Election2014learning activities

Civic Learning Opportunity
Election 2014
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.
Objective
Through the activities, students will:
ƒ Learn about the roles and structure of government
ƒ Gather, read, and analyze information, and use it to think critically and
make decisions and take action
ƒ Identify and problem‐solve community issues, and communicate those
solutions and ideas
ƒ 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

WEB RESOURCES
GET READY
(Teachers)
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‐2014
5 tips for being an active, informed voter
www.generationnation.org/documents/5_tips_for_being_an_active,_informed_voter.pdf
LEARN
Student candidate guide
www.generationnation.org/index.php/election/candidateguide2014
Vocabulary
www.generationnation.org/documents/ElectionsandVotingVocab.pdf
Reading, analyzing, and using information
http://generationnation.org/index.php/learn/entry/reading‐analyzing‐and‐using‐information
Reading, analyzing and using information activity and worksheet
www.generationnation.org/documents/readinginformation_activity_worksheet.pdf
THINK
Getting the message across
www.generationnation.org/documents/GETTING_THE_MESSAGE_ACROSS_debates.pdf
Pick and predict
www.generationnation.org/documents/Pick_predict.pdf
Write the headline
www.generationnation.org/documents/Write_headline.pdf
Essential questions
www.generationnation.org/documents/A_few_essential_questions_about_elections_and_voting.pdf
Check the facts
www.generationnation.org/index.php/learn/entry/checking‐facts

DECIDE
Rate the Candidates, a decision‐making chart for student voters
www.generationnation.org/documents/ratethecandidates_.pdf
ACT
GenerationNation’s Kids Voting Election 2014
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
http://www.ncsbe.gov/ncsbe/registering‐to‐vote
Mecklenburg Board of Elections
www.meckboe.org
Check the election 2014 page, where we will continue to post links and info
www.generationnation.org/index.php/learn/entry/learning‐opportunity‐election‐2014

5 tips for being an active, informed voter
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 one issue.
2. THINK about, and ANALYZE, the information
Do you have enough information to make a decision? (if not, find more information!)
• 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?
• 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 your candidate, or position on an issue
Review what you have learned about the candidates. Based on the information you know, rate the
candidates, and use that information to make a good decision. Consider the candidate’s background,
positions, traits, and any other information important to you. Did they share ideas and solutions, or
mostly complain? Decide which candidate you think will do the best job.
4. TAKE ACTION
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. 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 Charlotte‐Mecklenburg Youth Council and help 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!

Elections & Voting Vocabulary
APATHY – Lack of interest or concern
BALLOT – Printed form or other item used in voting; marked ballots are put into the BALLOT
BOX
CAMPAIGN – Course of action designed to influence voters in an election
CANDIDATE – Person who seeks or is put forward by others for a political office
CAUCUS – Closed meeting of party members to determine nominations
CITIZEN – Person who was born in or chooses to live in and become a member of a country. A
RESIDENT is a person who lives in a specific jurisdiction
COUNTY COMMISSION ‐ The governing body of Mecklenburg County, led by COMMISSIONERS
CONGRESS – Legislative group consisting of the House of Representatives and the Senate
CONGRESSIONAL DISTRICT – A political subdivision for the purpose of electing U.S.
representatives
CONSTITUENCY – All the voters of a particular district
CONVENTION – A formal meeting of members of a party to nominate candidates to run for
president
COUNTY – A major unit of local government
CROSSOVER VOTE – A vote by a member of one party for a candidate of another party
DELEGATE – A person given power or authority to vote for others; a representative
DEMOCRACY – Government that is run by the people who live under it
DEMOCRAT – A member of the Democratic party, one of the two major political parties
ECONOMY – The way a country produces, divides up and uses its money and goods
ELECT – To choose by voting
GenerationNation | www.GenerationNation.org | info@GenerationNation.org

