

Learn about local government www.generationnation.org/index.php/CLC/entry/local‐government‐who‐does‐what

Vocabulary www.generationnation.org/documents/ElectionsandVotingVocab.pdf

THINK

Getting the message across www.generationnation.org/documents/get_msg_across_local.pdf Pick and predict www.generationnation.org/documents/Pick_predict_local.pdf Write the headline www.generationnation.org/documents/Write_headline_local.pdf

Other essential questions www.generationnation.org/documents/AfewessentialQs_electionsvoting.pdf

DECIDE

Rate the Candidates, a decision‐making chart for student voters www.generationnation.org/documents/ratethecandidates_local.pdf


http://www.generationnation.org/index.php/learn/entry/learning-opportunity-election-2013

http://www.generationnation.org/index.php/election/candidateguide2013

http://www.generationnation.org/index.php/CLC/entry/local-government-who-does-what

http://www.generationnation.org/documents/ElectionsandVotingVocab.pdf

http://www.generationnation.org/documents/get_msg_across_local.pdf

http://www.generationnation.org/documents/Pick_predict_local.pdf

http://www.generationnation.org/documents/Write_headline_local.pdf

http://www.generationnation.org/documents/AfewessentialQs_electionsvoting.pdf

http://www.generationnation.org/documents/ratethecandidates_local.pdf


ACT

Kids Voting Election 2013 www.generationnation.org/index.php/election

Have an idea for the community? Make your voice heard! www.generationnation.org/index.php/CLC/entry/my‐wish‐and‐ideas

Be a citizen journalist www.generationnation.org/documents/Citizen_journalist.pdf

STAY ENGAGED

Youth council www.generationnation.org/index.php/youthvoice Contact officials www.generationnation.org/documents/LocalGovt_whodoeswhat.pdf

MORE INFO ABOUT VOTING

Voting Process in NC www.generationnation.org/documents/08‐Voter_howdoi_edited.pdf

Voter registration requirements www.ncsbe.gov/content.aspx?id=1&s=1

Mecklenburg Board of Elections www.meckboe.org

Check the election 2013 page, where we will continue to post links and info www.generationnation.org/index.php/learn/entry/learning‐opportunity‐election‐2013


http://www.generationnation.org/index.php/election

http://www.generationnation.org/index.php/CLC/entry/my-wish-and-ideas

http://www.generationnation.org/documents/Citizen_journalist.pdf

http://www.generationnation.org/index.php/youthvoice

http://www.generationnation.org/documents/LocalGovt_whodoeswhat.pdf

http://www.generationnation.org/documents/08-Voter_howdoi_edited.pdf

http://www.ncsbe.gov/content.aspx?id=1&s=1

http://www.meckboe.org/

http://www.generationnation.org/index.php/learn/entry/learning-opportunity-election-2013

Read, Think, Decide, Act – Election 2013 Kindergarten – Grade 2 Correlates to Common Core and NC Essential Standards for Social Studies

GRADE READING INFORMATION WRITING SOCIAL STUDIES K RI‐1

With prompting and support, ask and answer questions about key details in a text. RI‐10 Read and comprehend informational texts.

W ‐1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

W‐2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

K.C&G.1 Understand the roles of a citizen.

1 RI‐1 Ask and answer questions about key details in a text. RI‐10 Read and comprehend informational texts.

W ‐1 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

W‐2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

1.C&G.1.2 Classify the roles of authority figures in the home, school and community (teacher, principal, parents, mayor, park rangers, game wardens, etc). 1.C&G.1.3 Summarize various ways in which conflicts could be resolved in homes, schools, classrooms and communities.

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Read, Think, Decide, Act – Election 2013 Kindergarten – Grade 2 Correlates to Common Core and NC Essential Standards for Social Studies

GRADE READING INFORMATION WRITING SOCIAL STUDIES 2 RI‐1

Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

RI‐10 Read and comprehend informational texts.

W‐1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.

W‐2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

2.C&G.1.1 Explain government services and their value to the community (libraries, schools, parks, etc.). 2.C&G.2.1 Exemplify characteristics of good citizenship through historical figures and everyday citizens. 2.C&G.2.2 Explain why it is important for citizens to participate in their community.


