Civic Learning Opportunity

 Issue: Distracted Driving   Overview This activity uses the public issue of distracted driving (especially texting while driving) to help students learn about roles of government, legislative process, leadership, civic participation and other topics; analyze and think critically about information; and engage in civic action to make a difference.   Objective Using the example of texting while driving laws, students will learn about: 

Public issues related to distracted driving 

Legislative process in North Carolina 

Analyzing and thinking critically about information related to public policy 

Strategies used to identify and address public issues in NC and other states 

Opportunities to take civic action to help solve a problem   Grades The activity targets students in Civics & Economics, and can also be used in 8th grade social studies and other courses. Aligns to Common Core and NC Essential Standards for social studies (attached). It is easily adapted for other grades and subjects.    

    This activity is sponsored by  

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Civic Learning Opportunity

LEARN ABOUT THE ISSUE  Distracted Driving  More people have mobile phones than ever before. Many use the device to send text messages, sometimes while driving. People who text while they are driving are distracted drivers ‐ resulting in accidents, injury and loss of life. Many teen drivers or passengers report using cell phones and texting while in the car.  A few statistics from the Federal Communications Commission: 

• The National Highway Traffic Safety Administration reported that in 2010, driver distraction was the cause of 18 percent of all fatal crashes – with 3,092 people killed – and crashes resulting in an injury – with 416,000 people wounded. 

• Forty percent of all American teens say they have been in a car when the driver used a cell phone in a way that put people in danger, according to a Pew survey.  

• The Virginia Tech Transportation Institute found that text messaging creates a crash risk 23 times worse than driving while not distracted. 

• Eleven percent of drivers aged 18 to 20 who were involved in an automobile accident and survived admitted they were sending or receiving texts when they crashed.  

In May 2013, Missouri teen Savannah Nash was killed in an accident just 6 days after getting her driver’s license. Law enforcement reported that the teenager was texting when she pulled in front of a truck.  Wonder how texting impacts driving? Play SMS Racing and find out. (see resource page)  Government addresses the issue  Across the country, citizens and leaders have identified distracted driving as a major public issue. Different states and agencies have recommended and approved different policies and laws to address the issue. (Use the web resource guide to read more about other states.)  

In North Carolina, legislators in the General Assembly passed a law in 2006 prohibiting teens from using cell phones while driving.  

In 2009, additional legislation targeted texting while driving.  After several meetings, votes and revisions, the bill was passed into law and took effect on December 1, 2009. It prohibits drivers of any age from texting while driving.   

The Town of Chapel Hill enacted an ordinance – a local law – prohibiting any driver of any age from using a cell phone while driving (both handheld and hands‐free). The ban is effective October 1, 2013. 

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Civic Learning Opportunity

THINK AND ANALYZE  Here are a few essential questions to start thinking about and analyzing this issue:   How does a public issue come to the attention of lawmakers? 

Do you think it is government’s business to know what you do as an individual? How does this tie in with rights and responsibilities? 

Why does a legislator decide to sponsor a bill? What is the purpose of a co‐sponsor? 

What are some reasons a lawmaker might have to vote for/against a bill like a cell phone or texting ban? 

What are the key steps in the legislative process? 

How do you find out what the laws are? 

Do you think laws are easy to read and understand? Why or why not? 

Do you think the cell phone and texting laws help to solve the problem of distracted driving?  

Are the penalties high enough? 

Do you have other ideas for ending the problem? 

Do you think the laws for teens and adults should be different? Why or why not? Why do you think they are different? 

Do you think teens understand the issues/laws about distracted driving? Why or why not? 

Can you think of other examples of laws, policies or issues that specifically impact young people? 

Do you think public officials care what young people think? Why or why not? How can student voice make a difference? 

  

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Civic Learning Opportunity

YOUR TURN: DECIDE AND ACT  Citizens and leaders collaborate to solve problems. As a student, your perspective is important for effective policies and decisions impacting young people.   What do YOU think about distracted driving and teens? Do you think that the laws are making a difference? How would you address the issue?  What’s the law? Read and summarize the legislation, and then answer these questions:  

Does the legislation state the problem, and the solution, clearly?  