ELECTION CAMPAIGN – Series of operations designed to win votes for a certain candidate,
party or proposal
ELECTORAL COLLEGE – A group of representatives chosen by voters to elect the president and
the vice president of the United States
ELECTORATE – Those eligible to vote
ELECTORS – The individuals chosen by the voters to elect the president and vice president of
the United States (each state’s electors number the same as its senators and representatives)
FEDERAL – Of or describing a union of states having a central government
FELON – A person guilty of a crime more serious than a misdemeanor
FRANCHISE – The constitutional right to vote
GENERAL ELECTION – Statewide elections held so that registered voters can decide the state
and national officials who will head the government
GERRYMANDERING – The drawing up of voting districts in unusual shapes in order to benefit a
certain group
GOVERNMENT – The group of people in charge of ruling or managing a country, state, city or
other place
GOVERNOR – The person elected to be head of the government of a United States state
GUBERNATORIAL ELECTION – The selection of a governor by a state’s voters
HOUSE OF REPRESENTATIVES – The lower house of the Congress consisting of 435 members
who each serve two‐year terms (and can be re‐elected)
INCUMBENT – A person currently holding office
INDEPENDENT VOTER – A voter who does not belong to a political party
ISSUES – Problems and ideas to be talked about, questioned, decided upon and voted on

MAJOR PARTY – The Democratic or Republican Party (sometimes there is a Third Party, such as
Libertarian)
NOMINATE – To propose or offer the name of someone for political office
NOMINEE – The person that a political party names, or nominates, to represent it in a general
election
NONPARTISAN – Not associated with a particular political party
NONPARTISAN ELECTIONS – Elections usually held at the state or local level: the candidate’s
party membership is not given on the ballot
OFFICE – A political position
PARTISAN – Associated with a particular political party
PARTY – An organization working to gain political power or control
PARTY PLATFORM – Statement of the principles or beliefs of a political group
PLANK – A stand on an issue by a political party; planks comprise a party platform
POLITICAL AFFILIATION – The party in which a voter is registered
POLITICAL CARTOON – A cartoon developed to represent a particular view through humor
POLITICAL PARTY – A group of people who join together because they share many ideas about
what government should do
POLLSTER – Person or company that researches public opinion
POLL – To collect opinions about important issues or happenings
POLLING PLACE – Place where votes are cast
POLLS – A place where votes are cast
PRESIDENTIAL ELECTION – An election to choose a president and vice president

PRIMARY ELECTION – Preliminary elections in which voters choose party candidates to run for
office on their party ticket in general elections
PROPAGANDA – Ideas or information that a group of people deliberately spread to try to
influence the thinking of other people
REGISTER – The process by which a persons’ name is added to the list of eligible voters
REPUBLICAN – Member of the Republican political party, one of the two major political parties
SENATE – The upper house of the Congress, with two members from each state (100 members
total) who each serve six‐year terms
STATE HOUSE, SENATE AND LEGISLATURE ‐ In NC, the state legislature meets biennially; state
house members and state senators represent counties and districts and each serve 2‐year
terms
SUFFRAGE – The right to vote
VOTE – A method by which people choose their leaders and decide public issues. To count the
votes, you TALLY the votes to find out the RETURNS, or the overall results of a vote

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:
ƒ Read, analyze and think critically about information
ƒ Define a public policy, issue, government process, or decision, and come up
with problem‐solving ideas
ƒ Identify the roles of government, leaders, citizens, businesses or media in
policy and decision‐making
ƒ 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:
ƒ Government websites, especially legislation and other documents that outline the issue
and the government’s solution for it.
ƒ News media, gathering information from multiple sources.
ƒ 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:
ƒ 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?
ƒ 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:
ƒ Communicate with elected officials
ƒ Write a letter to the newspaper editor
ƒ Make your voice heard by voting
ƒ Share your ideas
ƒ 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

THE DECISION-MAKING CHART
DECISION-MAKING CHART
Grades 6-8 ACTIVE CITIZENSHIP 6
Gather (more) information
Ask: Is the source reliable?
YES NO
©2005 Kids Voting USA, Inc. – All rights reserved.
CONSIDER:
Does this information
represent the entire issue? Do I
need more information
on other parts of
this 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 have
input from everyone who may
be affected by
this issue?
Decision:
Ask: Is this information
essential to the decision?
YES NO
credible?
YES NO
Ask: Does this information fit
with other known facts?
YES NO
enough to make a decision?
YES NO

GETTING THE MESSAGE ACROSS
Watch candidates in interviews and debates. Write your answers or share in groups, with your class or at home.
ƒ What is the key message the candidate is trying to deliver?
ƒ How does the speaker communicate the information? Does the candidate read from a piece of paper?
ƒ Does the candidate raise or lower his/her voice or move his/her hands to illustrate a specific point?
ƒ Does the speaker show emotions and expressions? How? Why? When?
ƒ Does the candidate look confident? How can you tell?
ƒ How is the candidate dressed? Does this matter?
ƒ Do people pay attention? How?
ƒ Is the candidate persuasive? How?
ƒ 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