Read, Think, Decide, Act – Election 2013 Grades 3‐5 Correlates to Common Core and NC Essential Standards for Social Studies

GRADE READING INFORMATION WRITING SOCIAL STUDIES 3 RI‐1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.


W‐1 Write opinion pieces on topics or texts, supporting a point of view with reasons. W‐2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

3.C&G.1 Understand the development, structure and function of local government. 3.C&G.1.2 Describe the structure of local government and how it functions to serve citizens. 3.C&G.1.3 Understand the three branches of government, with an emphasis on local government. 3.C&G.2 Understand how citizens participate in their communities. 3.C&G.2.1 Exemplify how citizens contribute politically, socially and economically to their community. 3.C&G.2.3 Apply skills in civic engagement and public discourse (school, community).

4 RI‐1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.


W‐1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W‐2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

4.C&G.1.1 Summarize the key principles and revisions of the North Carolina Constitution. (as it defines local government and elections) 4.C&G.1.2 Compare the roles and responsibilities of state elected leaders. 4.C&G.1.4 Compare North Carolina’s government


Read, Think, Decide, Act – Election 2013 Grades 3‐5 Correlates to Common Core and NC Essential Standards for Social Studies

GRADE READING INFORMATION WRITING SOCIAL STUDIES

with local governments. 4.C&G.2.2 Give examples of rights and responsibilities of citizens according to the North Carolina Constitution. 4.C&G.2.3 Differentiate between rights and responsibilities reflected in the NC Constitution.

5 RI‐1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.


W‐1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.

W‐2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

5.C&G.1.2 Summarize the organizational structures and powers of the United States government (legislative, judicial and executive branches of government).

5.C&G.2.1 Understand the values and principles of a democratic republic. 5.C&G.2.2 Analyze the rights and responsibilities of US citizens in relation to the concept of the "common good" according to the Constitution (Bill of Rights). 5.C&G.2.3 Exemplify ways in which the rights, responsibilities and privileges of citizens are protected under the US Constitution. 5.C&G.2.4 Explain why civic participation is important in the United States.


Read, Think, Decide, Act – Election 2013 Middle School Correlates to Common Core and NC Essential Standards for Social Studies

GRADE READING INFORMATION WRITING SOCIAL STUDIES 6 RH‐1

Cite specific textual evidence to support analysis of primary and secondary sources.

RH‐10 Read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

W‐1 Write arguments focused on discipline‐specific content. W‐2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

6.H.2.2 Compare historical and contemporary events and issues to understand continuity and change. 6.C&G.1.1 Explain the origins and structures of various governmental systems (e.g., democracy, absolute monarchy and constitutional monarchy). 6.C&G.1.3 Compare the requirements for (e.g., age, gender and status) and responsibilities of (e.g., paying taxes and military service) citizenship under various governments

7 RH‐1 Cite specific textual evidence to support analysis of primary and secondary sources.

RH‐10 Read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.


7.C&G.1.2 Evaluate how the Western concept of democracy has influenced the political ideas of modern societies. 7.C&G.1.3 Compare the requirements for (e.g. age. gender, legal and economic status) and responsibilities of citizenship under various governments in modern societies (e.g. voting, taxes and military service). 7.C&G.1.4 Compare the sources of power and governmental authority in various societies (e.g. monarchs, dictators, elected officials, anti‐governmental groups and religious, political factions).




8 RH‐1 Cite specific textual evidence to support analysis of primary and secondary sources.

RH‐10 By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.


8.H.1.5 Analyze the relationship between historical context and decision‐making. 8.H.3.4 Compare historical and contemporary issues to understand continuity and change in the development of NC and the US. 8.C&G.1.1 Summarize democratic ideals expressed in local, state, and national government (e.g. limited government, popular sovereignty, separation of powers, republicanism, federalism and individual rights). 8.C&G.1.3 Analyze differing viewpoints on the scope and power of state and national governments (e.g. Federalists and anti‐Federalists, education, immigration and healthcare). 8.C&G.1.4 Analyze access to democratic rights and freedoms among various groups in North Carolina and the United States (e.g. enslaved people, women, wage earners, landless farmers, American Indians, African Americans and other ethnic groups). 8.C&G.2.1




Evaluate the effectiveness of various approaches used to effect change in North Carolina and the United States (e.g. picketing, boycotts, sit‐ins, voting, marches, holding elected office and lobbying). 8.C&G.2.2 Analyze issues pursued through active citizen campaigns for change (e.g. voting rights and access to education, housing and employment). 8.C&G.2.3 Explain the impact of human and civil rights issues throughout NC and US history.


