Distracted driving civics

Civic Learning Opportunity
Issue: Distracted Driving
Overview
This activity uses the public issue of distracted driving (especially texting while
driving) to help students learn about roles of government, legislative process,
leadership, civic participation and other topics; analyze and think critically about
information; and engage in civic action to make a difference.
Objective
Using the example of texting while driving laws, students will learn about:
ƒ Public issues related to distracted driving
ƒ Legislative process in North Carolina
ƒ Analyzing and thinking critically about information related to public policy
ƒ Strategies used to identify and address public issues in NC and other states
ƒ Opportunities to take civic action to help solve a problem
Grades
The activity targets students in Civics & Economics, and can also be used in 8th
grade social studies and other courses. Aligns to Common Core and NC Essential
Standards for social studies (attached). It is also easily adapted for other grades
and subjects.
This activity is sponsored by
www.GenerationNation.org GenerationNation @GenNation

LEARN ABOUT THE ISSUE
Distracted Driving
More people have mobile phones than ever before. Many use the device to send text
messages, sometimes while driving. People who text while they are driving are distracted
drivers ‐ resulting in accidents, injury and loss of life. Many teen drivers or passengers report
using cell phones and texting while in the car.
A few statistics from the Federal Communications Commission:
• The National Highway Traffic Safety Administration reported that in 2010, driver
distraction was the cause of 18 percent of all fatal crashes – with 3,092 people killed –
and crashes resulting in an injury – with 416,000 people wounded.
• Forty percent of all American teens say they have been in a car when the driver used a
cell phone in a way that put people in danger, according to a Pew survey.
• The Virginia Tech Transportation Institute found that text messaging creates a crash
risk 23 times worse than driving while not distracted.
• Eleven percent of drivers aged 18 to 20 who were involved in an automobile accident
and survived admitted they were sending or receiving texts when they crashed.
In May 2013, Missouri teen Savannah Nash was killed in an accident just 6 days after getting her
driver’s license. Law enforcement reported that the teenager was texting when she pulled in
front of a truck.
Wonder how texting impacts driving? Play SMS Racing and find out. (see resource page)
Government addresses the issue
Across the country, citizens and leaders have identified distracted driving as a major public
issue. Different states and agencies have recommended and approved different policies and
laws to address the issue. (Use the web resource guide to read more about other states.)
In North Carolina, legislators in the General Assembly passed a law in 2006 prohibiting teens
from using cell phones while driving.
In 2009, additional legislation targeted texting while driving. After several meetings, votes and
revisions, the bill was passed into law and took effect on December 1, 2009. It prohibits drivers
of any age from texting while driving.
The Town of Chapel Hill enacted an ordinance – a local law – prohibiting any driver of any age
from using a cell phone while driving (both handheld and hands‐free). The ban was supposed to
be effective October 1, 2013, but has been challenged by the NC Supreme Court.

THINK AND ANALYZE
Here are a few essential questions to start thinking about and analyzing this issue:
ƒ How does a public issue come to the attention of lawmakers?
ƒ Do you think it is government’s business to know what you do as an individual? How does
this tie in with rights and responsibilities?
ƒ Why does a legislator decide to sponsor a bill? What is the purpose of a co‐sponsor?
ƒ What are some reasons a lawmaker might have to vote for/against a bill like a cell phone or
texting ban?
ƒ What are the key steps in the legislative process?
ƒ How do you find out what the laws are?
ƒ Do you think laws are easy to read and understand? Why or why not?
ƒ Do you think the cell phone and texting laws help to solve the problem of distracted
driving?
ƒ Are the penalties high enough?
ƒ Do you have other ideas for ending the problem?
ƒ Do you think the laws for teens and adults should be different? Why or why not? Why do
you think they are different?
ƒ Do you think teens understand the issues/laws about distracted driving? Why or why not?
ƒ Can you think of other examples of laws, policies or issues that specifically impact young
people?
ƒ Do you think public officials care what young people think? Why or why not? How can
student voice make a difference?