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:
ƒ Decide which 1‐3 topics are most important to you.
ƒ Then decide which 1‐3 topics you predict the candidates will talk about.
ƒ 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:
ƒ Were your topics covered? How many times? Did you correctly predict what the candidates would talk about?
POSSIBLE TOPICS
Children/ Youth
Cities
Economy
Environment
Global issues
Government
Healthcare
Housing
Immigration
Jobs
Justice
K‐12 Education
Leadership
Military
Politics
Pre‐K Education
Regionalism
Research
Safety
Schools
Taxes
Technology
Terrorism
Transportation
Women’s issues
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.
ƒ If you were reporting on what the candidate said, what would your headline be?
ƒ The next day, read actual headlines. Were you close? Were they right? Why or why not?
ƒ 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:
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)

A few essential questions about elections and voting
Candidates and
issues
ƒ Do candidates make promises? Can you give me an
example?
ƒ Do all candidates keep the promises they make once
they are elected?
ƒ What can you do to make sure that candidates keep
their promises when they are elected?
ƒ What do you think is important to do once an election is
over?
ƒ How do candidates try to win an election?
ƒ Can you give me an example of an issue?
ƒ What issues are important to you?
ƒ Why is it important to study the candidates?
ƒ Why is it important to study the issues?
ƒ What can you do to study the candidates and issues?
Citizenship ƒ How do you support your country?
ƒ Do you know people who don’t care about our
government? Why do you think they don’t care?
ƒ If the majority of Americans think something is good,
are they always going to be right?
ƒ What do adults do to contribute to our country? Kids?
ƒ What can you do to make our country better?
ƒ What do you think is the best thing about living in
America?
Communicating ƒ Have you ever told anyone how you felt about
something that was important to you?
ƒ What do you think is a good way to share an opinion

with someone else?
ƒ Is it always easy to say how you feel?
ƒ Do people always agree with you?
ƒ What do you do when someone disagrees with you?
ƒ Do you know what it means to communicate?
ƒ What makes a good communicator?
Democracy ƒ Have you heard the word “democracy” before? Where
and when?
ƒ Who has the power in a democracy? The leader or the
people he/she leads?
ƒ Sometimes people don’t agree with the decisions that
are made in a democracy. Should everyone still have to
stand by those decisions? Why or why not?
ƒ How are decisions made in a democracy? If you did not
live in a democracy, what do you think you would be
missing?
ƒ How can you, as students, participate in a democracy?
ƒ Does everyone you know understand what a democracy
is? What can you do to help others understand
democracy?
ƒ Why is democracy the fairest form of government?
Election ƒ What’s involved in an election?
ƒ What is the purpose of an election?
ƒ Are there different kinds of elections? If so, what are
they? What makes them different?
ƒ Do people have to follow rules in elections? Why or why
not?
ƒ Do people have to be nice to the people running the
elections? Why or why not?

Gathering
information and
making decisions
ƒ Why is information important?
ƒ What are sources of information?
ƒ Is everything that you hear or read true?
ƒ How do you decide if something is true?
ƒ Why is important to gather information before making a
decision?
ƒ What makes one source of information better than
another?
ƒ How is the media helpful to voters? How is the media
helpful to candidates? How about the reverse?
ƒ What makes some decisions good and other ones bad?
ƒ Tell me about a decision you have made. Do you think it
was a good decision, why or why not?
Government ƒ What are the 3 branches of government?
ƒ What are the differences and similarities between the 3
branches of government?
ƒ What are the different levels of government? Why are
there different levels of government? (local, state,
federal, etc.)
ƒ Can you name an office in local government? In state
government? In federal government? How about in
each branch of government?
ƒ What does government do? Why does it exist?
ƒ Are there careers in government? Give me some
examples. (You can have almost every kind of job in
government, even at the local level – accounting, art,
landscaping, police, IT, law, writing, scientist, etc.)
Leadership ƒ What types of people make good leaders? Good elected
officials?

