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

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@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?


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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!


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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


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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


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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
K

1

RI‐1
With prompting and support, ask and
answer questions about key details in a
text.

RI‐10
Read and comprehend informational texts.

RI‐1
Ask and answer questions about key details
in a text.

RI‐10

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...).

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

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.

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.

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
W‐2
could be resolved in homes, schools,
Write informative/explanatory texts in
which they name a topic, supply some facts classrooms and communities.
about the topic, and provide some sense of
closure.

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Kindergarten – Grade 2 Correlates to Common Core and NC Essential Standards for Social Studies

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

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.

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.

W‐2
2.C&G.2.2
Write informative/explanatory texts in
which they introduce a topic, use facts and Explain why it is important for citizens to
definitions to develop points, and provide a participate in their community.

concluding statement or section.


Grades 3‐5 Correlates to Common Core and NC Essential Standards for Social Studies

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.
RI‐10

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.
RI‐10

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.

W‐1
supporting a point of view with reasons
and information.
W‐2


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.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

Grades 3‐5 Correlates to Common Core and NC Essential Standards for Social Studies

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
supporting a point of view with reasons
and information.

RI‐10

W‐2


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.

Middle School Correlates to Common Core and NC Essential Standards for Social Studies

GRADE
6

READING INFORMATION
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

RH‐1

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

WRITING
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.

W‐1
specific content.

W‐2


SOCIAL STUDIES
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.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).


GRADE

READING INFORMATION

WRITING

8

RH‐1

W‐1
specific content.

W‐2

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.


SOCIAL STUDIES

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


GRADE

READING INFORMATION

WRITING


SOCIAL STUDIES
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.

High School Correlates to Common Core and NC Essential Standards for Social Studies

GRADE

READING INFORMATION

WRITING

SOCIAL STUDIES

Civics
&
Econ.

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

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.

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

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



GRADE

READING INFORMATION

WRITING

SOCIAL STUDIES
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.).



GRADE

READING INFORMATION

WRITING

US
RH‐1
History 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.

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.


SOCIAL STUDIES
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.)

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?

GenerationNation | www.GenerationNation.org | Home of K-12 civic education, Kids Voting, Youth Civics and Youth Voice

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

Housing

Research

Children/ Youth

Jobs

Safety

Cities

Justice

Schools

Economy

K‐12 Education

Taxes

Environment

Leadership

Technology

Global issues

Politics

Transportation

Government

Pre‐K Education

Working together

Healthcare

Regionalism

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

HOW MANY TIMES MY TOPICS
WERE MENTIONED

WHO COVERED THE TOPICS I AM
INTERESTED IN?

PREDICTION OF TOPICS

BIG TOPICS COVERED

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
HEADLINE
My Name:

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)

My headline:


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




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




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!


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 info@GenerationNation.org
or tag on social media (see below)

Video
Upload on YouTube, tag #GenNation and #youthvoice and
Email info@GenerationNation.org with video link

Written report/opinion (100‐200 words or less)
Send text in body of the email (not as an attachment)
Email to info@GenerationNation.org

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.


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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 info@GenerationNation.org
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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@GenNation

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) ……………………………….……………........………………………….......

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

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

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

© GenerationNation | www.GenerationNation.org

(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 COMMUNITY
………………… MY NEIGHBORHOOD
………………… 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:


(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 info@GenerationNation.org
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.


GenerationNation

@GenNation


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


GenerationNation

@GenNation


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?

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


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@GenNation

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?
…………………………………….……………………………………………………………………………………
…………………………………….……………………………………………………………………………………


GenerationNation

@GenNation

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


GenerationNation

@GenNation

THE DECISION-MAKING CHART

DECISION-MAKING CHART

CONSIDER:
Does this information
represent the entire issue? Do I
need more information
on other parts of
this issue?

Gather (more) information

Ask: Is this information
essential to the decision?
YES

NO

credible?
YES

NO

Ask: Does this information fit
with other known facts?
YES

CONSIDER:
Was this information
developed to trigger emotions?
Does it make me angry, scared,
happy, confused?

NO

Ask: Is the source reliable?
YES

NO
CONSIDER:
Upon whom does this
issue have an impact? Do I have
input from everyone who may
be affected by
this issue?

enough to make a decision?
YES

NO

Decision:

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

6

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


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Election 2013 activities

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