Read, Think, Decide, Act – Election 2013 High School Correlates to Common Core and NC Essential Standards for Social Studies

GRADE READING INFORMATION WRITING SOCIAL STUDIES Civics & Econ.

RH‐1 Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.

RH‐10 Read and comprehend history/social studies texts independently and proficiently.


Topics include:Federal Government State and Local Government Civic Leadership Economics Rights and Responsibilities Public Interest Contemporary Issues CE.C&G.1.4 Analyze the principles and ideals underlying American democracy in terms of how they promote freedom (e.g., separation of powers, rule of law, limited government, democracy, consent of the governed / individual rights –life, liberty, pursuit of happiness, self‐government, representative democracy, equal opportunity, equal protection under the law, diversity, patriotism, etc.). CE.C&G.1.5 Evaluate the fundamental principles of American politics in terms of the extent to which they have been used effectively to maintain constitutional democracy in the United States (e.g., rule of law, limited government, democracy, consent of the governed, etc.). CE.C&G.2.1 Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and citizen protection. CE.C&G.2.2 Summarize the functions of NC state and local governments within the federal




system of government. CE.C&G.2.7 Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare. CE.C&G.2.8 Analyze America’s two‐party system in terms of the political and economic views that led to its emergence and the role that political parties play in American politics. CE.C&G.3.6 Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion. CE.C&G.4.1 Compare citizenship in the American constitutional democracy to membership in other types of governments (e.g., right to privacy, civil rights, responsibilities, political rights, right to due process, equal protection under the law, participation, freedom, etc.). CE.C&G.4.3 Analyze the roles of citizens of North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission (e.g., voting, jury duty, lobbying, interacting successfully with government agencies, organizing and working in civic groups, volunteering, petitioning, picketing, running for political office, residency, etc.).




CE.C&G.5.1 Analyze the election process at the national, state and local levels in terms of the checks and balances provided by qualifications and procedures for voting (e.g., civic participation, public hearings, forums, at large voting, petition, local initiatives, local referendums, voting amendments, types of elections, etc.)

US History

RH‐1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. RH‐10 Read and comprehend history/social studies texts independently and proficiently.


Multiple ways to align. Topics include: Federal Government State and Local Government Civic Leadership Elections and Voting Citizenship Suffrage Rights and Responsibilities Public Interest Contemporary Issues


GETTING THE MESSAGE ACROSS

Watch candidates in interviews and debates. Write your answers or share in groups, with your class or at home.

What is the key message the candidate is trying to deliver?

How does the speaker communicate the information? Does the candidate read from a piece of paper?

Does the candidate raise or lower a voice or move hands to illustrate a specific point?

Does the speaker show emotions and expressions? How? Why? When?

Does the candidate look confident? How?

How is the candidate dressed? Does this matter?

Do people pay attention? How?

Is the candidate persuasive? How?

What is the most effective thing he/she does to communicate the information? Least effective?

Make copies for each candidate, interview or debate, and compare notes. Do the candidates change their delivery in different debates or interviews?

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GETTING THE MESSAGE ACROSS

Date: Interview or debate:

CANDIDATE NAME

Key message

Communication skills

Confidence

Appearance

Do people pay attention

Is the person persuasive?

Most effective

Least effective


ARE THEY TALKING TO ME?

Pick and predict

Before you watch or read about the candidates:

Decide which 1‐3 topics are most important to you.

Then decide which 1‐3 topics you predict the candidates will talk about.

Are the topics you picked the same, or different, as the ones you predict they will talk about?

Watch or read about the debates and candidates:

Were your topics covered? How many times? Did you correctly predict what the candidates would talk about?

POSSIBLE TOPICS

Airport

Children/ Youth

Cities

Economy

Environment

Global issues

Government

Healthcare

Housing

Jobs

Justice

K‐12 Education

Leadership

Politics

Pre‐K Education

Regionalism

Research

Safety

Schools

Taxes

Technology

Transportation

Working together

Other?

Use the worksheet on the next page to write your topics and take notes.


ARE THEY TALKING TO ME?