ƒ Can you think of examples of people who have
demonstrated leadership this year? How have you
shown others that you are a leader?
ƒ Can anyone be a leader? Are you born a leader or do
you learn leadership, like you learn how to ride a bike or
read?
ƒ What are the qualities of a leader?
Right to vote ƒ Do you know that the right to vote is called suffrage?
What does having the right to vote mean?
ƒ Do those with the right to vote have more power than
those without?
ƒ Does everyone have the right to vote? Who does? Who
doesn’t?
ƒ Why would you want the right to vote? Why do you
think so many people in general do no vote in our
country?
ƒ How might our country be different if the power to vote
was still limited to those who had it at the time of the
writing of the constitution?
Rights and
responsibilities
ƒ How are you responsible? Give me an example.
ƒ What does having a right mean?
ƒ Can you think of an example of a right?
ƒ What do you think the freedom of speech is?
ƒ What does the word “freedom” mean to you?
ƒ Do you think kids have rights? Are the same as adults’
rights?
ƒ The constitution guarantees us many of our rights. Why
do you think our forefathers felt that they needed to
protect our rights?
ƒ What are some of our protected rights?
ƒ Does freedom of speech mean that you can say

whatever you want whenever you want?
ƒ What does the word “freedom” mean to you?
ƒ Do you think kids have enough rights? Do you think
there are certain rights denied to you that you should
have?
ƒ What do you think are a citizen’s responsibilities?
ƒ How are you a responsible citizen?
Voter Apathy ƒ What is apathy?
ƒ Why are so many people apathetic when it comes to
voting?
ƒ What happens when people do not vote?
Voter
registration
ƒ What does it mean to be a ‘registered voter’?
ƒ What does registering to vote involve?
ƒ What happens if you want to vote and you aren’t
registered?
ƒ Why is it important to vote?
ƒ What do you accomplish when you register and vote?
ƒ Do you think it makes sense to be 18 and not exercise
your right to vote?
Voting ƒ What does voting entail? How old do you have to be?
Where do you go? What do you do?
ƒ What does voting accomplish?
ƒ Does voting make a difference? How?
ƒ What power does voting giving those who vote?
ƒ Have you ever been to a polling place? What was that
like?

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. Add up the scores. Make notes, too. This will help you to decide which candidate you want to vote for.
Office: ______________________________________________________________________________________________________
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
Will benefit young people
Economy/budgets
Education
Safety
Growth and transportation
Other topics

CANDIDATE:
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

ƒ
ƒ
ƒ
Civic Learning Opportunity: Election 2014
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. (Over 35,000 Charlotte‐
Mecklenburg students participated in 2013 local elections, and over 100,000 in 2012
presidential elections.)
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
ƒ Vote at school (October 21 – November 4, as determined by School Representative)
ƒ Vote in designated polling places (October 25, October 31, November 1, and November 4)
ƒ Community service‐learning (October 25, October 31, November 1, and November 4)
ƒ GenerationNation can also assist your school with other elections through the year
Student Ballot Questions – Election 2014
Grades K‐12 – US Senate
Grades 3‐12 – above, plus County Commission, city bond, and county sales tax referendum
Grades 6‐12 – above, plus US House, Sheriff, NC General Assembly
When are results announced?
ƒ Students’ votes are counted and reported to the community, announced through the media and
posted on www.generationnation.org
ƒ School‐level results are available for schools using the online ballot
www.GenerationNation.org GenerationNation GenNation

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!
ƒ Issues and topics important to or impacting youth
ƒ People: political leaders, candidates, civic leaders, media
ƒ Government meetings or decisions
ƒ Events and speeches; media coverage about the elections or civic issues
ƒ Your perspective about politics, government or leadership
ƒ Anything else you think is relevant and interesting!
ƒ 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.

YOUR TURN! BE A CITIZEN JOURNALIST
Tips for Reporting
ƒ Take photos and tweet about the event
ƒ 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
ƒ Tip: in at least one tweet, note you are a student. People want to know what you think!
ƒ 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
ƒ 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
ƒ We will post reports on social media, GN website, etc.
Tips for covering a news event
ƒ Importantly, as a student, your perspective is very important – and is often missing from
news reports and discussions about civic issues.
ƒ 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?
ƒ How will what has been proposed/discussed impact children and youth?
ƒ In an interview, use your phone to record and capture the quotes for later.
ƒ How did people react to what was being said? What did YOU think about what was said?
ƒ 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.
ƒ 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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