YOUR TURN: DECIDE AND ACT
Citizens and leaders collaborate to solve problems. As a student, your perspective is important
for effective policies and decisions impacting young people.
What do YOU think about distracted driving and teens? Do you think that the laws are making a
difference? How would you address the issue?
What’s the law?
Read and summarize the legislation, and then answer these questions:
ƒ Does the legislation state the problem, and the solution, clearly?
ƒ What is the punishment for violating the law? Is this an effective deterrent?
ƒ The different versions of the bill show which words were added or deleted as it was
revised and then approved. Were the edits helpful?
ƒ Do most students know about the distracted driving laws? How should they be
publicized to reach the most people?
ƒ See what other states are doing to solve the problem. Write your own legislation. What
are you proposing that is different? Why?
Make your voice heard
Public officials make decisions that impact us every day. Do you have an idea to solve the
problem of teen distracted driving? Let them know what’s on your mind! The news media helps
to highlight public issues and government’s policies and solutions. Social media is a great tool
for sharing information. And, many public officials, journalists, and teens use it.
Do you have an idea to solve the problem of teen distracted driving?
ƒ Write a news article or opinion, make a video, or post your idea on social media. Share it
with GenerationNation. We’ll make sure to let officials and media know!
ƒ Make a Wish for My Community/Photovoice (see resources)
ƒ Contact officials (see resources)
Celebrate My Drive
State Farm encourages teens – and teachers, parents, and others at your school and in the
community – to make a commitment to safe driving. To celebrate and encourage this
commitment, State Farm invites you to participate in Celebrate My Drive. Register, and then
ask people to make a commitment to safe driving daily during Celebrate My Drive week. The
schools with the most safe driving commitments can win BIG grants and prizes.
State Farm agents can also visit your classroom to talk about safe driving, personal financial
literacy, and related topics. Contact GenerationNation to learn more.

RESOURCES
Federal Communications Commission – The Dangers of Texting While Driving
http://www.fcc.gov/guides/texting‐while‐driving
Governors Highway Safety Association – Laws in each state
http://www.ghsa.org/html/stateinfo/laws/cellphone_laws.html
Texting teen dies 6 days after getting license
http://www.kctv5.com/story/22276100/person‐dies‐in‐wreck‐in‐cass‐county
http://www.nydailynews.com/news/national/texting‐caused‐teen‐crash‐death‐cops‐article‐
1.1347892
Can you be liable for texting a driver (New Jersey laws)
http://www.cnn.com/2013/08/29/tech/mobile/texting‐driving‐jersey‐explainer/index.html
Poll finds support for cell phone/driving restrictions
http://www.newsobserver.com/2010/02/22/351576/in‐poll‐nc‐says‐hang‐up‐and‐drive.html
OMG! R U driving while texting?
http://www.newsobserver.com/2009/11/29/216464/omg‐r‐u‐driving‐nc‐texting‐ban.html
Teen drivers who text are more persistent, harder to catch
http://www.newsobserver.com/2012/07/02/2191125/texting‐teens‐more‐persistent.html
About the North Carolina General Assembly
http://generationnation.org/index.php/learn/entry/north‐carolina‐general‐assembly
A student’s guide to finding legislation online
http://generationnation.org/index.php/learn/entry/finding‐legislation‐online‐advice‐from‐a‐student
NC Laws: Texting
NC General Statute
http://www.ncleg.net/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20
‐137.4A.html
NC House Bill 9 / State
http://www.ncga.state.nc.us/gascripts/BillLookUp/BillLookUp.pl?Session=2009&BillID=
H9