MY TOPICS:

Date and activity:

CANDIDATE NAME

PREDICTION OF TOPICS

HOW MANY TIMES MY TOPICS WERE MENTIONED

BIG TOPICS COVERED

WHO COVERED THE TOPICS I AM INTERESTED IN?

WHY WERE SOME TOPICS THE SAME AS, OR DIFFERENT THAN, MINE?

OTHER NOTES


WRITE THE HEADLINE

Read about the candidates and watch videos of interviews and debates. Pay attention, and answer these questions. Write your answers to share in groups or with your class or with your family.

If you were reporting on what the candidate said, what would your headline be?

The next day, read actual headlines. Were you close? Were they right? Why or why not?

Read headlines from different news sources. What do they say? How are they similar or different? Why?

CANDIDATE NAME, ISSUE OR ACTIVITY AND DATE: ______________________________________ MEDIA SOURCE HEADLINEMy Name:

My headline:

Charlotte Observer http://www.charlotteobserver.com

News 14 http://charlotte.news14.com/

WBTV http://www.wbtv.com

WCNC http://www.wcnc.com

WSOC http://www.wsoctv.com/

WFAE http://wfae.org/

WBT http://www.wbt.com/

(OTHER NEWS SOURCES)


http://www.charlotteobserver.com/

http://charlotte.news14.com/

http://www.wbtv.com/

http://www.wcnc.com/

http://www.wsoctv.com/

http://wfae.org/

http://www.wbt.com/

RATE THE CANDIDATES ‐ DECISION‐MAKING CHART

Before voting in this year’s election, learn about the candidates. Find out their background and experience, and how they communicate their positions on issues that matter to you. Then, rank the candidates on each issue and characteristic, with 1=worst and 10‐best, and add up the scores. Make notes, too. This will help you to decide which candidate you want to vote for. Office: ______________________________________________________________________________________________________

(City and town offices – mayor and council) Role: _______________________________________________________________________________________________________

(What will this official be responsible for doing?)

CANDIDATE NAME:

BACKGROUND Am I able to find good information about this candidate? Where? Why or why not? Does this tell you anything about the candidate?

Education

Experience

Other background info important to me



Before voting in this year’s election, learn about the candidates. Find out their background and experience, and how they communicate their positions on issues that matter to you. Then, rank the candidates on each issue and characteristic, with 1=worst and 10‐best, and add up the scores. Make notes, too. This will help you to decide which candidate you want to vote for.

CANDIDATE:

POSITIONS Where does the candidate stand on policies and issues? (list some or all)

First priority

Benefit young people

Economy

Growth/transportation

Safety

Housing/neighborhoods

Budget




CANDIDATE:

Role of local government

Government collaboration

Big accomplishment will be

TRAITS Rank the candidate (1=worst/10=best)

Has experience/education?

Knows about the issues?

Has ideas and solutions?

Good communication skills?

Shows leadership?

Works with others?

Total score (add for each candidate)




CANDIDATE:

Write other notes you think are important or want to remember about the candidate



Before voting in this year’s election, learn about the candidates. Find out their background and experience, and how they communicate their positions on issues that matter to you. Then, rank the candidates on each issue and characteristic, with 1=worst and 10‐best, and add up the scores. Make notes, too. This will help you to decide which candidate you want to vote for. Office: ______________________________________________________________________________________________________

(school board) Role: _______________________________________________________________________________________________________

(What will this official be responsible for doing?)

CANDIDATE NAME:

BACKGROUND Am I able to find good information about this candidate? Where? Why or why not? Does this tell you anything about the candidate?

Education

Experience

Other background info important to me




CANDIDATE:

POSITIONS Where does the candidate stand on policies and issues? (list some or all)

First priority

Student readiness for college, career and civic life

District growth

School safety

Teachers




CANDIDATE:

Role of public education

Government collaboration

Big accomplishment will be

TRAITS Rank the candidate (1=worst/10=best)

Has experience/education?

Knows about the issues?

Has ideas and solutions?

Good communication skills?

Shows leadership?

Works with others?

Total score (add for each candidate)




CANDIDATE:

Write other notes you think are important or want to remember about the candidate




Office: ___________________________________________________________________________ Candidate I will vote for: ____________________________________________________________ Why I am voting for this candidate: ____________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ Now, go and make your voice heard by voting! Visit www.GenerationNation.org to learn how K‐12 students can cast votes in this year’s election, or ask your teacher about GenerationNation’s Kids Voting election!