What is the punishment for violating the law? Is this an effective deterrent? 

The different versions of the bill show which words were added or deleted as it was revised and then approved. Were the edits helpful?  

Do most students know about the distracted driving laws? How should they be publicized to reach the most people? 

See what other states are doing to solve the problem. Write your own legislation. What are you proposing that is different? Why? 

 Make your voice heard Public officials make decisions that impact us every day. Do you have an idea to solve the problem of teen distracted driving? Let them know what’s on your mind! The news media helps to highlight public issues and government’s policies and solutions. Social media is a great tool for sharing information. And, many public officials, journalists, and teens use it.   

Do you have an idea to solve the problem of teen distracted driving?   

Write a news article or opinion, or make a video. Then share it with GenerationNation. We’ll make sure to share it with elected officials and media. 

 

Make a Wish for My Community/Photovoice (see resources  

Contact officials (see resources)  Celebrate My Drive State Farm encourages teens – and teachers, parents, and others at your school and in the community – to make a commitment to safe driving. To celebrate and encourage this commitment, State Farm invites you to participate in Celebrate My Drive.  Register by October 17, and ask people to make a commitment to safe driving daily October 18‐26. The schools with the most safe driving commitments can win BIG grants and prizes.   

State Farm agents can also visit your classroom to talk about safe driving, personal financial literacy, and related topics. Contact GenerationNation to learn more.  

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Civic Learning Opportunity

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

NC General Statute  http://www.ncleg.net/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20‐137.4A.html NC House Bill 9 / State http://www.ncga.state.nc.us/gascripts/BillLookUp/BillLookUp.pl?Session=2009&BillID=H9  

 

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Civic Learning Opportunity

Cell phone use prohibited for drivers under 18  

NC Senate Bill 1289 http://www.ncga.state.nc.us/gascripts/BillLookUp/BillLookUp.pl?Session=2005&BillID=s1289

 NC General Statute http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20‐137.3.html  

  Texting while driving ban becomes law http://www.wral.com/news/state/story/5394218/ Town of Chapel Hill Cell Phone Ban (no hand‐held or hands‐free while driving) http://www.townofchapelhill.org/index.aspx?page=1968 NC Advocates for Justice http://ncadvocatesforjustice.wordpress.com/2013/07/15/ban‐tractor‐trailer‐truck‐drivers‐texting‐on‐nc‐roads‐now/ State Farm Teen Drivers http://learningcenter.statefarm.com/auto/teen‐drivers/   State Farm Celebrate My Drive http://www.celebratemydrive.com/ * Register your school by October 17 http://www.celebratemydrive.com/Registration.aspx * Highlight safe driving by getting people to sign the commitment pledge – win big grants and prizes for your school!  http://www.celebratemydrive.com/TheCelebration.aspx    SMS Racing Simulator Texting while driving (play in browser or download; classroom version available) http://holdenlink.com/project/sms‐racing/   A Wish or Idea for My Community http://generationnation.org/index.php/CLC/entry/my‐wish‐and‐ideas   Talking with Officials http://www.generationnation.org/documents/LocalGovt_whodoeswhat.pdf 

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Civic Learning Opportunity

Alignment The activities are flexible to plug into your lesson plan. Suggested ways to align to Common Core and NC Essential Standards include the following.  Grade 10 Common Core  

 

CCSS.ELA‐Literacy.RH.9‐10.1  Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.  

CCSS.ELA‐Literacy.RH.9‐10.2  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text.  

CCSS.ELA‐Literacy.RH.9‐10.3  Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.  

CCSS.ELA‐Literacy.RH.9‐10.4  Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.  

CCSS.ELA‐Literacy.RH.9‐10.9  Compare and contrast treatments of the same topic in several primary and secondary sources.  

CCSS.ELA‐Literacy.WHST.9‐10.1  Write arguments focused on discipline‐specific content.  

CCSS.ELA‐Literacy.WHST.9‐10.2  

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.  