Cell phone use prohibited for drivers under 18
NC Senate Bill 1289
http://www.ncga.state.nc.us/gascripts/BillLookUp/BillLookUp.pl?Session=2005&BillID=s
1289
NC General Statute
http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_20
/GS_20‐137.3.html
Texting while driving ban becomes law
http://www.wral.com/news/state/story/5394218/
Town of Chapel Hill Cell Phone Ban (no hand‐held or hands‐free while driving)
www.townofchapelhill.org/cellphoneban
Related court case: http://appellate.nccourts.org/opinions/?c=1&pdf=31737
NC Advocates for Justice
http://ncadvocatesforjustice.wordpress.com/2013/07/15/ban‐tractor‐trailer‐truck‐drivers‐texting‐
on‐nc‐roads‐now/
State Farm Teen Drivers
http://learningcenter.statefarm.com/auto/teen‐drivers/
State Farm Celebrate My Drive
http://www.celebratemydrive.com/
* Register your school by October 7 http://www.celebratemydrive.com/Registration.aspx
* Highlight safe driving by getting people to sign the commitment pledge – win big grants and
prizes for your school!
http://celebratemydrive.com/Prizes
SMS Racing Simulator
Texting while driving (play in browser or download; classroom version available)
http://holdenlink.com/project/sms‐racing/
A Wish or Idea for My Community
http://generationnation.org/index.php/learn/entry/my‐wish‐and‐ideas
Talking with Officials
http://www.generationnation.org/documents/LocalGovt_whodoeswhat.pdf

Alignment
The activities are flexible to plug into your lesson plan. Suggested ways to align to Common Core
and NC Essential Standards include the following.
Grade 10 Common Core
CCSS.ELA‐Literacy.RH.9‐10.1 Cite specific textual evidence to support analysis of
primary and secondary sources, attending to such features
as the date and origin of the information.
CCSS.ELA‐Literacy.RH.9‐10.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of how
key events or ideas develop over the course of the text.
CCSS.ELA‐Literacy.RH.9‐10.3 Analyze in detail a series of events described in a text;
determine whether earlier events caused later ones or
simply preceded them.
CCSS.ELA‐Literacy.RH.9‐10.4 Determine the meaning of words and phrases as they are
used in a text, including vocabulary describing political,
social, or economic aspects of history/social science.
CCSS.ELA‐Literacy.RH.9‐10.9 Compare and contrast treatments of the same topic in
several primary and secondary sources.
CCSS.ELA‐Literacy.WHST.9‐10.1 Write arguments focused on discipline‐specific content.
CCSS.ELA‐Literacy.WHST.9‐10.2
Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
Civics & Economics
CE.C&G.2 Analyze government systems within the United States in
terms of their structure, function and relationships.
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 the
protection of citizens (e.g., federalism, the three branches,
court system, jurisdictions, judicial process, agencies,
etc.).

CE.C&G.2.2
Summarize the functions of North Carolina state and local
governments within the federal system of government
(e.g., local charters, maintain a militia, pass ordinances
and laws, collect taxes, supervise elections, maintain
highways, types of local governments, etc.).
CE.C&G.2.6
Evaluate the authority federal, state and local
governments have over individuals’ rights and privileges.
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.3.2
Compare lawmaking processes of federal, state and local
governments (e.g., committee system, legislative process,
bills, laws, veto, filibuster, cloture, proposition, etc.).
CE.C&G.3.5
Compare jurisdictions and methods of law enforcement
applied at each level of government, the consequences of
noncompliance to laws at each level and how each reflects
equal protection under the law(e.g., Department of
Justice, Regulatory Commissions, FBI. SBI, Homeland
Security, Magistrate, State troopers, Sheriff, City police,
Ordinance, Statute, Regulation, Fines, Arrest, etc.).
CE.C&G.3.6
Explain ways laws have been influenced by political
parties, constituents, interest groups, lobbyists, the media
and public opinion (e.g., extension of suffrage, labor
legislation, civil rights legislation, military policy,
environmental legislation, business regulation and
educational policy).
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, etc.)
CE.C&G.4.4
Analyze the obligations of citizens by determining when
their personal desires, interests and involvement are
subordinate to the good of the nation or state (e.g.,
Patriot Act, Homeland Security, sedition, civil rights, equal
rights under the law, jury duty, Selective Services Act, rule