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YOUR TURN! BE A CITIZEN JOURNALIST

GenerationNation invites all students to report on schools, government, media, current events and other civic activities. What, or who, do you see? What is being discussed? What is your opinion? Make your youth voice heard!

Issues and topics important to or impacting youth

People: political leaders, candidates, civic leaders, media

Government meetings or decisions

Events and speeches; media coverage about the elections or civic issues

Your perspective about politics, government or leadership

Anything else you think is relevant and interesting!

Note: Student newspapers are also invited to share their reports or links!

SHARE YOUR REPORT On all submissions, include your name, age or grade, and school or youth organization. If you are part of a school newspaper, include the link. Do not worry if you are not a professional. Your youth voice is important.

Social media Tag @GenNation and #GenNation (@GenerationNation on Instagram) Facebook, Twitter, Instagram, Tumblr, Flickr, etc. Photos Email to [email protected] or tag on social media (see below)

Video Upload on YouTube, tag #GenNation and #youthvoice and Email [email protected] with video link Written report/opinion (100‐200 words or less) Send text in body of the email (not as an attachment) Email to [email protected]

GenerationNation will review for language, brevity and clarity and share student reports on the web and social media. Go to www.GenerationNation.org and follow GN on social media.


mailto:[email protected]




YOUR TURN! BE A CITIZEN JOURNALIST

Tips for Reporting

Take photos and tweet about the event Tag your report/photos

o Twitter and Facebook @GenNation or #GenNation o Instagram @GenerationNation or #GenNation o If there is an event tag, use that too

Tip: in at least one tweet, note you are a student. People want to know what you think! Local government

o #CLT is used for Charlotte. #cltcc is city council and general city government discussion.

o CMS – use #cmsbd for school board or #cmsk12 for the district. o Mecklenburg County – use #meckbocc. o NC General Assembly is #ncga and NC politics is #ncpol. o Where we can, we will RT/share your tweets with officials and news media

By the end of the day of the event, email photos and at least 3 sentence report (or link to your article or blog) to [email protected]

We will post reports on social media, GN website, etc. Tips for covering a news event

Importantly, as a student, your perspective is very important – and is often missing from news reports and discussions about civic issues.

Consider your audience. What do people want to know about what happened? What can you tell them (or show with photos) that would be different than traditional media outlets?

How will what has been proposed/discussed impact children and youth?

In an interview, use your phone to record and capture the quotes for later.

How did people react to what was being said? What did YOU think about what was said?

You are the media. That means you help to inform the public about government actions, goals, and activities. The “media” includes traditional media, such as newspaper and TV reporters, as well as bloggers and people sharing information on social media.

Facts and Opinions – both important

o Reporting facts helps people who are not at the event to learn what is happening, who is talking, what you see, who is in the crowd, the location, etc.

o Sharing opinions helps people to learn and understand how the information impacts different people – especially students.



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MY WISH AND IDEAS…

Kids, adults, leaders and officials work together to solve school, community and national challenges.

My name: ……………………………………………………………………………………………………………………………

I have a wish for: (check one)

………………… MY SCHOOL ………………… MY NEIGHBORHOOD ………………… MY CITY

……………….. MY STATE ………………… MY NATION

My big issue is about: (circle one) ANIMALS CHILDREN AND YOUTH COLLEGE CRIME ECONOMY EDUCATION ENVIRONMENT

HEALTH HOUSING JOBS LAWS AND RULES POVERTY RECYCLING SAFETY

SCHOOLS SIDEWALKS AND STREETS SPORTS TECHNOLOGY TRANSPORTATION OTHER………………………………..…

The problem is: …………………………………………………………………………………………………………….…………..

My wish to make it better or different: …………………………………………………………………..……………....

…………………………………………………………………………………………………………………………………………………..

……………………………………………………………………………………………………………………………..……………………

…………………………………………………………………………………………………………………………………………………..

My wish can be possible if: (solution) ……………………………….……………........………………………….......