Civics & Economics  

 

CE.C&G.2  Analyze government systems within the United States in terms of their structure, function and relationships.  

CE.C&G.2.1  

Analyze the structures of national, state and local governments in terms of ways they are organized to maintain order, security, welfare of the public and the protection of citizens (e.g., federalism, the three branches, court system, jurisdictions, judicial process, agencies, etc.).  

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Civic Learning Opportunity

CE.C&G.2.2  

Summarize the functions of North Carolina state and local governments within the federal system of government (e.g., local charters, maintain a militia, pass ordinances and laws, collect taxes, supervise elections, maintain highways, types of local governments, etc.).  

CE.C&G.2.6  

Evaluate the authority federal, state and local governments have over individuals’ rights and privileges.  

CE.C&G.2.7  

Analyze contemporary issues and governmental responses at the local, state, and national levels in terms of how they promote the public interest and/or general welfare. 

CE.C&G.3.2  

Compare lawmaking processes of federal, state and local governments (e.g., committee system, legislative process, bills, laws, veto, filibuster, cloture, proposition, etc.).  

CE.C&G.3.5  

Compare jurisdictions and methods of law enforcement applied at each level of government, the consequences of noncompliance to laws at each level and how each reflects equal protection under the law(e.g., Department of Justice, Regulatory Commissions, FBI. SBI, Homeland Security, Magistrate, State troopers, Sheriff, City police, Ordinance, Statute, Regulation, Fines, Arrest, etc.).  

CE.C&G.3.6  

Explain ways laws have been influenced by political parties, constituents, interest groups, lobbyists, the media and public opinion (e.g., extension of suffrage, labor legislation, civil rights legislation, military policy, environmental legislation, business regulation and educational policy).  

CE.C&G.4.3  

Analyze the roles of citizens of North Carolina and the United States in terms of responsibilities, participation, civic life and criteria for membership or admission (e.g., voting, jury duty, lobbying, interacting successfully with government agencies, organizing and working in civic groups, volunteering, petitioning, etc.)  

CE.C&G.4.4  

Analyze the obligations of citizens by determining when their personal desires, interests and involvement are subordinate to the good of the nation or state (e.g., Patriot Act, Homeland Security, sedition, civil rights, equal rights under the law, jury duty, Selective Services Act, rule 

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Civic Learning Opportunity

of law, eminent domain, etc.)  

Grade 8   CCSS.ELA‐Literacy.RH.6‐8.1    

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

CCSS.ELA‐Literacy.RH.6‐8.2  Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.  

     CCSS.ELA‐Literacy.RH.6‐8.3  Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).  

CCSS.ELA‐Literacy.WHST.6‐8.1   

Write arguments focused on discipline‐specific content. 

CCSS.ELA‐Literacy.WHST.6‐8.2   Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 

8.H.3.2  

Explain how changes brought about by technology and other innovations affected individuals and groups in North Carolina and the United States (e.g. advancements in transportation, communication networks and business practices).  

8.H.3.3  

Explain how individuals and groups have influenced economic, political and social change in North Carolina and the United States.  

8.H.3.4  

Compare historical and contemporary issues to understand continuity and change in the development of North Carolina and the United States.  

    

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§ 20-137.3. Unlawful use of a mobile phone by persons under 18 years of age.(a) Definitions. - The following definitions apply in this section:

(1) Additional technology. - Any technology that provides access to digital media including, but notlimited to, a camera, music, the Internet, or games. The term does not include electronic mail ortext messaging.

(2) Mobile telephone. - A device used by subscribers and other users of wireless telephone service toaccess the service. The term includes: (i) a device with which a user engages in a call using at leastone hand, and (ii) a device that has an internal feature or function, or that is equipped with anattachment or addition, whether or not permanently part of the mobile telephone, by which a userengages in a call without the use of either hand, whether or not the use of either hand is necessaryto activate, deactivate, or initiate a function of such telephone.

(3) Wireless telephone service. - A service that is a two-way real-time voice telecommunicationsservice that is interconnected to a public switched telephone network and is provided by acommercial mobile radio service, as such term is defined by 47 C.F.R. § 20.3.