of law, eminent domain, etc.)
Grade 8
CCSS.ELA‐Literacy.RH.6‐8.1
Cite specific textual evidence to support analysis of
primary and secondary sources.
CCSS.ELA‐Literacy.RH.6‐8.2 Determine the central ideas or information of a primary or
secondary source; provide an accurate summary of the
source distinct from prior knowledge or opinions.
CCSS.ELA‐Literacy.RH.6‐8.3 Identify key steps in a text’s description of a process
related to history/social studies (e.g., how a bill becomes
law, how interest rates are raised or lowered).
CCSS.ELA‐Literacy.WHST.6‐8.1
Write arguments focused on discipline‐specific content.
CCSS.ELA‐Literacy.WHST.6‐8.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/
experiments, or technical processes.
8.H.3.2
Explain how changes brought about by technology and
other innovations affected individuals and groups in North
Carolina and the United States (e.g. advancements in
transportation, communication networks and business
practices).
8.H.3.3
Explain how individuals and groups have influenced
economic, political and social change in North Carolina
and the United States.
8.H.3.4
Compare historical and contemporary issues to
understand continuity and change in the development of
North Carolina and the United States.

GS_20-137.3 http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20-1...
§ 20-137.3. Unlawful use of a mobile phone by persons under 18 years of age.
(a) Definitions. - The following definitions apply in this section:
(1) Additional technology. - Any technology that provides access to digital media including, but not
limited to, a camera, music, the Internet, or games. The term does not include electronic mail or
text messaging.
(2) Mobile telephone. - A device used by subscribers and other users of wireless telephone service to
access the service. The term includes: (i) a device with which a user engages in a call using at least
one hand, and (ii) a device that has an internal feature or function, or that is equipped with an
attachment or addition, whether or not permanently part of the mobile telephone, by which a user
engages in a call without the use of either hand, whether or not the use of either hand is necessary
to activate, deactivate, or initiate a function of such telephone.
(3) Wireless telephone service. - A service that is a two-way real-time voice telecommunications
service that is interconnected to a public switched telephone network and is provided by a
commercial mobile radio service, as such term is defined by 47 C.F.R. § 20.3.
(b) Offense. - Except as otherwise provided in this section, no person under the age of 18 years shall operate
a motor vehicle on a public street or highway or public vehicular area while using a mobile telephone or any
additional technology associated with a mobile telephone while the vehicle is in motion. This prohibition shall not
apply to the use of a mobile telephone or additional technology in a stationary vehicle.
(c) Seizure. - The provisions of this section shall not be construed as authorizing the seizure or forfeiture of a
mobile telephone, unless otherwise provided by law.
(d) Exceptions. - The provisions of subsection (b) of this section shall not apply if the use of a mobile
telephone is for the sole purpose of communicating with:
(1) Any of the following regarding an emergency situation: an emergency response operator; a
hospital, physician's office, or health clinic; a public or privately owned ambulance company or
service; a fire department; or a law enforcement agency.
(2) The motor vehicle operator's parent, legal guardian or spouse.
(e) Penalty. - Any person violating this section shall have committed an infraction and shall pay a fine of
twenty-five dollars ($25.00). This offense is an offense for which a defendant may waive the right to a hearing or trial
and admit responsibility for the infraction pursuant to G.S. 7A-148. No drivers license points, insurance surcharge, or
court costs shall be assessed as a result of a violation of this section. (2006-177, s. 1; 2009-135, s. 1.)

G.S. 20-137.4A http://www.ncleg.net/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20-137.4A...
§ 20-137.4A. Unlawful use of mobile telephone for text messaging or electronic mail.
(a) Offense. - It shall be unlawful for any person to operate a vehicle on a public street or highway or public
vehicular area while using a mobile telephone to:
(1) Manually enter multiple letters or text in the device as a means of communicating with another
person; or
(2) Read any electronic mail or text message transmitted to the device or stored within the device,
provided that this prohibition shall not apply to any name or number stored in the device nor to
any caller identification information.
(a1) Motor Carrier Offense. - It shall be unlawful for any person to operate a commercial motor vehicle
subject to Part 390 or 392 of Title 49 of the Code of Federal Regulations on a public street or highway or public
vehicular area while using a mobile telephone or other electronic device in violation of those Parts. Nothing in this
subsection shall be construed to prohibit the use of hands-free technology.
(b) Exceptions. - The provisions of this section shall not apply to:
(1) The operator of a vehicle that is lawfully parked or stopped.
(2) Any of the following while in the performance of their official duties: a law enforcement officer; a
member of a fire department; or the operator of a public or private ambulance.
(3) The use of factory-installed or aftermarket global positioning systems (GPS) or wireless
communications devices used to transmit or receive data as part of a digital dispatch system.
(4) The use of voice operated technology.
(c) Penalty. - A violation of this section while operating a school bus, as defined in G.S. 20-137.4(a)(4), shall
be a Class 2 misdemeanor and shall be punishable by a fine of not less than one hundred dollars ($100.00). Any other
violation of this section shall be an infraction and shall be punishable by a fine of one hundred dollars ($100.00) and
the costs of court.
No drivers license points or insurance surcharge shall be assessed as a result of a violation of this section. Failure
to comply with the provisions of this section shall not constitute negligence per se or contributory negligence per se
by the operator in any action for the recovery of damages arising out of the operation, ownership, or maintenance of
a vehicle. (2009-135, s. 2; 2012-78, s. 9.)