………………………………………………………………………………………………………………………………………………..…

………………………………………………………………………………………………………………………………………………..…

………………………………………………………………………………………………………………………………………………..…


MY WISH AND IDEAS… (for younger children)

Kids, adults, leaders and officials work together

to solve school, community and national challenges. My name: ……………………………………………………………………………………………………………… I have a wish for: (check one) ………………… MY SCHOOL ………………… MY NEIGHBORHOOD

………………… MY COMMUNITY ………………… MY STATE

………………… MY NATION My big issue is about: (circle one) ANIMALS CHILDREN AND YOUTH COLLEGE CRIME ECONOMY EDUCATION ENVIRONMENT

HEALTH HOUSING JOBS LAWS AND RULES POVERTY RECYCLING SAFETY

SCHOOLS SIDEWALKS AND STREETS SPORTS TECHNOLOGY TRANSPORTATION OTHER………………………

Draw a picture about it here:


MY WISH AND IDEAS… (for older students)

Students, adults, leaders and officials work together to solve school, community and national challenges.

ME CASE STUDY OUTLINE HOW A CURRENT/HISTORIC LEADER SOLVED A CIVIC PROBLEM

Area of impact?

Example: School, neighborhood, community, state, country or world

What’s the problem?

Example: Kids don’t have a safe place to play

What’s your vision?

Example: Kids need access to playgrounds.

What’s your solution?

Example: Build a playground in my neighborhood

Who to influence? How? What needs to happen?

Example: The City of Charlotte works with neighborhoods. I will contact my City Council representative to outline the problem and ask for support

for my solution.

My plan and timeline is…


My Wish – Photo Voice Instructions

1. Start with a blank Wish Page Print the Wish Page (next page…or make your own)

2. Write your wish and ideas

Make sure to write clearly so people can read it! Say where you are wishing (my wish for my school is…, or my wish for Charlotte is…) Write your name and school (optional)

3. Take a photo or make a short video

Take a photo of yourself, your friends, or your class holding your wish and ideas, or make a short video 4. Make your voice heard!

Share your wish and idea with GenerationNation, so we can share it with decision‐makers Email the photo or video to [email protected] Post on social media – and tag #GenNation so we can find it Follow GenerationNation on social media – links on homepage of www.GenerationNation.org




My wish and idea…

#GenNation #GenerationNation

Civic Literacy: Reading + Analyzing Information

Reading, Analyzing, and Using Information Overview This learning opportunity helps students to explore, think about, and make decisions about a public policy, issue, government process, or decision. The activity can be used as a framework for reading and thinking critically about different topics on the school, community, state, nation or global scale. Objective Through the activities, students will:

Read, analyze and think critically about information

Define a public policy, issue, government process, or decision, and come up with problem‐solving ideas

Identify the roles of government, leaders, citizens, businesses or media in policy and decision‐making

Learn ways that citizens take action on policy or decision

Grades The activity can be used/adapted for students in grades K‐12 and aligns to Common Core and NC Essential Standards for social studies.



Do you know what your government is doing, and why? Whether it is a community issue that needs to be solved, a public policy that is being introduced, or an action being taken by your government, you can use the same simple steps to help you know what’s going on, the impact, and what you can do to make a difference.

LEARN, by reading information from a variety of sources Read as much as you can about both sides of the issues, policies, actions or decisions. Good sources of information include:

Government websites, especially legislation and other documents that outline the issue and the government’s solution for it.

News media, gathering information from multiple sources.

Search the web – remember to look for both sides (different solutions for or opinions about) the issue.

THINK about, and ANALYZE, the information As you are thinking, ask questions:

Is this information helpful? Is it from a good, truthful source? Does it fit with other facts you know? How does it make you feel?

Use the worksheet to help you to analyze and think critically.

DECIDE: What do YOU think about it? Review what you have learned. Do you have enough information to make a good decision or take a position? If not, find more information!

KNOW how to take action Active citizens and leaders don’t just read and think about information. They take action with it to make a difference! Depending on the policy, issue, action, or decision, you can:

Communicate with elected officials

Write a letter to the newspaper editor

Make your voice heard by voting

Share your ideas

Get involved



Reading, Analyzing, and Using Civic Information Topic: ……………………………………………………………………………………………………………….. Problem that needs to be solved/reason for government action: …………………………………….…………………………………………………………………………………… My sources of information: …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… Which levels of government are involved? …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… Who are the key leaders or decision‐makers involved? …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… Are citizens or businesses involved? How? …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… How is the media covering the issue? …………………………………….……………………………………………………………………………………