(b) Offense. - Except as otherwise provided in this section, no person under the age of 18 years shall operatea motor vehicle on a public street or highway or public vehicular area while using a mobile telephone or anyadditional technology associated with a mobile telephone while the vehicle is in motion. This prohibition shall notapply to the use of a mobile telephone or additional technology in a stationary vehicle.

(c) Seizure. - The provisions of this section shall not be construed as authorizing the seizure or forfeiture of amobile telephone, unless otherwise provided by law.

(d) Exceptions. - The provisions of subsection (b) of this section shall not apply if the use of a mobiletelephone is for the sole purpose of communicating with:

(1) Any of the following regarding an emergency situation: an emergency response operator; ahospital, physician's office, or health clinic; a public or privately owned ambulance company orservice; a fire department; or a law enforcement agency.

(2) The motor vehicle operator's parent, legal guardian or spouse.(e) Penalty. - Any person violating this section shall have committed an infraction and shall pay a fine of

twenty-five dollars ($25.00). This offense is an offense for which a defendant may waive the right to a hearing or trialand admit responsibility for the infraction pursuant to G.S. 7A-148. No drivers license points, insurance surcharge, orcourt costs shall be assessed as a result of a violation of this section. (2006-177, s. 1; 2009-135, s. 1.)

GS_20-137.3 http://www.ncga.state.nc.us/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20-1...

§ 20-137.4A. Unlawful use of mobile telephone for text messaging or electronic mail.(a) Offense. - It shall be unlawful for any person to operate a vehicle on a public street or highway or public

vehicular area while using a mobile telephone to:(1) Manually enter multiple letters or text in the device as a means of communicating with another

person; or(2) Read any electronic mail or text message transmitted to the device or stored within the device,

provided that this prohibition shall not apply to any name or number stored in the device nor toany caller identification information.

(a1) Motor Carrier Offense. - It shall be unlawful for any person to operate a commercial motor vehiclesubject to Part 390 or 392 of Title 49 of the Code of Federal Regulations on a public street or highway or publicvehicular area while using a mobile telephone or other electronic device in violation of those Parts. Nothing in thissubsection shall be construed to prohibit the use of hands-free technology.

(b) Exceptions. - The provisions of this section shall not apply to:(1) The operator of a vehicle that is lawfully parked or stopped.(2) Any of the following while in the performance of their official duties: a law enforcement officer; a

member of a fire department; or the operator of a public or private ambulance.(3) The use of factory-installed or aftermarket global positioning systems (GPS) or wireless

communications devices used to transmit or receive data as part of a digital dispatch system.(4) The use of voice operated technology.

(c) Penalty. - A violation of this section while operating a school bus, as defined in G.S. 20-137.4(a)(4), shallbe a Class 2 misdemeanor and shall be punishable by a fine of not less than one hundred dollars ($100.00). Any otherviolation of this section shall be an infraction and shall be punishable by a fine of one hundred dollars ($100.00) andthe costs of court.

No drivers license points or insurance surcharge shall be assessed as a result of a violation of this section. Failureto comply with the provisions of this section shall not constitute negligence per se or contributory negligence per seby the operator in any action for the recovery of damages arising out of the operation, ownership, or maintenance ofa vehicle. (2009-135, s. 2; 2012-78, s. 9.)

G.S. 20-137.4A http://www.ncleg.net/EnactedLegislation/Statutes/HTML/BySection/Chapter_20/GS_20-137.4A...

x2! Getting a license and behind

the wheel is on every teen’s mind at some point.

Driving can be fun but it has some risks ... like distracted driving.

Visit celebratemydrive.com and register your high school to show your support for road safety. You could also win some BIG prizes!

Teens and teachers, rally your school and community and raise awareness on teen driver safety!

CAR CRASHES ARE THE #1 CAUSE OF INJURY AMONG TEENS.

AFTER All . . .

YOU CAN HElP!

Your hiGh school coulD win

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withKelly Clarkson

For more information and official rules visit celebratemydrive.comcommit daily to safe driving on behalf of your school from october 18-26 to win.