YIELD
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When teens drive 2N2®, it’s a cause to
CELEBRATE
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WHAT? Celebrate My Drive® encourages teens to make positive choices as they begin driving,
like 2N2 -- 2 eyes on the road, 2 hands on the wheel.
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WHY? More teens die from car crashes than any other cause – and the first year is the
most dangerous.
YIELD
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SPEED
LIMIT
25
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WHEN? U.S. National Teen Driver Safety Week, October 15-24, 2014
WHO? High school students age 14+, along with their schools, communities, friends and families,
uniting to take part in local Celebrate My Drive events and make safe driving commitments.
The 100 high schools with the most commitments will be awarded a total of $3.25 million* in grants:
2 schools receive a $100,000 grant and a Grand Prize Concert by
GRAMMY® Nominated The Band Perry
8 schools get a $100,000 grant
90 schools get a $25,000 grant
Learn more and register your high school at celebratemydrive.com
and Like us at facebook.com/CelebrateMyDrive for news and updates.
*10% of each grant award must be allocated to teen driver safety programs.
THE STATE FARM® CELEBRATE MY DRIVE® PROMOTION ABBREVIATED RULES. NO PURCHASE NECESSARY TO ENTER OR WIN. Open to legal residents of the U.S. & DC (except NH), Canadian provinces of Alberta, New
Brunswick & Ontario who are 14 yrs or older with Internet access & a valid e-mail address. Void in New Hampshire, Quebec, Nova Scotia, Manitoba, British Columbia, Prince Edward Island, Saskatchewan & Newfoundland/Labrador.
NOTE: Any high school that won a Grand or First Prize in the 2013 State Farm® Celebrate My Drive Promotion is not eligible to win a Grand or First Prize in this 2014 Promotion. High school registration is required to participate.
Registration begins at 12:00:01 AM CT on 08/01/14. Registration ends at 11:59:59 PM CT on 10/07/14. Register at www.celebratemydrive.com where directions are provided. All registered high schools will be divided into
2 categories: Large: 750+ students or Small: Fewer than 750 students. Make a Safe Driving Commitment between 12:00:00 AM CT on 10/15/14 & 11:59:59 PM CT on 10/24/14 at www.celebratemydrive.com. Limit (1)
commitment, per person, per e-mail address, per day. Odds of winning depend on the total number of commitments received for each high school. Grand Prizes: (1) per category: $100,000 USD Grant & a Concert. First Prizes:
(4) per category: $100,000 USD Grant. (90) Second Prizes (45) per category: $25,000 USD Grant. Taxes are each high school’s responsibility. High school representative of any winning Canadian high schools will be required to
correctly answer a time-limited mathematical skill-testing question. For the name of the winning high schools, visit www.celebratemydrive.com or send a SASE to: Celebrate My Drive Winners, P.O. Box 13199, Bridgeport, CT
06673-3199. Contest subject to the full Official Rules available at www.celebratemydrive.com or by sending a SASE to: Celebrate My Drive Rules, P.O. Box 13199, Bridgeport, CT 06673-3199. Residents of Canada & VT may omit
return postage. Sponsor/Prize Provider: State Farm Mutual Automobile Insurance Company, Bloomington, IL. Administrator: teamDigital Promotions, Inc., Bethel, CT.
GRAMMY is a registered trademark of National Academy of Recording Arts & Sciences, Inc.

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