What is the government’s solution or action? (write a short summary about the legislation, new policy, decision, debate, or vote) …………………………………….……………………………………………………………………………………

…………………………………….……………………………………………………………………………………

…………………………………….……………………………………………………………………………………

…………………………………….……………………………………………………………………………………

What do you think the leaders are trying to accomplish with this action? (Whether you agree with it or not, what was the main goal?) …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… Will it make a difference? When? Now? In a few years? The future? What will change? Why? …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… Do you agree with the idea? Why or why not? How would you solve the issue? …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… …………………………………….…………………………………………………………………………………… Was it easy to find information about the issue or action? Was the information easy to understand? Why or why not? Can you think of ways the government or media can do a better job communicating about this issue? …………………………………….…………………………………………………………………………………… …………………………………….……………………………………………………………………………………



Web resources Links to information and suggested issues www.generationnation.org/learn Contact officials http://generationnation.org/index.php/CLC/entry/local‐government‐who‐does‐what

Letter to the editor www.charlotteobserver.com/2008/08/05/108022/write‐the‐forum.html Make your voice heard by voting on candidates and issues http://generationnation.org/index.php/election Share an idea http://generationnation.org/index.php/CLC/entry/my‐wish‐and‐ideas Get involved in government and civic leadership http://generationnation.org/index.php/youthvoice


http://www.generationnation.org/learn

http://generationnation.org/index.php/CLC/entry/local-government-who-does-what

http://www.charlotteobserver.com/2008/08/05/108022/write-the-forum.html

http://generationnation.org/index.php/election

http://generationnation.org/index.php/CLC/entry/my-wish-and-ideas

http://generationnation.org/index.php/youthvoice

6ACTIVE CITIZENSHIPGrades 6-8©2005 Kids Voting USA, Inc. – All rights reserved.

DECISION-MAKING CHART

THE DECISION-MAKING CHART

CONSIDER:Does this information

represent the entire issue? Do Ineed more information

on other parts ofthis issue?

CONSIDER:Was this information

developed to trigger emotions?Does it make me angry, scared,

happy, confused?

CONSIDER:Upon whom does this

issue have an impact? Do I haveinput from everyone who may

be affected bythis issue?

Decision:

Ask: Is this informationessential to the decision?

YES NO

Ask: Is this informationcredible?

YES NO

Ask: Does this information fitwith other known facts?

YES NO

Ask: Is this informationenough to make a decision?

YES NO

Ask: Is the source reliable?

Gather (more) information

YES NO

Civic Learning Opportunity: Election 2013 For more information visit www.generationnation.org

This learning opportunity educates students about democracy, reading and analyzing information, the election process, making decisions, different levels of government, ways that citizens participate in political life, and more. In 2012, over 100,000 Charlotte‐Mecklenburg students participated. What is the mock election program? K‐12 students experience elections through hands‐on activities. They learn about and vote on real candidates and issues and take part in community service‐learning to compliment classroom learning about civics and democracy in the classroom.

Kids Voting is a program of GenerationNation. Educational resources are available to help students to learn about government, the candidates, the election process, and student voice on community policies and decisions impacting K‐12 students.

K‐12 students have different ways to participate

Vote at school (October 22 – November 5, as determined by School Representative) Vote in designated polling places (October 26, November 1, November 2, and November 5) Community service‐learning (October 26, November 1, November 2, and November 5) GenerationNation can also assist your school with other elections through the year

Student Ballot Questions – Election 2013 The following is a list of ALL races – your students will only vote on certain questions based on age and location.

Grades K‐12 ‐ Mayor (Charlotte, Cornelius, Davidson, Huntersville, Matthews, Mint Hill, Pineville) Grades 3‐12 ‐ School Board and Education Bonds Grades 6‐12 ‐ Charlotte City Council At‐Large and Town Councils Grades 3‐12 will have opportunity to vote in student referendum on local issues (student voice on issues highlighted by city, county and CMS leadership)

When are results announced? Students’ votes are tabulated and reported to the community, announced through the media and

posted on www.generationnation.org

School‐level results are available for schools using the online ballot

www.GenerationNation.org GenerationNation GenNation


election 2013 activities

News & Politics

related learning opportunity

charlottemecklenburg

andwillbeagood representative

handson activities

different levels of

election process

leade issue