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:

Learn about the roles and structure of government

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

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

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

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

www.GenerationNation.org GenerationNation @GenNation


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


http://www.generationnation.org/index.php/learn/entry/learning-opportunity-election-2014


http://www.generationnation.org/index.php/election/candidateguide2014

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

http://generationnation.org/index.php/learn/entry/reading-analyzing-and-using-information

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

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

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

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

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

http://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


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

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

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

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

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

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

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

http://www.ncsbe.gov/ncsbe/registering-to-vote

http://www.meckboe.org/


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

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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



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:

Read, analyze and think critically about information

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

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

Learn ways that citizens take action on policy or decision

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



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

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

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

News media, gathering information from multiple sources.

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

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

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

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

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

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

Communicate with elected officials

Write a letter to the newspaper editor

Make your voice heard by voting

Share your ideas

Get involved



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



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

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

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

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

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



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

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


http://www.generationnation.org/learn

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

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

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

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

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

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

DECISION-MAKING CHART

THE DECISION-MAKING CHART

CONSIDER:Does this information

represent the entire issue? Do Ineed more information

on other parts ofthis issue?

CONSIDER:Was this information

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

happy, confused?

CONSIDER:Upon whom does this

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

be affected bythis issue?

Decision:

Ask: Is this informationessential to the decision?

YES NO

Ask: Is this informationcredible?

YES NO

Ask: Does this information fitwith other known facts?

YES NO

Ask: Is this informationenough to make a decision?

YES NO

Ask: Is the source reliable?

Gather (more) information

YES NO

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 his/her voice or move his/her hands to illustrate a specific point?

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

Does the candidate look confident? How can you tell?

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

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

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.

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

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

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

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

My headline:

Charlotte Observer http://www.charlotteobserver.com

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

WBTV http://www.wbtv.com

WCNC http://www.wcnc.com

WSOC http://www.wsoctv.com/

WFAE http://wfae.org/

WBT http://www.wbt.com/

(OTHER NEWS SOURCES)


http://www.charlotteobserver.com/

http://charlotte.news14.com/

http://www.wbtv.com/

http://www.wcnc.com/

http://www.wsoctv.com/

http://wfae.org/

http://www.wbt.com/

A few essential questions about elections and voting

Candidates and issues

Do candidates make promises? Can you give me an example?

Do all candidates keep the promises they make once they are elected?

What can you do to make sure that candidates keep their promises when they are elected?

What do you think is important to do once an election is over?

How do candidates try to win an election?

Can you give me an example of an issue?

What issues are important to you?

Why is it important to study the candidates?

Why is it important to study the issues?

What can you do to study the candidates and issues?

Citizenship How do you support your country?

Do you know people who don’t care about our government? Why do you think they don’t care?

If the majority of Americans think something is good, are they always going to be right?

What do adults do to contribute to our country? Kids?

What can you do to make our country better?

What do you think is the best thing about living in America?

Communicating Have you ever told anyone how you felt about something that was important to you?

What do you think is a good way to share an opinion


with someone else?

Is it always easy to say how you feel?

Do people always agree with you?

What do you do when someone disagrees with you?

Do you know what it means to communicate?

What makes a good communicator?

Democracy Have you heard the word “democracy” before? Where and when?

Who has the power in a democracy? The leader or the people he/she leads?

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?

How are decisions made in a democracy? If you did not live in a democracy, what do you think you would be missing?

How can you, as students, participate in a democracy?

Does everyone you know understand what a democracy is? What can you do to help others understand democracy?

Why is democracy the fairest form of government?

Election What’s involved in an election?

What is the purpose of an election?

Are there different kinds of elections? If so, what are they? What makes them different?

Do people have to follow rules in elections? Why or why not?

Do people have to be nice to the people running the elections? Why or why not?


Gathering information and making decisions

Why is information important?

What are sources of information?

Is everything that you hear or read true?

How do you decide if something is true?

Why is important to gather information before making a decision?

What makes one source of information better than another?

How is the media helpful to voters? How is the media helpful to candidates? How about the reverse?

What makes some decisions good and other ones bad?

Tell me about a decision you have made. Do you think it was a good decision, why or why not?

Government What are the 3 branches of government?

What are the differences and similarities between the 3 branches of government?

What are the different levels of government? Why are there different levels of government? (local, state, federal, etc.)

Can you name an office in local government? In state government? In federal government? How about in each branch of government?

What does government do? Why does it exist?

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 What types of people make good leaders? Good elected officials?


Can you think of examples of people who have demonstrated leadership this year? How have you shown others that you are a leader?

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?

What are the qualities of a leader?

Right to vote Do you know that the right to vote is called suffrage? What does having the right to vote mean?

Do those with the right to vote have more power than those without?

Does everyone have the right to vote? Who does? Who doesn’t?

Why would you want the right to vote? Why do you think so many people in general do no vote in our country?

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

How are you responsible? Give me an example.

What does having a right mean?

Can you think of an example of a right?

What do you think the freedom of speech is?

What does the word “freedom” mean to you?

Do you think kids have rights? Are the same as adults’ rights?

The constitution guarantees us many of our rights. Why do you think our forefathers felt that they needed to protect our rights?

What are some of our protected rights?

Does freedom of speech mean that you can say


whatever you want whenever you want?

What does the word “freedom” mean to you?

Do you think kids have enough rights? Do you think there are certain rights denied to you that you should have?

What do you think are a citizen’s responsibilities?

How are you a responsible citizen?

Voter Apathy What is apathy?

Why are so many people apathetic when it comes to voting?

What happens when people do not vote?

Voter registration

What does it mean to be a ‘registered voter’?

What does registering to vote involve?

What happens if you want to vote and you aren’t registered?

Why is it important to vote?

What do you accomplish when you register and vote?

Do you think it makes sense to be 18 and not exercise your right to vote?

Voting What does voting entail? How old do you have to be? Where do you go? What do you do?

What does voting accomplish?

Does voting make a difference? How?

What power does voting giving those who vote?

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



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.

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


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

Vote at school (October 21 – November 4, as determined by School Representative) Vote in designated polling places (October 25, October 31, November 1, and November 4) Community service‐learning (October 25, October 31, November 1, and November 4) 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? Students’ votes are counted and reported to the community, announced through the media and

posted on www.generationnation.org

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

www.GenerationNation.org GenerationNation GenNation

http://www.generationnation.org/

YOUR TURN! BE A CITIZEN JOURNALIST

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

Issues and topics important to or impacting youth

People: political leaders, candidates, civic leaders, media

Government meetings or decisions

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

Your perspective about politics, government or leadership

Anything else you think is relevant and interesting!

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

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

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

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

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


mailto:[email protected]



http://www.generationnation.org/

YOUR TURN! BE A CITIZEN JOURNALIST

Tips for Reporting

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

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

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

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

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

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

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

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

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

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

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

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

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

Facts and Opinions – both important

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

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

